International students from South-East Asia who study in Australia are often portrayed negatively compared to local students in terms of learning and study practices. This article discusses some of the misconceptions held by university teachers and administrators about South-East Asian students studying in Australia and examines them in the light of recent research. In particular, it challenges the views that students from South-East Asia are surface learners, passive non-participants in class who prefer the company of other Asian students. These findings challenge university teachers to reconsider accepted beliefs and practices when teaching all students, but particularly students from South-East Asia.
Teacher development programs have been part of the English speaking higher education landscape for over 40 years. There is now general agreement that teacher development pro grams have a positive impact on teachers and students, yet the extent and longevity of their impact on the culture of the discipline and the institutions are less well researched and evi denced. There is clearly a need for ongoing and rigorous research on the impact of teacher development programs that looks deeper and beyond the teachers who participate in the programs. The focus of this paper is to draw on the English research and literature to iden tify the impact and effectiveness of teacher development programs and activities and propose a framework for the systematic measurement and collection of information on the effective ness of these programs. It is argued that these measures and indicators need to move from the research paradigm to the evaluation paradigm so that they can inform ongoing and future teacher development programs and enhancement. Programs from the planning stage should be designed to build an evidence base that will enable researchers and practitioners to ask more complex questions on where and on whom the programs have an impact, and why they have impact.
Summary. The significance of students' goals on their management of study has been emphasised in theories of self‐regulation of learning and empirical research on student learning, but little empirical attention has been given to the issue of adaptation and change in students' goals. The lack of attention given to the malleable and adaptive nature of goals may be related to researchers' reliance on discrete categories for describing student learning. In this paper, it is proposed that, since qualitatively distinct goals involve different levels of content processing to achieve them, they can be conceptualised as a hierarchy reflecting a developmental continuum, with surface and deep processing orientations as the two opposing poles of that continuum. It is also argued that students' endorsements of goals reflect an unfolding principle of stage development. Empirical evidence is provided to support the conceptual usefulness of the unfolding model for describing qualitative differences in students' goals and investigating their significance in management of study. Significant relationships were found between students' learning goals, as measured on the unfolding scale, their perceptions of the learning situation and their course performance.
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