Literaturnachweis - Detailanzeige
| Autor/in | Huang, Ying |
|---|---|
| Titel | Transitioning Challenges Faced by Chinese Graduate Students |
| Quelle | In: Adult Learning, 23 (2012) 3, S.138-147 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-1595 |
| DOI | 10.1177/1045159512452861 |
| Schlagwörter | Graduate Students; Graduate Study; Adult Learning; Literature Reviews; Foreign Students; Demography; Adjustment (to Environment); Performance Factors; Educational Practices; Maturity (Individuals); Individual Development; Asians; Social Cognition; United States |
| Abstract | This literature review examines transitioning challenges faced by Chinese international students who pursue graduate degrees in the United States. Based on existing research on adulthood in U.S. and Chinese contexts and the features of Chinese graduate students, Chinese adults, and international students as learners in Western countries, the examination includes the adult learning environment in American graduate education, the demographic features of Chinese international students who pursue graduate degrees in the United States, and the challenges they are confronted with inside and outside the classroom. The emphasis is given to two types of transitions experienced by Chinese graduate students in the United States: learning to live into adulthood and learning to learn in an adult learning setting. Findings of this literature review shed light on understanding Chinese graduate students as a particular group of learners, provide practical suggestions for practitioners in the United States and other Western countries who teach or mentor Chinese graduate students, and inform future research on Chinese international students. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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