bluuebunny/crossref_metadata_2025 huggingface dataset:
Acculturation and Linguistic Factors on International Students’ Self-Esteem and Language Confidence
Authors: Lopez Iris Y. , Bui Ngoc H.
Published: February 2021

Acculturation and linguistic factors were examined as predictors of self-esteem and language confidence among 91 international college students. The majority of participants were Asian (64.8%), female (59.3%), and graduate students (76.9%). Assimilative (adopting host cultural values) and integrative (blending both host and home cultural values) modes of acculturation, less frequency of contact with host culture members, and lower quality of contact predicted higher self-esteem. Less social support and lower English language confidence also predicted higher self-esteem. Also, higher self-esteem was positively related to greater perceived daily hassles (minor stressors faced by students). Furthermore, longer length of stay and greater assimilation and integration scores significantly predicted greater English language confidence. Limitations and implications for international students and educational institutions are discussed.
Acculturative Stress among Asian International Students in Singapore
Authors: Nasirudeen A.M.A. , Koh Josephine Wat Neo , Lau Adeline Lee Chin , Seng Lim Lay , Ling How Ai
Published: February 2021

This study aims to identify the level of acculturative stress and to examine the correlations between acculturative stress or its subcategories and variables such as English language proficiency. The results show that international students were challenged by social interactions, lack of English language proficiency and financial issues. The results of this study and their possible implications for educational institutions in Singapore and Asia are considered.
Promoting Critical Thinking through an Interdisciplinary Study Abroad Program
Authors: Cai WeiWei , Sankaran Gopal
Published: February 2021

This paper discusses the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty as well as details the implementation of an experiential short-term study abroad program in China. To achieve this educational goal of critical thinking, along with meeting the requirements specific to each course, the program was built on a framework using two interrelated approaches – theme-based interdisciplinary curriculum and cultural immersion. The theme-based interdisciplinary curriculum was constructed on three principles (the ability to pose great questions that encompassed drawing knowledge and skills from each discipline, acquiring global awareness, and developing glocal awareness). Cultural immersion was accomplished through carefully selected site visits, activities, and assignments. Students’ experiences, reflections, and applications were assessed through formative and summative evaluation.
International Students and Community Involvement in Tiffin, Ohio
Authors: Arnold Julie , Crooks Rachel , Moore Joe
Published: February 2021

Situated in northwest Ohio, Tiffin is a small community of 18,000 residents and is the proud home of two institutions of higher learning: Heidelberg University and Tiffin University. Over the last several years a unique collaboration has developed among the two universities and the community’s International Cultural Center (ICC). As most things do, this partnership began with a single idea and has blossomed into an evergrowing number of events and activities. Working closely together, these three entities have made concerted efforts to integrate the international student body into the greater Tiffin community. In doing so, the city has become “internationalized” in ways that have provided mutual benefits to the community and the international student population.
The Factors That Influence Dietary Habits Among International Students in the United States
Authors: Alakaam Amir A. , Castellanos Diana C. , Bodzio Jessica , Harrison Lee
Published: February 2021

This study examines the dietary intake changes and factors related to dietary acculturation in international students attending an urban university in the United States. The researchers administered seven focus groups of college-age international students (n = 32) between June and August 2012. The participants were enrolled in Northeastern and Midwestern U.S. universities. A qualitative research inquiry was used for data collection, presentation, and analysis. An interview guide was developed to explore the dietary habits of international students. The results show the participants face many dietary challenges as a result of adapting to American culture. The major dietary-related influences include: the food environment, campus environment, religion, and individual preferences. Additionally, the consequences of dietary changes were associated with undesirable health outcomes including weight gain, increased blood glucose levels, increased cholesterol levels, high blood pressure, and mental problems.
Evaluating the Struggles with International Students and Local Community Participation
Authors: Kusek Weronika A.
Published: February 2021

International students are not only important for universities, but even more so to the host communities, towns and regions where higher education institutions are located. This pilot study looked at a public university located in a small college town in Ohio. The study explored the relationship between international students and the local community. Data for this study was collected through questionnaires and conversations with international students from seven different countries, and complemented by participant observations. The outcomes of this study suggest that international students at the subject university feel a low level of engagement with the local community. Student questionnaires and conversations indicated that their daily schedules in the United States contained fewer activities and social interactions than in their home towns. The study explored potential reasons for this difference in daily routines and community engagement, as expressed by interviewed students.
Summer Study-Abroad Program as Experiential Learning: Examining Similarities and Differences in International Communication
Authors: Levine Kenneth J. , Garland Michelle E.
Published: February 2021

This paper examines how the study-abroad experience enhances intercultural communication competence. This study used Bennett’s (1986, 1993) model of ethnorelative typology of acceptance, adaptation, and integration to explore intercultural communication competency. Central to intercultural communication competency is intercultural sensitivity and modified perceptions of cultural differences. A pre-test/post-test open-ended questionnaire design was utilized to uncover what was learned by students while participating in a four-week summer study-abroad program in Paris and Brussels. Based on 110 participants over 16 years, results indicated that both sensitivity to and understanding of cultural differences are heightened as a result of the study-abroad experience. Further, these findings provided support for outcomes showing attainment of intercultural communication competency learning objectives.
Intragroup Conflict During Study Abroad
Authors: Bodycott Peter
Published: February 2021

Co-national groups of individuals from the same country can provide members with psychological and sociocultural support when coping with the stresses of studying abroad. This article examines intragroup task and relationship conflict that occurred in one co-national group during a 14-week short-term study abroad program. Findings reveal the negative effect of intragroup conflict, within the co-national group, on student’s personal and social −ethnic− identities, acculturation and program involvement. Recommendations are made about ways to help students in co-national groups cope with acculturation and intragroup conflict, and how institutions can better prepare and support students for study abroad.
Cognitive Skills Development Among International Students at Research Universities in the United States
Authors: Kim Young K. , Edens David , Iorio Michael F. , Curtis Christie J. , Romero Edwin
Published: February 2021

Set in the context of a statewide research university system, this study attempted to improve our understanding of cognitive skills development among international students. Specifically, this study examined how the patterns and predictors of cognitive skills development among this population differ from their domestic counterparts. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES). This study identified unique patterns in both cognitive skills development and college experiences among international students. Findings also suggest that some college experiences, such as research engagement with faculty and satisfaction with advising, can possibly facilitate greater gains in cognitive skills among international students. The study discusses the theoretical and practical implications of the findings.
International Student’s Guide to American Colleges
Authors: Dennis Marguerite J.
Published: February 2021

In the opening pages of The International Student’s Guide to American Colleges, the author lays out in a clear and organized way the purpose of the book, which is to assist international students in figuring out the type of American college or university that is best for them and to provide the tools needed to build their college lists.
International Students, University Health Centers, and Memorable Messages About Health
Authors: Carmack Heather J. , Bedi Shireen , Heiss Sarah N.
Published: February 2021

International students entering US universities often experience a variety of important socialization messages. One important message is learning about and using the US health system. International students often first encounter the US health system through their experiences with university health centers. The authors explore the memorable messages international students receive about using university health centers. Participants identified three important messages: (a) the insurance imperative, (b) triaging your own health, and (c) passing the TB “test”. These messages help to socialize international students, but also create confusion because of ambiguity and assumption of previous knowledge.
Explaining the Effectiveness of the Contrast Culture Method for Managing Interpersonal Interactions Across Cultures
Authors: Hiratsuka Hiroyoshi , Suzuki Hanako , Pusina Alexis
Published: February 2021

One of the current challenges in the field of intercultural education comes from the limited availability of training efficacy studies. The present study focused on explaining the effectiveness of the Contrast Culture Method (CCM) as an intercultural education method for managing interpersonal interactions across cultures between graduate international students and their local counterparts in an academic program in Japan. By incorporating a qualitative methodology through the grounded theory, the study explained a context of domestic interpersonal relations across cultures in Japan. The result showed CCM’s effectiveness based on respondents’ reflective accounts, and supported the ideas suggested by the original study. The article concludes with future directions for research and application of CCM.
Perceived Support as a Predictor of Acculturative Stress Among International Students in the United States
Authors: Bai Jieru
Published: February 2021

A quantitative study was conducted to measure the acculturative stress of international students and investigate the predictors of acculturative stress. A total of 186 students participated in the survey. Results showed that 22.4% of the students in this study exceeded the normal stress level and might need counseling or psychological intervention. International students from the Middle East had a significantly higher level of acculturative stress than students from other areas. Perceived support from the university was identified as a significant negative predictor of acculturative stress. The results have important implications for educators and helping professions in higher education settings that serve international students.
Loyal Tongue, Liberal Mind: International Students’ Experiences on Dietary Acculturation in England
Authors: O’Sullivan Novella , Amirabdollahian Farzad
Published: February 2021

This study explores the dietary experiences of international students in a British university, and how these phenomena differ from what they experienced in their home country. Ten participants were recruited using purposive sampling. The inclusion criteria were international students who had lived in England for less than a year; those with diet-related health problems were excluded. Data were collected using semi-structured interviews and analyzed with Colaizzi’s method. This resulted in three main themes: changes in diet, new dietary experiences, and factors affecting dietary practices. Our findings also offer new insight about what international students might encounter relating to food and diet when studying abroad.
International Female Graduate Students' Experience at a Midwestern University: Sense of Belonging and Identity Development
Authors: Le Anh T. , LaCost Barbara Y. , Wismer Michael
Published: February 2021

International female graduate students have to negotiate multiple aspects of their identities as non-native learners and women in a society with different gender norms than their home countries. However, their experiences have not been well researched within the scholarship on international students. In this study, using the phenomenological approach, we explored the phenomenon of being an international female graduate student in the U.S. The seven participants are diverse in terms of countries of origin, academic programs, and life situations. Using open-ended questions, we conducted indepth one-on-one interviews with the participants. The findings indicate that the participants perceived being international female graduate students at this university as a positive, life-changing, and transformative experience.
Do Nondomestic Undergraduates Choose a Major Field In Order to Maximize Grade Point Averages?
Authors: Bergman Matthew E. , Fass-Holmes Barry
Published: February 2021

The authors investigated whether undergraduates attending an American West Coast public university who were not U.S. citizens (nondomestic) maximized their grade point averages (GPA) through their choice of major field. Multiple regression hierarchical linear modeling analyses showed that major field’s effect size was small for these undergraduates’ academic marks in mandatory English writing classes and their term GPAs in the five most recent academic years. Engineering and economics, but not science, were significant predictors of writing marks. Economics, but not engineering or science, was a significant predictor of GPAs.
International Students Dictionary
Authors: Johnson Karen , Wells Lisa
Published: February 2021

According to Study Destination USA's website, The Ultimate International Student Dictionary for International Students Studying in the USA was created to give transferring international students help with the unique terminology used in universities and colleges in the United States. From experience, the staff at Study Destination USA understands the challenges future or current international students will experience, such as adapting to a new academic culture to understanding the nuances of the university language.
(Re)Examining the Research on International Students: Where Are We Today?
Authors: Bista Krishna
Published: February 2021

A working definition of an international student, as Shapiro, Farrelly and Tomas (2014) acknowledged, is “a student who moves to another country (the host country) for the purpose of pursuing tertiary or higher education e.g., college or university” (p.2). The United States Citizenship and Immigration Services (USCIS) defines an international student as: “Anyone who is enrolled at an institution of higher education in the United States who is not a U.S. citizen, an immigrant (permanent resident) or a refugee” (2015, para 2).
An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students
Authors: Velliaris Donna M. , Breen Paul
Published: February 2021

In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider—whose student-body is 98% “international”—plagiarism is a prevalent and complex issue that cannot be solved with a single-solution response. The three-stages of identification should be conceived holistically and with each stage being equally important to the assessment of student writing. It is worth noting, however, that the extent to which plagiarism is detected will determine the number of stages involved and the degree the student has transgressed. This framework emphasizes the need for, and importance of, Academic Integrity (AI), literary ownership, assessment transparency, and compatibility with partner institutions.
From Isolation to Inclusion: Learning of the Experiences of Chinese International Students in U.S.
Authors: Will Nancy Li
Published: February 2021

I examined the experiences of Chinese international students in higher education and inquire about American domestic students' perspectives on the trend of increasing numbers of Chinese international students in their institutions. In this paper, I also aim to provide suggestions on encouraging multiculturalism and inclusive academic settings within higher education.
Student and Staff Perceptions of the International Postgraduate Student Experience: A Qualitative Study of a UK University
Authors: Bird Emma L.
Published: February 2021

This study aimed to explore student and staff perceptions of academic, personal and social factors influencing the international postgraduate student experience at a UK University. Focus groups were conducted with international students enrolled in a Master in Public Health programme (n=10). An in-depth survey containing open-ended questions was completed by university staff that contribute to postgraduate teaching (n=12). Qualitative data were analysed using Thematic Analysis. Student and staff perceptions of the international postgraduate student experience were broadly similar, although some discrepancies were identified. Five themes emerged: adjustment to academic expectations; adjustment to academic conventions; programme internationalisation; adjustment to the local culture; and, future plans. Findings add to the limited evidence base on the international postgraduate student experience in UK universities
The Perils of Multi-lingual Students: “I’m Not LD, I’m L2 or L3.”
Authors: Kim Kioh , Helphenstine Derrick T.
Published: February 2021

As more companies and families expand to the global market an increasing number of students are entering international schools outside of their home countries. Each international school is governed and run according to their own policies, but one overarching element remains: the language of instruction is usually English. When English Language Learners enter English dominant environments they often have difficulties acclimating to the language and the classroom. In this paper the authors intend to address some myths about ELL students in the classroom, and shed light on why some students are wrongly identified as having possible SLDs and how we can better help students by looking further at their characteristics.
International Higher Education's ScholarPractitioners: Bridging Research and Practice
Authors: Adhikari Soni
Published: February 2021

In response to dynamics like the above, readers expect international higher education research and scholarship to be situated in the broader global context and address geopolitical dynamics on transnational scales. Unfortunately, in the United States, scholarly responses to changing global dynamics are usually slow and weak. The convention here is for scholars to discuss “internationalization” in the abstract without situating national discourses in the international context or using transnational perspectives.
Domestic and International College Students: Health Insurance Information Seeking and Use
Authors: Mackert Michael , Koh Hyeseung E. , Mabry-Flynn Amanda , Champlin Sara , Beal Anna
Published: February 2021

This study aimed to explore perceived barriers to using health insurance and identify discriminant factors between health insurance information seekers and non-seekers. A total of 615 domestic and international college students from a large university in the Southwest completed a cross-sectional survey. Findings imply that campus health providers and staff in international student services should be working closely to communicate to students about health insurance because they are both trying to solve the same basic problems.
Why Do International Students Avoid Communicating with Americans?
Authors: Wang I-Ching , Ahn Janet N. , Kim Hyojin J. , Lin-Siegler Xiaodong
Published: February 2021

We explore how the communication concerns of non-native English speakers (NNS) and Americans relate to their perceptions of each other and decisions to interact. NNS identified their concerns in communicating with Americans, the perceived causes of their concerns, and the strategies they would employ to address these concerns. Americans noted their perceptions of NNS’ (heavy and mild) accents and identified factors that influence their perceptions of NNS and decisions to communicate with NNS. Results revealed that the more NNS attribute their communication concerns to Americans’ bias, the more likely they would avoid interacting with Americans. Results also suggested that Americans show a more favorable attitude toward mild accent NNS. We discuss the implications these findings have for international education and future research.
A Developmental Sequence Model to University Adjustment of International Undergraduate Students
Authors: Chavoshi Saeid , Wintre Maxine Gallander , Dentakos Stella , Wright Lorna
Published: February 2021

The current study proposes a Developmental Sequence Model to University Adjustment and uses a multifaceted measure, including academic, social and psychological adjustment, to examine factors predictive of undergraduate international student adjustment. A hierarchic regression model is carried out on the Student Adaptation to College Questionnaire to examine theoretically pertinent predictors arranged in a developmental sequence in determining adjustment outcomes. This model accounted for over 60% of the variance in adjustment scores, and highlighted the importance of ecological factors in relation to student adjustment, such as social support, relationship with parents, and perceived institutional support as more useful than static measures of achievement such as high school GPA. Implications of these findings, including the important role of campus services, are discussed.
Experience of Education in the International Classroom-A Systematic Literature Review
Authors: Safipour Jalal , Wenneberg Stig , Hadziabdic Emina
Published: February 2021

In this essay, we investigate the learning and teaching experiences in the international classroom from both the teachers and the students’ perspectives. The findings of this study showed that language barriers are one of the difficulties, but academic cultural differences seem to play a more important role that can impact on the learning outcomes in the international classroom. This can also lead to negative experiences and the forming of stereotypical views of international students solely based on their educational background.
Internet Use and Psychological Wellbeing: A Study of International Students in Singapore
Authors: Dutta Oindrila , Chye Stefanie Yen Leng
Published: February 2021

We investigated the relationship between psychological wellbeing (as indicated by participants’ level of loneliness, perceived academic stress and depression) and generalized problematic internet use. Data was collected from a sample of 103 international students studying in Singapore. Statistical analyses revealed that depression was the most important predictor of problematic internet use, followed by academic stress. Loneliness was found to mediate the relationship between problematic internet use and depression or academic stress. Implications of the findings for international students in the University context have been discussed.
International Student Teaching: A Transformational Experience
Authors: González-Carriedo Ricardo , López de Nava Jesús , Salas Martínez Manuel
Published: February 2021

Today, being a teacher requires understanding and positively responding to the cultural and linguistic nuances present in the classroom. The increasingly diverse schools are placing higher expectations on teachers in regard to the use of multicultural practices. This is compelling teacher preparation programs to find new formulas to adequately train teacher candidates. International student teaching programs have been shown to yield important benefits for participants. This article describe an international student teacher exchange program between the University of North Texas and the University of Seville (Spain) and reflects on the effects of the experience on a Spanish preservice teacher and his mentor teacher in Texas. Implications and suggestions for teaching preparation programs are also provided.
Academic Advisors and Their Diverse Advisees: Towards More Ethical Global Universities
Authors: Ikegami Lee Yuko , Metcalfe Amy
Published: February 2021

In this comparative content analysis, job postings for academic advising personnel from U.S. and Canadian higher education institutions were examined to ascertain expectations for job candidates in terms of skills and duties, educational requirements, and compensation. Fifty-three job descriptions from 18 research-intensive, public universities were collected for this study. The findings show that institutions expect academic advisors to be multitalented and skilled professionals, but that calls for experience working with international students are limited, despite the rising importance of internationalization in higher education.
Problematic Areas of Host University Support Services for Short-Term Mobility Students
Authors: Perez-Encinas Adriana , Rodriguez-Pomeda Jesus , Josek Mikuláš
Published: February 2021

The growing numbers of mobile students over the years made the provision of student services a key topic of interest for higher education institutions. In order to offer a better experience for international students, it is important to be aware of and assess their needs in relation to different sets of support services. The data used in this paper were gathered through the ESNsurvey 2016 project, a research venture focused on the experiences of participants in short-term student mobility in Europe. Responses were collected from 12,365 international students, who have participated in a short-term (3-12 months) study period abroad mostly through Europe’s most promoted mobility program called ERASMUS+. For the purpose of this paper, the focus was only on the aspect of host university support services. The comments of 2,012 students about their experiences were analyzed using a probabilistic methodology known as Latent Dirichlet Allocation (LDA).
The Role of Student Affairs in a New University in a Conflict Zone
Authors: Sengupta Enakshi
Published: February 2021

Higher education necessitates an understanding that students cannot be confined to the classroom, as a large part of their curriculum comprises extracurricular activities to educate  intellectually, in spirit, and body. AS a result, community building, advising, and career development became a part of the traditional routine of student affairs. This article explores the role of student affairs in a newly formed university in a conflict zone ravaged by war and terrorism for decades. The data explored in this article reveals some interesting facts, which are different from that of the traditional student affairs manager. In this university, student affairs personnel are viewed as a ‘job giver,’ someone who will arrange funds, bursaries, and scholarships in keeping with the war-ravaged economic scenario of the province in northern Iraq.
Strategies and Initiatives in Acculturation: Voices from Ghana
Authors: Boafo-Arthur Susan , Attah Dzifa A. , Boafo-Arthur Ama , Akoensi Thomas D.
Published: February 2021

Culture shock and acculturation are salient aspects of any international study trip. Over the years, many institutions have devised several strategies to help international students transition to life in the host country. However, most of these strategies are insensitive to diverse cultural or country specifics. Drawing from Social Learning Theory, this paper provides narratives from four former students from the West African country of Ghana and how they navigated the process of acculturation in their respective host nations. The narratives discuss their feelings during the study abroad trip, some of the challenges they faced, and personal as well as institutional strategies that aided in ameliorating the experience of culture shock. A few recommendations for Student Affairs Practitioners are also provided.
Book Review- Developing the Global Student: Higher Education in an Era of Globalization Internationalization in Higher Education Series
Authors: Nasser, Jr. Roger "Mitch"
Published: February 2021

While administrators may consider increasing their international student population as a plausible solution to the enrollment crisis, they must also consider how these students navigate the campus environments. What are our responsibilities as higher education administrators? How will U.S. students respond to their international classmates? Moreover, will native students understand and accept the differences they encounter? David Killick’s book, Developing the Global Student: Higher Education in an Era of Globalization asks how prepared students are for the international community. Killick’s discussion methods include philosophy, student development, and self-reflection, which will appeal to most readers.
Studying in Canada: Experiences of Female Graduate Students from Saudi Arabia
Authors: Alqudayri Bushra , Gounko Tatiana
Published: February 2021

This paper presents findings from a study which explored experiences of Saudi Arabian female graduate students studying in Canada. The data for this descriptive qualitative study was collected through semi-structured interviews with ten students undertaking graduate studies in universities across 5 Canadian provinces. The findings of this study suggest that female graduate students from Saudi Arabia face unique challenges related to adaptation to a new education environment and to managing cultural expectations of Saudi and Canadian communities. Studying and living in Canada affected our participants’ personal values and changed the way they viewed themselves, their culture and community.
Understanding International Students from Asia in American Universities: Learning and Living Globalization
Authors: Tshibaka Ahoefa S.
Published: February 2021

In this book, the editors suggest that the intensity of globalization is helping to reshape the American Education System. The reshaping of the American educational system is reflected in the number of students the United States accommodates from different parts of the world. With an international student count of 1.09 million; the United States is one of the primary destinations for international students in the world. Interestingly, Chinese, Indian, and South Korean students represent more than half (51%) of the overall number of international students in the United States. However, Asian students combined represent 64.3% of the overall number of international students in America, making them the dominant group of students (Ma & Garcia-Murillo, 2018, p. 1).
The School Climate - Student Achievement Connection
Authors: Shindler John , Jones Albert , Williams A. Dee , Taylor Clint , Cardenas Hermenia
Published: February 2021

This study examined the relationship between school climate and student achievement rat- ings in urban school districts in five states (N =230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the quality of the climate appears to be the single most predictive factor in any school’s capacity to promote student achievement. The findings of the study suggest a se- ries of general and theoretical implication for the field of education. It appears that the use of practices that promote a “psychology of success” lead to greater achievement and higher quality climate, and those that promote a “psychology of failure” lead to under- performance.
Goal Setting to Increase Student Academic Performance
Authors: Dotson Ronnie
Published: February 2021

High-stakes accountability has teachers and adminis- trators across the nation searching for proven strategies to ensure continual improvement. Additionally, establishing processes that promote shared leadership and responsibility for student achievement is of great interest to educators. Furthermore, motivating stu- dents to perform at high levels has become increasing- ly challenging. Jenkins (1994) advocates that many students’ greatest problems in school are related to irresponsibility, not inability. Hwang (1995) reports that the apathetic attitude of American students is profound. The effects of this complacent outlook and lack of motivation is far reaching and necessitates a new direction in order for schools to reach their goals. For the schools in Carter County, Kentucky, a rural district of approximately 5,000 students, goal setting has proven to be the answer.
The Acclimation of New Assistant Principals
Authors: Craft Hykeem M. , Malveaux Rene , Lopez Sonja A. , Combs Julie P.
Published: February 2021

Although the assistant principal position has been the career path for aspiring principals, some researchers have claimed the position lacks adequacy as a training position. With limited research available, the purpose of this study was to explore the induction and acclimation experiences of newly assigned assistant principals. Following a phenomenological research approach, interviews were conducted with six public school assistant principals. New assistant principals prepared for their positions by seeking prior leadership opportunities and asking questions, but they noted a lack of confidence in making decisions. These new assistant principals, recognizing the importance of professional relationships, worked to build trust with students and teachers. Implications for school district leaders, preparation programs, and aspiring candidates are provided.
Editor’s Note
Authors: Kunnath Joshua
Published: February 2021

Welcome to the Summer 2018 issue of the Journal of School Administration Research and Development (JSARD), our third volume. JSARD is an open-access, peer-reviewed journal that supports the development and dissemina- tion of research and scholarship in the area of K-12 school administration and leadership. Our mission is to pub- lish and disseminate relevant, high-quality literature in educational leadership in order to empower researchers, practitioners, and policy makers to improve K-12 schools. JSARD publications are possible due to the hard work of our editorial board, peer reviewers, copy editors, and authors.
A Model for Selecting Exemplary Mathematics and Science Teacher Leaders
Authors: Nickerson Susan D. , Vaughn Meredith , Lamb Lisa , Ross Donna , Philipp Randolph , LaRochelle Raymond , Williams Kathy S.
Published: February 2021

Teachers’ situated knowledge of the classroom and teaching suggests that they can play an important role in promoting and supporting change in teaching practice even if they are not formally designated as leaders. We selected 32 secondary mathemat- ics and science teachers and supported them in enrich- ing their instructional practice and in becoming in- structurally-focused teacher leaders. We describe the qualities we sought in teachers who were to become effective teacher leaders, and we share the ways in which we assessed those characteristics. We explain our rationale, instruments, and interview questions used in the selection of the teacher leaders. After four years, our teachers have served and continue to serve in numerous formal and informal leadership roles. We offer three recommendations to administrators for nurturing teacher leaders.
Editor's Note
Authors: Kunnath Joshua
Published: February 2021

I am pleased to present the Summer 2019 issue of the Journal of School Administration Research and Development (JSARD), our fourth volume. JSARD publishes scholarly research articles, essays and best practices articles, and commentaries on educational leadership for an audience of K-12 educators, university researchers, and policymakers from around the world. In this new issue, we continue our efforts to maintain a balance between the practical and theoretical this time in the form of one research article, two essays, one best practice article, and one commentary. These articles address various elements of educational leadership from multiple perspectives, but they all address methods of leading a school community to increase student learning.
Benefits of Teacher Diversity
Authors: Nevarez Carlos , Jouganatos Sarah , Wood J. Luke
Published: February 2021

This essay articulates the benefits of teacher diversity by illustrating six themes: a) leading for social justice through local and global civic engagement; b) developing an inclusive school culture; c) culturally relevant pedagogy; d) cultural translators and transformers; e) role models; and (f) benefits accrued by White students. The authors draw from evidence in supporting arguments surrounding the benefits accrued when teacher diversity reflects the demographics of students served and the role educational leaders can play in advancing efforts to recruit and retain a diverse faculty pool. They challenge readers to consider the benefits accrued when deliberate efforts to increase teacher diversity are made in light of advancing student academic success.
Considering Standards-based Grading
Authors: Townsley Matt
Published: February 2021

Rather than awarding points for a combination of worksheet completion, quiz performance, in-class participation, and essay writing, standards-based grading separates academics from non-academic factors and communicates students' progress towards mastery of course or grade-level standards. Some secondary schools are moving towards standards-based grading (SBG) in an attempt to produce more consistent grading practices, however the empirical evidence resulting from this change is mixed. The purpose of this article is to describe principles of standards-based grading, empirical support of SBG, and several common challenges secondary school leaders may face when considering this philosophical shift. Future research recommendations include exploring the perspectives of college students who graduate from high schools using SBG to understand the longer-term successes and shortcomings of the grading system.
The Value in Pursuing the EdD
Authors: Stark John B.
Published: February 2021

With the pressure to continue professional development in the P-12 environment, typically via additional educational degrees, many have exhausted the masters degree-level training and are looking at the doctoral level of degrees. However, considerations of the amount of time and effort involved in pursuing doctoral-level degrees, the financial costs of the work, and confusion around which type of degree to pursue, have combined to create barriers in moving forward. This article is meant to assist in making this decision by talking about the differences between PhD and EdD programs and by advocating for a choice of the EdD. The advantages and value of EdD programs are discussed.
Integrating Blended Learning in Middle School ELA Classrooms to Support Diverse Learners
Authors: Morgan Joseph John , Spies Tracy
Published: February 2021

The current focus of education is on preparing diverse student populations for college and career readiness. One critical aspect of this preparation is the development of 21st-century learning skills that integrate technology to support students in becoming active members of a globalized society. According to theNational Assessment of Educational Progress, however, English learners (ELs) and students with disabilities(SWDs) are underprepared to use technology to enhance their learning. Therefore, it is important for schools to find ways to integrate critical technology skills with academic instruction in the education of cognitively and linguistically diverse learners. School leaders are essential to the establishment of this instruction. This paper provides lessons learned from a professional development project focused on training middle school English language arts teachers in the integration of blended learning activities to support these diverse learners. These lessons, with supporting data, are discussed along with implications and recommendations for school leaders focused on providing access to critical 21st-century learning skills.
Boosting School Administrator Confidence When Evaluating Special Educators Through District Support and Training
Authors: Aramburo Corrine , Rodl Janelle
Published: February 2021

This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to better evaluate special education teachers; and (c) if possessing a special education credential influences an administrator’s confidence when evaluating both general and special education teachers at their school site. Results indicated that district training regarding special education teacher evaluation increased administrator confidence and that administrators with general education credentials desired more district support overall than did their counterparts with a special education credential. The data also showed that administrators with a special education credential felt significantly more confident evaluating special education and general education teachers than did their counterparts from general education backgrounds. Implications for the field of special education evaluation and future directions are discussed.
Analysis of a School-Based Behavioral Health Program: Exploring the Value of Mental Health Services for Vulnerable Students
Authors: Ross Lora , Biswas Bipasha , Halaas Beth , Jones Heidi
Published: February 2021

This paper explores the effectiveness of public school-based mental health treatment for K-12 students. Extant clinical data from 2017- 2018 for behavioral health service recipients (n = 874) was used in this analysis. Relationships among clinical diagnosis at discharge, duration in treatment, student participation, and status of mental health improvement were examined. Logistic regression explored associations among variables of interest. Results indicate 74.3% (n = 649) of students were identified by clinicians with improvement in mental health status at discharge. The most prominent mental health diagnoses being treated in the schools were depression, anxiety, and trauma. Students involved in treatment were over 15 times more likely to be categorized as having an improved mental health status; students who lacked participation were 63% less likely to improve. Our results highlight the necessity for school administrators to prioritize and support school-based mental health services. The findings provide school administrators guidance, evidence, and impetus for implementing effective school-based mental health programs.
Grading Principles in Pandemic-Era Learning: Recommendations and Implications for Secondary School Leaders
Authors: Townsley Matt
Published: February 2021

As the COVID-19 pandemic unfolded in K-12 education, school leaders quickly pivoted from prioritizing continuous instruction and technology access to the output, grades.  In response to these unprecedented times, secondary schools utilized “do no harm” grading methods, such as freezing previous grades and replacing letter grades with pass-fail.  The purpose of this essay is to describe grading principles that secondary school leaders should consider during future pandemic era learning, and to suggest implications based upon previous literature.
Going the Distance: What School Administrators Can Learn from One-to-One Laptop Schools
Authors: Gonzales Miguel , Jackson Iesha
Published: February 2021

As a response to the COVID-19 pandemic, many school administrators are forced to transform traditional schooling into an online distance learning environment. This commentary addresses how some of the challenges and implications of our research in leadership and instruction of one-to-one laptop schools are applicable to establishing a distance learning environment alongside current standards for instruction. School administrators are strongly encouraged to collaborate with teachers as soon as teachers report for the school year to help create a shared vision of effective online instruction and implement supplemental frameworks that will guide evaluation of teaching and learning online.
Editor’s Note: 5th Anniversary Special Issue, Part 1
Authors: Kunnath Joshua
Published: February 2021

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From 1965 to 2018
Authors: Knox Jonelle
Published: February 2021

In 1965, there were a number of major events occurring in the United States, including the U.S. soldiers fighting in the Vietnam War; the historic march that took place in Selma, Alabama, led by Dr. Martin Luther King, Jr.; the murder of Malcom X in Harlem, New York; and the signing of The Voters Rights Act by President Lyndon B. Johnson. It was a time that Black families were moving in a positive direction in the areas of housing, employment, and education. Since 1965, Black men in the United States have not made the same progress as their White and Hispanic counterparts. This article explores both the absence of Black males in households as well as the nesting syndrome created by mothers rearing Black men and its impact on Black males since 1965.
Value of Love in Higher Education
Authors: Beckles-Raymond Gabriella
Published: February 2021

In the context of the rise in open racism following post-credit crunch Brexit Britain, movements seeking educational reform to address racism within the academy emerged. However, such efforts must grapple with the ever-increasing corporatization of higher education. This article aims to disrupt the duplicity of widening participation rhetoric, which makes claims to moral values but in practice is governed by a neoliberal agenda. Using bell hooks’ ethic of love, I discuss a case study of a widening participation program and a liberal arts university. I claim that so-called resource dilemmas are better understood as moral dilemmas and that centring a love ethic in this process of reframing enables us to rethink how we navigate such dilemmas in higher education.