bluuebunny/crossref_metadata_2025 huggingface dataset:
Taboo or Tabula Rasa: Cross-Racial/Cultural Dating Preferences amongst Chinese, Japanese, and Korean International Students in an American University
Authors: Ritter Zachary S.
Published: February 2021

International students bring racial attitudes and group preferences that affect campus climates. Forty-seven Chinese, Japanese, and Korean college international students were interviewed, regarding their perceptions of race/ethnicity and nationality, when it comes to dating and romantic relationships on college campuses. Thirty-five out of forty-seven students interviewed said they would ideally want to date someone from their own cultural background, so that communication gaps would not occur, but when probed beyond language barriers, international students appeared to have a racial hierarchy when it came to dating. Students were not only influenced by parental approval of dating partners, but also US media images that helped create a racial hierarchy of dating and cultural capital. White Americans were the most desirable dating partner for Chinese, Japanese, and Korean international students; Asian-Americans were slightly below white Americans, while African-American, Latino, and Southeast Asian students were the least desirous.
The Forgotten Half: Understanding the Unique Needs of International Student Partners
Authors: Lei Danni , Woodend Jon D. , Nutter Sarah K. , Ryan Alyssa R. , Cairns Sharon L.
Published: February 2021

With the increasing enrollment of international students in North American universities, the need to support the adjustment of international students has also increased. One factor consistently identified as essential to successful student adjustment is having a strong support network, including familial support. Previous research investigating the needs of international students’ partners is limited and has suggested that partners may face greater barriers to adjustment than international students. The current study was conducted to better understand the needs of partners as well as potential barriers they face when attempting to access services. Although limited by sample size, the results suggested that partners are interested in increased support in helping their transition to local living and mainstream culture.
A Relational Approach to International Education Through Homestay Programs
Authors: Kobayashi Junko , Viswat Linda
Published: February 2021

This paper identifies and analyzes intercultural problems through surveys of homestay programs with Japanese students and American host mothers. Given that participants need to go beyond their cognitive knowledge to interact effectively with people from other cultures, a relational approach may be more effective than traditional intercultural training models in international education. In terms of the relational approach, one incident of intercultural problems is composed of various interpretations and plural options for managing differences. By becoming familiar with this relational approach, participants can make more appropriate behavioral choices and make their global experience more meaningful. Also, instructors or faculty members can develop educational programs more effectively by applying the survey results to international education.
International Student in Japan
Authors: Warren Kyle D. , Kim Eunyoung
Published: February 2021

Since 1983, the Japanese government has worked to implement various reforms to make higher education in Japan more attractive to international students (Horie, 2002). Verbik and Lasanowski (2007) have identified Japan as an “evolving destination” (p. 14) in international mobility with a growing number of international students choosing to study in Japan.
International Students’ Social Network: Network Mapping to Gage Friendship Formation and Student Engagement on Campus
Authors: McFaul Susannah
Published: February 2021

Addressing the importance of international student engagement on campus and creating friendships with host-country nationals during their time abroad, this small-scale study explores the question of, “Are there trends in how or through what means international students are making connections with co-national, multi-national, or host-national students?” Semistructured, qualitative interviews, data collection, social network analysis and a data-representative social network diagram were used to explore this question. Understanding these trends can help with developing student programming that encourages friendship making, cross-cultural workshops, or even provide the foundation and reasoning to strengthen support systems for international students.
International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University
Authors: Zhang Yi (Leaf)
Published: February 2021

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success
Academic Writing for International Students of Business
Authors: Dutkiewicz Keri
Published: February 2021

The recently released 2nd edition of Stephen Bailey’s Academic Writing for International Students of Business (2015) overviews general concepts about academic writing in English for non-native speakers studying business. Bailey’s text can be utilized both as a classroom text and as a self-study guide, supported by a corresponding answer key at the end of the text. The 2nd edition differs from the first in that it offers a new section on writing a literature review (replacing the composing a CV section in the previous edition) and a more in-depth explanation on the correct use of definite articles in English. Like the first edition, the 2nd edition is available as a softbound book as well as an electronic text in an easy to utilize, downloadable format
The Lived Experiences of Canadian-Born and Foreign-Born Chinese Canadian Post-Secondary Students in Northern Ontario
Authors: Wang Fei
Published: February 2021

This phenomenological study provided an in-depth description of the internal meaning of the lived experiences of Canadian-born and foreign-born Chinese students in Canada and uncovered the differences in their social experiences. The study used semi-structured interviews to allow the participants to express their views on their lives in Northern Ontario, Canada. Four themes emerged: (a) perceptions of ethnic identity; (b) cultural integration; (c) perceptions of academic performance and (d) the effect of Canadian education on career options. The study revealed that Canadian-born Chinese students differed from their foreign-born counterparts in their viewpoints on ethnic identity; their perceptions concerning acculturation; and academic performance. They shared similarities in their views about Canadian and Chinese educational systems, teaching styles, and their career expectations.
International Careers: U.S. Undergraduates’ Motivations and Concerns
Authors: Punteney Katherine
Published: February 2021

Despite the consensus among industry leaders, policymakers, educational institutions, and students themselves that it is essential that U.S. college graduates be prepared for international careers, little attention is given to understanding the dynamics that encourage or dissuade students from such a pursuit. A survey administered to U.S. undergraduates reveals that key factors motivating students include love of travel, interest in other cultures, the possibility of earning a high salary, and the potential for opportunities in the major discipline. Key concerns include leaving family and friends and a lack of foreign language ability. It is argued that the internationalization of career advising is vital and urgent and that administrators, international educators, career centers, and academic departments must all take purposeful action
Leaving Home: The Challenges of Black-African International Students Prior to Studying Overseas
Authors: Caldwell Elizabeth Frances , Hyams-Ssekasi Denis
Published: February 2021

Much of the literature on international students centres on their experiences once they arrive in their host countries. This study explores the preparations of Black-African students for leaving their home countries to study abroad. Semi-structured interviews were carried out with 50 Black-African students studying at one British university. The students spoke of the complex and frustrating process of obtaining visas and applying to university abroad as well as the tensions they felt in leaving their communities. These pressures were extensive and impacted their subsequent ability to adjust to life in their host institution. A greater understanding of the backgrounds of international students will enable higher education professionals to develop more culturally inclusive universities.
International Students and Mental Health
Authors: Forbes-Mewett Helen , Sawyer Anne-Maree
Published: February 2021

Since the early 2000s, reports of increased rates of mental ill health among young people worldwide have received much attention. Several studies indicate a greater incidence of mental health problems among tertiary students, compared with the general population, and higher levels of anxiety, in particular, among international students compared with domestic students. Australia is host to many thousands of international students of an age when mental illnesses are most likely to surface. However, this issue has received little attention from Australian researchers. This article reports on in-depth interviews with 16 professionals working with international students at an internationalized university.
Advanced ESL Students' Prior EFL Education and Their Perceptions of Oral Corrective Feedback
Authors: Lee Eun Jeong Esther
Published: February 2021

The author in this study examines how advanced-level adult English as a Second Language (ESL) students’ previous English as a Foreign Language (EFL) classroom experiences influence their perceptions of their teachers’ oral corrective feedback (CF). It uses in-depth qualitative data to characterize the participants’ prior English learning, and to determine how their experiences influence how they perceive CF in ESL classrooms. Understanding these patterns of perception will enhance ESL professionals’ abilities to create effective and culturally sensitive ESL classrooms.
International Student Handbook
Authors: Martirosyan Nara M.
Published: February 2021

For the past 15 years, the number of international students in American higher education has increased steadily (Institute of International Education, 2014). According to the Institute of International Education (2014), "The United States hosts more of the world’s 4.5 million globally mobile college and university students than any other country in the world" (para. 1). The 29th edition of International Student Handbook published by the College Board (2015) is the most recent guide for prospective international students interested in postsecondary education in the United States.
Helping the Transition: Mentorship to Support International Students in Canada
Authors: Thomson Clint , Esses Victoria M.
Published: February 2021

We developed a program that paired newcomer international students with Canadian student mentors. These pairs met weekly throughout a semester and international student participants completed measures at both the beginning and end of the program. We found that program participants experienced positive changes in sociocultural and psychological adaptation, and a reduction in acculturative stress over time. At the conclusion of the program, program participants also showed higher levels of psychological adaptation and lower levels of acculturative stress than control participants, who had not participated in the program. These findings make an important contribution to the empirical literature on the acculturation of international students and provide foundations for future research.
International Undergraduates’ Retention, Graduation, and Time to Degree
Authors: Fass-Holmes Barry
Published: February 2021

The present study tested the hypothesis that the international undergraduates at a West Coast American public university during recent years of dramatic enrollment growth should have low retention and graduation rates. This study showed instead that these students were retained and graduated at rates surpassing predictions from research and theories on international undergraduates’ unique challenges (American immigration regulations, academic integrity standards, and teaching methods; English writing) and academic struggles. Moreover, contrary to predictions related to academic struggles, the primary reasons for these students’ attrition were leave of absence for compulsory military service and deciding against attending the University. These results disconfirm the study’s hypothesis and instead suggest that these international undergraduates generally have succeeded academically.
Food Identity and its Impact Upon the Study Abroad Experience
Authors: Ciliotta-Rubery Andrea
Published: February 2021

Study Abroad programs go to great lengths to prepare students for living and working in environments unlike their own. While much of the preparation focuses on the challenges of university life, travel, safety and the like, this paper suggests that an early and thoughtful discussion of “food identity” will provide students with the tools necessary to become more insightful of the culture of their host country. Since eating is vital, regional foods provide a wonderful opportunity for entering into the culture of another. By exposing students to such factors as the malleable, political, gendered and deliberately constructed nature of food identities, students become more cognizant of the complex histories of other people and places, through the portal of their food.
Acculturative Stress and Adjustment Experiences of Greek International Students
Authors: Poulakis Mixalis , Dike Craig A. , Massa Amber C.
Published: February 2021

This study investigated eight Greek international college students’ experiences of acculturation and acculturative stress at a mid-western university in the United States. Semi-structured interviews were conducted with participants and Consensual Qualitative Research methodology was utilized for data analysis to identify contextual themes and domains expressed by participants. Seven domains relevant to extant literature were revealed: presojourn perceptions of the United States; postsojourn perceptions of the United States; acculturative stress problems in the United States; coping strategies for acculturative stress problems; peer and family networks: English language usage and difficulties; and cultural concerns regarding the United States or native country. Implications, areas for future research, and the study’s limitations are also discussed.
An Integrated Loop Model of Corrective Feedback and Oral English Learning: A Case of International Students in the United States
Authors: Lee Eun Jeong (Esther)
Published: February 2021

The author in this study introduces an integrated corrective feedback (CF) loop to schematize the interplay between CF and independent practice in L2 oral English learning among advanced-level adult ESL students. The CF loop integrates insights from the Interaction, Output, and Noticing Hypotheses to show how CF can help or harm L2 learners’ English practice routines. This study used a mixed method design, and the data for the CF loop were collected via qualitative open-ended survey questions and a set of forty student interviews. In the aggregate, interviewees describe a similar practice pattern and learning process and learning trajectory using their teachers’ oral CF, and cite common themes and reasons for whether teachers’ oral CF works or not.
Psychological Adaptation, Marital Satisfaction, and Academic Self-Efficacy of International Students
Authors: Bulgan Gökçe , Çiftçi Ayşe
Published: February 2021

The authors investigated marital satisfaction and academic self-efficacy in relation to psychological adaptation (i.e., psychological well-being, life satisfaction) in a sample of 198 married international students. Results of multiple regression analyses indicated that marital satisfaction and academic self-efficacy accounted for 45.9% of variance in psychological well-being and 25.8% of variance in life satisfaction scores. Based on the results, the differences between cognitive and emotion-oriented processes during psychological adaptation were explained. The authors discuss implications for programs with international students and mental health professionals working in university campuses.
Strategies to Address English Language Writing Challenges Faced by International Graduate Students in the US
Authors: Ravichandran Swathi , Kretovics Mark , Kirby Kara , Ghosh Ankita
Published: February 2021

Since 2000, there has been a 72% increase in the number of international students attending US institutions of higher education. The increase, specifically of international graduate students, has brought to light the writing challenges experienced by this population of students. This study explored specific writing challenges experienced by international graduate students and determined strategies to alleviate these challenges. Interviews were conducted with 15 international graduate students representing a variety of geographic backgrounds and disciplines. Responses revealed that writing challenges faced related to grammar and vocabulary, organization and flow of ideas, critical thinking, and plagiarism. Participants offered specific suggestions on how subject-matter faculty, friends, and peer mentors could assist in improving English-language writing skills. Implications for higher education institutions are discussed.
Cooperative Activity as Mediation in the Social Adjustment of Chinese International Students
Authors: Ma Junqian
Published: February 2021

Social adjustment is one of the most difficult and long-lasting challenges for international students who study in a new country. This paper uses a case study of cooperative painting activity conducted in Australian setting, in which two Chinese and three other students from different countries participated, in order to assess the efficiency of cooperative activity in mediating the social adjustment of international students. It argues that three factors determine its mediating function: namely, 1) the relaxing, pushy, and thematic setting, 2) the mediator’s role, and 3) communications and interactions. The study provides a new approach to future practices aiming to support the social adjustment of international students.
Logging On: Using Online Learning to Support the Academic Nomad
Authors: Gargano Terra , Throop Julia
Published: February 2021

The Internet is cited for bringing about the most rapid and significant social change within societies worldwide. Higher education does not lie at the fringe of this discussion, but is rather at the center of it. Online learning is no longer considered a mere supplement to education but digital tools now routinely embed themselves in higher education spaces. The evolving modalities of online learning are expanding the terrain of academic possibilities farther than previously imagined and new educational technologies are introduced daily. Against a backdrop of the potential for online learning in higher education, this article will paint a portrait of the ways one graduate program at a United States institution of higher education is addressing demands of academic nomads.
International Students' Cocurricular Involvement at a University in South Africa
Authors: Naik Sapna , Wawrzynski Matthew R. , Brown Joelle
Published: February 2021

Despite a growing body of literature on international student involvement, international students in the South African context have remained understudied. In this quantitative study, we examined international students’ cocurricular involvement and associated learning and development in a South African university. Participants included 198 international students who completed the Student Experiences Survey (SES). We found international students were generally highly involved and reported benefits and barriers to their involvement as well as a strong sense of belonging. Recommendations to better integrate international students into the university by minimizing barriers and increasing opportunities and learning in involvement are included for student affairs practitioners.
Ivy League Experience: Increasing Care, Increasing Engagement
Authors: Mata, Jr. Silvester G.
Published: February 2021

The purpose of this personal narrative is to document initiatives that were designed and implemented to increase engagement and inclusivity for international students. The university campus of focus is a historically elite institution that enrolls one out of five international undergraduate students when compared to domestic peers. Initiatives focused on welcome events (i.e., orientation, campus tours, student panels) were implemented along with initiatives focused on student mental health and student wellness. Successful initiatives utilized campus resources such as university crisis and alert teams in addition to campus resources focused on counseling and student health.
Providing Culturally Relevant Services for International Black African Collegians in the United States: A Guide for Student Affairs Professionals
Authors: Onyenekwu Ifeyinwa Uchechi
Published: February 2021

The experience of international Black African collegians (IBAC) in U.S. higher education has not been adequately investigated, particularly as it relates to understanding the diversity within Black and international student populations. In this manuscript, I offer seven culturally relevant suggestions for student affairs professionals, all of which build on my professional experiences working with IBAC in student affairs as well as my research with Nigerian collegians in U.S. higher education.
Study Abroad Objectives and Satisfaction of International Students in Japan
Authors: Hennings Matthias , Tanabe Shin
Published: February 2021

Many Japanese universities have created short-term study abroad programs with the aim of offering a satisfying study abroad experience to international students. Based on a survey of 131 international students, this paper analyzes these students’ objectives and their relation to student satisfaction. As the results show, many students regard their experience of living in Japan as more important than their academic pursuits. Furthermore, for students with prior knowledge of Japanese, improving language skills tends to result in higher satisfaction, while for students who do not speak the local language, achieving cross-cultural skills is a major factor for having a satisfying experience.
Iranian Student Experience Pursuing Admission to Universities in the United States
Authors: Hefner-Babb Theresa S. , Khoshlessan Rezvan
Published: February 2021

This qualitative phenomenological study investigated the challenges faced by Iranian students during the admissions process at a mid-size southern university in the United States. Researchers used a convenience sample from Iranian masters and doctoral degree applicants admitted for the 2015-2016 academic year. Using face-to-face interviews researchers collected responses from seven Iranian students currently in the first year of their graduate programs. The overarching question guiding the study concentrated on the challenges experienced by Iranian students during the university admissions process. Focused questions included a discussion of specific challenges faced by Iranian students. The results from the interviews led the researchers to common themes that resonated across all three focused questions and a student recommendation on ways to streamline the process.
Critical Role of Global and Culturally Responsive Leadership for Higher Education in the 21st-Century
Authors: Archer Eric , Zhang Yuqian
Published: February 2021

“We are on the precipice of an epoch,” in which 21st century organizations are facing a complex, competitive landscape driven largely by globalization and the technological revolution (Hitt, 1998, p. 218). As such, Bikson, Treverton, Moini and Lindstrom (2003) have urged universities to develop a global leadership curriculum, based on their prediction of a future shortage of global leaders in all sectors. This essay examines the critical role of global and culturally responsive leadership for graduates of higher education institutions.
Q & A Dialogue
Authors: Schuler David , Wallace Leigh
Published: February 2021

School leadership has been a burgeoning topic in education since the turn of the millennium. There is no shortage of research, articles with best practices, and “how to” books on educational leadership. Unfortunately, the development and selection of school leaders has only recently started to gain the attention of educational stakeholders. Initiatives such as the Wallace Foundation’s Principal Pipeline Initiative, whichstarted several years ago, has focused attention on the development of school leaders, while the selection of school leaders is still emerging as a topic of interest.
The Relation Between easyCBM and Smarter Balanced Reading and Mathematics Assessments
Authors: Alonzo Julie
Published: February 2021

This study investigated the relation be- tween the easyCBM Benchmark Assessments in both mathematics and reading and the Smarter Balanced assessment, widely adopted across the United States. Data for the study were obtained from a convenience sample of approximately 1,000 students per grade in grades 3-8 provided by two school districts in the Pa- cific Northwest. Results indicate that the easyCBM CCSS math assessments are a strong predictor of the Smarter Balanced total math score, with correlations ranging from .69 to .84 across grades and seasonal benchmarks. Linear regression analyses indicate that the different easyCBM CCSS math measures account for 68% to 77% of the variance in Smarter Balanced total math score. In addition, all of the easyCBM read- ing assessments are significantly related to the Smart- er Balanced English language arts total score, with correlations ranging from .50 to .69 across grades, measure types, and seasonal benchmarks. Linear re- gression analyses indicate that the different easyCBM reading measures account for 50% to 62% of the vari- ance in Smarter Balanced English language arts score.
Disciplinary Consequence Differences in Grade 6 Students as a Function of Race, Ethnicity, and Economic Status
Authors: Khan Myriam Quintero , Slate John R.
Published: February 2021

In this investigation, we used Texas statewide data to determine the extent to which ineq- uities were present in the assignment of school disci- plinary consequences. Specifically examined were the assignment of in-school suspension, out-of-school sus- pension, and disciplinary alternative education pro- gram placement to grade 6 Black, Hispanic, and White students by their economic status in Texas public schools. Inferential analyses yielded statistically sig- nificant differences for each disciplinary consequence within each ethnic/racial group. Students who were economically disadvantaged received statistically sig- nificantly more instances of each disciplinary conse- quence than their same ethnic/racial peers who were not economically disadvantaged. Of note was the very high numbers of grade 6 students who were as- signed these disciplinary consequences. A clear lack of equity was demonstrated in the assignment of dis- ciplinary consequences to grade 6 Black, Hispanic, and White students by their economic status. As such, school administrators and educational leaders are urged to evaluate their own discipline programs to ascertain the degree to which they have equity in the assignment of disciplinary consequences in the stu- dents they serve.
Sustaining Arts Programs in Public Education
Authors: Dunstan David
Published: February 2021

The purpose of this qualitative research case study was to investigate leadership and funding decisions that determine key factors responsible for sustaining arts programs in public schools. While the educational climate, financial constraints, and standardized testing continue to impact arts programs in public education, Eastland High School, the site of this case study, managed to sustain its visual and perform- ing arts program. The foundation of this research study was shaped around understanding the key factors that sustained the arts program at Eastland High School. A qualitative lens utilized three research questions that investigated arts programs at the school, leadership decisions that supported the arts program, and funding decisions made at the site. Data triangulation was used to identify several emerging themes relevant to the three research questions. The implications of this case study indicated collaborative leadership and resourceful funding decisions sustain viable arts programs in public schools.
Managing the Ebb and Flow:
Authors: Damiani Jonathan , Wieczorek Douglas
Published: February 2021

This case study explored how a principal in a suburban elementary school in the northeastern United States empowered students and used student voice to develop his own leadership. The researchers collected and analyzed data in the form of observations, principal interviews, and student focus groups. Results and discussion describe and explain how the principal engaged with students’ perspectives to structure his experiences of school and learn- ing. Also, results indicate that the principal’s self- awareness of his instructional leadership actions, particularly regarding the inclusion of student voice and agency, is critical for effective and meaningful leadership. This case provides a new direction for develop- ing and practicing school leaders to consider self- evaluation, and reflection as part of ongoing leadership improvement, framed by the research-based concepts of instructional leadership, student voice, and perceptual congruence. Finally, the case study provides an opportunity for the field of educational research to open meaningful and often-overlooked discussions emphasizing the value of including students in models of shared instructional leadership and empowering youth as learners and leaders in their own right.
Steering the Ship
Authors: Mitchler Jenna
Published: February 2021

Researchers often use focus groups to collect data for qualitative research, but focus groups can also be used by organizational leaders to articulate participants’ values or principles - principles that can be used to guide organizational change. This paper examines one staff’s mobilization of a focus group to collect data for a research study they were conducting together to articulate programmatic principles. The collaborative nature of the group-work engaged and guided the participants in the generation of principles that were then used to guide program-wide development. Furthermore, the collaborative nature of the group encouraged engagement in the research from a partial participant and generated data that was used for triangulation in the grounded theory research be- ing conducted. The principles indeed guided the educators in their research and in changing their school and impacted both their self and collective efficacy.
Understanding the Stages of Concerns
Authors: Abadie Michelle , Bista Krishna
Published: February 2021

This study investigated the initial implementation processes of the Common Core State Standards (CCSS) in public and private schools in a single Loui- siana district. Results suggested participants’ high level of concern in many aspects of the implementation of the CCSS in public schools related to the timeline and instability of curriculum decisions, which negatively affected teachers’ confidence levels. Private school teachers experienced greater stability in their curricula, a more feasible timeline of implementation, positive professional development, and positive experiences with CCSS implementation, affecting their teacher identity and impact on students. However, public school teachers reported instability in their curricula, difficult timelines of implementation, unsupportive professional development, and overall negative experiences, affecting their teacher identity and impact on students with the implementation of the CCSS.
Book Review
Authors: Fallah Soraya , Moradian Cklara , Murawski Wendy
Published: February 2021

Ability, equity, and culture: Sustaining inclusive urban education reform, edited by Kozleski and Thorius (2014), is a remarkable compilation of work, written by a diverse ensemble of educators, researchers, practitioners, and advocates. A thought-provoking book that looks critically at urban education reform, the authors challenge readers to have a broader understanding of what the term inclusivity entails. The editors present the work of 17 authors who were all part of the National Institute for Urban School Improvement (NIUSI). These authors shed light on various aspects of systemic urban reform in policy, pedagogy, and practice. Issues discussed ranged from the micro to the macro change initiatives to classroom environments and district culture, as well as successful models of student-centered programs around the country. Using data from 12 years of research conducted under the sponsorship of NIUSI, the contributors paint a hopeful, if daunting, a portrait of what equitable, inclusive, and culturally responsive education should and could look like. Ultimately, the contributors of this book believe that sustainable, scalable, successful systemic educational reform is attainable, provided that all stakeholders are committed to cultural responsivity and inclusivity for all students. In order to achieve this goal, the authors posit that reform needs to combat discrimination based on socially constructed notions of difference, such as gender, race, ethnicity, ability, class, and sexual orientation.
Teacher Evaluations and Contextualized Self- Efficacy
Authors: Mireles-Rios Rebeca , Becchio John A. , Roshandel Shadi
Published: February 2021

Teacher feedback from administrators can play an important role in continuous teacher development, especially in making the classroom safe, challenging, and engaging for all students. In this study, interview data was collected from 28 high school teachers from three different comprehensive high schools within the same school district in Southern California to examine teachers' perceptions of feedback from administrators in the areas of classroom management, instructional feedback, and student engagement. Results indicated that teacher feedback from administrators can play an important role in increasing teachers' self-efficacy. Types of feedback varied depending on the context (classroom management, instructional strategies, and engaging students), individual teacher needs, and the population served. For this reason, feedback from administrators may need to be tailored accordingly. Implications are discussed and may be useful for administrators to conduct teacher evaluations with a set of concrete solutions for teachers in specific areas.
Best Practice PBIS Implementation
Authors: Djabrayan Hannigan Jessica , Hannigan John
Published: February 2021

This study presents empirical data on the best practice implementation of the Positive BehaviorInterventions and Supports (PBIS) Champion Modeling schools at each of the three tiers of implementation. The purpose of this study was to identify PBIS best practices evidence indicators for each of the tiers. The design included a review of evidence indicators from a cohort of schools (N = 117) that participated in a three-year PBIS Champion Model workshop series during the 2016-2019 school years and met model criteria for implementation based on the PBIS ChampionModel Framework. Evidence indicators were collected and analyzed from schools that met the requirements of each implementation level. While some met the requirements of all three levels, others met those of two, one, or none. Of the 117 schools in the cohort, 113schools met the Tier 1 level (Bronze) requirement, 94met the Tier 2 level (Silver) requirement, and 86 met the Tier 3 level (Gold) requirement. The findings indicate a variety of evidence indicators in each tier of the PBIS Champion Model Framework (i.e., processes, protocols, training, communication structures) that aligns with Deming’s Plan, Do, Study, Act (PDSA)cycle for quality implementation. This study presents a practical resource that can guide successful systemic implementation of PBIS in each tier and can support student academic learning and behavior in those schools.
Editor's Note
Authors: Hodgson Jason
Published: February 2021

I am pleased to present the Spring 2020 issue of the Journal of School Administration Research and Development (JSARD), our fifth volume.
Implementing a Large-Scale Curriculum: Educators’ Self–Assessments and Beliefs
Authors: Watson George , Liang Jia , Sottile James
Published: February 2021

This study focused on educators’ beliefs about implementing a large-scale curriculum called Common Core State Standards (CCSS), or as they are identified in one state, College- and Career- Readiness Standards. Building–level educators in the state of West Virginia were surveyed using a modified Stages of Concern instrument that measures attitudes toward an innovation at a given point in its implementation (Hall et al, 1977). The research questions for the study were: (1) What is the comfort level of educators with new curriculum standards four years after adoption? and (2) What are the relationships among gender, grade level taught, the highest degree earned, and age on educators’ comfort level and concern toward a new curriculum set of standards? For research question one, the data showed that mathematics and English language arts teachers held a high awareness of the standards and were not overly concerned about the standards regarding time management. For research question two, simple regression results revealed significant relations between five of the seven stages of concern and some demographic variables: awareness with grade level taught and gender, informational with the highest degree obtained, personal with age, management with grade level taught, and collaboration with age. In general, educators who had more years of teaching, higher educational credentials, and were older were more likely to know where and how to obtain additional resources as well as get assistance, possibly as a result of their experiences and sociocultural capital gained over the years on the job. Administrators’ views were in alignment with teachers regarding their awareness of the standards and time management, and administrators were slightly more concerned with the consequences of the new standards and with teacher collaboration.
Reimagining Curriculum Leadership During a Pandemic
Authors: Emmanuele Nicholas
Published: February 2021

This essay details ways in which curriculum leaders can critically engage with contemporary needs to produce a “becoming-curriculum”—with lines of flight breaking free from prescriptive, reductive triangulations—by opening curriculum to present and future (rather than past) realities. Evolutionary theory, the work of Deleuze and Guattari, and culturally responsive leadership can help to reconceptualize curriculum studies and community-based education. As we prepare students for an unknowable future, how can we better care for the actual students and communities in front of us rather than the potential lives of abstract, future adults?
Examining the Usefulness of Mindfulness Practices in Managing School Leader Stress During COVID-19 Pandemic
Authors: Liu Lu
Published: February 2021

As part of a larger evaluation study on the impact of mindfulness practices on school leaders’ capacity to promote healing-centered engagement with students and teachers who have a history of trauma, toxic stress, and/or underperformance, mindfulness practices turned out to be critically important during COVID-19 when school leaders facing unprecedented difficulty and challenges in transitioning the instructions online. The two mindfulness strategies with the highest scores are the breathing practices and the concept of “being the thermostat, and not the thermometer” in guiding the leaders. The study shows that learning and practicing mindfulness is a long process which takes time and space and future studies are recommended to focus on the sustainability and group difference issues.
Blinded by the Unknown: A School’s Leader’s Authentic Actions to Support Teachers and Students During COVID-19 School Closures
Authors: Schaffer Metcalfe Laura , Perez Isaac
Published: February 2021

This article outlines a first-hand proactive account of how a school leader directly supported staff, students, and the community to continue learning and growing despite COVID-19 school closures.
Pedagogical Transformation Models in Schools in Nepal during the Global Pandemic
Authors: Gyawali Yadu Prasad
Published: February 2021

This essay reviews the emergency teaching-learning pedagogy in K-12 schools of Nepal during the COVID-19 global pandemic. It discusses three models (unidirectional, e-participatory, and mobile teaching) as alternative pedagogies of Nepalese educational institutions to continue teaching-learning for different disciplines such as language, arts, and social studies. Moreover, the essay discusses the appropriateness of each model for teaching-learning in urban, semi-urban, and rural settings in Nepal.
From Studentship to Academia
Authors: Boateng Fred K. , Gaulee Uttam
Published: February 2021

At all levels of education in the Science, Technology, Engineering, and Mathematics (STEM) disciplinary fields, there are disparities in participation according to gender. This study explores the educational and professional experiences of female faculty in STEM in universities in Ghana. In-depth semi-structured interviews were undertaken employing 20 participants from universities in Ghana. Findings indicate that despite their success fueled by the support system available to them, gender disparities, fostered by patriarchy, characterized their educational and professional experiences. Their gendered experiences exacerbated in the higher education workplace as some sources of support turned to be sources of gender discrimination. This was because they were perceived as threats to the patriarchal status quo as they surged in the academic STEM trajectory.
Relevant and current issues faced by American institutions of higher education as they attempt to design and implement affirmative action plans vis-à-vis admissions and faculty/staff hiring policies and practices
Authors: Wazin Angel
Published: February 2021

This article provides an overview of opposing perspectives on affirmative action and makes a case for affirmative action on the grounds of diversity and from the perspective of a necessity to remedy past discrimination (Hasnas, 2018; Wright & Garces, 2018; Kaplin & Lee, 2013).  My argument employs Hurtado, Milem, Clayton-Pedersen, and Allen’s (2010) four (4) dimensions of educational programs and practices needed in assessing diversity in the institution: historical legacy of inclusion/exclusion of racial/ethnic groups;  structural diversity regarding numerical representation ; the psychological climate of perceptions and attitudes ; and the behavioral climate dimension. Additionally, because the expressed consideration of race and gender in admissions and hiring processes have legal implications, I provide legal guidelines and precedents to mitigate litigation.
Out of the Classroom and into the Field
Authors: Wilkerson Amanda V , Samuels Shalander Shelly , Hodge Lynell , White Headley
Published: February 2021

Much empirical work has contributed to the understanding, defining, and re-framing teacher educator programs. Nevertheless, persistent areas of concern regarding teacher preparation models include clinical and field experiences. This article argues that student interns are prepared to teach subject matter, yet they require intentional, scaled support to apply best practices in urban school settings with Black children. The study explores the perceptions of pre-service instructional interns regarding their experiences in a large metropolitan school district. Utilizing a case study narrative inquiry research design, the researchers collected qualitative interview data. Further recommendations are put forward to encourage preparing pre-service interns to become engaged professionals for urban schools.
Faculty Incivility Toward Graduate Students: Voices of Two African American Women
Authors: Jones S. Renée , Stephens Mattyna
Published: February 2021

Student workers are placed at a disadvantage as they have little social power, making them vulnerable to maltreatment by those with higher social power such as supervisors and other faculty members. There is little research that documents incidences of incivility toward student workers. In this study, we delineated the experiences of two African American women who encountered faculty incivility while serving in the role of graduate student worker. The related literature offers insight into the existence of incivility, including the prevalence of workplace incivility, incivility in higher education, social identities and personal accounts. We offered the Student Worker Support (SWS) model that can serve as a reference for adult educators as they encounter, supervise, or instruct student workers.
Physicochemical, microbiological, and nutrimental quality of tomato industrial by-product and its valorization as source of carotenoid rich oil
Authors: Valle Castillo Carmen Elena , Valdez Morales Maribel , Medina Godoy Sergio , Segoviano León Juan Paulino , García Ulloa Manuel , Valverde Juárez Francisco Javier , Espinosa Alonso Laura Gabriela
Published: February 2021

Objective: To valorize an industrial tomato byproduct from Northwest Mexico,based on the evaluation of its physicochemical, microbiological, and nutritionalquality and it´ s potential as a functional ingredient to obtain a carotenoids rich oil.Design / methodology / approach: Tomato by-product was collected from thefood industry and oven-dried. The fresh and dry tomato by-product quality wasevaluated through physicochemical, microbiological, proximal composition, dietaryfiber, and minerals analysis. HPLC carotenoids analysis was performed fromSoxhlet n-hexane extracted oil and dry-byproduct.
Results: The by-product showed 81 and 9.7% of humidity; 0.26 and 0.53% meq ofcitric acid for titratable acidity in fresh and dried, respectively, and 4.74 ° Brix infresh. Their color got paler due to the drying process, turning less red. The aerobicmesophylls, total coliforms, fungi and yeasts microbiological analysis in a fresh by-product (170, <10, <10 CFU / g-1, respectively) and dried (180, <10, ?95 CFU / g-1, respectively), proved their acceptable microbiological safety. Their dietaryinsoluble (52%) and soluble (9%) fiber stands out, protein (14%), lipids (9.09%)content, as well as Mn> Zn> Fe> Cu, and K> P> Ca> Mg > Na. The carotenoids rich oil was 13 times more concentrated in lycopene (4.98 mg g-1) and twice ?-carotene (0.48 mg g-1) content compared to the dry by-product from which itcomes (0.38 mg g-1 and 0.22 mg g-1, respectively).Limitations on study / implications: Great efforts were required to dry highamounts of the tomato industrial by-product.Findings / Conclusion: The tomato industrial by-product from Northwest Mexicopossesses suitable physicochemical, microbiological, and nutritional quality to beused as a functional ingredient to generate new products, for example, acarotenoid-rich oil.