ethanporcaro/eric-fulltext-meta huggingface dataset:
College Experiences and Outcomes among International Undergraduate Students at Research Universities in the United States: A Comparison to Their Domestic Peers
Author: Kim, Young K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Experience,Foreign Students,Undergraduate Students,Research Universities,Comparative Analysis,Campuses,Higher Education,Cognitive Development,Thinking Skills,Data Analysis,Pretests Posttests,Statistical Analysis,Multiple Regression Analysis,Outcome Measures

Using a large dataset from a state education system, this study examined the experience of international college students in the United States as well as the connection to their cognitive, affective, and civic outcomes. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES) and a sample of 35,146 junior and senior undergraduate students across 10 campuses. The results of this study showed that international students may uniquely experience college and may not benefit from those experiences as much as their domestic peers. Furthermore, this study identified a broad range of college experiences that contribute to the key outcomes for international students. The study discusses the theoretical and practical implications of the findings.
The Perils of Multi-Lingual Students: &quot;I'm Not LD, I'm L2 or L3.&quot;
Author: Kim, Kioh
Date: 2017-00-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Student Characteristics,International Schools,English (Second Language),Misconceptions,Student Adjustment,Learning Disabilities,Identification,Native Language,Language of Instruction

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 Students and &quot;The Presentation of Self&quot; across Cultures
Author: Kamara, Abu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Self Concept,Comparative Analysis,Qualitative Research,Language Proficiency,Student Attitudes,Withdrawal (Psychology),Interpersonal Relationship,Cultural Differences,Student Adjustment,Second Language Learning,English (Second Language),Foreign Countries,Graduate Students,Undergraduate Students,Sociocultural Patterns,Social Support Groups,Expectation,Academic Achievement,Semi Structured Interviews

Findings from this qualitative research study suggest that some international students view social and academic interactions not simply as mediums for absorbing requisite sociocultural and academic norms, and discipline knowledge, but also as stages for expressing their varied identities. As a result, whenever students' ability to present their preferred identity is threatened, whether due to language competency issues or discrimination, some attempt to regain their equilibrium by withdrawing from social and academic interactions. However, the findings also suggest that, in some instances, students who find their ideas marooned in the space between silence and language rediscover the ability for expression in the language of space and time, and comparison and contrast.
Higher Education Institutions and International Students' Hindrances: A Case of Students from the African Portuguese-Speaking Countries at Two European Portuguese Universities
Author: Ambrósio, Susana
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Educational Experience,Portuguese,Higher Education,Foreign Countries,Semi Structured Interviews,Student Attitudes,Student Needs,College Faculty,Teacher Attitudes,Administrator Attitudes,Academic Achievement,Student Adjustment,Services,Cultural Differences,Social Support Groups,Peer Relationship

We present a study to comprehend if the support given by higher education institution (HEI) to international students coming from the Portuguese-Speaking African Countries meets their academic and social hindrances. Our starting point was a set of semi-structured interviews focused on the perspectives of these students, their Professors and Course Directors as well as on the perspectives of HEI' staff. Despite findings indicate a positive institutional support, it seems there is still much to do in order to do it properly with these students. These different perspectives will allow us to reflect on the impact that those actions/resources have on the path of students from Portuguese-Speaking African Countries and to systematize suggestions to enhance their experiences in HE.
Student and Staff Perceptions of the International Postgraduate Student Experience: A Qualitative Study of a UK University
Author: Bird, Emma L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Experience,Qualitative Research,Foreign Countries,Foreign Students,Focus Groups,Public Health,Masters Programs,Higher Education,Learner Engagement,Statistical Analysis,Work Experience,Semi Structured Interviews,Online Surveys

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.
Chinese Students' Motivations for Studying in the United States
Author: Chao, Chiang-nan
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Study Abroad,Foreign Students,Preferences,College Choice,Student Educational Objectives,World Views,Questionnaires,Predictor Variables,Hypothesis Testing,Change Strategies,Likert Scales,Student Experience,Foreign Countries

This study examines the presence of Chinese students in U.S., and attempts to explore the reasons why so many Chinese students choose to study abroad and why the United States is their preferred destination. This population is a vital component of university life at many colleges and a much needed source of financial revenue. The results indicate that Chinese students are seeking education with a worldview and opt to break from the Chinese system of learning. This article seeks to offer academicians and university administrators a deeper understanding of the motivation of these Chinese students and contribute to the knowledge area extant on this population.
Acculturative Stress and Adjustment Experiences of Greek International Students
Author: Poulakis, Mixalis
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Acculturation,College Students,Semi Structured Interviews,Qualitative Research,Anxiety,Research Methodology,Data Analysis,Coping,Higher Education

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.
Analyzing International Students' Study Anxiety in Higher Education
Author: Khoshlessan, Rezvan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Higher Education,Anxiety,Statistical Significance,Gender Differences,Undergraduate Students,Graduate Students,Intellectual Disciplines,Program Length,Correlation,Cohort Analysis,Majors (Students),Questionnaires,Demography,Student Characteristics,Geographic Distribution,Hypothesis Testing,Student Attitudes,Statistical Analysis,Nonparametric Statistics

The purpose of this study is to explore international students' study anxiety in a mid-sized public four-year university in Southeast Texas by comparing their existing study anxiety along lines of nationality, gender, age, major, degree, and stage of education. The subjects were selected using a convenience sample during the Spring of 2013. The researcher collected pertinent demographic data and used a modified version of the Study Anxiety Questionnaire (SAQ). The non-parametric statistical analysis focuses on the students' perceptions and the study anxiety of international students which has been grouped into five anxiety subgroups. The results demonstrate some differences in anxiety levels among different demographic groups.
Teacher Churning: Reassignment Rates and Implications for Student Achievement
Author: Atteberry, Allison
Date: 2017-03-00
Type: Journal Articles
Subjects: Teacher Placement,Academic Achievement,Comparative Analysis,Urban Schools,Faculty Mobility,Disadvantaged,Public School Teachers,Elementary School Teachers,Secondary School Teachers

Educators raise concerns about what happens to students when they are exposed to new or new-to-school teachers. However, even when teachers remain in the same school they can switch roles by moving grades and/or subjects. We use panel data from New York City to compare four ways in which teachers are new to assignment: new to teaching, new to district, new to school, or new to subject/grade. We find negative effects of having a churning teacher of about one third the magnitude of the effect of a new teacher. However the average student is assigned to churning teachers four times more often than to new teachers, and historically underserved students are slightly more likely to be assigned to churning teachers.
Brazilian and Nigerian International Students' Conceptions of Learning in Higher Education
Author: Ashong, Carol
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,Student Attitudes,Study Abroad,Educational Attitudes,Reflection,Diaries,Semi Structured Interviews,Student Experience,Urban Universities,Grounded Theory,Statistical Analysis,Informal Education

The growth of international students compels examination of introspective aspects of learning experiences such as conceptions of learning. Additionally, learning conceptions profoundly impact learning outcomes (Tsai, 2009). To address the lack of research on learning conceptions of students from Africa and South America, this study examines Brazilian and Nigerian students' conceptions of learning while studying in the U.S. Reflective diaries and interviews reveal an awareness of learning as not limited to the classroom, along with clear themes regarding ideas about learning and actual learning experiences. Findings provide valuable information to institutions regarding academic support and assistance for international students.
Teacher Turnover, Teacher Quality, and Student Achievement in DCPS
Author: Adnot, Melinda
Date: 2017-03-00
Type: Journal Articles
Subjects: Public School Teachers,Labor Turnover,Teacher Persistence,Teacher Effectiveness,Academic Achievement,Urban Schools,Performance Based Assessment,Incentives,Quasiexperimental Design,Mathematics Achievement,Reading Achievement,Statistical Significance,Teacher Evaluation,Scores

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 standard deviation (SD) in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant.
Cross-Cultural Student Teaching: Examining the Meaning-Making of One White, Female, Middle-Class Preservice Teacher
Author: Shedrow, Stephanie J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teaching,Preservice Teachers,Preservice Teacher Education,Cross Cultural Training,Multicultural Education,Intergroup Education,Sensitivity Training,Student Experience,Student Placement,Experiential Learning,Interpersonal Competence,Females,White Students,Study Abroad,Advantaged,Ideology,Cultural Differences,Foreign Countries,Semi Structured Interviews,Observation

While teacher educators implement diverse student teaching placements for preservice teachers as a means of bridging the cultural mismatch in classrooms around the United States, researchers have only recently begun to tap into the role that preservice teachers' &quot;whiteness&quot; plays in their ideologies. As such, the purpose of this study was to better understand how one white, female preservice teacher made meaning of her experiences during a cross-cultural experiential learning (CCEL) student teaching placement abroad. Analyzing if and how previous intercultural interactions were drawn upon while abroad, as well as how experiences abroad were employed once returning to the US, findings suggest that cultural competency does not directly equate to recognizing whiteness and the privileges associated.
Digital Journeys: A Perspective on Understanding the Digital Experiences of International Students
Author: Chang, Shanton
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,Information Seeking,Social Media,Mass Media Use,Online Searching,Student Behavior,Profiles,Identification (Psychology),Social Networks,Handheld Devices

The authors in this conceptual paper draw on the literature on information seeking behavior, social media use, and international student experiences to propose Digital Journeys as a framework which helps us understand the online behavior of international students. Here we theorize that the Digital Journey is the transition that individuals make online from relying on one digital bundle of information sources to a new bundle. This &quot;new&quot; digital bundle possibly can base in the new host country or internationally. We furthermore suggest that Digital Journeys is not only an under investigated phenomenon but a thoroughly necessary space to examine in order to improve the ways in which we present information to international students.
International Student Recruitment: Trends and Challenges
Author: Falcone, Santa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Recruitment,Trend Analysis,Barriers,Asians,Student Mobility,Global Approach,Enrollment Trends,Regional Characteristics,Employment Potential,Student Educational Objectives,College Students,Foreign Countries

This paper provides a review of current trends in international student recruitment. Focusing specifically on recruitment of Chinese students, important aspects of China's educational system relevant to recruitment are presented. Barriers to Chinese student recruitment are then discussed. Successful, employed, international graduates validate domestic institutional value to prospective foreign students and their parents. In that regard, guidance is then offered for domestic universities to use to assist international students to achieve their desired outcomes as an integral part of the institution's international student recruitment strategy.
Do Chinese International Students' Personalities Change during Cross-National Transitions?
Author: Wang, Kenneth T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Asians,Personality Traits,Personality Change,High Achievement,Classification,Acculturation,Stress Variables,Predictor Variables,Adjustment (to Environment),Self Esteem,Likert Scales,Self Concept Measures,Symptoms (Individual Disorders),Multivariate Analysis,Multiple Regression Analysis,Statistical Analysis

Perfectionism is a multidimensional personality construct salient for international students; they are known to be likely high achievers in their home country and face several acculturative challenges after crossing national borders. This study examined whether perfectionist types changed during cross-national transitions in a sample of 227 Chinese international students studying in the U.S. Individuals were classified into different types of perfectionists--adaptive, maladaptive, and non- perfectionists. Results indicated that 40% of the participants' perfectionist types changed during their cross-national transition. After studying in the United States, more non-perfectionists became perfectionists than perfectionists that turned into non-perfectionist. Acculturative stress predicted the direction of shift; nonperfectionists who perceived higher levels of acculturative stress were more likely to change into maladaptive perfectionists than adaptive perfectionists.
The Role of Attachment, Travel Experiences and English Proficiency in International Students' Acculturative Stress and Depressive Symptoms
Author: Smiljanic, Iskra
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Role,Attachment Behavior,Depression (Psychology),Acculturation,Online Surveys,Correlation,Anxiety,Study Abroad,Statistical Analysis,Travel,Graduate Study,Graduate Students,English (Second Language),Language Tests,Second Language Learning,Measures (Individuals),Symptoms (Individual Disorders)

This study examined the relationship between attachment, travel experiences, and English proficiency and international students' acculturative stress and depressive symptoms. A total of 91 graduate international students completed online surveys. Pearson correlations showed that both attachment anxiety and avoidance were positively correlated with depressive symptoms, while only attachment anxiety was positively correlated with acculturative stress. Acculturative stress was significantly higher for those participants who never traveled abroad prior to moving to the US. Additionally, lower scores on the speaking section of the TOEFL exam were related to more acculturative stress. Implications for outreach, counseling, and future research are discussed.
A Review of the Use of Group Contingencies in Preschool Settings
Author: Pokorski, Elizabeth A.
Date: 2017-02-00
Type: Journal Articles
Subjects: Contingency Management,Behavior Modification,Preschool Education,Literature Reviews,Intervention,Individual Characteristics,Early Childhood Education,Classroom Techniques,Coding,Research Methodology,Rewards,Group Activities

Individual contingency management systems have been used successfully to improve behaviors in school settings--including preschools--but often come with associated challenges in time and personnel management. Group contingencies, in the form of independent, interdependent, and dependent contingencies, have been used in preschools to address these challenges. Although current reviews exist on the positive effects of these interventions with older students, none exist to date on the effects on preschool children. The purpose of this review was to synthesize the research on the use of group contingencies in preschool classrooms. Clear trends emerged across studies regarding characteristics of participants, type of contingency used, intervention components, and rewards.
Early Literacy Intervention for Preschoolers Who Need Tier 3 Support
Author: Kaminski, Ruth A.
Date: 2017-02-00
Type: Journal Articles
Subjects: Emergent Literacy,Early Intervention,Preschool Children,Phonemic Awareness,At Risk Students,Reading Difficulties,Achievement Gains,Instructional Effectiveness,Response to Intervention,Elementary School Students,Reading Tests,Reading Fluency,Check Lists,Learner Engagement,Effect Size,Fidelity

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children's learning are discussed.
Teaching Parents Enhanced Milieu Teaching with Words and Signs Using the Teach-Model-Coach-Review Model
Author: Wright, Courtney A.
Date: 2017-02-00
Type: Journal Articles
Subjects: Teaching Methods,Down Syndrome,Sign Language,Parents as Teachers,Parent Education,Young Children,Coaching (Performance),Communication Skills,Intervention,Case Studies,Program Effectiveness,Models,Generalization,Fidelity,Program Implementation,Observation,Maintenance

Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents' delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents' use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.