ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Expatriate Adaptation While Dealing with Reality: The Impact of a Tragedy on the Study-Abroad Experience
Author: Levine, Kenneth J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Abroad,Models,Summer Programs,International Educational Exchange,Quasiexperimental Design,Acculturation,Accidents,Tragedy,Death,Student Adjustment,Case Studies,Intercultural Communication,Graduate Students,Undergraduate Students,Journalism Education,Communications,Culture Conflict,Student Attitudes,Educational Experience,Foreign Countries

This paper explores the relevance of the accepted U-shaped models of expatriate adaptation to students engaged in an international educational experience when they are faced with a tragedy. In this study-abroad course, an examination of the existing adaptation models and how they provide a set of expectations for the process of cultural adjustment is presented as course material. During a particular four-week summer program, one of the nineteen students who went abroad died in an accident at the end of the first week. It became clear after the tragedy that the models studied failed to explain the impact of a personal tragedy of this magnitude on the students' adjustment process. This unfortunate event provided an opportunity to conduct a quasi-experiment to consider the impact of personal tragedy for students to question a body of research through their own personal experience and for scholars to re-examine and update the existing models to incorporate these findings.
Thick Description of the Teacher-Student Relationship in the Educational Context of School: Results of an Ethnographic Field Study
Author: Raufelder, Diana
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Student Relationship,Adolescents,Participant Observation,Secondary School Students,Secondary School Teachers,Social Influences,Power Structure,Productivity,Personality Traits,Identification (Psychology),Teacher Role,Student Role,Educational Environment,Qualitative Research,Interviews,Thematic Approach

Complexities of essential aspects of the teacher-student relationship were identified in a group of German adolescents and their teachers through participant observation. It is already known that the determinants of the teacher-student relationship cannot be simply categorized and analyzed as univariate features. Using Clifford Geertz?s concept of &quot;thick description,&quot; empirical data were collected during a six-month field study at a secondary school in the south of Germany. Thematic analyses of the extant empirical database identified six sociological principles that constitute fundamental components of the teacher-student relationship: power, dualism, solidarity, productivity, sympathy, and identity. Analyses showed that meaningful ritualized structures limit teachers and students to institutional roles that are incongruent with the general aim of having productive interactions in educational settings. The complexity of educational settings can only be grasped if the teacher-student relationship is understood as an interpersonal process. When reduced to their institutional roles, both teachers and students experienced their relationship and educational settings as unsatisfactory.
Developing a Cancer Survivorship Curriculum for Family Medicine Residents: A Needs Assessment
Author: Schubart, Jane R.
Date: 2013-04-00
Type: Journal Articles
Subjects: Cancer,Family Practice (Medicine),Medical Students,Graduate Students,College Curriculum,Curriculum Development,Needs Assessment,Graduate Medical Education,Primary Health Care,Interdisciplinary Approach,Electronic Learning,Online Surveys,Student Surveys,Focus Groups

With the increasing survival of cancer patients, primary care residents must be familiar with the late effects of cancer treatment and be able to offer appropriate survivorship care in partnership with cancer care specialists. To address these paired public health and educational needs, an interdisciplinary group at our institution is developing, implementing, and evaluating an online cancer survivorship curriculum for primary care residents. In the development phase of our survivorship curriculum we administered an online needs assessment survey questionnaire and conducted a focus group interview with the family medicine residents at our institution. Residents indicated that they rarely utilized survivorship care plans or explicitly negotiated a program of shared patient care with the patient's cancer specialists. Less than satisfactory elements of cancer survivorship education were identified. Cancer survivorship care is common in family medicine residency care and opportunities exist to improve education, care, and collaboration.
East Asian International Students and Psychological Well-Being: A Systematic Review
Author: Li, Jiaqi
Date: 2014-00-00
Type: Journal Articles
Subjects: Well Being,Foreign Students,Asians,Psychological Characteristics,Journal Articles,Predictor Variables,Literature Reviews,Meta Analysis,Help Seeking,Language Proficiency,Limited English Speaking,Depression (Psychology),Acculturation,Research Methodology,College Students

The present article reports a systematic review of the studies related to psychological well-being among East Asian international students. A total of 18 quantitative studies published in peer-reviewed journals from 2000 to 2011 were reviewed. Our review revealed three major results: (1) a majority of researchers (n = 13, 72.2%) tend to choose Chinese international students as a representative of East Asian and Asian international students in their studies; (2) studies on psychological well-being of East Asian international students are closely associated with the following variables: length of stay in host country, English proficiency, attitudes toward seeking help, depression, and acculturation; (3) depression was the most frequently reported variable (n = 6, 33.3%), followed by acculturation (n = 5, 27.8%). Recommendations for further research in psychological well-being were provided.
Acculturation and Linguistic Factors on International Students' Self-Esteem and Language Confidence
Author: Lopez, Iris Y.
Date: 2014-00-00
Type: Journal Articles
Subjects: Acculturation,Self Esteem,Stress Variables,Foreign Students,Second Language Learning,English (Second Language),Predictor Variables,Scores,Cultural Differences,Correlation,Coping,Social Support Groups,Guidelines,College Students,Questionnaires,Multiple Regression Analysis

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 selfe-steem. 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.
What Sustains a Fulfilling Life in Education?
Author: Barnes, Jonathan M.
Date: 2013-10-00
Type: Journal Articles
Subjects: Teacher Characteristics,Job Satisfaction,Resilience (Psychology),Teacher Persistence,Personal Narratives,Ethnography,Teacher Education,Teacher Attitudes,Teaching Experience,Friendship,Collegiality,Social Support Groups,Psychological Patterns,Creativity,Interprofessional Relationship,Teacher Influence,Teacher Student Relationship

Resilience is essential to the good teacher. This paper summarises research on factors that have sustained one life in education and compares them with narratives from nine other long-serving and fulfilled teachers. It identifies some elements that build teacher resilience and discusses how this knowledge might apply to teacher education and the school experience of children. An original method of auto-ethnography is used to discover sources of the personal values, attitudes, experiences and passions that contribute to resilience. An interpretivist paradigm and multiple perspectives are argued as necessary to discover what builds, preserves and strengthens the ability to withstand the multiple and continuous challenges of the teaching life. The literature review re-analysis writings that directly influenced a single life. Other auto-ethnographic sources include six contrasting personal autobiographies, diaries, letters and transcribed biographical conversations with nine close friends in teaching. The research suggests that teacher resilience is associated with (a) a work-life closely aligned to personal values, (b) plentiful opportunities to develop friendships, and (c) frequent chances to use lifelong interests in creative contexts. The process of research changed the researcher's practice in education. A sample of four teacher education projects founded on the research conclusions, provide evidence for its recommendations: that autobiographical and biographical activity, creative explorations of lifelong interests and personal values should be part of all teacher education programmes. Incorporating these recommendations would, it is claimed, widen inclusion and directly benefit the lives and learning of children.
Teachers Teaching Differently: A Qualitative Study of Implementation Fidelity to Professional Development
Author: Woolley, Michael E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Professional Development,Intervention,Fidelity,Career Education,Middle School Students,Program Effectiveness,Educational Innovation,Middle School Teachers,Teacher Attitudes,Teaching Methods,Learner Engagement,Validity,Program Implementation,Outcomes of Education,Grounded Theory

Intervention researchers in school settings often implement interventions that involve professional development to schoolteachers or other professional staff to implement school-based interventions. In terms of classroom interventions, teachers are the primary implementation agents; therefore, the fidelity of such interventions depends on teacher adoption and delivery. To understand and meet such fidelity challenges, we set to identify the contextual components and implementation mechanisms that contribute to the variation in teachers' perspectives and methods of implementing an experimental evaluation of CareerStart; an innovative intervention designed to increase student school engagement and achievement by advancing teacher use of career relevant instruction in the middle grades. The results of this study suggest teachers perceive CareerStart in three interrelated ways: their perceptions of the program's effectiveness on student outcomes; the degree to which the program is adaptable and compatible to their roles and responsibilities; and the effects of the school environment on their perceptions of the intervention. We conclude with a discussion of treatment fidelity effectiveness in school-based intervention programs.
Motivation for and Benefits from Attending the AP Statistics Reading
Author: Jacobbe, Tim
Date: 2013-10-00
Type: Journal Articles
Subjects: Advanced Placement Programs,Statistics,Faculty Development,Teacher Motivation,Grading,Mathematics Education,Mathematics Tests,Teacher Surveys,Secondary School Teachers,College Faculty

This study explores the Advanced Placement® Statistics reading as a source of professional development for teachers. The study was conducted to capture the motivation for and benefits from attending the collective grading. Research has shown that examining student work during professional development has implications for teaching. The premise of this study is that Advanced Placement readings are a context for examining the impact of collective grading of student work. The purpose of the study was to examine the motivation of and benefits for AP Statistics reading participants. The results suggest that analysis of student work may be a method to address teachers' preparation to teach statistics at the level expected by recent reform movements in the field of statistics education.
Changes in Achievement Motivation among University Freshmen
Author: Dresel, Markus
Date: 2013-10-00
Type: Journal Articles
Subjects: College Freshmen,Achievement Need,Change,Student Surveys,Self Concept,Values,Student Educational Objectives,Regression (Statistics),Academic Achievement,Foreign Countries

Changes in achievement motivation over the first semester of university studies were examined with N = 229 freshmen, who were surveyed twice in the present study. Students' academic self-concepts, achievement goals, and subjective values were chosen as theoretically central components of achievement motivation. The results indicated significant deterioration in achievement motivation over the course of the first semester of university studies, a phenomenon which affected a large proportion of the first-year students. Regression analyses provided evidence that motivation, prior to the start of university studies, and the changes in motivation had incremental validity over measures of prior school-achievement in predicting self-regulated learning, performance in examinations, as well as the intention to change university majors or drop out completely (partially in interaction with prior school-achievement).
Exploring the Effects of the Computational Experiment Approach to the Epistemic Beliefs, the Motivation, the Use of Modeling Indicators and Conceptual Understanding in Three Different Computational Learning Environments
Author: Psycharis, Sarantos
Date: 2013-04-00
Type: Journal Articles
Subjects: Computation,Active Learning,Experiments,Mathematical Models,Science Education,Simulation,Inquiry,Epistemology,Pedagogical Content Knowledge,Social Cognition,Learning Motivation,Computer Simulation,Computer Software,Physics,Secondary School Science,Questionnaires,Likert Scales,Statistical Analysis,Student Attitudes,Beliefs,Foreign Countries

Contemporary teaching and learning approaches expect students--at any level of education--to be active producers of knowledge. This leads to the need for creation of instructional strategies, learning environments and tasks that can offer students opportunities for active learning. Research argues that one of the most meaningful and engaging forms of active learning is modelling, that is using computational environments to build representational and epistemological models of the phenomena that are being studied, following the essential features of inquiry based science and mathematics education. The aim of the article is to investigate the impact of the computational experiment approach on: a) students' learning performance, b) the use of modelling indicators c) the motives and d) the scientific epistemic beliefs. K-12 students in a Greek school participated in the experiment and the methodology of the computational experiment was implemented using three software tools, namely: the Modellus software, the Interactive Physics (IP) software and the Easy Java Simulator Software (EJS), in order to study the concept of the simple harmonic motion (equations of motion, dynamics and energy consideration). All applications were developed using the essential features of inquiry based science education in the framework of the computational approach methodology and the model was considered as the fundamental instruction unit. The findings suggest that the inquiry based computational experiment using Easy Java Simulator(EJS) is more effective in enhancing the conceptual understanding of students as well as the use of modelling indicators, and these results may have implications for the effectiveness of the computational experiment methodology when it is combined with the EJS Tools.
Why Do Students Have Difficulties Completing Homework? The Need for Homework Management
Author: Xu, Jianzhong
Date: 2013-04-00
Type: Journal Articles
Subjects: Homework,Student Attitudes,Self Control,Time Management,Educational Environment,Student Motivation,Attention,Coping,Negative Attitudes,Student Responsibility,Emotional Response,Literature Reviews,Elementary School Students,Secondary School Students

Homework is a common and widespread educational activity. Yet, as homework often takes place amidst the pull of more attractive and competing after-school activities, doing homework presents multiple challenges for many students, even for those students who find their assignments meaningful and interesting. In this article, I first examine five major homework challenges, including arranging a conducive homework environment, budgeting time and pacing themselves to meet homework deadlines, handling homework distractions, keeping themselves motivated during homework sessions, and coping with negative affect or mood swings encountered while doing homework. I then discuss a range of strategies that students may use to deal with these challenges as well as implications for teachers and families seeking to help students manage their homework more responsibly.
Enhancing Teacher Effectiveness in Spain: A Pilot Study of the Ruler Approach to Social and Emotional Learning
Author: Castillo, Ruth
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Pilot Projects,Social Development,Emotional Development,Teacher Attitudes,Teacher Student Relationship,Interaction,Teacher Burnout,Public Schools,Statistical Analysis,Faculty Development,Comparative Analysis,Scores,Teacher Characteristics,Pretests Posttests,Emotional Intelligence,Teacher Participation,Intervention,Program Effectiveness,Educational Technology,Multivariate Analysis

This study examined the effects of an evidence-based social and emotional learning (SEL) program, The RULER Approach to Social and Emotional Learning (RULER), on teacher self reports of engagement, teacher-student interactions, and burnout. Participants were 47 teachers from 19 public schools in Spain who either volunteered for training on RULER (n = 24) or eLearning (n = 23). Multivariate Analysis of Covariance (MANCOVA) was conducted separately for each outcome. Teachers in the RULER as compared to eLearning group had significantly higher scores on many outcomes even after controlling for gender, age, trait affect, and personality, as well as pre-test scores on all outcomes. These findings extend the literature on the effectiveness of SEL programs for the improvement of teacher practices; they also advance our understanding of possible mechanisms for promoting high-quality professional development.
Measuring Musical Self-Regulation: Linking Processes, Skills, and Beliefs
Author: Ritchie, Laura
Date: 2013-04-00
Type: Journal Articles
Subjects: Music Education,Higher Education,Learning Strategies,Student Behavior,Questionnaires,Factor Structure,Correlation,Self Efficacy,Undergraduate Students,Skills,Test Reliability,Test Validity,Factor Analysis

This research explores self-regulated learning behaviors as used by 174 students in higher music education during learning and practice, with the aim of demonstrating the interaction between processes, skills, and beliefs. A three-factor structure was identified within a newly adapted, ten-item Musical Self-regulated Learning Questionnaire, illustrating (1) reflection and frameworks for progress, (2) improvement in and outside of practice, and (3) setting the learning context. The four behaviors in Factor 3 least used by these students were &quot;arranging/imagining rewards/punishments,&quot; &quot;rearranging the physical setting,&quot; &quot;keeping records of events,&quot; and &quot;reviewing records of past events/performances.&quot; Significant positive correlations were found between behaviors and self-ratings of musical skills/attributes and with self-efficacy for musical learning. However, there were no significant correlations with self-efficacy for musical performing. Students' perception of the importance of self-regulated learning behaviors, their relationships to skills and beliefs, and implications for learning and teaching are discussed.
Secondary School Teacher's Perceptions of the Role of Social Studies in Fostering Citizenship Competencies
Author: Boikhutso, Keene
Date: 2013-10-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Social Studies,Foreign Countries,Teacher Surveys,Citizenship,Skills,Statistical Analysis,Citizenship Education

This study investigated the perceptions of the role of Botswana's social studies teachers at secondary school level in fostering citizenship competencies and skills. Survey questionnaires were used to collect data comprising close and open-ended questions. The total population comprised forty-one respondents purposively sampled from nine junior and senior secondary schools in rural and urban locations. These included thirty four social studies teachers and seven head of departments. Data were analyzed quantitatively using descriptive statistics. The findings revealed that, contrary to expectations the Botswana's social studies curriculum does not promote the acquisition of citizenship skills. There is a disconnection between what social studies teachers think they do and what actually happens on the ground. In fact, the mere teaching of citizenship skills does not automatically translate into equipping learners with the relevant and appropriate competencies. Successful implementation of citizenship education requires political commitment and social studies teachers who are well trained and competent to handle educational reforms.
Moving to the Rhythm of Africa: A Case Study of a Tertiary Educator's Understanding of Multicultural Dance in Teacher Education
Author: Joseph, Dawn
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Dance Education,Multicultural Education,Student Teacher Attitudes,Cultural Awareness,African Culture,Teacher Competencies,Questionnaires,Interviews

Australia is proud of its rich and varied array of the Arts depicting a range of cultural diversity formed by ongoing migration. Although the complex issues of dance, culture and identity are interconnected, forming a multicultural society in Australia, dance education is a powerful platform to transmit and promote togetherness where understanding and respect is shared in dance practice. The focus of this article is on dance education as part of multicultural arts education within teacher education courses at Deakin University (Melbourne) Australia. It forms part of my ongoing wider study that started in 2010 regarding &quot;Attitudes and perceptions of Arts Education Students: Preparing culturally responsive teachers across two continents&quot; (Australia and South Africa). In 2011, I interviewed the dance educator and will report on two themes from her interview data: multicultural dance and the inclusion of African dance within multicultural dance practice. I argue that the inclusion of innovative and immersive practice of dance where authentic teaching and learning can be facilitated is a powerful platform to share multicultural dance practice in tertiary education.