ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalization in Canadian Higher Education: A Case Study of the Gap between Official Discourses and On-the-Ground Realities
Author: Larsen, Marianne A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Global Approach,Case Studies,College Students,College Faculty,Community,Student Attitudes,Teacher Attitudes,Community Attitudes,Qualitative Research,Surveys,Semi Structured Interviews,Program Effectiveness,Experience,Discourse Analysis

This case study about one university's internationalization initiative, known as North Goes South, provides a nuanced and finely grained understanding of what internationalization looks like in practice. The study was guided by a desire to probe the perceived impact of a Canadian-East African internationalization initiative on students, faculty, and Tanzanian community members. The article begins with a brief review of the literature on internationalization and higher education in Canada. The rationale for using a case-study methodology is presented, along with the background and context of the case. Following an outline of the research methods, the study results are reviewed to show the complex and contradictory ways in which this internationalization initiative played out in one higher education setting, pointing to the gap between official discourses of internationalization and on-the-ground realities.
Framing Student Perspectives into the Higher Education Institutional Review Policy Process
Author: Poth, Cheryl
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Policy Analysis,School Policy,Questionnaires,Student Evaluation,Foreign Countries,Undergraduate Students,Student Surveys,Comparative Analysis,Likert Scales,Factor Analysis

It is necessary and desirable to enhance student learning in higher education by integrating multiple perspectives during institutional policy reviews, yet few examples of such a process exist. This article describes an institutional assessment policy review process that used a questionnaire to elicit 269 students' perspectives on a draft policy document. Among the key findings were a lack of focus on using assessment to inform instruction, and a lack of clarity around the purposes for assessment. Within the final policy, there seemed to be an absence of focus on assessment as supporting learning and informing instruction, although there was a significant focus on the role of assessment in measuring achievement, despite students' emphasis on the former two characteristics. The study's implications point to the important theoretical contributions students offer to institutional policy reviews, and the practical challenges institutions face in providing mechanisms that facilitate engagement and reflect shifts in culture.
Seeking Internationalization: The State of Canadian Higher Education
Author: Anderson, Tim
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Foreign Students,College Students,Demography,Student Diversity,Global Approach,Educational Finance,Tuition

This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students' by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.
Measuring Systemic and Climate Diversity in Ontario's University Sector
Author: Piché, Pierre Gilles
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Diversity (Institutional),Universities,Multivariate Analysis,Organizational Change,Institutional Characteristics,College Environment,School Culture

This article proposes a methodology for measuring institutional diversity and applies it to Ontario's university sector. This study first used hierarchical cluster analysis, which suggested there has been very little change in diversity between 1994 and 2010 as universities were clustered in three groups for both years. However, by adapting Birnbaum's (1983) diversity matrix methodology to Ontario's university sector, the author appears to have found a decrease in systemic diversity (differences in the type of institution and size of institution; Birnbaum, 1983) and climate diversity (differences in campus environment and culture; Birnbaum, 1983) between 1994 and 2010. Policy implications resulting from this study are also considered.
Graduate Writing Assignments across Faculties in a Canadian University
Author: Shi, Ling
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Writing Assignments,Task Analysis,Foreign Countries,Essays,Writing (Composition),Coding,Research Papers (Students),Creative Writing,Writing Evaluation,Writing Instruction,Guidance,Library Research,Incidence,Intellectual Disciplines,Comparative Analysis,English for Academic Purposes

This study examines 143 graduate assignments across 12 faculties or schools in a Canadian university in order to identify types of writing tasks. Based on the descriptions provided by the instructors, we identified nine types of assignments, with scholarly essay being the most common, followed by summary and response, literature review, project, review, case analysis, proposal, exam, and creative writing. Many assignments are instructor-controlled and have specific content requirements. Some are also process-oriented, providing students with teacher or peer feedback on outlines or initial drafts, suggestions for topic choices, and examples of good writing. With an overview of the types of writing tasks across campus, the study has implications for English for Academic Purposes (EAP) or graduate writing program designers, material developers, educators working within and across disciplines, and researchers interested in the types of university writing assignments in Canada.
The Challenge of Differing Perspectives Surrounding Grades in the Assessment Education of Pre-Service Teachers
Author: Mitton-Kukner, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Evaluation,Teacher Education,Grades (Scholastic),Success

In this paper we describe the challenges we experience teaching an assessment course to pre-service teachers, as part of their studies in a bachelor of education program. As we teach the course, our intent is to explicitly model assessment practices that reflect a philosophy of &quot;success for all,&quot; rather than &quot;sort and rank.&quot; Rather than ranking students by achievement, our goal is to model how to tap into the learning potential of every student (Stiggins, 2005). Inquiring into moments that show how the teaching of a success for all philosophy is tension-filled in teacher education, we demonstrate the multiple and conflicting perspectives informing grades. We situate our discussion in the area of assessment in higher education and propose a series of actions, which may resonate with instructors in teacher education and higher education contexts.
What Is Your Degree Worth? The Relationship between Post-Secondary Programs and Employment Outcomes
Author: Fenesi, Barbara
Date: 2015-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Employment Opportunities,Employment Potential,Graduate Surveys,Predictor Variables,Humanities,Academic Aspiration,Employment Qualifications,Job Satisfaction,Participant Characteristics,College Graduates,Foreign Countries,National Surveys,Regression (Statistics)

There is a long-standing debate over the value of certain postsecondary programs in facilitating employment after graduation. The National Graduate Survey (2005) was used to examine how graduates of various programs differ in their pursuits of higher education, employment status, job-program relatedness and job qualifications. Results suggest that graduates from humanities are more likely to pursue higher education, are less likely to be employed full time, are more likely to have jobs unrelated to their program, and are more likely to be overqualified for their jobs. These findings highlight that humanities programs may not provide the knowledge and skills that are in current economic demand.
Special Consideration in Post-Secondary Institutions: Trends at a Canadian University
Author: Zimmermann, Joelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Testing Accommodations,Student Evaluation,Testing,School Policy,Trend Analysis,Demography,Academic Records,College Students,Difficulty Level,Grade Point Average,Student Characteristics,Correlation,Age Differences,Gender Differences,Socioeconomic Status,Full Time Students,Part Time Students,Family Income

This study examined trends in the practice of granting special consideration for missed tests and late papers in colleges and universities. We analyzed a database of 4,183 special consideration requests at a large Canadian university between 1998 and 2008. Results show a growing rate of requests per enrolment between 2001 and 2007. Although university officials and faculty are concerned that request making is excessive, an in-depth investigation of request making by the number of requests per student, request rate by course difficulty, grade point average, and illness-related work absences in the general population fails to support suspicions of dishonest behaviour. Furthermore, demographic variables--aside from part-time versus full-time student status, and to a lesser degree socio-economic status--do not distinguish students who made frequent requests from those who made few. We discuss potential explanations for the increase in requests for special consideration.
Systematic Tracking of Malaysian Primary School Students' ESL Reading Comprehension Performance to Facilitate Instructional Processes
Author: Eng, Lin Siew
Date: 2016-01-00
Type: Journal Articles
Subjects: Reading Comprehension,Foreign Countries,School Location,Gender Differences,Standards,Teaching Methods,Reading Tests,Urban Schools,Rural Schools,Geographic Regions,Ethnicity,Evaluation Methods,Reading Instruction,Educational Quality,Reading Materials,Student Needs,Systems Approach,Benchmarking,Scoring,Decoding (Reading),Statistical Analysis,Student Records,Data Analysis,Reading Achievement,Middle School Students

This study was conducted to systematically track and benchmark upper primary school students' ESL reading comprehension ability and subsequently generate data at the micro and macro levels according to individual achievement, school location, gender and ethnicity at the school, district, state and national levels. The main intention of this initiative was to provide information to assist ESL teachers about their students' reading ability and to determine students' reading comprehension performance standards. The auto generated data is expected to facilitate classroom instructional process without necessitating teachers to prepare test materials or manage data of their students' reading comprehension track records. The respondents were 1,514 Year 5 students from urban and rural schools from a district in northern Malaysia. The idea was conceptualised through a series of tests and development of the Reading Evaluation and Decoding System (READS) for Primary Schools. The findings indicated that majority of the respondents were &quot;below standard&quot; and &quot;at academic warning&quot;. We believe the generated data can assist the Ministry of Education to develop better quality instructional processes that are evidence based with a more focused reading instruction and reading material to tailor to the needs of students.
A Comparison of Stereotypes of German and Turkish Students towards Balkans
Author: Ültanir, Gürcan
Date: 2016-01-00
Type: Journal Articles
Subjects: Ethnic Stereotypes,Immigrants,Cross Cultural Studies,Cultural Differences,Foreign Countries,Cultural Influences,Statistical Analysis,Negative Attitudes,Place of Residence,World History,High School Students,Scores,College Students,Multivariate Analysis

Effective emotional thoughts like attitudes, stereotyped judgments and preconceptions are dependent on both collective and individual experiences. Experiences like reading an article or watching a movie that is based on a context determined by the curriculum might cause individual or collective discrimination towards different ethnic or cultural groups among students in a country. This study aims to explore the difference between two nations which are the Turkish nation that has many cultural and political bonds with Balkans in the history and the German nation, which is a nation that has little or no bonds with the Balkans. The main aim of the study is to figure out if the stereotypes towards Balkans can change according to the country in which an individual has grown up. MANOVA was used to figure out the difference between two capitals with regard to stereotypes towards Balkans. Findings of the study indicated that negative stereotype scores of students significantly changed according to the country in which students grew up, whereas no significant difference was found for positive stereotype scores. Moreover, it was found that Turkish students have more negative stereotypes towards Balkans than German students.
Race, Gender, and Affirmative Action Attitudes in American and Canadian Universities
Author: Katchanovski, Ivan
Date: 2015-00-00
Type: Journal Articles
Subjects: Affirmative Action,Gender Differences,Race,Teacher Attitudes,Student Attitudes,Performance Factors,Comparative Analysis,Comparative Education,Telephone Surveys,Universities,Multivariate Analysis,Foreign Countries

Direct comparisons of American and Canadian faculty and students' views concerning issues of race, gender, and affirmative action in higher education are rare. The 1999 North American Academic Study Survey provides a unique opportunity to analyze the role of national and positional factors in faculty and student attitudes towards race, gender, and affirmative action in the US and Canada. The findings indicate that national factors are more important than positional factors on many racial and affirmative-action issues. Differences between students and faculty are more pronounced than are cross-national variations on many gender-related issues.
Assessment of the Assessment Tool: Analysis of Items in a Non-MCQ Mathematics Exam
Author: Khoshaim, Heba Bakr
Date: 2016-01-00
Type: Journal Articles
Subjects: Item Analysis,Test Items,Mathematics Tests,Difficulty Level,Correlation,Action Research,College Mathematics,College Faculty,Undergraduate Students,Foreign Countries

Assessment is one of the vital steps in the teaching and learning process. The reported action research examines the effectiveness of an assessment process and inspects the validity of exam questions used for the assessment purpose. The instructors of a college-level mathematics course studied questions used in the final exams during the academic years 2013-2014 and 2014-2015. Using the data from 206 students, the researchers analyzed 54 exam questions with regard to the complexity level, the difficulty coefficient and the discrimination coefficient. Findings indicated that the complexity level correlated with the difficulty coefficient for only one of three semesters. In addition, the correlation between the discrimination coefficient and the difficulty coefficient was found to be statistically significant in all three semesters. The results suggest that all three exams were acceptable; however, further attention should be given to the complexity level of questions used in mathematical tests and that moderate difficulty level questions are better classifying students' performance.
Repeated Low Teaching Evaluations: A Form of Habitual Behaviour?
Author: Grayson, J. Paul
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation of Teacher Performance,Student Behavior,College Students,College Faculty,Gender Differences,Age Differences,Comparative Analysis,Validity,Reliability,Student Surveys,Questionnaires,Regression (Statistics),Statistical Analysis

Teaching evaluations have become part of life on Canadian campuses; however, there is no agreement among researchers as to their validity. In this article, comparisons were made between first- and third-year collective evaluations of professors' performance at the University of British Columbia, York University, and McGill University. Overall, it was found that students who provided low evaluations in their first year were also likely to do so in their third year. This effect held independent of degree of campus engagement, sex, student status (domestic or international), and generational status (students who were the first in their families to attend university, compared to those who were not). Given that over the course of their studies, students likely would have been exposed to a range of different behaviours on the part of their professors, it is argued that the propensity of a large number of students to give consistently low evaluations was a form of &quot;habitual behaviour.&quot;
Investigating Validity of Math 105 as Prerequisite to Math 201 among Undergraduate Students, Nigeria
Author: Zakariya, Yusuf F.
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Mathematics Instruction,College Mathematics,Required Courses,Correlation,Regression (Statistics),Statistical Analysis,Predictor Variables,Mathematics Achievement,Scores,Grades (Scholastic),Computer Software

In this study, the author examined the validity of MATH 105 as a prerequisite to MATH 201. The data for this study was extracted directly from the examination results logic of the university. Descriptive statistics in form of correlations and linear regressions were used to analyze the obtained data. Three research questions were formulated and the collected data were analyzed using Minitab 16 statistical software. Some concepts of Graph theory were employed to answer one of the research questions and the other two using some statistical tools. The findings revealed that MATH 105 is a powerful predictor of students' performance in MATH 201. It then became obvious that a poor performance in MATH 105 is tantamount to a subsequent failure in MATH 201 while a good score in MATH 201 is a green light to passing MATH 201. Furthermore, it was recommended that MATH 105 should be retained and even thoroughly enforced as a prerequisite for MATH 201.
Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games
Author: Sato, Aiko
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Educational Games,High School Students,College Students,Teaching Methods,Instructional Effectiveness,Models,Learner Engagement,Educational Benefits,Outcomes of Education,Questionnaires,Self Evaluation (Individuals),Skill Development,Student Attitudes,Cognitive Processes,Difficulty Level

The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration, observation, reflection, discussion and repeated experiences). We tested our model by teaching two modern board games to Japanese high school and university students. Questionnaires, gameplay data, self-ratings and discussions showed improved understanding and enjoyment, more strategic play and more interest in modern board games over the course of the instructional sequence. The model's repetition (the participants played each game three times) was rated the most useful in terms of learning the games. Overall, the integrated model was largely successful in teaching strategy board games to new players, and we offer several recommendations for teachers, designers and researchers of board games.
Vocational High School Teachers' Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia
Author: Retnawati, Heri
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education Teachers,Vocational Education,Secondary School Teachers,Curriculum Implementation,Qualitative Research,Curriculum Evaluation,Assistant Principals,Interviews,Group Discussion,Student Evaluation

The study aims to describe vocational high school teachers' difficulties in implementing the assessment within Curriculum 2013, which has been implemented since July 2013 in several Indonesian schools and which might have been in effect in all schools around 2014. The study was descriptive explorative research by means of qualitative data gathering. The data of vocational high school teachers' difficulties in implementing the assessment within the Curriculum 2013 were gathered by means of interviews and focus group discussions. The data source was 22 vocational high school teachers and the vice principals of curriculum in the Province of Yogyakarta Special Region of Indonesia. The data analysis was conducted by looking for the specific theme; then, the researcher found the inter-theme relationship in order to attain the proper understanding. The results of the study showed that in the assessment implementation of Curriculum 2013 the teachers had not fully understand the assessment system. The teachers' difficulties were also found in: developing the instrument of attitude, implementing the authentic assessment, formulating the indicators, designing the assessment rubric for the skills, and gathering the scores from multiple measurement techniques. In addition, the teachers could not find feasible application for describing the students' learning achievements.
Analysis of Faculty Members Attitude towards Academic Development Endeavors in Some Selected Ethiopian Universities
Author: Seyoum, Yilfashewa
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Faculty Development,Teaching Experience,Predictor Variables,Gender Differences,Statistical Analysis,Geographic Location,Satisfaction,Questionnaires,Attitude Measures

This article aims to analyse the attitudes of faculty members on how the current academic development programs were enacted in selected Ethiopian Universities. With the help of multiple cases design, evidence was gathered from faculty through attitude scale having a reliability index of 0.77. Moreover, a document study including the day-to-day surveillance of the researcher's observations and colleague's reflections were also included. In the investigation, 250 cases have taken part. The findings of the study reassured that faculty members' predisposition on professional development programs to augment the level of educational activities was not aversive. The analysis of variance, F- test demonstrated that there were no significant differences among faculty members when gender and study sites had taken as variables. However, F-value was significant for years of experience. Moreover, less experienced and lower level qualified faculty members hold significantly favourable attitudes as compared to veteran and more qualified one. Overall, the study claims that universities should adapt options, and continue to use technologies as a means to bring faculty from different programs together and benefit from learning online.