ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Pre-Service Chemistry Teachers&apos; Learning Approaches and Inorganic Chemistry Achievements
Author: Ozgur, Sinem Dincol
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,Science Instruction,Cognitive Style,Science Achievement,Science Tests,State Universities,Correlation,Foreign Countries,Preservice Teacher Education,Science Teachers,Student Attitudes

The inorganic chemistry is one of the essential courses in the education of pre-service chemistry teachers. This study investigates the differences between the adopted learning approaches and achievements of Turkish pre-service chemistry teachers' who received the inorganic chemistry course from the same lecturer. The purposes of this study are to explore the relationship between the inorganic chemistry achievements and the adopted learning approaches of pre-service chemistry teachers and to examine the effect of their learning approaches on their inorganic chemistry achievements. This study was conducted with 127 preservice chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey. &quot;The Study Process Questionnaire&quot; and &quot;The Inorganic Chemistry Achievement Exams&quot; were used as the data collection tools. The descriptive statistics and chi-square test were used for the data analysis. The results of the study displayed that (1) there is a significant relationship between the pre-service chemistry teachers' inorganic chemistry achievement and their learning approach; (2) their learning approach has 34% effect on their inorganic chemistry achievements according to Somers'd value.
An Exploratory Study of Student Development in an Outdoor Higher Education Program
Author: Phillips, Russell, III
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Development,Outdoor Education,Higher Education,Undergraduate Students,Multiple Intelligences,Life Satisfaction,Well Being,Outcomes of Education,United States History,Cultural Differences,American Indian History

Research on the impact of outdoor education mostly consists of assessments of self-esteem and social skills in adventure programs outside of academia. The present exploratory study assessed personal and academic development in undergraduate participants of an interdisciplinary, semester-long, study away learning community in higher education. We assessed development using a multi-method approach employing qualitative and quantitative methodologies. Concerning quantitative data, outdoor participants' life satisfaction significantly increased from the beginning to the end of the semester, whereas a matched control sample taking traditional courses did not experience this benefit. The outdoor program buffered participants from the decreases in attributional complexity and existential well-being experienced by the control group. Qualitatively, outdoor education students reported learning across a wide variety of intelligences and believed that these achievements could not be experienced in the traditional classroom. Implications and limitations of the study are discussed.
Universities Shaken by Earthquakes: A Comparison of Faculty and Student Experiences in Nepal and New Zealand
Author: Joshi, Rajendra
Date: 2018-00-00
Type: Journal Articles
Subjects: Natural Disasters,Trauma,Comparative Analysis,Cross Cultural Studies,College Faculty,College Students,Universities,Socioeconomic Status,Cultural Differences,Student Role,Therapy,Online Courses,Distance Education,Cultural Context,Foreign Countries,Student Attitudes,Teacher Student Relationship,Flexible Scheduling

The authors compare the experiences of faculty and students at universities in Nepal and New Zealand following earthquakes in 2015 and 2011, respectively. Questionnaire data from students at Kathmandu University are analyzed and compared with previously published data from the University of Canterbury. Prominent themes are developed within the context of the cultural and socioeconomic differences between the two settings. Both similarities and contrasts are described, detailing scheduling changes, the role of students in their community's response to natural disaster, flexibility of faculty, psychological trauma and treatment, and use of online-learning as a substitute for classroom learning. Lessons learned from the comparison of the responses to these two earthquakes demonstrate how culturally and socioeconomically different contexts necessitate distinct actions from the faculty of different universities.
Mental Health and Cross-Cultural Adaptation of Chinese International College Students in a Thai University
Author: Chen, Pengfei
Date: 2018-00-00
Type: Journal Articles
Subjects: Mental Health,Student Adjustment,Asians,Foreign Students,Acculturation,Study Abroad,Foreign Countries,Educational Quality,Institutional Mission,Universities,Student Attitudes,College Graduates,Undergraduate Students

Thai Immigration Department shows the total number of Chinese nationals residing in Thailand at 91,272 in 2015, however, academic studies reveal the figure to be as high as 350,000-400,000 in the past decade. In terms of the huge population, except economic benefit to Thailand and more cross-cultural settings in the campus, there is a critical issue requiring urgent attention. Colleges cannot guarantee high-quality learning and consequently cannot attain their mission, accomplish their goals, or serve their valuable social, economic and public objectives without engaging in the mental and behavioral health matters of their students. Accordingly, this study aimed to examine Chinese international students' mental health and cross-cultural adaptation to study abroad in a university at Bangkok and investigate whether or not two factors were related to one another. A survey was applied for this investigation. The participants were 900 Chinese international students at a Thai university. The research discovered that different levels of college degrees and length of residence in Thailand were two main factors to influence mental health and cross-cultural adaptation. Incoming students and graduates specifically has a potential problem in cross-cultural adaptation.
Improving Cultural Competency: A Patient-Centered Approach to Interprofessional Education and Practice in a Veterans Healthcare Facility
Author: Brommelsiek, Margaret
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Veterans,Course Content,Student Attitudes,Knowledge Level,Cultural Differences,Practicums,Primary Health Care,Clinics,Graduate Students,Nursing Education,Clinical Psychology,Pharmacy,Social Work,Interdisciplinary Approach,Course Descriptions,Military Service,Health Personnel,Patients,Outcomes of Education

Background/Objective: Competency in health professions education when separated from culture is a 'detached mastery' of a discreet skill; there are no values considered, no human behind the understanding. This can result in an uneven understanding, proficiency, and commitment concerning individuals' cultural differences. To increase cultural competency and improve care delivery to veterans, health professional students, participated in an interprofessional education immersion with clinical practicum at a Veteran's Administration primary care clinic. Methods: Fifty-four graduate students from nursing, clinical psychology, pharmacy and social work participated in an interprofessional education course on military culture. Students' knowledge and attitudes concerning veterans were evaluated at the start and end of the 8-week immersion course. Results: In both the Knowledge Assessment, a 10-item survey covering the core aspects of the course content, and Health Professionals' Attitudes Toward Veterans Scale, student knowledge and attitudes improved relating to veterans care. Conclusions: Veterans seeking care in veterans' and civilian facilities require a culturally competent health professional workforce. Interprofessional education coursework specifically focused on veterans and military culture has shown promise in increasing knowledge and compassion in health professional students working with veteran patients.
Evaluation of Teacher&apos;s Attitudes Related to the Place-Based Education Approach Applied in Social Studies Lessons
Author: Özkaral, Tugba Cevriye
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Place Based Education,Gender Differences,Educational Background,Teaching Methods,Social Studies,Inservice Teacher Education,Teaching Experience,Foreign Countries,Elementary School Teachers,Secondary School Teachers

The objective of this research is to evaluate the class and social studies teachers' attitudes on the place-based education approach applied in social studies lesson. The research is carried out using a survey model. In the research, a scale was developed to evaluate teachers' attitudes about &quot;Place-Based Education&quot; approach and activities applied in social studies lessons. After the necessary permissions taken from the Ministry of National Education, the scale was applied to 212 teachers. There was no significant difference between class and social sciences teachers' attitudes towards place based education approach for gender, branch, educational background, years of service and in-service training variables.
Who Are the Doctoral Students Who Drop Out? Factors Associated with the Rate of Doctoral Degree Completion in Universities
Author: Wollast, Robin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Doctoral Programs,Dropouts,Dropout Characteristics,Academic Persistence,Student Attrition,Marital Status,Grades (Scholastic),Grade Point Average,Intellectual Disciplines,Educational Finance,Dropout Rate,Gender Differences,Risk

The issue of considerable dropout rate in doctoral programs is well documented across a large number of countries. However, few studies address the factors associated with doctoral completion among Non-U.S. countries, multiple universities and fields of research. Nor do they investigate the interactions between these factors. The present paper aimed to overcome these limitations and analyzed the population of doctoral students in all disciplines of the two largest universities of the French-speaking Community of Belgium (N = 1509). Specifically, we focused on several factors: gender, nationality, marital status, master grade, whether students continued at the same university when transitioning to the doctoral degree, whether they continued in the same field, age at registration, research field and funding (i.e., type of funding and associated job requirements). Findings indicate that four factors (marital status, master grade, research field and funding) are directly associated with dropout rate when all factors are considered jointly in the same model. Furthermore, results indicate that some of these factors, such as the marital status and gender, interact. In addition, we found that an accumulation of risk factors leads to a massive increase in dropout rates. Finally, a time course analysis revealed that the highest dropout rate occurs during the first two years and is related to the absence of funding or scholarship. The results, limits and futures perspectives are discussed.
Relationships between University Performances and Economic Growth
Author: Dembereldorj, Zoljargal
Date: 2018-00-00
Type: Journal Articles
Subjects: Economic Development,Knowledge Economy,Higher Education,College Role,Correlation,Educational Quality,Reputation,Institutional Evaluation,Citation Analysis,Research Universities,Cross Cultural Studies,Periodicals,Foreign Countries

Universities play an important role in the economic development-knowledge economy. Previous studies proposition that universities significantly contribute to the economic development of the countries. Countries implement policies to efficiently connect higher education and the economy. This study explores the relationships between the university performances measured by the world university rankings and the gross domestic product. We employed the data from the World Bank and two university rankings for a period of 2011-2016. We ran correlation analysis followed by t-test analysis for confirming the linear and non-linear relationship. For robustness, we used chi-squared test for independence. The result shows there is a positive non-linear relationship between university performances and GDP. Indicators for citation and research suggests the quality of the research matters more than the mere research and publications. We may conclude that the &quot;research quality&quot; of the university intensive in researching can contribute indirectly to the economic development of the countries.
A Process Approach to Internationalization--Utilizing De Wit&apos;s Internationalization Circle (Modified Version) for Internationalization Planning
Author: LeBeau, Ling Gao
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Strategic Planning,International Education,Accountability,Teaching Methods,Learning Processes,Outcomes of Education,State Universities,Educational Planning,Quality Assurance,Study Abroad,Foreign Students,Institutional Cooperation,International Cooperation,Partnerships in Education

This article examines how De Wit's process approach (De Wit, 2002) describes internationalization and impacts its effectiveness, through a case study research at a comprehensive public university in the U.S. It aims to explore how a higher education institution may plan for internationalization, implement its plan, review how the implementation conforms to the plan, and act on what has been learned. This study examines the relationship between internationalization planning and assessing internationalization outcomes. It responds to the call for accountability, the call for quality assurance, and the urgent need for higher education internationalization. Most importantly, this study addresses the research gap in the area of internationalization assessment--exploring how De Wit's process approach can be utilized to help higher education institutions strategically plan internationalization to effectively impact teaching, learning, research, and service.
Improving International Students&apos; Cultural Skills through a School-Based Program
Author: Zhang, Yue
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Stress Variables,Student Adjustment,Cultural Differences,Social Discrimination,Acculturation,Student Attitudes,College Students,College Administration,Interpersonal Relationship,Program Descriptions,Cultural Awareness,Intercultural Communication,Social Capital,Goal Orientation,Creativity,Leadership Training,Outcomes of Education

This study evaluated an on-campus leadership and culture program that helps newly arrived international students with their cross-cultural adjustment. The international student participants completed an acculturation survey at both the beginning and the end of the program. We found that factors causing these international students to have stressful adjustment experiences included the new environment, perceptions of discrimination, worry about access to opportunities due to cultural differences, and feelings of discomfort with others. Many program participants experienced positive changes in their adjustment to the new environment. The results suggest, however, that not all international students would benefit from participating in the program. The findings provide important insights for on-campus programs that aim to facilitate international students' cross-cultural adjustment.
Bilingual Literacy Development: Trends and Critical Issues
Author: Ríos, Cristina
Date: 2018-00-00
Type: Journal Articles
Subjects: Bilingualism,Native Language,Immigrants,Spanish,English (Second Language),Second Language Learning,Research Needs,Language Minorities,Literacy,English Language Learners,Educational Needs,Bilingual Education Programs,Educational Trends,Academic Achievement,Instructional Effectiveness,Trend Analysis,Elementary School Students,Teaching Methods

This article, a literature review of current trends in bi-literacy development and bilingual education examines published research dedicated to exploring the literacy strengths in the primary language that immigrant children bring to the classroom, and the potential of these children for becoming bilingual and bi-literate. The focus of the review is on research concentrated on school children who are developing literacy in two languages or have become literate in Spanish before starting school in an American classroom. The article identifies gaps in the literature and areas that deserve further research.
The Impact of Study Abroad on College Students&apos; Intercultural Competence and Personal Development
Author: Maharaja, Gita
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Study Abroad,College Students,Cultural Awareness,Student Development,Cross Cultural Training,Cultural Differences,Self Esteem,Assertiveness,Maturity (Individuals),Adjustment (to Environment)

Today's interrelated and interconnected world demands that college students develop the intercultural competence to meet the challenges of the 21st century. In response to this challenge, the number of American students participating in study abroad has been increasing. Many studies shave explored the benefits of studying abroad, yet there are few qualitative studies that investigated its impact on college students' intercultural competence and personal development. This qualitative study explores the impact of a semester-long study abroad on the development of intercultural competence and personal growth of 150 college students who have studied in different countries. Findings of this study shows that study abroad may enhance intercultural competence and personal development, reflected in the participants' personal essays on their living experience. They gained a better understanding of their own and other countries' culture and cultural differences, increased their level of self-confidence, global-mindedness, patience, assertiveness, maturity, self-awareness, flexibility and adaptability.
The Drop-Off: Pedagogy for Study Abroad Educators Fostering Intercultural Competence
Author: Maloney, Tammera R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Experiential Learning,Group Activities,Observation,Interpersonal Communication,College Freshmen,Foreign Countries,Knowledge Level

In the pursuit of developing intercultural competence in students studying abroad, effective experiential learning strategies are sought by study abroad educators. This article presents an implementation of one such strategy called &quot;The Drop-Off&quot; (Batchelder, 1993). The Drop-Off involves small groups of students who explore a previously unknown town in order to develop an understanding of the history and culture of that town. The purpose of the Drop-Off is for student groups to discover how to best utilize the targeted skills of observation and conversation by asking appropriate questions, listening and acquiring facts about a town previously unknown. These skills are integral to developing the core components of intercultural competence for appropriate and meaningful interactions across cultures. Implemented over two semesters in Ireland with 35 first-semester college freshmen, this pedagogy, accompanied by extensive preparation and guided reflection, may have contributed to a significant mean change in score from pre- to post-Intercultural Development Inventory (IDI) for the combined semesters. This article details the process in its entirety from preparation to execution to discussion and final assignments.
For Safety&apos;s Sake: A Case Study of School Security Efforts and Their Impact on Education Reform
Author: Garver, Rachel
Date: 2012-00-00
Type: Journal Articles
Subjects: School Safety,School Security,Urban Schools,High Schools,Racial Relations,English Language Learners,Asian American Students,African American Students,Violence,Conflict,Zero Tolerance Policy,Educational Environment,Immigrants,School Policy,Intervention,Conflict Resolution,Standards

Several studies have shown that the need to create safe and orderly schools has increasingly been addressed in a manner that disconnects these priorities from broader concerns related to student success, school culture, and child development. In this paper, we explore the consequences of expanding security procedures in response to an incident involving interracial conflict at an urban high school in the United States. We offer this case study to demonstrate how the primacy placed on safety and security resulted in the neglect of other important educational goals, such as academic engagement and a positive school culture. Through an analysis of observational, interview, focus group, and survey data, we show that while it is essential for schools to take measures that ensure the safety of students and staff, it is equally important for safety to be recognized as part of a larger set of goals that schools must concurrently pursue in order to meet the educational and developmental needs of the students they serve.
An After-School Intervention Targeting Executive Function and Visuospatial Skills Also Improves Classroom Behavior
Author: Brock, Laura L.
Date: 2018-09-00
Type: Journal Articles
Subjects: After School Programs,Intervention,Executive Function,Student Behavior,Spatial Ability,Visual Perception,Behavior Problems,Kindergarten,Grade 1,Low Income Students,Elementary School Students,Preschool Teachers,Experimental Groups,Control Groups,Attention,Inhibition,Short Term Memory,Elementary School Teachers

Executive function (EF) describes a complex set of skills, including flexible attention, inhibitory control, and working memory, that coordinate to achieve behavioral regulation. Visuospatial skills (VS) describe the capacity to visually perceive and understand spatial relationships among objects. Emerging research suggests VS skills are associated with classroom functioning, including behavioral adjustment. Children from socioeconomically disadvantaged backgrounds are more likely to enter school with EF and VS deficits, with consequences for classroom adjustment. In response, we developed and experimentally tested an after-school intervention that incorporates fine and gross motor activities targeting EF and VS skills in a sample of 87 kindergarten and first-grade students from low-income communities. The aim of the present study was to preliminarily explore whether EF and VS skills were bolstered by the intervention and subsequently whether EF and VS skills mediate or moderate intervention impacts on learning-related and problem behaviors in the classroom. Intent-to-treat analyses confirm intervention effects for EF and VS skills. Using full information maximum likelihood and bias-corrected bootstrapping, results indicate that improvements in EF mediated the impact of assignment to the treatment condition on improvements in learning-related behaviors and reductions in problem behavior. Taken together, findings suggest out-of-school contexts are a reasonable point of intervention for improving daytime classroom behavior.