ethanporcaro/eric-fulltext-meta huggingface dataset:
Intercultural Learning in Transnational Articulation Programs: The Hidden Agenda of Chinese Students&apos; Experiences
Author: Dai, Kun
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Cross Cultural Training,Intercollegiate Cooperation,International Cooperation,Articulation (Education),Higher Education,Universities,College Students,Student Experience,Student Adjustment,Stress Variables,Study Abroad,Learning Experience

Many Chinese universities engage in transnational higher education by establishing articulation programs with international partners. Although research has broadly investigated transnational higher education topics, few studies have explored Chinese students' intercultural learning and adjustment experiences in these programs. This qualitative study explored seven Chinese students' experiences in two China-Australia articulation programs to add insights to this under-researched topic. The findings indicated that research participants' intercultural learning experiences were far more complex than the theoretical model of &quot;stress-adaptationdevelopment.&quot; The students' agency, identity, and belonging underwent dynamic changes due to academic inconsistencies and differences, including the use of technology, assessment, and teaching strategies. This study suggests that it is important for educators to consider educational differences in designing and implementing transnational articulation programs.
Global Citizenship Development: Effects of Study Abroad and Other Factors
Author: Kishino, Hinako
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,Study Abroad,Outcomes of Education,Undergraduate Students,Liberal Arts,Student Attitudes,Case Studies,Personality Traits,Cultural Differences,Program Descriptions,Psychological Patterns,Learning Processes,Interdisciplinary Approach,Citizenship Education,Scores,Foreign Students,Correlation

The present study examined the development of global citizenship traits in undergraduate students at a liberal arts college in Southern California. Two hundred and sixty-eight students participated in a survey that measured their global citizenship traits. Using a cross-sectional correlational design, the study examined the experience and development of the students as they strive to become global citizens. The results indicated that students face challenges and a sense of discomfort during study abroad, but their global citizenship traits tend to improve after return. Additionally, the study explored students' perceptions of the curriculum, co-curricular activities, and campus life characteristics. The quantitative analyses suggested that the college's mandatory study abroad program offers students an opportunity to seek their global citizenship identities.
Expanding Meaningfulness: Perceptions and Strategy Use of Chinese International Graduate Students in Disciplinary Reading
Author: Wang, Yang
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Strategies,Foreign Students,Content Area Reading,English (Second Language),Second Language Learning,Graduate Students,Reading Attitudes,Miscue Analysis,Reading Processes,Case Studies,Asians,Student Attitudes,Oral Reading,Difficulty Level,Self Efficacy,Second Language Instruction,Teaching Methods,Reading Skills,Mandarin Chinese,Native Language,Translation,Code Switching (Language),Metacognition

This qualitative case study explored two Chinese international graduate students' beliefs about their reading and reading processes. The researcher interviewed the participants, asked them to read aloud, analyzed their reading using miscue analysis, and then discussed their reading with them using retrospective miscue analysis (RMA). The researcher found that readers' beliefs were not static and text difficulty influenced the students' reading beliefs and strategy use. Through RMA, both students became aware of their respective reading processes and they both became more confident as readers. This study suggests that RMA is an effective tool for English-as-an-additional language graduate students, as it helps in the construction of meaning and the improvement of disciplinary literacy skills.
Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience
Author: Dos Santos, Luis Miguel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Recruitment,Teacher Persistence,Rural Schools,International Schools,Teacher Attitudes,Educational Administration,Leadership Styles,Social Networks,Barriers,Life Style,Career Development,Labor Turnover,Elementary Secondary Education

In current school environments, teacher recruitment, turnover, and retention present significant problems, particularly for rural and remote international schools in archipelagic countries. Employing the Social Cognitive Career Theory (SCCT), this study analyzed international school teachers with teaching experience at a Fijian international school about their career development, retention ideas, and the decision of teaching service. As there is not a large population of international school teachers in archipelagic countries due to the unique environment of the school and country, the researcher employed the Interpretative Phenomenological Analysis (IPA) to better understand six international school teachers who have taught and are teaching at one of the Fijian international schools. The study categorized two directions for leaving and staying at a remote location. Participants indicated that the managerial styles, negative leadership, and limited social networking were the most significant challenges while respectfulness and simple living style were the most significant advantages of their Fijian teaching experience. As this study mainly focused on the issues for rural, remote, and archipelagic countries, the result of this study serves as one of the first blueprints for organizational leaders in those regions to improve their management styles in order to recruit and retain their skillful professionals.
Enhancing Railway Engineering Student Engagement Using Interactive Technology Embedded with Infotainment
Author: Kaewunruen, Sakdirat
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Case Studies,Transportation,Educational Technology,Student Motivation,Teaching Methods,Technology Integration,Graduate Students,Geometry,Prior Learning,Student Attitudes,Active Learning,Audience Response Systems,Learning Activities,Masters Programs,Foreign Countries,Instructional Effectiveness,Feedback (Response),Student Characteristics,Outcomes of Education,Cooperative Learning,Peer Relationship,Learner Engagement

Interactive learning technology is an emerging innovation for future communication-aided teaching and learning that could positively enhance students' engagement and intrinsic motivation. Due to the virtue of interactive communication, classrooms are now anticipated to enable a variety of interaction-based learning technologies with diverse infotainment (a subset of &quot;serious play&quot;) integrated with practical enquiry-based projects and case studies for employability improvement. In this paper, a comprehensive review of various teaching and learning pedagogies is assessed. Their suitability and association with infotainment and interactive technology is discussed and highlighted. In addition, a recent research activity on interactive communication is presented to form a new teaching application using interactive technology and infotainment (or edutainment) appropriate for student engagement in railway geometry and alignment design classes. The development of the integrated interactive technology and infotainment was implemented and evaluated in a postgraduate railway engineering class. Questionnaires were used to survey students' experiences in the classes with and without the technology enhanced learning. The outcome clearly shows that students enjoyed and felt they were significantly engaged in the class with the new interactive resources. Their participation and learning performance increased. Despite the favourable outcomes, the flexibility and viability of using this interactive technology still largely depends on the students' background and their previous experience.
Language Development and Deaf/Hard of Hearing Children
Author: Scott, Jessica A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Language Acquisition,Children,American Sign Language,English,Speech Communication,Manual Communication,Cued Speech,Intervention,Language Skills,Literacy,Research,Language Impairments,Assistive Technology

This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems (specifically iterations of signed English and cued speech). These bodies of literature are summarized, with special attention paid to intervention research and research exploring the impacts of language skills on literacy development. Findings indicate that there is generally a stronger research base on natural languages as compared to communication systems, though more studies in both categories are necessary. Additionally, there are very few intervention studies and even fewer that aim to intervene upon language with the explicit goal of impacting literacy; therefore, there is little known about whether and how interventions that aim to support language development may have direct or indirect impacts on literacy within this population. Further research on this topic, as well as replication studies and research with larger sample sizes, is strongly recommended.
Look How Far We Haven&apos;t Come: The Possible Implications of Current Educational Context and Practices for Young Black Males
Author: Carter, Amanda VandeHei
Date: 2019-00-00
Type: Journal Articles
Subjects: African American Students,Males,Educational Practices,Elementary Secondary Education,Racial Identification,Whites,Critical Literacy,Elementary School Teachers,Literacy Education,Grade 3,Racial Bias

Data that are derived from high stakes testing in the United States have created rhetoric of fear and criticism around our public K-12 educational system. Stakeholders often blame these low-test scores on the school, administration, or teachers. Due to the way that this data is shared with the general public Different from this narrative, within many schools, high stakes testing data are reported in an aggregated fashion, usually by students' race. While the general public may be pointing their finger at schools, administrators, or teachers for poorly achieving students, these folks can quickly shift the blame to certain populations of students who are not performing well on standardized tests. Teachers spend time sorting and labeling children into groups and categories in an effort to &quot;fix the problem&quot;. While sometimes well intended, the planning, instruction, and assessment of daily and weekly instruction is focused on an end result of getting particular groups of students to score better on standardized tests. This article provides the counter narrative to this conversation and it strives to tell the story of a student who has fallen victim to standardized unauthentic curriculum. Multiple case study was the methodology used for this research. Consistent with this methodology, the data were gathered through one-on-one interviews, classroom observations, and small group discussions. Hardiman's model of White Identity Development (WID) and Freebody and Luke's four resources model were the conceptual frameworks that were used to guide the study. The findings shared in this article represent the data collected from one participant in this multiple case study.
Investigation into the Professional Culture of a Foreign Language Teacher in a Multicultural Classroom from Faculty and International Students&apos; Perspectives
Author: Stroganova, Olga
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Cultural Pluralism,Student Mobility,Competition,Course Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,Educational Environment,Teacher Role,Language Teachers,College Students,College Faculty,Comparative Analysis,Student Attitudes,Teacher Attitudes,Student Needs,Barriers,Foreign Countries,Learning Motivation,Russian,Cultural Influences,Academic Achievement

Recent studies have shown that the number of international students, who are academically mobile, is growing. As a result, higher education institutions aim at competitiveness in the world market. Therefore, the core issue of the following work is a process of adaptation of international students to a new educational environment, especially to the process of English teaching and learning in new frameworks. Thus, the purpose of the study is to understand the role of a language teacher in the process of international students' foreign language learning by comparing faculty's and students' views on certain aspects of the educational process. For the following study, quantitative and qualitative methods to collect data using questionnaires with closed-ended and open-ended questions were applied, and the data analysis was carried out. The data obtained from the conducted survey reveals the importance of studying English for international students, their motivation and difficulties that they have to face. Moreover, the obtained data show the great complexity of the English syllabus and ways of its adaptation to the needs of international students. Furthermore, the results of the survey determine an important role of the professional culture of the second language teacher in the context of integrating students into the Russian academic environment.
Self-Acceptance in Black and White
Author: Hasberry, Abigail
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,African American Teachers,Private Schools,Whites,Racial Composition,Racial Identification,Social Influences,Coping,Social Support Groups,Social Class,African Americans,Child Rearing,Cultural Relevance,Adoption

This reflective, autoethnographic qualitative case study at focus in this article is based on broader research on the experiences of Black teachers working at predominantly white and affluent private schools in the United States. It was motivated by the author/researcher's own experiences of personal, academic, and professional racial identity development as a student, educator, parent, and educational administrator while living and working in predominantly white and affluent communities. The two main research questions this study engaged were: (1) How did the author/researcher develop her Black identity as a transracial adoptee living at the intersection of race and class; and, (2) What was the author/researcher's journey towards her present state of racial self-acceptance and understanding? Three ancillary research questions were also engaged: (a) How did social and societal factors influence the author/researcher's racial identity development? (b) How did the author/researcher build a support network of personal and professional community? and, (c) How was the author/researcher able to get to a place of self-love? Using Hill Collins' (1998) intersectional analysis framework and Cross's (1991) theory of Black racial identity development, this article explores the author/researcher's experiences as an affluent racialized minority by unpacking lived experiences, coping strategies, and support mechanisms that led to her current professional calling.
Reflections of Preservice Teachers of Color: Implications for the Teacher Demographic Diversity Gap
Author: Plachowski, Tara J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Preservice Teachers,Minority Group Teachers,African American Teachers,Hispanic Americans,Teacher Educators,Preservice Teacher Education,Diversity (Faculty),Minority Group Students,African American Students,Hispanic American Students,Race,Racial Relations,Critical Theory,Elementary Secondary Education,Culturally Relevant Education,Teacher Student Relationship

The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit and explicit ways. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society. This article uses a portion of qualitative interview data from undergraduate Preservice Teachers of Color from a dissertation study completed within a College of Education at a minority-serving public university in the southwestern United States. This study adds to the literature on the complex issues that have resulted in our nation's teacher demographic diversity gap. The findings from these data reveal meaningful teacher-student encounters that eight successful Preservice Teachers of Color have experienced during their K12 education and how these experiences affected their drive to become a teacher. The findings confirm that resolving the teacher diversity gap is more than a simple recruitment problem. Practitioners, scholars, and policy-makers must attend to the climate and culture of schools, in particular the racialized experiences of Students of Color, if we hope to begin to address the complexity of this issue. All names and places are pseudonyms. Participants chose their pseudonym, and their identifying categories listed are directly from how they identified themselves during the interviews.
Evaluation of Students&apos; Engagement in Integrated Learning Model in a Blended Environment
Author: Baranova, Tatiana
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Blended Learning,Outcomes of Education,Electronic Learning,Synchronous Communication,Foreign Countries,Vocational Schools,Business Administration Education,Undergraduate Students,Integrated Learning Systems,Student Motivation,English (Second Language),Language Proficiency

As new informational conditions contribute to the discovery of new ways to improve the quality of the educational process, a new integrated learning model was elaborated. The purpose of the paper is to evaluate the students' engagement in a newly-introduced integrated learning model, identify the impact of such a model on students' learning outcomes, and to determine if students' engagement levels influence their learning outcomes. For our research we used qualitative and quantitative data of students' records of professional discipline and English testing, surveys and interviews on behavioral engagement, emotional engagement, and cognitive engagement (N = 63). Results on students' engagement showed that online activity, especially the online international project, involved students more than face-to-face classes, but at the same time some of them noted that without lectures it would be difficult, or even impossible, to participate in a project. Thus the overall engagement level was quite high. Additionally, an integrated approach positively impacted learners' outcomes. The correlation analysis showed that learners' engagement played an influential role and highly impacted students' learning results. In this case we can conclude that our integrated learning model contributes to students' involvement in the educational process and, as a consequence, allows them to achieve greater results.
Deaf Children as &apos;English Learners&apos;: The Psycholinguistic Turn in Deaf Education
Author: Howerton-Fox, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Children,English Language Learners,American Sign Language,Bilingualism,Literacy,Language Usage,Speech Communication,Psycholinguistics,Cognitive Development,Social Development,Emotional Development,Parent Child Relationship,Reading Instruction,Multilingualism,Writing Instruction

The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as 'English Learners', to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label 'English Learner' in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a 'bridge' between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.
Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy
Author: Nelson, Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Students with Disabilities,Comorbidity,Learning Disabilities,Intellectual Disability,Autism,Pervasive Developmental Disorders,Deaf Blind,Interpersonal Communication,Language Skills,Literacy

Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.
Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children
Author: Piper, Rebekah E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Identification,African Americans,Elementary School Students,Civil Rights,Childrens Literature,Summer Programs,Reading Programs,Faculty Development,Preservice Teacher Education,Teacher Student Relationship,Interaction,Critical Theory,Race,Critical Literacy,African American Children

Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children's Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement.