ethanporcaro/eric-fulltext-meta huggingface dataset:
Global Citizenship and Study Abroad: A Comparative Study of American and Australian Undergraduates
Author: Dolby, Nadine
Date: 2008-00-00
Type: Journal Articles
Subjects: Nationalism,Citizenship,Models,Citizenship Education,Foreign Countries,Comparative Analysis,Study Abroad,Undergraduate Students,Metacognition,Self Concept

In this essay, the author examines how two groups of undergraduates, from Australia and the United States, negotiate their national and global identities in the context of studying abroad. In doing so the author demonstrates the nuances of &quot;global citizenship&quot; as it is actually experienced. Drawing on Craig Calhoun's (2002) scholarship on national identity and Martha Nussbaum's (2002) philosophical framework of global citizenship, the author argues for a more complex understanding of the dynamics of nation and globe and for a paradigm of &quot;global citizenship&quot; grounded in critical self-awareness, mutual respect, and reciprocity. This is not to suggest, however, that the author is advocating one simple model or paradigm of &quot;global citizenship&quot; which can be universally applied. Instead, the author proposes that global citizenship is inflected differently in diverse national contexts, as the contrasting experiences of the Americans and Australians abroad demonstrate. (Contains 1 note.)
Two Personality Variables and the Cross-Cultural Adjustment of Study Abroad Students
Author: Harrison, J. Kline
Date: 2008-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Private Colleges,Personality Traits,Measures (Individuals),Entrepreneurship,Study Abroad,Acculturation,Student Adjustment,Undergraduate Students,Student Attitudes,Self Concept,Self Control,Questionnaires,Internet

This research investigated the cross-cultural adjustment of study abroad students and the associated impact of two personality variables--(1) emotional intelligence (EI) and entrepreneurial attitude orientation (EAO). This study was conducted among undergraduate sojourners from a small, private university in the southeastern United States. A sample of 456 students was surveyed via e-mail, with 347 receiving a web-based questionnaire after returning from a fall semester abroad and another 109 receiving the same questionnaire towards the end of the spring semester while they were still abroad. Widely recognized standardized instruments with high reliabilities were used to assess the dependent variable of cross-cultural adjustment, as well as the independent variables of emotional intelligence and entrepreneurial attitude orientation. Results indicated that three subdimensions of EI were significantly related to general adjustment in a host culture, with the fourth subdimension tendng to be influential. Individuals with higher self-emotional appraisal, higher others' emotional appraisal, and higher use of emotion exhibited stronger general adjustment than those who scored lower on these dimensions. Similarly, those who were higher on regulation of emotion tended to have stronger general adjustment. (Contains 3 tables.)
A Strategies-Based Approach to Culture and Language Learning in Education Abroad Programming
Author: Hoff, Joseph G.
Date: 2008-00-00
Type: Journal Articles
Subjects: International Education,Learning Strategies,Educational Background,Study Abroad,Cultural Awareness,Second Language Learning,Guides,Instructional Materials,Instructional Material Evaluation,College Faculty,Academic Advising,Teacher Attitudes,Teacher Role,Administrator Role,Counselor Role

The ability of study abroad program professionals to teach culture and language learning strategies depends on many factors, such as their educational background, their preparation for this work, the commitment of their institution to preparing them, and the nature of the training materials available for their use. Until the publication of "Maximizing Study Abroad: A Program Professional's Guide to Strategies for Culture and Language Learning and Use" (Paige, Cohen, Kappler, Chi, & Lassegard, 2002), no resource had been available that  specifically focused on culture and language learning strategies and training materials for study abroad program professionals who prepare study abroad participants. This study was designed to evaluate these materials in terms of their value to study abroad professionals. In addition, the study intended to provide the international education field with ideas for language and culture teaching, and ultimately the enhancement of language and culture learning in and out of class during the study abroad sojourn. The study presented the program professionals with new and different ways to teach culture and language learning strategies to their students and to understand the role of programming in the study abroad field. In addition, the study suggests that it was challenging at times for the program professionals to integrate the "Program Professionals' Guide" materials into their programming. (Contains 1 note.)
Does Language Matter? The Impact of Language of Instruction on Study Abroad Outcomes
Author: Norris, Emily Mohajeri
Date: 2008-00-00
Type: Journal Articles
Subjects: Language of Instruction,Alumni,Language Skills,Educational Experience,English,Study Abroad,Second Language Learning,Outcomes of Education,Educational Opportunities,Surveys,Second Language Instruction,Career Development,Academic Achievement

Study abroad is a holistic educational experience that affords participants opportunities to develop new academic interests, participate in academic internships, establish friendships with host country nationals, explore a new culture, expand their worldview and sense of self, as well as improve their target language skills. This article aims to demonstrate that the full range of study abroad language environment models all provide valuable experiences with lasting longitudinal benefits--some of which are common to all three models and others that are unique to each model. This article focuses on the outcomes of study abroad for three groups within an IES alumni survey: (1) participants of IES programs taught solely in the non-English host country language (L2); (2) participants of IES programs with courses taught in the L2, as well as in English (Mixed L1/L2); and (3) participants of IES programs taught exclusively in English (L1). This study presents and discusses the data in relation to the overall question: "Does the language of instruction affect the longitudinal outcomes of studying abroad?" Under this umbrella question, this article addresses five specific questions presented in the results section. (Contains 9 tables.)
Study Abroad and Career Paths of Business Students
Author: Orahood, Tammy
Date: 2008-00-00
Type: Journal Articles
Subjects: Careers,Overseas Employment,International Education,Alumni,Outcomes of Education,Study Abroad,Global Approach,Business Administration Education,Educational Benefits,Cultural Awareness,Correlation,Communication Skills,Interpersonal Competence,Skill Development,Majors (Students)

The Kelley School of Business (KSB) at Indiana University (IU) recognized early the benefit of an international experience for its students. (KSB defines an international experience as consisting of at least 6 weeks outside the U.S., and including an academic component.) To assess the impact of business students' international experience during college on their post-graduation careers, the authors surveyed KSB alumni who were five to ten years into their careers. The goal of the research was to determine the impact of international experience on alumni's career paths. In addition, the survey sought to compare the career paths of alumni who studied abroad to those who did not study abroad. The authors found that although business students who studied abroad tend to have a significantly larger interest in working for a company with an international component, the number of alumni who found work with international clients/customers was greater for those who did not study abroad. Only 20% of alumni who studied abroad were not interested in working abroad versus 46% of non-study abroad alumni. In conclusion, the authors did not find a causal link showing that study abroad significantly impacted alumni's career paths. However, they did find that the transferable skills (communication, flexibility, adaptation, etc.) that alumni gained while abroad were considered valuable as life skills.
Hope as a Predictor of Performance of Graduate-Level Cooperative Groups in Research Methodology Courses
Author: Collins, Kathleen M. T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Graduate Students,Research Methodology,Research Proposals,Multiple Regression Analysis,Higher Education,Evaluation,Effect Size,Cooperative Learning,College Students,Outcomes of Education,Group Dynamics,Scores,Reliability,Statistical Significance,Validity

This study investigated the extent that cooperative group members' levels of hopefulness, operationalized as a combination of pathways to meet desired goals and the agentic thinking that motivates an individual to use those pathways, predict (a) group performance, namely, the quality of an article critique assignment and research proposal assignment, and (b) the degree that heterogeneity (i.e., variability of pathways and agency levels) is related to this outcome variable. Participants were 86 graduate students enrolled in a research methodology course. Groups (n = 28) formed the unit of analysis. A multiple regression analysis revealed that groups attaining the lowest scores on the article critique and research proposal assignments combined tended to report the lowest levels of hope, as measured by agentic thinking, and the greatest variation with respect to pathways to meet desired goals. These variables explained 20.5% of the variance in performance. This finding is placed within the context of other studies in which the predictability of group characteristics and dynamics has been examined. (Contains 3 tables.)
Integrating Learner Centeredness and Teacher Performance in a Framework
Author: Magno, Carlo
Date: 2009-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Performance Tests,Factor Analysis,Teaching Methods,Teacher Evaluation,Models,Teacher Effectiveness,Higher Education,Evaluation,Feedback (Response),College Students,Colleges,Foreign Countries,Likert Scales,Reliability

The study investigated whether learner-centeredness is reflected in teacher performance assessment as applied in a higher education sample. A measure of teachers' performance anchored on Danielson's Components of Professional Practice was constructed in three parallel forms. A measure of learner-centeredness with four factors (developing positive interpersonal characteristics, encouraging personal challenge, adopting class learning needs, and facilitating the learning process) was also used. These two instruments were administered to 2,032 college students in 85 classes. Different sets of measurement models were constructed where all factors of the teacher assessment and learner-centered scale are intercorrelated in a measurement model. The measurement models were tested using Confirmatory Factor Analysis (CFA). The results showed that learner-centeredness is reflected in the three forms of the teacher assessment as indicated by their significant paths, p less than 0.05. The four-factor model, where learner-centered is related to each form of the teacher assessment had the best fit (GFI=0.94, TLI=0.98, RMSEA=0.06). Adequate fit was also established when learner-centeredness is related to separate domains of teacher assessment (GFI=0.97, TLI=0.99, RMSEA=0.04). Results indicated that high performance in the constructed teacher assessment is indicative of learner-centered practices. Theoretical implications of the measurement models about assessment and the teaching-learning paradigm were also discussed. (Contains 4 figures and 4 tables.)
Beyond Language Barriers: Teaching Self-Efficacy among East Asian International Teaching Assistants
Author: Kim, Eunha
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Efficacy,Foreign Countries,Teaching Assistants,Barriers,Beliefs,Undergraduate Students,Higher Education,Classroom Techniques,Language Proficiency,Regression (Statistics),Educational Strategies,Learner Engagement,Student Behavior,Statistical Significance,English (Second Language)

The present study examined roles that perceived English fluency and sociocultural adaptation difficulty play in predicting self-efficacy beliefs for teaching in a sample of 119 international teaching assistants (ITAs) from East Asian countries of China, Japan, Korea and Taiwan. Results showed that a positive relationship between perceived English fluency and teaching self-efficacy was not apparent until the moderating influence of sociocultural adaptation difficulty was examined. More specifically, at high levels of adaptation difficulty, positive relations between English fluency and teaching self-efficacy were found; however, as sociocultural adaptation difficulty decreased, the effect of perceived fluency in English on efficacy decreased. Implications for ITA training as well as limitations of the study were discussed. (Contains 1 figure and 2 tables.)
Readiness Assessment Tests versus Frequent Quizzes: Student Preferences
Author: Weinstein, Suzanne E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Tests,Evaluation Methods,Cognitive Style,Readiness,College Students,Higher Education,Questionnaires,Surveys,Multiple Choice Tests,Scores,Perception

This study compares the effectiveness of two different assessment techniques; readiness assessment tests (RATs) and frequent quizzing. We report student perceptions of the impact of these techniques on the number of readings done prior to the class period, thorough reading of assignments, ability to follow class discussions, ability to participate in class, ability to prepare for exams and exam scores. We also examined student's overall preferences for assessment technique as well as how preferences varied by learning styles. Readiness assessment tests were generally better than frequent quizzes at encouraging students to do the readings prior to class, follow class discussions, and participate in class. A majority of students preferred readiness assessment tests to frequent quizzes. However, whereas global and/or intuitive learners preferred the readiness assessment tests, sequential and/or sensing learners preferred the quizzes. (Contains 2 figures and 3 tables.)
To Get-to-Know-You or Not to Get-to-Know-You: A Two Phase Study of Initial Engagement Activities
Author: Sawyer, J. Kanan
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Empowerment,Investigations,Anxiety,Classroom Techniques,Evaluation,Student Motivation,Outcomes of Education,Class Activities,Graduate Students,Higher Education,Likert Scales

In the pedagogy of classroom engagement, most instructors have become vastly familiar with first day of class Get-to-Know-You exercises. While entertaining, the empirical value of these exercises is not well established. The present analysis provides a data driven study of the utility of initial engagement activities, including a generalized Get-to-Know-You exercise as well as, specifically, the on-going "Photo Roster" activity by evaluating cross sectional data. An analysis of Time One and Time Two data from 140 students builds upon previous investigations while correcting for methodological issues of past studies. We establish that students' use of the Photo Roster Get-to-Know-You procedure results in higher levels of classmate liking, instructor liking, and classmate name recall as compared with students in the traditional Get-to-Know-You exercise group at its initial time or over time. No difference was found between groups for elements of anxiety reduction, student empowerment, or group immediacy. (Contains 2 tables.)
Provocative Pedagogies in e-Learning: Making the Invisible Visible
Author: Sinclair, Anne
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Focus Groups,Online Courses,Cognitive Processes,Reflective Teaching,Teaching Methods,Case Studies,Questionnaires,Reflection,Critical Thinking,Models,Cooperation,Communities of Practice,Role Playing,Teaching Experience,Adult Learning

The purpose of this case study was to explore the experiences of participants (practicing teachers) involved in an online course entitled: "Reflective Practice for Teachers." Using a provocative pedagogy in the course, the teachers were challenged to confront beliefs and assumptions about teaching and learning and become active participants in the process rather than passive observers. The study aimed to generate a greater understanding of the perceived links between the pedagogy of the class and the learning of the teachers. A questionnaire and an online focus group were used to explore and report on teachers' experience of learning about reflection in an online environment. The results indicated that specific pedagogies and being part of a community of learners were most significant in their understanding of self as a reflective practitioner. Some of the guiding research questions were: What learning and thinking processes were associated or attributed to the learning process? What learning and thinking processes were enabled by these experiences of pedagogies?
Supporting the Development of Persistence: Strategies for Teachers of First Year Undergraduate Students
Author: Huntly, Helen
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Undergraduate Students,Undergraduate Study,Persistence,Learning Strategies,Teaching Methods,Student Attitudes,Higher Education,Independent Study,College Faculty,Academic Achievement,Case Studies,Tutors,Foreign Countries

The first year of university study has a major impact on later participation and performance. Transitioning to university from school or other contexts requires first year students to become self-directed learners, entering an environment with minimal constraints and expectations of self-motivation and individual effort. In 1991, Costa named the &quot;habits of mind&quot;, suggesting that demonstration of these habits will enhance the academic success of learners. This research project aimed to identify teaching and learning strategies with potential to assist first year university students to &quot;persist at a task&quot;. Persistence is one of Costa's (1991) habits, and it supports one of the &quot;Seven Principles of Good Practice in Undergraduate Education&quot;, recently adopted by Central Queensland University. This paper outlines data gathered from two participating tutors of first year teacher education students at a Queensland regional campus. Participant journals and individual interviews were the data sources. Analysis revealed that student persistence can be developed and enhanced through teaching and learning strategies focusing on reflection on learning, shared experiences, and positive feedback, even though different pedagogical approaches were adopted. Specifically, one tutor addressed the habit of persistence explicitly, the other did not, yet both groups of students showed evidence of having persisted at their tasks. (Contains 1 figure and 2 tables.)
Conquering the Barriers to Learning in Higher Education through e-Learning
Author: Mapuva, Jephias
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Distance Education,Learning Strategies,Internet,Information Dissemination,Information Technology,Colleges,Global Approach,Innovation,Teaching Methods,Educational Technology,Models

ICTs have brought benefits to business as well as to Higher Education Institutions (HEIs), where an unprecedented demand for tertiary education has seen students enrolling for courses, some doing so through distance education. This has made the internet a very significant and indispensable teaching/learning, communication, and marketing tool for information dissemination for both education purposes and business transactions. The Internet possesses the propensity to change not only the way society retains and accesses knowledge but also to transform and restructure traditional models of higher education, particularly the delivery and interaction in and with course materials and associated resources. Universities have been faced with the daunting task of having to grapple with the inevitable change by re-adjusting and re-organising themselves in preparation for the incorporation of e-learning within their institutions. Institutional leaders have also been faced with the challenge of having to align their institutional objectives to meet the needs and demands of the e-learning demand. This article explores the central theme of attempts by HEIs in the South African context: to exert "attitudinal" changes in current "traditional" educational delivery practices by universities in order to fully utilize e-learning strategies for improved delivery of courses for its students.
Literacy and Hegemony: Critical Pedagogy Vis-a-vis Contending Paradigms
Author: Chege, Mwangi
Date: 2009-00-00
Type: Journal Articles
Subjects: Critical Theory,Scholarship,Cultural Influences,Models,Literacy,Epistemology,Ideology,Educational Policy,Social Change,Higher Education

Critical pedagogy has become commonplace in contemporary academe. Despite its prominence, the pedagogy continues to face relentless attacks: some scholars have dismissed the pedagogy as essentialist, populist, and unpatriotic, among other labels. The fact of the matter is that these critiques are driven by ideologically masked epistemologies. By adopting a dialectic approach, the focus of this article is to demonstrate that all approaches to literacy are political and that these attacks are anchored in paradigms antithetical to the progressive agenda of critical pedagogy.
Academic Experiences in a Cross-National Tertiary Program: Language Immersion Amid the Sciences
Author: Sakurai, Yusuke
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Students,Interviews,Scientific Concepts,Engineering,Foreign Countries,Academic Achievement,Feedback (Response),Undergraduate Students,Teaching Assistants,Engineering Education,Science Instruction,Technical Writing,Learning Strategies,Immersion Programs,Language of Instruction,Writing Assignments,Japanese,Diaries,Language Proficiency

This paper explores Malaysian students' problems within their science and engineering tertiary courses in Japanese through their diary entries and semi-structured interviews. The study analyses how students implement management strategies to overcome their problems. Although many studies are available regarding students' academic activities in a foreign language, few of those have reported upon foreign students' academic experiences in Japanese science and engineering courses within their in-country program. The students predominantly had difficulties in writing experiment reports, understanding scientific concepts, and reading Chinese characters (kanji). Management strategies that they significantly employed to overcome their problems were peer cooperation and the use of internet resources. The paper discusses potential support that the program and the language course can provide for these students. (Contains 2 figures and 1 table.)
Student Performance: Conduct and Behavior Concerns
Author: Miller, Richard E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Academic Achievement,Student Behavior,Educational Quality,Behavior Standards,Cheating,Decision Making

During instruction, higher education faculty should properly address matters of concern related to student performance, conduct and behavior. History is a reminder of this persistent issue. Therefore, a logical sequence of decision-making can be followed to recognize, distinguish and act upon these concerns. Applications for a flowchart tool are offered. (Contains 1 figure.)