ethanporcaro/eric-fulltext-meta huggingface dataset:
Shifting Lenses on Youth Literacy and Identity
Author: Kumasi, Kafi D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Schools,Youth,Literacy,At Risk Persons,Minority Group Students,Racial Differences,Racial Bias,Educational Quality,Identification (Psychology),Language Minorities,Language of Instruction,Expectation,Librarians,School Libraries,Student Diversity,Disproportionate Representation

Historically, the canary served to warn coal miners of the presence of dangerous gases. When the canary stopped singing or was found dead, the miners knew a serious problem required immediate attention. Like canaries, racialized youth in inner city schools are a litmus test for the health of the entire educational system in the United States. They are the indicators of how well educators and concerned citizens are providing quality education for future generations. Thus, the struggles of racialized youth should be viewed as warnings that there is something wrong with the institutions that are not equipped to properly prepare them for the future. A fresh look at these students then is especially important for school librarians whose decision making power and interactions with children and young adults in and out of library spaces can shape the trajectory of their literate lives in significant ways. This article offers a diverse set of lenses for looking at issues of literacy and and identity among racialized youth. Shifting the gaze beyond the concepts of risk and failure, the authors challenge school librarians to adapt more-constructive lenses that change how educators see and support the literacy and identity needs of marginalized youth. The article then offers a set of eight guiding principles that reflect multiple lenses for understanding and addressing the literacy and identity development of youth from historically underrepresented racial groups.
Considering Cultural Competence: An Annotated Resource list
Author: Cooke, Nicole A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Librarians,Cultural Awareness,Annotated Bibliographies,Cultural Pluralism,Library Role,Libraries,Literacy,Minority Groups,Library Materials

It is widely understood that effective children's and youth librarians must be innovative, aware of current/popular trends, and able to build rapport with young patrons. However, more emphasis must be placed on the fact that it is essential for these librarians to be prepared to identify and meet the needs of a patron population that is becoming increasingly diverse. The annotated resource list provided here shares resources that support children's/youth services librarians in developing and strengthening skills of cultural competence defined as &quot;a set of congruent behaviors, attitudes, and policies that come together in a system, agency or among professionals and enable that system, agency or those professions to work effectively in cross-cultural situations&quot; (Cross et al. 1989, 7). Further, the annotated listing of materials serves to increase practitioners' acquisition of equity literacy defined as &quot;the knowledge and skills that enable us to recognize, respond to, and redress conditions that deny some students access to educational and other opportunities enjoyed by their peers&quot; (Gorski 2014).
Digital Storytelling with Pre-Service Teachers. Raising Awareness for Refugees through ICTS in ESL Primary Classes
Author: Alcantud Diaz, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Story Telling,Preservice Teachers,Consciousness Raising,Refugees,Information Technology,English (Second Language),Second Language Learning,Elementary Education,Case Studies,Higher Education,Foreign Countries,Interpersonal Competence,Semi Structured Interviews,Questionnaires

This article describes the design and implementation of a Digital Storytelling (DS) experience that was carried out in a foreign language setting with pre-service teachers. This case study sets out to assess the effect of DS aimed at becoming a social awareness and pedagogical tool for both, high education and consequently, primary students. The overall structure of the study revolves around the teaching-Learning process that involves educational centres and society. The first stage of this procedure was to make pre-service teachers enhance their L2 by researching on the Syrian refugees' conflict prior to write a short academic paper. Freely available online resources through their mobile devices in class became the source materials. Then, their writings evolved into the scripts of a digital story. Formerly, they transferred their knowledge beyond university boundaries: to primary children because some of the pre-service teachers used DS with the primary students of their practicum internship period. Conversely, their digital stories were shared also with the society in general in the 4[superscript a] MICE (International Contest of Educational Cinema). Overall, these results indicate that this experience provided some useful insights into the use of DS with pre-service students and its repercussion in primary education.
The Power of Digital Storytelling to Support Teaching and Learning
Author: Robin, Bernard R.
Date: 2016-12-00
Type: Journal Articles
Subjects: Story Telling,Technology Uses in Education,Educational Technology,Online Courses,College Students,Video Technology,Personal Narratives,Computer Software,Multimedia Instruction,Computers

Although the term &quot;digital storytelling&quot; may not be familiar to all readers, over the last twenty years, an increasing number of educators, students and others around the world have created short movies by combining computer-based images, text, recorded audio narration, video clips and music in order to present information on various topics. For more than twelve years, faculty members and graduate students in the Learning, Design and Technology Program at the University of Houston College of Education have been exploring the use of digital storytelling to support both teaching and learning. In 2004, the author established the Educational Uses of Digital Storytelling website (http://digitalstorytelling.coe.uh.edu) to serve as a helpful resource for those interested in learning how digital storytelling could be integrated into a variety of educational activities. This paper presents an overview of how digital storytelling has and continues to be used to support teaching and learning activities. In addition, recommendations and guidelines are presented for educators who would like to teach students to use digital storytelling as an educational endeavor.
Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia
Author: Preradovic, Nives Mikelic
Date: 2016-12-00
Type: Journal Articles
Subjects: Story Telling,Preschool Education,Case Studies,Foreign Countries,Technology Uses in Education,Information Technology,Young Children,Statistical Analysis,Mathematics Instruction,Experimental Groups,Control Groups,Computer Literacy,Comparative Analysis,Interaction,Multimedia Materials,Personal Narratives,Preschool Curriculum,Pretests Posttests,Preschool Children,Kindergarten,Numeracy,Technology Integration,Early Childhood Education

Our case study from Croatia showed the benefits of digital storytelling in a preschool as a basis for the formal ICT education. The statistical analysis revealed significant differences between children aged 6-7 who learned mathematics by traditional storytelling compared to those learning through digital storytelling. The experimental group that used digital storytelling showed significant improvement in their abilities to solve computational and mathematical problems, which suggests that this method was age-appropriate and versatile. Also, the observations of educators from both the experimental and the control group showed that children were more motivated by digital storytelling, succeeding to complete all stories with an incredible amount of engagement and enthusiasm. These findings indicate that interactive multimedia storytelling, compared to the traditional one, can be used as an effective tool for improving child's mathematical and computer literacy skills in the preschool context in which ICT is being introduced for the first time.
Pre-Service Physics Teachers' Views on Designing and Developing Physics Digital Stories
Author: Kocakaya, Serhat
Date: 2016-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Physics,Science Instruction,Teacher Attitudes,Foreign Countries,Higher Education,Qualitative Research,Science Teachers,Semi Structured Interviews,Information Technology,Critical Thinking,Problem Solving,Teaching Skills,Educational Technology,Story Telling,Technology Uses in Education,Technological Literacy

The aim of this study is to determine the pre-service physics teachers' views on the effect of designing and developing physics digital stories (DST) on improving their 21st century skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6 weeks, at Yuzuncu Yil University, Turkey, in the spring term of 2013-2014 academic year. Data were collected using semi-structured interviews and were examined by descriptive analysis technique focusing on the themes. The major findings of the study are that they developed their many 21st century skills; such as ICT (information and communication technologies) skills, critical thinking, problem solving; planning, self-control, responsibility, production; communication, cooperation, and collaboration when creating their digital stories. Thus, to design and develop digital stories have a positive effect on pre-service physics teachers' skills, and improve many 21st century skills.
University Students' Perceptions of Electronic Rubric-Based Assessment
Author: Raposo-Rivas, Manuela
Date: 2016-12-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Foreign Countries,Technology Integration,Scoring Rubrics,Student Surveys,Peer Evaluation,Preservice Teachers,Educational Technology,Formative Evaluation,Self Evaluation (Individuals),Learning Processes,Higher Education,Preschool Education,Elementary Education

Integrating technology into assessment processes in university contexts can change educational practices, in some cases by fostering self-regulated learning and in others by enabling more interactivity and participation among users. In this paper, we examine the opportunity to use electronic rubrics (erubrics) to assess learning. We report a student perception analysis on the process of assessment with electronic rubric at the university level. In this study, erubrics are applied in a Preschool (3-6 year-olds) and Primary Education (6-12 year-olds) pre-service teacher context. 87 students from two Spanish universities enrolled in a quarterly course of Education Technologies in the Faculty of Education used erubrics (©Gtea) for self- and peer assessment. Through a satisfaction survey, the study concluded that electronic rubric is an assessment facilitating resource for students as participants in the assessment process. Students tend to be satisfied with their use in both self- and peer assessment and acknowledge certain advantages regarding rubric features, implementation process and impact on learning process.
A Mobile Augmented Reality System for the Learning of Dental Morphology
Author: Juan, M.-Carmen
Date: 2016-12-00
Type: Journal Articles
Subjects: Teaching Methods,Models,Visual Aids,Undergraduate Students,Dentistry,Dental Schools,Graduate Students,Outcomes of Education,Scores,Computer Software,Computer Simulation,Telecommunications,Handheld Devices,Pretests Posttests,Foreign Countries,Questionnaires,Student Attitudes,Statistical Analysis,Video Technology

Three-dimensional models are important when the learning content is difficult to acquire from 2D images or other traditional methods. This is the case for learning dental morphology. In this paper, we present a mobile augmented reality (AR) system for learning dental morphology. A study with students was carried out to determine whether learning outcomes were greater using the AR system or following a video session that was recorded in a real class. Other aspects were also considered. Thirty-eight undergraduate students, 6 Master's students and 11 employees of the center (most of them lecturers) participated in the study. The analysis about the acquired knowledge indicates that the students increased their knowledge using the two methods. When the post-knowledge scores for the two methods were compared, no statistically significant differences were found. Therefore, the AR system could be used as an effective transmitter of knowledge. The rest of the questions, which all of the participants answered, indicated that they were highly satisfied with the AR system, they considered the AR system to be very easy to use, and they would like to use it for dental learning. Moreover, as a mobile AR system, it could facilitate versatility in the learning process.
How Tinto's Theory Differs for Asian and Non-Asian International Students: A Quantitative Study
Author: Kommers, Suzan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,Undergraduate Students,Academic Persistence,Differences,Regression (Statistics),Social Integration,Student School Relationship,Cultural Background,Educational Theories,Longitudinal Studies,Postsecondary Education

Literature suggests that international students from Asian countries might differ in the way they can be supported in their efforts towards completing their degree. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study, the authors investigate how social and academic integration relate to the college persistence of Asian and non-Asian international undergraduate students at U.S. postsecondary institutions. Four logistic regression models revealed that Asian and non-Asian students differed in the way academic and social integration were related to persistence, depending on their year of undergraduate study. These findings signal the importance of year of study and cultural background in thinking about how to support student degree completion.
A New Conceptual Model for Understanding International Students' College Needs
Author: Alfattal, Eyad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Theory Practice Relationship,Higher Education,Student Needs,Qualitative Research,Undergraduate Students,Graduate Students,Semi Structured Interviews,Research Methodology,Global Approach,Neoliberalism,Marketing,Phenomenology

This study concerns the theory and practice of international marketing in higher education with the purpose of exploring a conceptual model for understanding international students' needs in the context of a four-year college in the United States. A transcendental phenomenological design was employed to investigate the essence of international students' needs within their study experiences and explore a conceptual model that can explain these needs. Qualitative data were collected from 12 undergraduate and graduate international students through semi-structured interviews. Using thematic analysis, findings expand typical marketing mix frameworks and advance an eight-dimensional international student needs model: Program, Place, Price, Promotion, Process, People, Physical Facility, and Peace.
From Isolation to Inclusion: Learning of the Experiences of Chinese International Students in U.S.
Author: Will, Nancy Li
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Asians,Foreign Students,Higher Education,Student Attitudes,Educational Trends,Educational Experience,College Students,Social Isolation,Social Integration,North Americans,Study Abroad,Interviews

I examined the experiences of Chinese international students in higher education and inquire about American domestic students' perspectives on the trend of increasing numbers of Chinese international students in their institutions. In this paper, I also aim to provide suggestions on encouraging multiculturalism and inclusive academic settings within higher education.
Being Wholesaled: An Investigation of Chinese International Students' Higher Education Experiences
Author: Su, Mengwei
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Experience,Asians,Foreign Students,Student Recruitment,Qualitative Research,Enrollment Trends,Student Development,Language Skills,Study Abroad,Social Integration,Student Adjustment,Phenomenology,Foreign Countries,English (Second Language),Second Language Learning,Interviews,Student Attitudes,Video Technology,College Students

Using academic capitalism as a theoretical foundation, this phenomenological study examined the new study abroad experiences of Chinese college students in six popular English-speaking study destination countries--the U.S., the U.K., Australia, Canada, the Netherlands, and Singapore. Qualitative data collected from 20 interviews indicate some hosting higher education institutions prioritize enrollment growth and neglect recruitment process and student development. Three main findings are 1) delegating recruitment to overseas agencies causes mismatches between host institutions and the Chinese students, 2) Chinese students having insufficient language skills are prone to have a dissatisfied study abroad experience, and 3) high density of student population from one country impedes Chinese students' integration on campus. Implications for higher educational professionals, students, and faculty are presented.
Working with International Students in the U.S. and Beyond: A Summary of Survey Research by NCDA International Student Services Committee
Author: Balin, Elif
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Career Development,College Students,Cultural Differences,Knowledge Level,Career Guidance,Surveys,Employers,Professional Personnel

The career development process is one of the most important aspects of the international student experience. Providing comprehensive and culturally competent services requires institutional efforts that utilize best practices developmentally throughout the college experience and beyond. This article is based on the work of the International Student Services Committee of the National Career Development Association, especially the surveys conducted with international students, career development professional and employers. The authors focus on three major themes from the surveys: knowledge about work authorization options, impact of cultural differences on job search, and specialized career services for international students. Discussing these major themes, the authors report on best practices and future implications for supporting international student career development in the U.S. and beyond.
Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University
Author: Hiratsuka, Hiroyoshi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Japanese,Language Proficiency,Barriers,Case Studies,Participant Observation,Interviews,Ancillary School Services,Qualitative Research,Focus Groups,College Students

In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational barrier for students accessing to campus resources. I utilized the case study methodology through participatory observation on campus and face-to-face interviews.
Food Identity and Its Impact upon the Study Abroad Experience
Author: Ciliotta-Rubery, Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Food,Self Concept,Study Abroad,Safety,Travel,College Students,Cultural Awareness,Cultural Differences,Foreign Countries,Political Influences,Gender Differences

Study Abroad programs go to great lengths to prepare students for living and working in environments unlike their own. While much of the preparation focuses on the challenges of university life, travel, safety and the like, this paper suggests that an early and thoughtful discussion of &quot;food identity&quot; will provide students with the tools necessary to become more insightful of the culture of their host country. Since eating is vital, regional foods provide a wonderful opportunity for entering into the culture of another. By exposing students to such factors as the malleable, political, gendered and deliberately constructed nature of food identities, students become more cognizant of the complex histories of other people and places, through the portal of their food.
Student Success through Leadership Self-Efficacy: A Comparison of International and Domestic Students
Author: Nguyen, David H. K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Leadership,Higher Education,Academic Achievement,Occupational Aspiration,Stereotypes,Self Efficacy,Academic Aspiration,Statistical Analysis,Comparative Analysis,College Students,Student Attitudes,Self Esteem,Culturally Relevant Education,College Faculty,Cultural Differences,English (Second Language),Second Language Learning,Language Proficiency,Student Characteristics,Pretests Posttests,Student Surveys,Multiple Regression Analysis

There is scarce research that examines the leadership experiences of international students on campus. Leadership capacity and efficacy are important indicators of success in higher education and are linked to important academic, career, and life benefits, such as career and leadership aspirations, work performance, the ability to cope and overcome stereotypes, and the adaptation to and persistence in the face of challenging situations. This quantitative study focuses on international students' confidence in their leadership abilities while studying in a foreign country and system in comparison with their domestic student peers. Findings suggest that college campuses and higher education professionals need to do a better job at engaging their international students in leadership opportunities while being culturally relevant.
Issues of International Students' Academic Adaptation in the ESL Writing Class: A Mixed-Methods Study
Author: Park, Eunjeong
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Adjustment,Academic Discourse,Writing Skills,Graduate Students,Questionnaires,Phrase Structure,Literacy,Student Attitudes,Semi Structured Interviews,Observation,English (Second Language),Second Language Learning,Mixed Methods Research,Writing Instruction,Computational Linguistics,Essays

Despite the contribution to economic and social impact on the institutions in the United States, international students' academic adaptation has been always challenging. The study investigated international graduate students' academic adaptation scales via a survey questionnaire and explored how international students are academically adapted in the U.S. college setting through qualitative research with class observations, field notes, and semi-structured interviews. In addition, the use of lexical bundles was examined as one of the academic literacy adaptation indicators. The quantitative and qualitative results revealed international graduate students' academic adaptation in different angles. The implications of the findings are discussed.