ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparison of Pedagogical Practices and Beliefs in International and Domestic Mathematics Teaching Assistants
Author: Kim, Minsu
Date: 2014-00-00
Type: Journal Articles
Subjects: Beliefs,Teaching Assistants,Educational Practices,Mathematics Instruction,Mathematics Teachers,Mathematics Education,Cross Cultural Studies,Comparative Education,Concept Teaching,Definitions,Problem Solving,Case Studies,Qualitative Research,Behavioral Objectives,Calculus,Correlation,Observation,Semi Structured Interviews,Questionnaires

International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of low-level mathematics courses at research institutions. Even if there are several factors to build on MTAs' pedagogical practices, MTAs' beliefs significantly influence the MTAs' practices. The purpose of this study is to explore different beliefs and pedagogical practices between international and domestic MTAs. The findings reveal that there is consistency between the MTAs' beliefs and their pedagogical practices. In addition, the two groups adopt significantly different approaches of how to teach new concepts, definitions, and problem solving for students' conceptual understanding and how to interact with their students. These results contribute to the body of knowledge of MTAs and the adaptation of professional development programs of MTAs. In addition, faculty in mathematics has an opportunity to understand the differences in beliefs and pedagogical practices between IMTAs and DMTAs.
Transformative Learning Experiences of International Graduate Students from Africa
Author: Kumi-Yeboah, Alex
Date: 2014-00-00
Type: Journal Articles
Subjects: Transformative Learning,Learning Experience,Reflection,Foreign Students,Graduate Students,Interviews,Student Attitudes,Study Abroad,Class Activities,College Faculty,Teacher Student Relationship,Second Language Learning,English (Second Language),African Culture,Cultural Differences,Student Characteristics,Qualitative Research,Foreign Countries,Statistical Analysis

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences were associated with education, 28.3% by non-education, and 30.4% were by both education and non-education. Follow-up interviews were conducted from 12 participants who were randomly selected to ensure representations across gender, age group, country of origin, and program of study. They identified classroom activities, faculty support, and learning a new language as the educational transformative learning, and factors related to new life experiences, as non-educational. Field notes and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicate that participants experienced transformative learning through both educational and non-educational related activities.
Actual vs. Ideal Attraction: Trends in the Mobility of Korean International Students
Author: Ghazarian, Peter G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Trends,Trend Analysis,Asians,Educational Policy,Higher Education,Foreign Students,Study Abroad,Foreign Countries,College Students,Decision Making,Student Mobility,Costs,Educational Quality

In the Republic of Korea (Korea), pressures emerging from the domestic education system seem to drive growing numbers of tertiary students abroad. This trend creates an outward flow of resources and has a number of impacts on Korean society. This study examines trends in the movement of tertiary students out of Korea from 2001 to 2010 and compares destinations' actual market share with the Korean public's ideal attraction. The results provide insight into the push-pull factors influencing Korean students' destination choice and the influence of higher education policy in the global market for international students.
The Global Neighborhood: Programming Initiatives with International Living-Learning Communities
Author: McClanahan, Sarah
Date: 2014-00-00
Type: Journal Articles
Subjects: Neighborhoods,Communities of Practice,Foreign Students,Intercultural Communication,College Students,College Faculty,Cultural Awareness,Program Development,Global Approach,College Housing,Student Leadership,Experiential Learning,Outcomes of Education

The United States is currently enrolling more international students than any other country in the world. In 2011, approximately 764,000 international students were enrolled in higher education in the U.S., comprising 19% of the world's total students studying internationally (Institute of International Education, 2012). This rise, as well as the rapid globalization occurring within the United States, has brought about a need for students and staff in higher education to be equipped to communicate cross-culturally and have an understanding of global issues. International livinglearning communities (I-LLCs) are a way for universities to provide opportunities for domestic students and international students to live together and gain global knowledge through first-hand experiences and programs directed at international issues. While I-LLCs are not necessarily common across the U.S., many institutions are in the process of creating such programs in order to expand the global focus of their institutions. The purpose of this article is to lay a foundation of what I-LCCs are and to discuss ways to effectively program within these communities.
A Facet Theory Model for Integrating Contextual and Personal Experiences of International Students
Author: Hackett, Paul M. W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Educational Experience,Classification,Concept Mapping,Models,Acculturation,Aggression,Culture Conflict,Second Language Learning,Racial Discrimination,Stereotypes,Social Bias,Definitions,Sentences,Social Theories,Student Adjustment,Social Science Research,Research Design

The purpose of this article is to use a facet theory research approach to provide a clear, coherent, and integrated model of international students' experiences based upon the findings of psychological research into students when studying abroad. In research that employs a facet theory approach events are classified in terms of their constituent parts or facets and the sub-elements of facets. The specification of facets serves to allow accumulative knowledge and theory construction. A model is proposed in the form of a mapping sentence with three background facets and four content facets. How the mapping sentence forms a flexible template for designing, conducting and analyzing research into international students' experiences is discussed, as is the potential in using facet theory to develop a cumulative body of knowledge about this student group.
Acculturative Stress among Asian International Students in Singapore
Author: Nasirudeen, A. M. A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Acculturation,Stress Variables,Correlation,English (Second Language),Second Language Learning,Foreign Countries,Language Proficiency,Foreign Students,Financial Problems,Study Abroad,International Education,Cultural Differences,Student Characteristics,Measures (Individuals),Asians,Gender Differences,College Students,Income,Statistical Analysis

This study aims to identify the level of acculturative stress and to examine the correlations between acculturative stress or its subcategories and variables such as English language proficiency. The results show that international students were challenged by social interactions, lack of English language proficiency and financial issues. The results of this study and their possible implications for educational institutions in Singapore and Asia are considered.
Of Languages and Epistemologies: Reflections of a Graduate International Student on the Road to Becoming a Researcher
Author: Colombo, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: Epistemology,Researchers,Study Abroad,Graduate Study,Foreign Students,Latin Americans,Second Language Learning,Educational Experience,Spanish,Native Language,English (Second Language),Writing Skills,Doctoral Dissertations,Biculturalism,Cultural Differences,Language Skills,Foreign Countries

It is late at night, after working all day on her postdoctoral research Laura Colombo is trying to wind down while drawing and jotting down thoughts in her notebook. She is in the living room/office of her apartment in Buenos Aires, the city where she was born and left when she was 26 years old to pursue her graduate studies in the United States of America where for almost nine years she was an international graduate student. So here she is again back in her country, thinking about the intersections between epistemology and language that she has come across on this endless road to becoming a researcher and how she has dealt with these junctures.
Managing Anxiety: A Case Study of an International Teaching Assistant's Interaction with American Students
Author: Zhou, Ji
Date: 2014-00-00
Type: Journal Articles
Subjects: Anxiety,Case Studies,Teaching Assistants,Foreign Students,Semi Structured Interviews,Observation,Feedback (Response),Student Attitudes,Interaction,Cultural Awareness,Cultural Differences,Graduate Students,Foreign Countries,Teacher Competencies,Teacher Attitudes,Teacher Student Relationship,Content Analysis,Coping,Barriers

This case study utilizes structuration theory to explore the complexities in the academic interaction between a Chinese international teaching assistant (ITA) and her American students. Through four semi-structured participant interviews, eight classroom observations, and student feedback, major themes and variations were identified regarding the feelings, concerns, and strategies of the ITA's interaction with American students from the ITA perspective. The assumption is that despite the possible obstacles in cross-linguistic and cross-cultural academic interaction, ITAs have the drive and potential to successfully navigate through the challenging process. Implications for improving ITA training and practices are discussed.
Negotiating a &quot;Scary Gap&quot;: Doctoral Candidates, &quot;Writing Up&quot; Qualitative Data and the Contemporary Supervisory Relationship
Author: Humphrey, Robin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Doctoral Programs,Statistical Data,Faculty Advisers,Supervisor Supervisee Relationship,Interviews,Workshops,Interdisciplinary Approach,Writing (Composition)

The complex task of &quot;writing up&quot; qualitative data provides difficulties and challenges for both doctoral candidates and their supervisors, which can often result in detrimental effects on the supervisory relationship. These effects can be heightened by the pressures currently felt by supervisors, not least to ensure their supervisees submit in a timely fashion. We argue here that these pressures are in part responsible for a shift in supervisory pedagogy from a relational to a processual grounding. This article addresses some of the consequences of these effects via analysis of interviews with doctoral candidates and their supervisors from a series of interdisciplinary research training workshops in the UK designed to provide help for doctoral candidates engaged in writing up qualitative data. In these workshops doctoral candidates came together briefly for a residential workshop along with peers at the same stage of the doctoral cycle who were away from their institutional homes. We discuss the relationship between process and relationality and how a workshop of this kind might impact on writing and help with timely submission.
Productivity Gains from Training: The Views of Employers and Stakeholders
Author: Menon, Maria Eliophotou
Date: 2013-04-00
Type: Journal Articles
Subjects: Productivity,Attitude Measures,Employees,Stakeholders,Qualitative Research,Training Methods,On the Job Training,Job Skills,Competence,Evaluation Methods,Foreign Countries,Semi Structured Interviews,Seminars,Business,Employee Attitudes,Program Effectiveness,Barriers

The paper investigates the views of employers and stakeholders in Cyprus regarding the effect of training on productivity in their organisation. Qualitative research was used to collect information from 26 individuals who represented different types of employers (public sector institutions, semi-government institutions, small and large private organisations) and key stakeholders. Respondents discussed the different methods of training used in their organisation and the criteria used in selecting employees for training. In general, training was considered to have a positive effect on productivity by enhancing the skills and competencies of employees. However, very few organisations used quantitative methods in order to evaluate the effectiveness of training and measure its impact on productivity. Participants identified the problems which prevent training from having a positive impact on productivity.
A Practical Guide to Early Numeracy Instruction for General and Special Educators
Author: Anderson, Alida
Date: 2013-04-00
Type: Journal Articles
Subjects: Teaching Methods,Numeracy,Mathematics Instruction,General Education,Special Education Teachers,Elementary School Students,Elementary School Mathematics,Intervention,Individualized Instruction,Drills (Practice),Repetition,Mathematical Concepts,Sequential Learning,Learning Activities,Manipulative Materials,Visual Aids

This report summarizes recommendations from NCTM, NRC, CCSSM, NMAP, and IES to guide early numeracy instruction for elementary age students in general and special education classroom settings. We highlight common threads among general and special education research recommendations and provide a numeracy intervention curriculum model connecting intervention and instructional principles.
The &quot;Redirecting&quot; of International Students: American Higher Education Policy Hindrances and Implications
Author: García, Hugo A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Students,Educational Policy,Student Mobility,Talent,Student Recruitment,Economic Progress,Higher Education,Study Abroad,Reputation,Student Diversity,Educational History,Public Policy,Brain Drain

International student mobility in higher education has gained currency as an important topic in today's global, political, and economic environment. United States postsecondary institutions are working to expand their international student population to increase revenue and diversity. The current higher education and economic context has produced a &quot;global war&quot; to identify, recruit, and matriculate talented students who have become more mobile when selecting postsecondary education destinations. Thus, in order to provide a clear picture of the current status of international student migration to the United States, we sought to understand the following: 1) prestige as a determining factor in the selection of studying abroad for non-Americans living outside the United States; 2) federal and state financial influences that directly affect institutions' abilities to enroll foreign students; 3) implications for postsecondary institutions in the United States; and 4) implications for scientific, cultural, and economic advancement for the United States.
The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling--An Intervention Study
Author: Mischo, Christoph
Date: 2013-04-00
Type: Journal Articles
Subjects: Mathematical Models,Teacher Attitudes,Beliefs,Intervention,Mathematics,Learning,Self Efficacy,Constructivism (Learning),Mathematics Instruction,Competence,Pretests Posttests,Structural Equation Models,Secondary School Teachers,Secondary School Students,Foreign Countries,Correlation,Instructional Effectiveness,Instructional Materials,Statistical Analysis,Questionnaires

This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and findings from mathematics education. Teacher beliefs about mathematics, learning and self-efficacy were expected to have a major impact on their classroom practices. We therefore assessed teacher beliefs about the usefulness of mathematics, learning (constructivist and socio-constructivist beliefs) and teacher self-efficacy when teaching modeling (teacher or class level variable). The student level variables assessed were modeling competence and other individual factors, such as basic mathematical skills and cognitive abilities. The effectiveness of the intervention was measured in a pre-post control group design using multilevel structural equation modeling. The results showed no direct effect of the intervention on student modeling competence. However, they did reveal that the intervention had a significant effect on teacher beliefs about learning (constructivist and socio-constructivist view) and an effect of these teacher beliefs about learning on student modeling competence. Further, the results showed that students' gains in modeling competence is not only mediated by teacher beliefs, but also influenced by individual factors. Implications for teaching as well as limitations of the study are discussed.
Mental Health Help-Seeking Intentions among International and African American College Students: An Application of the Theory of Planned Behavior
Author: Mesidor, Jean Kesnold
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Mental Health,Help Seeking,Foreign Students,Comparative Analysis,Scores,African American Students,Social Cognition,Intention,Student Attitudes,Emotional Disturbances,Positive Attitudes,Prediction,Health Services,Outreach Programs,College Students,Multiple Regression Analysis

This study examined the relationship between social-cognitive factors (e.g., attitudes, subjective norms, and perceived behavioral control), psychological distress, and help-seeking intentions for a sample of 111 international and African American college students. The results of this study showed that the Theory of Planned Behavior (TPB) variables (e.g., attitudes, subjective norms, and perceived behavioral control) accounted for 17.7 % of the variance in help-seeking intentions. The first hypothesis, which predicted that positive attitudes toward mental health services and perceived behavioral control would be significant predictors of the students' intentions to seek mental health services, was partially supported. Perceived behavioral control was the strongest predictor of helpseeking intentions. Contrary to our expectations, attitudes toward mental health services were not a significant predictor of mental health seeking intentions. The second hypothesis was not supported. There was no significant difference in mean intention scores for African American college students compared to international college students. These findings have implications for mental health service providers in terms of designing outreach mental health programs that would motivate these students to translate their help-seeking intentions into behaviors (e.g., seeking mental health services when they experience psychological distress).
The Use of Visual-Based Simulated Environments in Teacher Preparation
Author: Judge, Sharon
Date: 2013-04-00
Type: Journal Articles
Subjects: Simulated Environment,Computer Simulation,Preservice Teacher Education,Preservice Teachers,Classroom Techniques,Teaching Methods,Teaching Skills,Microteaching,Video Technology,Blended Learning,Reinforcement

While virtual technology for training in the simulation field has a long history in medicine, aviation, and the military, the application of similar emerging and innovative technologies in teacher preparation and education has been limited. TLE TeachLive™ (Teaching Learning Environment, Teaching in a Virtual Environment) [TLE] is an inventive mixed-reality environment (the blending of real and synthetic content) where prospective teachers can interact with a group of virtual students. The purpose of the virtual teaching environment of TLE is to strengthen teacher recruitment, preparation, and retention in education by allowing teachers to improve their skills with virtual students, providing a more constructive and ethical approach to learning the art of teaching. The protected environment allows pre-service teachers to utilize their emergent knowledge of behavior, diversity, and effective instruction in a flexible and safe practice environment. In this simulated environment, permission does not have to be gained to work with actual children and they are not exposed to missteps on the part of novice teachers as the teachers learn to refine their instructional techniques. This study investigated pre-service teachers' use of differential reinforcement of incompatible behavior, a set of behavior management strategies, in a simulated classroom. Results indicated that the majority of participants evidenced an increase in the use of these strategies to enhance student engagement in the classroom.
A Cross-Cultural Comparison of Domestic American and International Chinese Students' Social Media Usage
Author: Xu, Qiong
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Education,Comparative Analysis,Cross Cultural Studies,Asians,North Americans,Mass Media Use,Foreign Students,Student Attitudes,Social Values,Motivation,Student Surveys,Online Surveys,Likert Scales,Questionnaires,Individual Differences,College Students,Social Networks

This survey of American and Chinese students at a state university in the southern United States measures Social Media (SM) use and attitudes toward SM. The purpose of this study was to investigate student perception and motivation of social media communication and the relationship between student cultural values and their social media participation. The implications of students' social media participation to an international community were also explored in this study. Foregrounded in the analysis is the role that academic services play in domestic and international students' scholastic experience, and what SM functions students' use to engage with these services. The contribution of this study, beyond being one of the first to look at the difference between international and domestic students' SM patterns, includes a call for the further nuancing of the construct of culture, where culture is dynamic and temporal, instead of just country of origin.
Teacher Gender and Student Performance in Mathematics. Evidence from Catalonia (Spain)
Author: Escardíbul, Josep-Oriol
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Secondary School Students,Secondary School Teachers,Teacher Characteristics,Mathematics Achievement,Mathematics Teachers,Correlation,Probability,Sex Stereotypes,Surveys,Grade 9,Grade 10,Questionnaires,Student Characteristics,Age Differences,Scores,Grades (Scholastic),Family Characteristics

This paper analyses the impact of teacher gender towards students' test results in a blinded Math test administered to students in Catalonia (Spain). The data for this analysis are drawn from a sample of secondary school students who participated in an international blind-test known as the &quot;Mathematical Kangaroo&quot; in 2008. The estimation considers a two-stage procedure since participation on the test leads to the presence of sample selection. Results show a correlation between female teacher gender and student results. Moreover, students with female teachers have a higher probability of participating in the &quot;Kangaroo&quot; test (in this case, the effect being more marked among male students).