ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Attraction of the Microcampus: A Quantitative Investigation of Students&apos; Motivations to Enroll in Transnational Education
Author: Ghosh, Sowmya
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Enrollment,Foreign Students,Foreign Countries,Partnerships in Education,International Cooperation,Dual Enrollment,Higher Education,College Students,Academic Aspiration,Occupational Aspiration

As collaborative transnational education models are increasing in number globally, this study provides a snapshot of motivations for newly enrolled students at microcampuses in China, Cambodia, Jordan, and Indonesia. This research centers on the influence of country choice for students. We apply Nye's (1990, 2004) concept of soft power on student motivations and conduct quantitative analysis to trace enrollment influences. Mainly, in this case we find that U.S. soft power potentially influences students abroad to enroll in dual-degree programs. Other motivations related to cost and U.S. culture are apparent influences. Furthermore, findings provide greater insights into emerging trends in international student mobility. Our study also identifies strategies to sustain transnational education ventures in the face of challenges. Implications of this research are especially of use to university stakeholders, faculty leaders and policymakers who are working to advance U.S education on an international platform.
Understanding International Joint and Dual Degree Programs: Opportunities and Challenges during and after the COVID-19 Pandemic
Author: Chan, Roy Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Higher Education,Universities,Intercollegiate Cooperation,International Cooperation,Dual Enrollment,Alignment (Education),Cultural Differences,Program Development,Program Implementation,Program Design,COVID-19,Pandemics,Study Abroad,Student Mobility,College Students,International Education

This empirical article examines the policies, perspectives, and practices of building and developing cross-border and transnational higher education (TNHE) programs, with special attention given to the international joint and dual degree programs in North America and Asia. Specifically, this paper reviews the historical, political, and social dimensions of two international collaborative academic degree programs between the United States and Mainland China using Indiana University-Purdue University, Indianapolis (IUPUI) and Sun Yat-set University (SYSU) as the case study. Findings suggest that IUPUI's most cited challenge with SYSU concerns alignment with general education requirements. On the other hand, SYSU's biggest challenge with IUPUI concerns language and cultural differences. This article offers five recommendations for teacher-scholars, policymakers, and advanced practitioners interested in developing, designing, and implementing dual degree programs during and after the COVID-19 pandemic. Implications for future research on and applications and practices for TNHE programs are discussed.
The Impact of Evolving Transatlantic Relations on International Partnerships in Higher Education
Author: Otto, Jonah M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,International Cooperation,Foreign Countries,International Relations,Higher Education,Global Approach,COVID-19,Pandemics

This paper investigates the impacts of recent, macro-level developments in transatlantic relations on the ability of United States and European Union higher education institutions (HEIs) to leverage international partnerships in achieving their traditional missions of teaching, research, and service. Using literature to place international education within the broader context of transatlantic relations from the post-World War II era to today, the connection between geopolitics and HEI international partnerships is made explicit. Comprehensive internationalization theory is then applied to illustrate the importance of HEI international partnerships in realizing international education outcomes that are congruent with traditional HEI missions. After establishing the link between transatlantic relations, internationalization in higher education, HEI international partnerships and overall HEI performance, recent developments within transatlantic relations are directly analyzed with regards to HEI international partnerships, highlighting impacts on their ability to function. Finding that progressive transatlantic relations result in improved performance outcomes through HEI international partnerships for US and EU HEIs, and that regressive transatlantic relations produce the opposite outcome, the study offers implications for policy makers and HEI administrators.
Sociocultural and Psychological Acculturation Strategies of South African International Students in a Flemish University in Belgium: A Photovoice Study
Author: Swarts, Tarynne
Date: 2021-00-00
Type: Journal Articles
Subjects: Acculturation,Student Adjustment,Emotional Adjustment,Cultural Differences,Foreign Students,World Views,Student Attitudes,Student Mobility,Photography,Personal Narratives,Sociocultural Patterns,African Culture,College Students,Foreign Countries,Psychological Patterns,Study Abroad,Educational Experience,Models

Due to an increase in mobility programs, the number of South African international students is on the rise. Despite this increase there is a lack of research on South African international students. The acculturation challenges of South African international students, studying in Flanders, Belgium in a non-Anglophonic context was investigated. A Photovoice method explored barriers and facilitators in their adjustment process. Participants captured their experiences through a visual lens. Focus groups conducted, utilized images as prompts to the narratives. The data was analyzed using a thematic analysis approach. The two main themes identified were related to Sociocultural and Psychological adjustment. We adapted Berry's bidimensional acculturation model, used it as an overarching framework and merged it with an Ubuntu African perspective. The data suggest that for facets of the host nation superficially rooted and easy to adapt to, participants generally adopted an assimilation strategy. Whereas a separation strategy was adopted for facets of the host nation that were deeply ingrained such as worldviews.
&quot;To Educate and Liberate?&quot; Moving from Coloniality to Postcoloniality in the International Branch Campus Model
Author: Clarke, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Intercultural Programs,International Programs,Postcolonialism,International Cooperation,Beliefs,Foreign Policy,Foreign Countries,Global Approach,Cultural Influences,Indigenous Populations,Access to Education,Socioeconomic Status,Social Bias,Language of Instruction,Governance,Curriculum,Social Theories,Educational Policy,Indigenous Knowledge

The international branch campus is a model of transnational higher education that establishes institutional outposts abroad to expand student access, collaborative research, language proficiency, and recognized degree programs to participants. The growing body of literature on IBCs presents this phenomenon as an exercise in intercultural managerial effectiveness, which overlooks its role in the perpetuation of colonial constructs, narratives, and practices. This article critiques the impact of IBCs on host cultures through postcolonial and decolonial theory, asserting that meaningful transnational collaborations are predicated on dismantling hegemonic belief systems, as well as structural legacies of colonial relations.
Analysis of Postgraduate Theses Prepared for the Preschool Period on &quot;Environmental Education&quot; Conducted between 2011 and 2020 in Turkey: A Content Analysis
Author: Koçak Tümer, N. Bilge
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Preschool Education,Doctoral Dissertations,Masters Theses,Preschool Children,Preschool Teachers,Research Methodology,Preservice Teachers

This study was conducted to analyze postgraduate theses in the field of environmental education in preschool education in Turkey between 2011 and 2020 in terms of their distribution, levels (doctorate, master's), sample groups, and data collection tools. To establish the theses written in the field, the Higher Education Council National Thesis Centre database was reviewed on April 16th , 2020. Care was taken to determine postgraduate theses according to the criteria of having been conducted on environmental education with preschool children, preschool teachers/prospective preschool teachers and families, having been conducted on the subject area of education and training, having been registered to YÖK National Thesis Centre with permission for access. In line with these criteria, a total of 12 postgraduate theses were included in the study. The data were accessed using the document analysis technique. Detailed information about the postgraduate theses was collected using a &quot;Postgraduate Thesis Examination Form.&quot; Postgraduate theses included in the study were examined under the headings of thesis year, thesis type, objective, study group, methods, and designs, and data collection tools and frequency (f) were used in the analysis of data. When the distribution of postgraduate theses studies was conducted in terms of thesis type, it was found that the number of masters' theses (n=8) was much higher than the number of doctoral theses (n=4), there was a large increase in the number of theses in 2015, the theses were mostly doctoral (n=3), and children mostly featured in the postgraduate thesis studies conducted within the specified dates.
Digital Technology Use of Kindergarten Teachers for Parental Involvement: E-Involvement in the Turkish Context
Author: Konca, Ahmet Sami
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Kindergarten,Preschool Teachers,Parent Teacher Cooperation,Parent Participation,Interpersonal Communication,Computer Mediated Communication,Socioeconomic Status,Knowledge Level,Barriers,Technology Integration,Gender Differences,Computer Use,Experience,Correlation,Teacher Characteristics,Ownership

The primary research aim of this current study was to better understand the digital technology use of Turkish kindergarten teachers in their parental involvement practices. A questionnaire designed by the authors was administered to 100 kindergarten teachers in five cities located within Turkey. It was revealed in the study results that the kindergarten teachers owned a variety of electronic devices and used those devices for both personal and educational purposes within the early childhood education setting. Teachers used digital technologies for their parental involvement practices less than they did for their own personal use or for other activities within the educational setting. The parental involvement types where teachers most often used digital technologies were for parenting and communicating. While the least popular parental involvement types where kindergarten teachers used digital technologies were decision-making and collaborating with the community. Teachers mentioned the two most common reasons for insufficient technology use for parental involvement were the parents' financial status and level of knowledge. A negative relationship between teachers' personal technology use and experience in the field increased, they were less likely to encounter problems regarding digital technology use for parental involvement.
A CEFR Based Evaluation of B1+ Level Preparatory Program at a Turkish State University: The Application of the Foreign Language Skills Scale
Author: Duruk, Eda
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Program Evaluation,Language Skills,Language Proficiency,College Second Language Programs,Outcomes of Education,English (Second Language),Reading Skills,Listening Skills,Speech Skills,Writing Skills,Communicative Competence (Languages)

Despite the centrality of the Common European Framework of Reference for Languages (CEFR) in language teaching and assessment, studies investigating its learning outcomes in language program evaluations are quite scarce. This paper aims to evaluate the effectiveness of a modular English preparatory school program through the Foreign Language Skills Scale. The research sample consists of 357 preparatory school students having attained B1+ level of proficiency in the program. The results revealed that while the language program designed to be in line with the CEFR guidelines, in general, serves for the needs of the students, there are still some discrepancies between the learning outcomes of B1+ and opinions of students about their competencies, especially in listening sub-skills.
An Analysis of Turkish and Russian Teachers&apos; of English Approaches to Effective Instructional Strategies
Author: Celik, Aleksandra
Date: 2021-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Language Teachers,Cultural Differences,Foreign Countries,Teacher Attitudes,Secondary School Teachers,Teacher Characteristics,Public Schools,Private Schools,Language Usage,Notetaking,Reinforcement,Homework,Cooperative Learning,Feedback (Response),Hypothesis Testing,Questioning Techniques,Advance Organizers

The purpose of this study was to determine teachers' approaches to Marzano's effective instructional strategies (MEISs), as defined by Marzano, Pickering and Pollack (2001) in the secondary schools in Turkey and Russia and tell whether they differ or not. In this study survey research - one of the quantitative approaches -- was carried out. The participants for the study were 54 teachers of English in Turkey and 40 teachers of English in Russia. &quot;The Effective Instructional Strategies Questionnaire&quot; and an open-ended questionnaire were used to gather data. Data was generated utilizing content analysis and non-parametric Mann-Whitney U test. The results related to the first and second research questions revealed that there were partial differences between Turkish and Russian teachers' approaches to Marzano's nine effective instructional strategies and to usage of these strategies. Turkish teachers place less importance than Russian teachers on such strategies as summarizing and note taking, homework and practice, generating and testing hypothesis. As to Russian teachers, they do not espouse strategies in the category of non-linguistic representations as much as Turkish teachers do. The results of the study showed that Turkish and Russian teachers' approaches and the usage of the strategies differ.
A Qualitative Research on the Use of Humor in Turkish Teaching in Secondary School
Author: Çarkit, Cafer
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Teaching Methods,Humor,Textbook Content,Textbooks,Student Motivation,Grade 5,Grade 6,Grade 7,Grade 8

This research aims to determine the use of humor in Turkish classes in secondary schools. To this end, firstly, the humorous elements in the Turkish textbooks were examined, and then Turkish teachers' views on these elements and their views and classroom practices regarding the use of humor in their classes were determined. The study was designed according to the case study method, one of the qualitative research methods. The humorous elements in the Turkish textbooks were collected through the document review method, and the views and classroom practices of the Turkish teachers regarding the use of humor were collected through a semi-structured interview form. In this context, interviews were made with 15 Turkish teachers working in public schools. The content analysis method was used to analyze the obtained data. According to the findings, most of the interviewed teachers included humorous elements in their classes through various classroom practices. In addition, it was determined that teachers consider humorous elements important because such elements increase students' motivation and make classes more interesting. Finally, it was concluded that Turkish textbooks do not contain enough humorous elements.
Assessing Needs of Parents with Children with Disabilities in Turkey
Author: Özaydin, Latife
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Parents,Family Needs,Access to Information,Services,Social Support Groups,Child Care,Child Rearing,Parent Attitudes,Access to Education,Special Education,Test Validity,Individual Characteristics,Translation,Turkish,Test Reliability,Costs,Financial Support,Social Attitudes,Access to Health Care

The universal experience of parents with a child with disabilities are added responsibilities and needs in supporting the child's development. This study assessed the nature and extent of needs identified by parents of children with disabilities in Turkey using a Turkish translation of the Family Needs Survey (Bailey, Blasco &amp; Simeonsson, 1992). The survey of 35 items and two open-ended questions was translated to reflect Turkish culture and linguistic equivalency. The psychometric properties of the Family Needs Survey were examined by administering it to 377 mothers and 297 fathers of children with disabilities, served in special education schools or rehabilitation centres. Factor analysis of data for mothers and fathers yielded a six-factor model explaining 56% and 61% of the variance, respectively. Alpha values for the factors of the survey ranged from 0.63 to 0.90 for the mother data set, and 0.80 to 0.91 for the father data set. Analyses of endorsed needs in the Family Needs Survey revealed an overall similar profile for both parents, with greater needs expressed for the factors of obtaining information, family and social support and community services than for factors pertaining to financial topics, explaining to others and child care. Mothers and fathers identified 35 additional needs reflecting themes of personal and societal concern related to parenting a child with disabilities in Turkey.
Exploring Growth in Expressive Communication of Infants and Toddlers with Autism Spectrum Disorder
Author: Buzhardt, Jay
Date: 2022-03-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Toddlers,Expressive Language,Language Skills,Language Impairments,Interpersonal Communication,Communication Skills,Nonverbal Communication,Vocabulary,Speech Communication,Measurement Techniques,Disability Identification,Intervention,Scores,Correlation,Individual Characteristics

One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children with ASD during the first years of life remains limited. Therefore, this study compared communication growth patterns of infants and toddlers with ASD to growth benchmarks of a standardized language assessment. We conducted a retrospective analysis of growth on the Early Communication Indicator (ECI) of 23 infants and toddlers who received an ASD diagnosis in the future. At 42 months of age, children with ASD had significantly lower rates of gestures, single words, and multiple words, but significantly higher rates of nonword vocalizations. Children with ASD had significantly slower growth of single and multiple words, but their rate of vocalization growth was significantly greater than benchmark. Although more research is needed with larger samples, because the ECI was designed for practitioners to monitor children's response to intervention over time, these findings show promise for the ECI's use as a progress monitoring measure for young children with ASD. Limitations and the need for future research are discussed.
Comparison of Subjective Well-Being Increasing Strategies That Turkish and Swedish Mothers Use for Their Children
Author: Baltaci, Kübra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Parenting Styles,Mothers,Mother Attitudes,Child Rearing,Parent Child Relationship,Cultural Influences

Education life begins in the family and parents are the first teachers of the children. Parenting attitudes are influenced by various variables like the parents' cultural characteristics. In this study, a comparison was made on subjective well-being increasing strategies used by Turkish-Swedish mothers for their children. It was aimed to examine the levels of subjective well-being increasing strategies implemented by Turkish and Swedish mothers for their children, to analyze the differences in terms of two subsamples, and to determine the determinants of the levels of subjective well-being increasing strategies implemented for children in the subsample and the total sample. The research was carried out using a quantitative descriptive scanning method and criterion sampling method. The sample of the study consists of 100 Turkish and 100 Swedish mothers who have children between the ages of 1 to 5. In this study, the scale named 'Subjective Well-Being Increasing Strategies Scale for Children (1-5 Ages)' developed by Eryilmaz and Sapsaglam (2018) was used. The collection of the data is placed in two stages. The Swedish version of the scale was first implemented for Swedish mothers. For this, the Turkish version was first translated into English and then into Swedish for mothers. As a result of the findings, significant data were concluded that Turkish mothers implemented higher level subjective well-being increasing strategies for their children. When the average values were examined, it was concluded that mothers who did not work implemented higher level subjective well-being increasing strategies for their children than working mothers. Besides this, the mothers who have high school and lower level implemented higher level subjective well-being increasing strategies for their children. In line with the results of the research, it can be said that culture is effective in the well-being of increasing strategies that mothers use for their children.