ethanporcaro/eric-fulltext-meta huggingface dataset:
Possibilities and Constraints of Fostering Deeper Study Abroad Experiences: The Lived Experiences of 50 Years of US Students in Japan
Author: Asada, Sarah R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Higher Education,Global Approach,Student Experience,Cultural Awareness,Consciousness Raising,Program Design,Program Effectiveness,Curriculum Design,Interpersonal Relationship,Clubs,Service Learning,College Students

The number of US students studying abroad has more than doubled since the turn of the twenty-first century, from 154,168 in 2000-2001 to 332,727 in 2016-2017 (Institute of International Education 2010, 2018). This exponential increase reflects the growing recognition by higher education institutions and the federal government on the importance of providing international experiences to cultivate skills for a global competitive economy (Whatley 2018). In the US, study abroad is often used to refer to credit-seeking international mobile students enrolled in a higher education institution outside of the US. Credits earned abroad are usually used towards their academic degree at their home institution. Duration varies in length and includes short-term study abroad (typically eight weeks or less), mid-length study abroad (one semester or one or two quarters), and long-term study abroad (academic or calendar year). As the overall percentage of US students studying abroad in Europe declined from 62.9% in 2001-2002 to 54.4% in 2016-2017, the percentage going to Asia increased from 6.8% to 11.6%. With the rise of US students studying abroad, it is important to understand the mechanisms of how study abroad experiences can create opportunities to integrate into the host society and develop intercultural understanding. This paper examines how the design of a study abroad program and historical organizational changes may assist or hinder integration into the host society, based on 25 qualitative in-depth interviews with one-year and one-semester participants from the 1960s to 2010s on a select US study abroad program in Japan.
Investigating the Correlation of Parental Attitudes with Eating Behaviours of Children in the Early Childhood Period
Author: Saglam, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Eating Habits,Preschool Children,Kindergarten,Foreign Countries,Correlation,Gender Differences,Age Differences,Parenting Styles,Educational Attainment,Parent Background,Family Structure,Democratic Values,Child Behavior,Family Income,Employment Level,Chronic Illness

The aim of this study was to determine the effect of parental attitudes on the eating behaviors of children attending kindergartens. The population of the study consisted of the parents of children attending independent kindergartens located in Battalgazi and Yesilyurt districts of Malatya province in 2018-2019 school year. The sample of the study was composed of the parents of 284 children attending independent kindergartens affiliated with Battalgazi and Yesilyurt Municipalities in accordance with the sample calculation made over the population. &quot;Parenting Attitude Scale&quot; and &quot;Children's Eating Behavior Questionnaire&quot; were used to collect the data. According to the results of the normality test and test of homogeneity conducted in the data analysis, while One-way ANOVA and t-test were used for the normally distributed values, Kruskal Wallis H test and Mann Whitney U test were used for the values which were not normally distributed. As a result of the study, no significant difference (p&lt;0.05) was observed in the eating behaviors of children in terms of their gender and age. It was observed that authoritarian attitude behavior increased with increasing number of children but decreased with the higher education level of fathers, parents with a single child exhibited the democratic attitude, overprotective attitude and behavior decreased and permissive attitude and behavior increased as the education level of fathers increased. In addition, a positive difference was observed between the authoritarian and permissive attitudes of parents and the eating behaviors of children. [This study was presented as a oral presentation VI. International Eurasian Educational Research Congress on June 19-22, 2019 in Ankara.]
Linguistic Tolerance in the Process of Internationalization of China Higher Education in the New Era
Author: Mbeudeu, Clovis Delor
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Foreign Students,Language of Instruction,Language Proficiency,English (Second Language),Educational Policy,Language Usage,Global Approach

This paper contends that China higher education has become one of the most attractive academic hubs for citizens of developing and developed nations. Empirical evidences show that the opening up policy and the spread of Confucius institutes in the world support China higher education breakthrough. More importantly linguistic tolerance that is practiced during the selection process of international students and officials to undertake short or long exchange programs in Chinese institutions may account for the rapid internationalization of China higher education. The researcher has used content analysis of grants and scholarship offers to Chinese universities, related policy papers and statements to discover that the Chinese government gives a place of choice to students and workers of developing countries through the medium of many English-taught programs at bachelor's, master's and doctoral levels. In addition, the researcher has used the interview to collect some data from scholarship awardees. This was done in a bid to find out their impressions about English language requirements to be fulfilled by candidates for the award of various scholarships and short training programs in Chinese universities. The analysis of interviewees' verbatim strongly supports the claim that China higher education attracts more talents thanks to more tolerant and flexible linguistic requirements applied during the selection process. Owing to this new vision of higher education in China, it is recommended that more top ranking universities in the West, which use English as foreign or second language, must emulate China example and offer more flexible linguistic requirements for English-taught programs to talents from developing nations. This will undoubtedly foster academic mobility and inclusive development of the world in this new era.
Teaching for Social Justice
Author: Darling-Hammond, Linda
Date: 2005-00-00
Type: Journal Articles
Subjects: Social Justice,Politics of Education,Urban Schools,Urban Education,Public Education,Educational Trends,Role of Education,Equal Education,Achievement Gap,School Segregation,Racial Segregation,Teaching Methods,Educational Improvement,Teacher Effectiveness,Discipline,Educational Change

A major school district in Philadelphia has been taken over, handed out and chopped up. The for-profit Edison schools opened in Philadelphia, just as Dallas had asked them to leave for a lack of measurable improvement in schools. Linda Darling-Hammond frames this article around what happened in Philadelphia because she feels that in some ways it is a prototype of what is going on throughout the country. She states these questions before citizens: (1) will public education perish or will we be able to join hands and rescue probably the most important institution in our society today? (2) Does every child have a right to learn? and (3) How do we secure that right for every child? Here Darling-Hammond discusses the consequences of under-education, and calls for enabling learning at much higher levels throughout society, saying that the most important challenge in our time is to enable teaching in ever more powerful ways so that we can support those higher levels of learning. The ongoing problem of educational inequality suggested by the persistent achievement gap is discussed and attributed to the fact that schools continue to be deeply segregated. Curriculum opportunity that is to a great extent allocated by race and class both within and across schools, is one way this segregation occurs. Darling-Hammond identifies the real challenge as developing teachers who are able to teach every child. This kind of teaching requires understanding what kids are thinking, where they come from, and what it will take to connect to their experiences, their understandings, their language backgrounds, and create a bridge to the curriculum.
Case Study: Second Language Acquisition with Asperger Syndrome in a University Setting
Author: Bradley, Monica
Date: 2019-00-00
Type: Journal Articles
Subjects: Asperger Syndrome,Autism,Pervasive Developmental Disorders,Second Language Learning,Inclusion,Teaching Methods,Undergraduate Students,English for Special Purposes,Foreign Countries,Students with Disabilities,Academic Language,Writing Skills,Learning Processes

Second language acquisition for learners with Asperger Syndrome (AS) and other forms of Autism Spectrum Disorder (ASD) is a vastly under-researched field, yet language facilitators have these students in their classrooms every day. Nevertheless, educators do not have the correct training and information to help learners achieve their language goals. This case study provides insight into how to create more inclusive classrooms for students with high functioning autism and Asperger Syndrome. It provides research on second language acquisition with learners on the autism spectrum and reveals the importance of inclusivity in language learning classrooms. The case study follows a University undergraduate student in his English for Specific Purposes courses for two-years at the University of Costa Rica. The case study provides insights and recommendations for language teachers to help ASD students acquire a second language.
Stronger Together: Educational Service Augmenters and Traditional Predictors of Adjustment for International Students in the US
Author: Cong, Cong
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Adjustment,Foreign Students,Predictor Variables,Teacher Student Relationship,College Faculty,Student Satisfaction,Student Personnel Services,Academic Achievement,Social Adjustment,Academic Support Services,Language Proficiency,Friendship,Student College Relationship,College Students

Drawing on frameworks from marketing research literature, this study indicates that educational service augmenters (e.g., academic advising, writing support services, immigration advising, etc.) are significantly related to international students' academic adjustment. The results indicate educational, campus, and social support services explained an additional 38% of variance in international students' academic adjustment, beyond traditional predictors of academic adjustment alone, i.e., language proficiency, friendships, and welcoming campus attitude, for a combined 69% of the total variance in academic adjustment. The results highlight the university's responsibility in international student integration into local communities and how educational service augmenters and traditional predictors act as complementary, yet distinct, predictors of academic and social adjustment.
Increasing Motivation for In-Class Reading Comprehension in a Business English Course at the University of Costa Rica (UCR)
Author: Elizondo González, Jose Fabián
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Business English,Reading Comprehension,Reading Motivation,Reading Strategies,Second Language Learning,English (Second Language),Metacognition

When teaching an integrated-skills English class, teachers normally know what to do to increase students' motivation to speak in the classroom; for example, they can achieve this through the use of creative and amusing conversational activities. However, when it comes to increasing students' motivation to read in class, instructors normally consider this a more challenging task. This mixed-methods research examines the role of reading strategies as a tool to increase students' motivation to read in class in a business English course at the University of Costa Rica (UCR). To collect the data, the researcher made use of a pre-test, a post-test, two questionnaires, and an observation form. The results of the research show that 67% of the students claimed to feel more motivated to read in class after the teaching of reading strategies, as well as an increase of 58% in the approval rate in students' performance. From the data obtained, the researcher concludes that explicit strategy training helps students become more actively engaged when doing in-class reading activities and boosts students' confidence when tackling written texts.
Sociometric Status of Adolescents and Sport Orientation: Case Study
Author: Maksimovic, Jelena
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletics,Sociometric Techniques,Social Behavior,Physical Activities,Social Status,Adolescents,Physical Education,Preferences,Student Attitudes,Role of Education,Social Development,Interpersonal Competence,Secondary School Students,Foreign Countries

Being physically active and doing sports in adolescence is significant during regular education, as well as in free time. It contributes the most to socialization, development of cooperation and a healthy competitive spirit. The aim of this research is to determine the existence of a mutual connection between social status of adolescents and sport orientation with a case study of one class that achieves great results in school. The results of the research have shown that orientation towards sports and physical activities affects social status of students, that is, students chosen for joint activities in sports are also students who have positive sport preferences. Social status of students is conditioned by physical activity in P.E. lessons, as well as preferences towards group sports (p&lt;0.01), whereas the importance of the idea of sport and the degree of doing sport activities in free time, is not linked to social status in class in terms of sport activities. With this, we conclude that school is an important factor in developing social competences of students.
Instructors&apos; Contribution to Prospective Teachers&apos; Experiential Learning in Preservice Secondary School Teacher Education Programme
Author: Fenta, Kindie Birhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Secondary School Teachers,Teacher Education Programs,Experiential Learning,Teacher Role,Teacher Educators,Student Attitudes,Classroom Environment,Space Utilization,Classroom Techniques,Learning Activities,Interaction,Discussion (Teaching Technique),Feedback (Response)

Ethiopian public universities are expected to employ experiential approaches to learning in pre-service secondary school teacher education. Accordingly, this study was carried out in three public universities to investigate participants' perception toward instructors' role in facilitating trainees' experiential learning. Parallel mixed methods design was employed in the research. Quantitative data were collected from 311 trainees using questionnaire. On the other hand, qualitative data were gathered from 9 instructors and 30 trainees employing interview and focus group discussion respectively. The t-test results uncovered that the instructor's support to the trainees' experiential learning was significantly less than the expected one. The t-test results also disclosed lack of significant difference in the instructors' support to the trainees' experiential learning across gender and teaching experience. Likewise, the one way ANOVA results uncovered the absence of significant difference in the instructors' support to the trainees' experiential learning across CGPA. The instructors' limitation in flexibly reorganizing the trainees' seating arrangement, utilizing learning activities that facilitate experiential learning, initiating and facilitating the trainees' classroom interaction and discussion, and providing the trainees with timely feedback and support in the instruction hampered the trainees' experiential learning. Thus, the instructors are required to take measures that improve these obstructive practices.
The Changing Face of Organizational Communication: School WhatsApp Groups
Author: Dogan, Soner
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Communication,Handheld Devices,Telecommunications,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Social Media,Parent School Relationship

The aim of this study is to analyze the school WhatsApp groups, which are used as organizational communication tools at schools with regard to the opinions of teachers and administrators. In this context, the school WhatsApp groups were evaluated in teacher-parent WhatsApp groups. This is qualitative research and it is structured according to phenomenological design. The study group consists of 110 teachers and 51 administrators working at 30 schools located in the city center of Sivas. The data were collected using a questionnaire developed by the researcher and consisting of open-ended questions. The collected data were analyzed through content analysis method and presented under six themes. According to the findings of the research, both teachers and administrators expressed mostly negative opinions on teacher-parent WhatsApp group. According to the opinions of the participants, while school WhatsApp groups provide an advantage in terms of instant communication, saving stationary and time, quick decision making and implementation, improving internal relations, they are also disadvantaging in regard to misuse, conflicts due to misunderstandings, engaging on out-of-hours, harming the school climate and culture and minimizing face-to-face communication. In this context, the participants made suggestions such as determining group rules and ensuring observance of them, informing group members regarding the aims of the group, only group admins texting the group and not abandoning face-to-face communication.
Literacy in the 21st Century from the Perception of Pupils of Secondary Schools
Author: Djordjev, Ivana
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Literacy,Vocational Education,High School Students,Serbocroatian,Native Language Instruction,Spelling,Language Skills,Teaching Methods,Educational Technology,Technology Uses in Education,Social Attitudes,Illiteracy,Grammar,Reading Skills,Writing Skills,Communication Skills,Self Evaluation (Individuals)

Paper is dedicated to the testing of the concept of &quot;literacy,&quot; based on the questionnaire, carried out in the school year of 2018/2019 among the students of two secondary vocational schools in Vrsac, Belgrade and Grammar School in Vrsac (200 respondents). The primary hypothesis of the research was that detection and detailed study of high school students conceptosphere on literacy identify the fields to improve the teaching of Serbian as a mother tongue in secondary schools and the aim of work that, based on the collected and then processed data in analytical, cognitive and descriptive method, is to (a) isolate the dominant concepts of (non)literacy, (b) look at the tendencies of spreading and shaping the notion of literacy induced by the needs of modern life, and also that, in order to improve linguistic culture in all domains and all educational levels -- (c) point to the possibility of improving the teaching of the Serbian language as a mother tongue. According to results of the survey secondary school students experience literacy in the 21st century as a complex concept; from the one who is literate expecting linguistic knowledge, what are the basic, traditionally accepted parameters, and recognize illiteracy as the lack of ability to apply knowledge in the field of language. They also demonstrated that it is necessary to improve the efficiency of teaching approaches designed to improve functional literacy in a variety of communicative situations; increase the number of hours and exercises in the field of spelling, or nurture and acquire more comprehensive and knowledge in use and skills of different forms of literacy needed for managing in 21st century; more attention should be paid to including relevant language handbooks in teaching; more explicit, on frequent and more familiar examples to students, point to the advantages of knowing and respecting the linguistic norm, paving the way for a better linguistic culture and enrichment of the mother tongue.
Professional Development Activities for Activity-Based Learning: Case of High School Health and Population Teachers in Kathmandu, Nepal
Author: Acharya, Milan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Learning Activities,High School Teachers,Health Education,Population Education,Teacher Attitudes,Beliefs,Self Efficacy,Teaching Skills,Program Effectiveness,Workshops,Teaching Methods

In education reform movements, there is an emphasis on health and population education teaching through activity-based instruction. Teacher education is an important part in this process. In this context, this study aims to investigate the effect of activity-based professional development training on high school health and population education teachers' beliefs and self-efficacy. The data collection tools used was perceptions about activity-based learning strategies, activity-based teaching, self-efficacy and the teaching skills. A group of 30 high school teachers participated in the study. During two days short-term professional development training, the teachers attended four workshops that introduced the activity-based learning method. The analysis of the collected data showed that professional development training was effective in improving teachers' perceptions (t = -5.39; p = 0.00), self-efficacy (t = -5.12; p = 0.00), and process skills (t = -4.99; p = 0.00). The results of the study suggest that provision of workshops ultimately can gear up to the improvement of teachers' self-efficacy learning which transforms the belief system of teachers about teaching and learning by activity-based learning approaches.
The Buddy Programme: Integration and Social Support for International Students
Author: Nilsson, Per A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Social Support Groups,Peer Influence,Mentors,Social Networks,Student Adjustment,Foreign Countries,College Students,Student Attitudes,Student Satisfaction,Program Effectiveness,Friendship,Peer Relationship

Students studying abroad must adjust to a new culture and adapt to new surroundings different from home, and to other challenging life events during their sojourn in a foreign country. Previous research has shown that social life outside academic studies has a strong influence on one's academic integration. This paper describes a buddy programme, operated by Umeå University (Sweden), which aims at the integration of international students through social support. The programme has been running for approximately 20 years, and over time its content and qualities have been improved. It has developed through a bottom-up approach, learning from the experiences of participating students, and has slowly developed into what it is today. Using data from the International Student Barometer, in this paper I show that the programme is highly appreciated and is an important part of international students' life and experience in Umeå. However, the results also indicate variability across different dimensions of integration: there seems to be more success in integrating international students in social activities within the programme, whereas integration with domestic students proves to be somewhat more difficult.