ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Effects of Intercultural Learning on Cross-Cultural Adaptation in a Study Abroad Context
Author: Tsai, Yau
Date: 2011-00-00
Type: Journal Articles
Subjects: Psychology,Researchers,Study Abroad,Cultural Pluralism,Multicultural Education,Cross Cultural Studies,Questionnaires,Global Approach,English (Second Language),Social Adjustment,Asians,Students

This study targets Asian students studying abroad and explores the effects of intercultural learning on their cross-cultural adaptation by drawing upon a questionnaire survey. On the one hand, the results of this study find that under the influence of intercultural learning, students respond differently in their cross-cultural adaptation and no significant difference is shown in their responses. On the other hand, it is found that there exist either significant or insignificant differences in students' responses to two types of cross-cultural adaptation (i.e., psychological adaptation and social adaptation). Thus, the researcher concludes that it seems uneasy to predict the effects of intercultural learning on cross-cultural adaptation due to the complex component of cross-cultural adaptation. Although two types of cross-cultural adaptation are found to be different from each other, it is also found that they are closely linked to one another. The researcher also concludes that one type of cross-cultural adaptation may be influenced by the other and emphasizes the close relationship between psychological adaptation and social adaptation as a role in reflecting the effects of intercultural learning on cross-cultural adaptation among students studying abroad. (Contains 7 tables.)
Emerging Trends of Thai Higher Education and a Case Study of Shinawatra University in Coping with Global Challenges
Author: Sinhaneti, Kantatip
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,International Programs,International Cooperation,Lifelong Learning,Educational Change,Foreign Countries,Educational Trends,Trend Analysis,Case Studies,Coping,Institutional Mission,Institutional Characteristics,Global Approach,Change Strategies,Educational Development

This paper will firstly address the four underlying principles that govern the mission of Thai universities providing and promoting academic and professional education, promoting and conducting research and studies for generating new knowledge, providing public service and preserving and promoting arts, traditions and cultural heritage. This paper will then continue with the discussion of the emerging trends in Thai higher education. More commercialization, international cooperation and projects based on corporate social responsibility that can be seen in both private and government universities. Many new collaboration and many existing collaborations between higher education institutions and international agencies in the region are being formed and strengthened. Faculty and student exchange, the signing of MOU (Memorandum of Understanding) among Thai higher institutions and those outside the country, more international programs taught in English in many disciplines are prevalent in Thai universities. With the forthcoming education reform, the Ministry of Education expects that Thai higher institutions will play an active role both in the Asian region and in the world as an education hub, engage more in lifelong learning mandate and pay more attentions to their societal development and communities. This paper will end with a brief discussion of a case study of a private university, Shinawatra University, which has been established under the framework of global issues and new basic needs of universities in the globalized mindset. This university has taken seriously the issue of energy consumption as well as harmonizing natural surrounding and learning innovation as a basic philosophy throughout the design of its campus. Appended are: (1) Number of International Programmes during 2004-2008 and Foreign Students in Thai HEIs (Taken from Commission on Higher Education (2008), Cooperation among Higher Institutes of Thailand and Overseas Partners); (3) Samples of International Schools ADS and Education Fairs in Thailand ADS; and (4) Integrated Design Approve Shinawatra University Bangkok (Taken from Boonyatikarn, Soontorn).
Comparative Indicators of Education in the United States and Other G-8 Countries: 2011. NCES 2012-007
Author: Miller, David C.
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Educational Indicators,Comparative Education,Population Groups,Enrollment,Academic Achievement,Gender Differences,Immigrants,Educational Environment,Class Size,Expenditures,Educational Attainment,Income,Teacher Student Ratio,Teacher Salaries,Graduation Rate,Employment Patterns,Recreational Reading,Mathematics Achievement,Reading Achievement,Science Achievement,Foreign Countries

This is the 2011 edition of a biennial series of compendia describing key education outcomes and contexts of education in the Group of Eight (G-8) countries--Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. The report is organized into five topical areas: population and school enrollment, academic performance, contexts for learning, expenditures for education, and educational attainment and income. Results are drawn from the Organization for Economic Cooperation and Development's (OECD) ongoing Indicators of Education Systems (INES) program, as well as the Program for International Student Assessment (PISA), which is also coordinated by the OECD. The main findings are summarized in this report. Appended are the The Education Systems of the G-8 Countries. Each section contains a list of sources. (Contains 8 tables, 40 figures, and 24 footnotes.)
The Relationship between Language Anxiety, Interpretation of Anxiety, Intrinsic Motivation and the Use of Learning Strategies
Author: Nishitani, Mari
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Strategies,Learning Motivation,Anxiety,Second Language Learning,Failure,Correlation,Japanese,Foreign Countries,Asians,Second Language Instruction,Factor Analysis,Models,Statistical Analysis,College Students,Surveys,Student Attitudes,Chinese,Native Speakers

Researches in language anxiety have focused on the level of language anxiety so far. This study instead, hypothesizes that the interpretation of anxiety and the recognition of failure have an impact on learning and investigates how language anxiety and intrinsic motivation affect the use of learning strategies through the recognition of failure. The results show that learners with high intrinsic motivation are more likely to recognize the benefits that can come from failure, as well as make use of a great variety of learning strategies. In contrast, learners with high language anxiety are more likely to attribute failure to anxiety and less able to make use of learning strategies to overcome this failure. (Contains 8 tables and 2 figures.)
Experimental Study of Chinese Non-English Students' Overall Learning Style Preferences
Author: Sun, Ming-Lei
Date: 2011-00-00
Type: Journal Articles
Subjects: Cognitive Style,Preferences,English (Second Language),Second Language Learning,Nonmajors,Individual Differences,Check Lists,Questionnaires,Foreign Countries,Undergraduate Students,Interest Inventories,Learning Strategies,Student Attitudes,Experimental Programs

Two proposed style assessment instruments are employed to explore the learning styles of non-English major college students in the EFL (English as a Foreign Language) context in Chinese universities. It was found that their overall learning preferences in English language learning demonstrate a tendency, so that discovering the students' learning preference will help students develop a more versatile approach to learning. (Contains 5 tables and 2 figures.)
Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment: An Empirical Assessment Based on Four Recent Evaluations. NCEE 2012-4015
Author: Somers, Marie-Andree
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Evaluators,Grades (Scholastic),Academic Achievement,Program Effectiveness,Inferences,Experiments,Scores,Scaling,Comparative Analysis,Student Evaluation,State Standards,Effect Size,Standardized Tests,Achievement Tests,Elementary Secondary Education,Outcomes of Education,Measures (Individuals),Test Validity,Test Reliability,Testing Programs,National Competency Tests

This study examines the practical implications of using state tests to measure student achievement in impact evaluations that span multiple states and grades. In particular, the study examines the sensitivity of impact findings to (1) the type of assessment used to measured achievement (state tests or an external assessment administered by the evaluators) and (2) to analytical decisions about how to pool state test data across states and grades. These questions are examined using data from four recent IES-funded randomized experiments where student achievement was measured using both state tests and a test administered by evaluators for the purposes of the study (&quot;study-administered test&quot;). These studies span multiple states--8 to 10 states depending on the experiment. Based on these four studies, the authors conclude that state tests provide a useful complement to a study-administered test, because they are policy-relevant measures of general achievement. However, in certain cases, state tests may not be a feasible substitute for a study-administered test, either because state tests are not administered in all relevant grades or because the primary outcome is a specific skill that is not measured by all states' tests. Inferences about program impacts are not sensitive to decisions about how test scores are scaled for the purposes of pooling the results across states or grades (for example, whether traditional or rank-based z-scores are used and whether z-scores are based on the sample or state distribution of scores). Finally, the most appropriate method for aggregating the impact findings across states or grades is to use fixed-effects (precision) weighting, because the conditions for using random-effects weighting are not met. Appended are: (1) Descriptive Information on Study and State Tests; (2) Assessing the Conditions for Equating State Test Scores; (3) Technical Notes; (4) Impact Tables; (5) Correlation between Student Achievement Measures; and (6) Statistical Tests of Differences in Impact Findings Across Achievement Measures. (Contains 27 tables, 13 figures, and 104 footnotes.)
Alternative Assessment in Engineering Language Education: The Case of the Technical University of Madrid
Author: Pierce, Joana
Date: 2011-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Engineering Education,Curriculum Design,Alternative Assessment,Engineering,Foreign Countries,Second Language Instruction,Higher Education,Self Evaluation (Individuals),Academic Achievement,Outcomes of Education,Academic Degrees,National Standards,Alignment (Education),International Cooperation,Student Mobility

Engineering institutions across Europe are currently involved in a major process of reform and restructuring as a part of the Bologna Process, which stresses the role of competencies and outcomes in curriculum design. In the field of languages, the Council of Europe has developed the CEFR (Common European Framework of References) for languages, which aims to provide a reference framework for describing different qualifications, identifying different language learning objectives and setting out the basis of different achievement standards. Using this framework of language competence levels, our research group, over a three-year period, has developed and piloted the ACPEL (Academic and Professional English Language Portfolio) especially designed for engineering students and professionals. This portfolio was accredited by language division of the Council of Europe in 2008. This paper will report on an ongoing project dealing with self- and peer-assessment based on the ACPEL portfolio. The project's aim is threefold: firstly, to train university language professionals in the use of self- and peer-assessment through the implementation of the ACPEL portfolio; secondly, to gradually introduce these assessment processes into the engineering language curriculum; and finally, to monitor and evaluate these two processes at the seven engineering schools. (Contains 4 tables and 3 figures.) [This work has been funded by The Technical University of Madrid through the innovation group APLAI and the research group DISCYT.]
Parenting Style and Adolescents' School Performance in Mainland China
Author: Kang, Yanrong
Date: 2011-00-00
Type: Journal Articles
Subjects: Parenting Styles,Child Rearing,Adolescents,Foreign Countries,Grade 8,Generalizability Theory,Questionnaires,Academic Achievement,Parent Influence,Correlation,Adolescent Attitudes,Asian Culture

Parenting style, as a widely studied topic, has been used by researchers and educators in the US to predict students' academic achievements. Despite its theoretical and practical significance, no much work has been conducted to test the generalizability of parenting research framed in the Western culture to the Chinese population. Parenting styles in this study were measured by the PAQ (parenting authority questionnaire) filled out by 122 eighth graders in mainland China and the relationship between their school report grades and the parenting styles they received was examined. Our results indicate that although authoritative parenting style may be universally beneficial to the human species including the Chinese population, authoritarian parenting style, as one of the most popular parenting styles among Chinese parents, is closely associated with high school performance of adolescents. (Contains 1 figure.)
Internationalizing Education: A China Narrative
Author: Wei, Liping
Date: 2011-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Global Approach,Foreign Countries,Educational Policy,Inquiry,Personal Narratives,Participant Satisfaction,Portfolio Assessment,Interviews,Student Exchange Programs,Cross Cultural Studies,Global Education,Student Experience

Confronted with the challenge of increasing globalization, the institution of education needs to answer the call and become better equipped with global dimensions in today's globally interdependent world. The internationalization of education should not remain as an optional attribute of education; rather, it is integral. In addition to emphasizing the essentiality of internationalizing education, this article, employing narrative inquiry, tells of the storied experiences of Department of Curriculum and Instruction, University of Houston, as well as the two authors in internationalizing education through a variety of China's experiences. It is hoped that this article can serve as an appeal to a more articulate commitment to internationalizing education from colleagues of education worldwide.
Using Multiple Representations to Make and Verify Conjectures
Author: Garcia, Martha
Date: 2011-00-00
Type: Journal Articles
Subjects: Personnel Data,Cognitive Processes,College Freshmen,Higher Education,Mathematics Education,Models,Mathematical Concepts,Problem Solving,Algebra

This article reports on the results of research, the objective of which was to document and analyze the manner in which students relate different representations when solving problems. A total of 20 students attending their first year of university studies took part in the study. In order to design the problem, the underlying information in each representation was deemed to be the starting point of different inferences and different cognitive processes. The findings obtained make it possible to assert that the underlying information in each representation is not visible to all students and that a problem can foster handling of different representations, the making and verifying of various conjectures, as well as the transfer of knowledge acquired in previous courses. (Contains 1 table and 6 figures.)
Architectural Models of Adaptive Hypermedia Based on the Use of Ontologies
Author: Souhaib, Aammou
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Hypermedia,Media Adaptation,Educational Technology,Web Based Instruction,Metadata,Classification

The domain of traditional hypermedia is revolutionized by the arrival of the concept of adaptation. Currently, the domain of AHS (adaptive hypermedia systems) is constantly growing. A major goal of current research is to provide a personalized educational experience that meets the needs specific to each learner (knowledge level, goals, motivation, etc.). In this article, we have studied the possibility of implementing traditional features of adaptive hypermedia in an open environment, and discussed the standards for describing learning objects and architectural models based on the use of ontologies as a prerequisite for such an adaptation. (Contains 1 table and 6 figures.)
Test Item Analysis: An Educator Professionalism Approach
Author: Hamzah, Mohd Sahandri Gani
Date: 2011-00-00
Type: Journal Articles
Subjects: Test Items,Item Analysis,Difficulty Level,Testing,Test Validity,Test Reliability,Measurement,Evaluation,Multiple Choice Tests,Secondary School Students,Foreign Countries

The evaluation of learning is a systematic process involving testing, measuring and evaluation. In the testing step, a teacher needs to choose the best instrument that can test the minds of students. Testing will produce scores or marks with many variations either in homogeneous or heterogeneous forms that will be used to categorize the scores based on the level of achievement or what the teachers desire to measure the achievements of students. The achievement measurement is measured using four types of scales normally used, i.e., the Ordinal Scale, Nominal Scale, Intermittent Scale and the Ratio Scale. The evaluation will be done based on the categories of the measurement used in which the item is used to test the effectiveness of teaching and learning in achieving its objective. The principals of authenticity, reliability, linearity, practicality, objectivity and easy-evaluation are to facilitate recording results so that the final results will not cause any questionings of reliability. There is also an example of difficulty percentage calculation and discrimination index manually done for the English Form 1 real test paper that was used in Bachok National Secondary School, Kelantan. In this example of evaluation, the analysis was made based on 40 test items on 40 students. (Contains 5 tables.)
Participation in Adult Education: Attitudes and Barriers
Author: Boeren, Ellen
Date: 2011-00-00
Type: Journal Articles
Subjects: Adult Education,Intention,Barriers,Educational Attitudes,Foreign Countries,Participation,Informal Education,Nonformal Education,Questionnaires,Individual Characteristics,Adults,Student Educational Objectives

In this paper, we control the intention theory of Fishbein and Ajzen (1980) for the participation in an adult education course. Based on the Flemish Eurostat Adult Education Survey, we reveal that participants in adult education have a more positive attitude towards learning and that within the group of non-participants, those who formulate an intention to participate score higher on attitude scales than non-participants without intention. The main reasons for non-participation are related to time squeeze and although the model of Fishbein and Ajzen (1980) stresses the importance of attitude, barriers are more than the mask of a poor attitude. Education policy and practice should therefore help adults in overcoming these obstacles. (Contains 6 tables and 2 figures.)
An Investigation on the Environmental Knowledge, Attitudes and Behavior of Maltese Youth
Author: Mifsud, Mark C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,Sustainable Development,Internet,Environmental Education,College Students,Student Surveys,Questionnaires,Student Behavior,Knowledge Level

Not much is known about the environmental knowledge, attitudes and actions of young people in the Maltese islands. The main actors that are responsible for the acquisition and development of environmental perspectives of young people in Malta are also not well known. There is as yet, little understanding of the extent to which these actors are fostering a sense of environmental responsibility and a greater commitment towards sustainable development. The methodology for this study includes an analysis of the local social, cultural and environmental milieu in which environmental knowledge, attitudes and actions form. Data collection occurred through a class administered questionnaire survey distributed to students in the post secondary age range. The results from the research indicated that students are more knowledgeable about the global environment than about the local environment, and that students receive most information from school, television and the Internet. The sources of environmental information perceived by young people are the most reliable including school, books and the Internet. The overall attitude of students towards the environment appears to be strongly positive; however, students seemed to perform few positive actions towards the environment. (Contains 10 tables.)
Socio-Scientific Issues--A Way to Improve Students' Interest and Learning?
Author: Lindahl, Britt
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Secondary School Teachers,Secondary School Students,Science and Society,Program Effectiveness,Program Implementation,Science Instruction,Case Method (Teaching Technique),Science Teachers,Secondary School Science,Questionnaires,Curriculum Implementation,Observation,Video Technology,Multivariate Analysis,Interviews

According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on &quot;the large picture&quot;, acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se).