ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Study Abroad on Academic Success: An Analysis of First-Time Students Entering Old Dominion University, Virginia, 2000-2004
Author: Xu, Min
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Profiles,Student Attitudes,Educational Benefits,Student Financial Aid,Costs,Time to Degree,Eligibility,State Universities,Undergraduate Students,Educational Attainment,Family Income,Statistical Analysis,Regression (Statistics),Comparative Analysis,Academic Achievement,Grade Point Average

There is a widespread assumption that study abroad develops skills that are marketable in an increasingly global market. Students at many institutions, including Old Dominion University (ODU), have undertaken study abroad mostly after their sophomore year, well after they have chosen a major. The profile of U.S. students studying abroad compiled by the Institute of International Education indicates that between 2000 and 2011, junior and senior students accounted for 54~61% of all students who studied abroad (including graduate students) (IIE, 2012). An investigation of the benefits of study abroad in terms of time to graduation is important also because participation in study abroad has opportunity costs. For students on financial aid through federal dollars (Pell Grants), time to degree is an important factor because there is a six-year eligibility limit on Pell Grants. Students from low and middle income households have to forego part or all of their summer earnings if they go abroad in the summer and also obtain extra funding for costs of travel and lodging. At many public universities, a semester-long study abroad program entails substantial extra costs in terms of airfare and lodging. The present study was designed to investigate whether semester-long study abroad has had a positive effect on degree attainment of undergraduate students at Old Dominion University and if so, to see if a time in a student's career when such participation would have an optimal impact could be identified.
&quot;The Dalmatian&quot;: First Australian Opera by a Woman
Author: Jenkins, Louise
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Opera,Musical Composition,Inclusion,Social Change

Australia is currently responding to an international trend that encourages social inclusion and the provision of equal opportunity for all. In a climate that is encouraging and supporting social inclusion, it can be enriching to look back at Australia's history and consider the benefits that have been gained in a previous era when people were given new opportunities in a more socially inclusive environment. This paper will discuss how the composition of Australia's first opera by a woman, Mona McBurney's &quot;The Dalmatian,&quot; exemplifies what can be achieved when social change gives rise to new opportunity. The particular musical significance of &quot;The Dalmatian&quot; is that it is the first opera to be written by an Australian woman, however, this is not its only point of significance. &quot;The Dalmatian&quot; is a product of a unique period in Australia's history when, as a result of various major social changes, women were offered increased musical opportunities. The opera stands as proof of the benefits that can be reaped when society provides equal encouragement, support and opportunity for men and women in their musical endeavours. It is a musical work that speaks to contemporary societies in the pursuit of more socially inclusive environments with equal access to opportunity for all.
The Effects of Affect on Study Abroad Students
Author: Savicki, Victor
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Attitudes,Cultural Pluralism,Interpersonal Competence,Cultural Awareness,Intercultural Communication,Affective Behavior,Acculturation,College Students,Measures (Individuals),Rating Scales,Spanish,Language Fluency,Language Usage,Questionnaires,Student Surveys,Comparative Analysis,Predictor Variables,Student Behavior,Cognitive Processes,Foreign Countries

Being a study abroad student is not all sweetness and light. By definition, study abroad students are faced with acculturative stress (Berry, 2005) by virtue of encountering differences in assumptions, values, and expectations of daily living in their host culture. Add to that the usual challenge of hearing and speaking a different language, and the study abroad experience can jangle even the most robust of students. On the plus side, the encounter with &quot;differentness&quot; can set the stage for a more open, ethnorelative (Bennett, 1993), and interculturally competent individual (Deardorff, 2008). As Bennett (2008) indicates as one of her five &quot;Foundation Principles&quot; for developing intercultural competence, &quot;disequilibrium need not lead to dissatisfaction&quot; (p. 17). In fact, &quot;dynamic disequilibrium&quot; (Joyce, 1984) may allow students to unfreeze their typical mindsets in order to encourage alternate points of view. However, a somewhat unexamined question concerns the consequences for students when disequilibrium edges over into discontent, distress or dejection. What are the effects of negative affective reactions to the study abroad situation? Well described phenomena such as culture shock (Ward, Bochner, &amp; Furnham, 2001), anxiety/uncertainty (Gudykunst, 1995), or inter-group contact anxiety (Frey &amp; Tropp, 2006) test students' coping abilities, especially when they are removed from habitual sources of emotional support and problem resolution. Overcoming hardships and culture clashes are the essence of students' exclamations that study abroad has changed their lives (Selby, 2008). But what are the consequences when these challenges provoke extended negative affect? This study attempts to describe possible outcomes. Prior to presenting a research study addressing these issues, a brief review of key concepts will be offered.
Patriotic Songs in Primary School Textbooks in Taiwan from 1949-1987
Author: Lee, Angela
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Singing,Patriotism,Textbooks,Music,Music Education,Political Influences,Political Issues,Elementary Education,Educational History

This study focused on the inclusion of patriotic songs in schooling that were popular in Taiwan between 1949 and 1987. Many patriotic songs were composed after 1949, and these frequently found their way into primary textbooks. School curriculum policies such as &quot;education for patriotism&quot; cultivate Chinese consciousness among Taiwanese students (Yang, 2001). An analysis of these patriotic songs elucidates their qualities and character and explores how patriotism permeated school song texts. These factors can be considered through an examination of school textbooks produced after the Chinese restoration: Music 1952, Music 1968, and Music 1975 for primary schools. The findings of this study show that during 1949 to 1987, the inclusion of patriotic songs in the school curriculum, had everything to do with the cultivation of national sentiment and loyal service toward the mainland, and sacrifice for one's country. The findings confirm Hebert and Kertz-Welzel's (2012) assertion that music clearly contributes to the conditions in which individuals are more susceptible to the emotional appeal of mass movements, which is why all across the world music has for so long played such an enduring and prominent role in the political spheres.
Heather Gell and Music Education in the Community
Author: Nash, Sandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Music Education,Specialists,Music Teachers,Profiles,Studio Art,Music Activities,Musical Composition,Educational History,Change Agents,Recognition (Achievement),Foreign Countries,Educational Practices,Elementary Secondary Education,Postsecondary Education,Adult Education

Kindergartener and Dalcroze teacher, Heather Gell (1896-1988), brought music to thousands of Australian children and adults. The community touched by Gell was vast: it included her classes in studios and teacher training colleges, &quot;listeners in&quot; to her radio programs, viewers of her television programs, Dalcroze trainees, and people in her theatrical productions. This paper focuses on Gell's work outside institutions and colleges, namely her studio classes in the community for children and adults, and her productions. Gell was a talented and imaginative teacher. Entrepreneurial and opportunistic, she used networks of support, and her connections with people of influence to achieve her educational goals. She also took advantage of the electronic technologies of the day. Evidence for this has come through interviews with former students, memoirs, letters, newspaper cuttings, scrapbooks, photographs, archival material, Gell's writings, syllabi from Departments of Education, and personal contact with Gell herself. Hers is not a conventional story as she was not employed full-time by any state department of education or institution, but worked all her life as a freelance specialist in Dalcroze Eurhythmics.
Education Abroad in China: Literature Review of Study Abroad Program Types, Outcomes and Benefits
Author: Dixon, Brett
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Educational Benefits,Outcomes of Education,Foreign Countries,Periodicals,Journal Articles,Comparative Analysis,Educational Research,Chinese,Second Language Learning,International Schools,Universities,Internship Programs,Nursing Education,Teacher Education,Ethnography,International Trade,Economics,Marketing,Environmental Education,Travel,Music,Performance,Music Activities,Program Administration,Literature Reviews

While there has been an increase in students studying abroad in China, this increase has not been seen in the respective number of articles published in scholarly journals on education abroad in China. This paper summarizes articles from journals on the types of education abroad programs in China, organized by topic, and by the outcomes and benefits of the programs as stated in the articles. The basis for this review is relevant literature from full-text journals published from 1975 to 2013. Of 213 returns from an online search, 25 were relevant for this literature review. The benefits and outcomes of education abroad in China culled from this literature review are compared to the list of ten main outcomes of study abroad programs presented by Parsons (2010). In addition, outcomes not listed by Parsons were identified.
Cecilia John: An Australian Heads the London School of Dalcroze Eurhythmics, 1932-1955
Author: Pope, Joan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music,Teaching Methods,Movement Education,Dance,Dance Education,Educational History

The London School of Dalcroze Eurhythmics (LSDE) was established in 1913, and a significant figure in its history was the remarkable Cecilia John, one of seven Australians to complete the three-year course between 1917 and 1927. Apart from two short visits to Australia, John lived and taught in England for the remainder of her life. Following the death of the Founding Honorary Director of the LSDE in 1930, John became the Warden and then Principal of the School. She held this position until her death twenty-five years later. John was a dynamic figure in the Australian suffrage movement prior to 1920 yet few Dalcroze educators are aware of this part of her life. Conversely, there is lively evidence of her Eurhythmics studies in London from 1920-1923, and involvement in international Dalcroze Eurhythmics matters, which is unknown to many Australians. Few women could match her record as a mature age student who became Principal of the British school from which she had graduated some seven years earlier.
Measuring the Effects of a Semester Abroad on Students' Oral Proficiency Gains: A Comparison of At-Home and Study Abroad
Author: Jochum, Christopher J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Abroad,Oral Language,Language Proficiency,Language Tests,Interviews,Second Language Learning,Surveys,Questionnaires,Achievement Gains,Computer Assisted Testing,Pretests Posttests,Quasiexperimental Design

The effects of study abroad on students' language proficiency have been analyzed using a number of measures such as surveys, questionnaires and oral proficiency exams (Collentine, 2004; Freed, 1995; Segalowitz, &amp; Freed, 2004). Furthermore, researchers have sought to determine the proficiency gains of study abroad (SA) students by comparing them to those who remained on campus or at-home (AH) (Félix-Brasdefer, 2004; Hernández, 2010; Isabelli-García, 2010). Although the Oral Proficiency Interview (OPI) and Simulated Oral Proficiency Interview (SOPI) have been used to measure the effects of study abroad (Davidson, 2007, 2010; Freed, So, &amp; Lazar, 2003; Magnam, &amp; Back, 2007), a review of the literature reveals that the Oral Proficiency Interview by Computer, the OPIc, has not been used to assess potential proficiency gains. Therefore, the purpose of this study was to measure oral proficiency gains among study-abroad (SA) and at-home (AH) students over the course of one semester, using the OPIc. This study presents a relevant contribution to the literature because (1) it builds upon previous empirical studies designed to assess the effects of a semester-long study abroad experience on students' language proficiency, in comparison to those who remained on campus; and (2) uses the OPIc as the measurement instrument. The two primary research questions are: (1) Is there a significant difference in the oral proficiency levels, as measured by the OPIc, between SA and AH students prior to a semester-long study abroad experience? and (2) Is there a significant difference in the oral proficiency levels, as measured by the OPIc, between SA and AH students after a semester-long study abroad experience?
One Hundred Years of &quot;Anglo-Saxondom&quot; in the South: The Children's Demonstration Pageant of Empire, South Australia 1936
Author: Southcott, Jane
Date: 2014-00-00
Type: Journal Articles
Subjects: Ceremonies,Music Activities,Cultural Activities,Nationalism,Social History,Foreign Policy,Program Development,Program Design,Dance,Music,Participant Satisfaction,Children,Foreign Countries

There is a universality to the sight of groups of children celebrating public events. These groups might be large or small but teachers and students put much time and effort into preparing performances for appreciative audiences. These events occur across cultures and countries, are commonplace and expected but also highly memorable to participants and spectators. Sometimes such events gain greater historical significance due to time, place and context. One such example occurred in the years preceding World War 2 in the small but staunchly patriotic State of South Australia. In 1936 13,000 school children gathered in Adelaide to perform a Pageant of Empire as part of the State centenary celebrations. Despite there being rumblings across the globe about the viability of the British Empire or its successor, the Commonwealth, Adelaide was overwhelmed by the spectacle. Miss Inspector Adelaide Meithke brought the production to fruition. The pageant presented choreographed musical displays representing England, Scotland, Ireland, and Wales. The Empire was represented by Indian rajahs, dancing girls, guards, and an elephant, followed by Canadian scenes, then Australian iconic images. The event concluded with the &quot;Family of Nations.&quot; This article includes participant recollections and is framed by contemporary discussions of the place and role of the Empire. This South Australian celebration can be understood as a looking back to what had been, using visual icons, music, dance and a cast of thousands. [A bibliography is included.]
Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners' Perspectives
Author: Dewey, Dan P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Networks,Language Usage,Second Language Learning,Semitic Languages,Oral Language,Language Proficiency,Native Speakers,Interpersonal Relationship,Correlation,Foreign Countries,English,Profiles,Measures (Individuals),Statistical Analysis,Student Attitudes,Self Evaluation (Individuals),Questionnaires,Study Abroad

Language learners and educators have subscribed to the belief that those who go abroad will have many opportunities to use the target language and will naturally become proficient. They also assume that language learners will develop relationships with native speakers allowing them to use the language and become more fluent, an assumption Pellegrino (Pellegrino, 1997, 1998) found to be held by study abroad participants. However, recent research has shown that students do not always use the language to the expected degree and that they often fall back on social relationships with native speakers of their own language (DeKeyser, 2007; Dewey, 2008; Polanyi, 1995; Rivers, 1998; Wilkinson, 1998a, 1998b). This article highlights the potential for study abroad to promote gains in L2 speaking abilities. It also emphasizes the need for additional research on amount and type of language use students experience during study abroad, the development of social networks while abroad, and connections between social networks, language use, and language development. The authors of this study focused on connections between social networks, language use, and language acquisition for learners of Arabic studying in Jordan and Morocco during a fourteen-week study abroad program. Specifically, the research questions regarding study abroad in Jordan and Morocco were: (1) How much time do learners spend using Arabic and English during study abroad? (2) What sorts of social networks are students able to develop during study abroad? (3) How much does learners' language proficiency develop during their time abroad? (4) How are language use, social networks, and language development connected for study abroad participants?
Music Education Research in Australia 2012-14
Author: Power, Anne
Date: 2014-00-00
Type: Journal Articles
Subjects: Music Education,Educational Research,Scholarship,Faculty Development,Early Childhood Education,Informal Education,Elementary Education,Creativity,Teaching Skills,Pedagogical Content Knowledge,Investigations,Listening Comprehension,Musical Instruments,Teaching Methods,Educational Practices,Simulation,Multicultural Education,Interdisciplinary Approach,Curriculum Design,Educational Principles,English Instruction,Meta Analysis,Foreign Countries

This report captures the variety of music education research between 2012-2014 and covers a range of topics and events such as the International Society for Music Education (ISME) 2012, Australian Society for Music Education (ASME) 2013 and Australian and New Zealand Association for Research in Music Education (ANZARME) 2014.
From Study Abroad to Global Studies: Reconstructing International Education for a Globalized World
Author: Long, Theodore E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,International Education,Global Approach,Academic Persistence,Educational Principles,Educational Change,Correlation,Academic Achievement,Epistemology,Self Concept,Individual Development,Peace,Justice,Program Development,Guidelines,Learning Experience

Study abroad has become a substantial enterprise as educators embraced the idea that learning about other cultures is a critical component of becoming an educated person, succeeding at work, and serving as an effective citizen (Bok, 2006). Studies now show that study abroad is positively related to student persistence and success, and liberal educators purport that it is an essential element of learning for personal and social responsibility (Association of American Colleges &amp; Universities.). Scholarly assessments however have concluded that the empirical evidence for the effects of study abroad is weak (Pascarella and Terenzini). This article is an attempt by the author to understand this apparent lack of real progress and impact in study abroad and how its limitations can be transcended. Theodore Long addresses these issues in this article from a broad perspective, focusing on defining structures and central tendencies. Long exposes three major limitations in the fundamental educational character of such programs: (1) &quot;Study&quot; has typically been subordinated to experience; (2) Student studies abroad are largely derivative of their home curricula, not expressive of any coherent design that represents global educational priorities; and (3) Study abroad has primarily expressed a homeland perspective in an emerging world that is pushing toward a more cosmopolitan global order, not a genuinely global perspective. Long argues that as a result, the current approach cannot deliver an education most responsive to the needs and possibilities of a globalized world. He further advocates the reconstruction of global education based on new foundational principles, at the heart of which lie a genuinely global perspective that informs the development of a coherent program of Global Studies and that has its own integrity in which study guides experience. Long expresses his belief that such a reconstruction will define a new set of possibilities for collegiate education to foster a critical perspective on the globe, to help students grasp new possibilities for themselves, in order to promote productive global citizenship.
Assessing Global Awareness over Short-Term Study Abroad Sequence: A Factor Analysis
Author: Kurt, Mark R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Global Approach,Cultural Awareness,Global Education,Factor Analysis,Undergraduate Students,Student Surveys,Knowledge Level,Prior Learning,Grade Point Average,Regression (Statistics)

Academic study abroad programs are uniquely equipped to give students the opportunities to achieve outcomes for global citizenship (Langran, Langran, and Ozment 2009). These programs take students outside the confines of their home institutions and expose students to new cultures and languages while integrating academic content to enhance the learning experience. Due to this sharpening focus on global citizenship, the increase in participation in study abroad programs is unsurprising. In the 2009-2010 academic year, over 270,000 U.S. undergraduates chose to study outside the U.S., an increase of 88% over the past 10 years (Chow and Villarreal 2011). Of these students, more than 153,000 participated in a short-term study abroad (STSA) program (Chow and Villarreal 2011). The present study furthers general understanding of the relationship between STSA and changes in students' levels of global awareness. Students enrolled in an STSA sequence consisting of a one-credit hour preparatory course and a four-credit hour study abroad experience, are surveyed at three distinct points: prior to receiving any instruction, after a one-credit hour preparatory course but prior to the four-credit hour study abroad course, and upon return to the home institution at the conclusion of the STSA experience. The authors perform exploratory factor analysis on the individual survey items and generate five uncorrelated factors: general global awareness, functional knowledge, foreign media exposure, communication and culture, and foreign language exposure. Their results indicate that students' levels of global awareness are significantly larger after the STSA program in three of the five factors: general global awareness, functional knowledge, and foreign media exposure compared both to the initial sample and to the sample taken after the one-hour preparatory course. However, levels of global awareness do not increase uniformly over the sequence; for a vast majority of the survey items and factors, participation in the one-hour preparatory course has no significant effect on students' global awareness.