ethanporcaro/eric-fulltext-meta huggingface dataset:
Transformation of Instructional Practice through Aesthetic Experiences
Author: Albers, Peggy
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Practices,Aesthetic Education,Elementary School Teachers,Disadvantaged Schools,Educational Strategies,Literacy Education,Reading Improvement,Faculty Development,Learner Engagement,Psychological Patterns,Foreign Countries,Transformative Learning,Rural Schools,Art Activities,Imagination,Moral Values,Democratic Values

This longitudinal ethnographic study involved a professional development project, Project Partnerships Achieve Literacy (Project PAL) in South Africa, with eight rural foundation phase teachers who taught Reception (kindergarten) through grade three (R-3). This Project was designed to support teachers in an under-resourced school as they learned strategic approaches to literacy teaching and learning with the aim to improve the reading achievement of their children. Located in aesthetics theory, researchers engaged teachers in aesthetic experiences, or experiences that were infused with the arts (art, drama, video, music, reader's theater), children's literature, and technology. Research questions were as follows: What can be learned from an aesthetic approach to professional development? What does engagement look like in aesthetic experiences in professional development? Do aesthetic experiences resonate with teachers and inform their instruction? Three findings emerged from an constant comparative analysis of classroom observations, interviews, teacher artifacts, researcher debriefs, video and audio recordings: 1) Feelings and the arts were significant in what and how teachers learned in professional development workshops; 2) Aesthetic experiences led to critical and democratic talk around professional development and issues of social importance; and 3) Aesthetic experiences informed teachers' in and out of classroom practice. Findings from this study suggest that professional development holds significant promise when it is sustained, imaginative, and relatable, and positions teachers to think differently about themselves as learners and teachers through aesthetic experiences. We suggest that drawing only from cognitive approaches and one-shot single-session professional development does not deeply address the qualities, feelings, emotions, and embodied responses that comprise the aesthetic experience in professional development, and argue for a deeper understanding of professional development, one in which aesthetic learning and experiences are central to teacher learning.
Acculturative Experiences among Indonesian Graduate Students in Dutch Higher Education
Author: Mukminin, Amirul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Student Experience,Acculturation,Stress Variables,Social Isolation,Coping,Second Language Learning,English (Second Language),Anxiety,Stress Management

The intent of this enquiry, within the theoretical frame of the acculturation stress model, was to describe the results from research on the lived experiences of Indonesian international graduate students at two Dutch public research universities in the northern part of the Netherlands. The students came from diverse backgrounds and experiences in search of quality education for their future career development. The data collection was conducted from 24 Indonesian students on their experiences from their earliest term throughout their education in the Netherlands. Data were gathered through a demographic profile survey and audio recorded in exhaustive interviews. An analysis of the data revealed common issues--unanticipated educational stressors, unimagined social stressors, language issues, and loneliness/isolation. The participants also described potential strategies for coping with these stressors. The common themes symbolize everyday experiences that Indonesian master's students faced throughout their acculturative process from the earliest term and over time. Implications, future research, and limitations are discussed.
A European Perspective in Academic Mobility: A Case of ERASMUS Program
Author: Mizikaci, Fatma
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Mobility,International Cooperation,Educational Cooperation,Educational Policy,Study Abroad,Educational Experience,Program Effectiveness,Universities,Student Attitudes,Individual Development,Labor Market,Foreign Countries,Foreign Students,Higher Education,Professional Development,Undergraduate Students,Employment Opportunities

ERASMUS is a mobility program that provides its participants with experiences in their fields of study and work by presenting them global trends. It promotes the academic, professional and individual development of the participants while contributing to the extension of the worldwide work market. This study aims to explore the impact of the ERASMUS Program from the perspectives of Turkish students. Twelve ERASMUS students in different fields of study at three universities in Ankara were interviewed. Findings were analyzed into the themes of individual, professional and academic development, future of careers and global work market development. It is concluded that ERASMUS has an impact on not only individuals but also on the worldwide labor market with its enlarging scope and comprehensive strategies as well as its challenges by rapid developments in the demands and needs of the new era.
Challenges of International Students from Predeparture to Post-Study: A Literature Review
Author: Khanal, Jeevan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Barriers,Student Adjustment,Travel,College Admission,College Graduates,Foreign Countries,Limited English Speaking,Developing Nations,Access to Information,Financial Problems,Social Environment,Immigration,Public Policy,Educational Mobility,Racial Discrimination,Ambiguity (Context),Culture Conflict

Studying in overseas institutions presents international students with exciting opportunities; however, with these opportunities come challenges. Drawing on literature since the year 2000, this article addresses challenges confronting international students within some top sending countries and receiving countries. The challenges are categorized into pre-departure, post-departure, and post-study. The findings revealed pre-departure challenges, such as obtaining accurate information, understanding the admission procedure, and preparing documents for visa acquisition. Post-departure, international students face language barriers, financial issues, and cultural adjustment when they are in the host countries. Uncertain future and paperwork are the major challenges post-study. The findings of this article have useful implications for government personnel, as well as administrators of educational institutions that seek to attract international students.
Chinese International Students&apos; Experiences in a Canadian University: Ethnographic Inquiry with Gender Comparison
Author: Ge, Lin
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethnography,Foreign Students,Educational Experience,Asians,Foreign Countries,Transformative Learning,English (Second Language),Second Language Learning,Student Adjustment,Barriers,Gender Bias,Student Attitudes,Educational Policy,Public Policy,Learning Processes,Females,Gender Differences,Social Integration,Stereotypes,College Students,Self Concept,Educational Environment,Universities

This study employs ethnographic inquiry to present the lived experiences of Chinese international students while attending the University of Regina in Saskatchewan, Canada. The findings display the transformative experiences of this group, including language acquisition, academic and social challenges, and the strategies by which the cultural group attempts to overcome the challenges with gender comparison. This study highlights specific challenges affecting Chinese female students as they labor to overcome sexism and patriarchy on two continents. Cultural stereotyping and negative labeling are also evaluated in detail. Arguably, the findings might impact educational and social policies and university protocols for accommodating vulnerable groups. Recommendations are made to alleviate difficulties for Chinese international students by facilitating a more supportive learning process within the university environment.
Do We Belong? A Conceptual Model for International Students&apos; Sense of Belonging in Community Colleges
Author: García, Hugo A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Learner Engagement,Student Surveys,Community Colleges,Two Year College Students,Student Attitudes,Student Adjustment,Educational Experience,School Holding Power,Academic Persistence,Social Integration,College Faculty,Teacher Student Relationship,Stress Variables,Structural Equation Models,Student School Relationship

International student enrollment in higher education has risen in the United States for the past several decades. Along with the increase within 4-year institutions, the number of international students at community colleges also continues to rise. Open Doors reports there were 91,648 total international students enrolled in community college for the 2014-2015 academic year. Since student retention is often reviewed as a measure of &quot;the quality of educational experiences&quot; (Lee, 2010, p. 68), these changing enrollment statistics raise questions about international students' engagement and sense of belonging within U.S. community colleges. Guided by Deil-Amen's (2011) construct of socio-academic integration moments and Strayhorn's (2012) sense of belonging, and using the Community College Survey of Student Engagement dataset and structural equation modeling, this study found that socio-academic integration was instrumental for sense of belonging for international students while social integration is also, to a lesser extent, significant to sense of belonging. Our findings suggest that international students are more likely to obtain closer relationships than their domestic peers when it comes to faculty and staff interactions.
Cultural Intelligence, Age and Prior Travel Experience as Predictors of Acculturative Stress and Depression among International Students Studying in China
Author: Gebregergis, Werede Tareke
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Foreign Students,Student Adjustment,Stress Variables,Depression (Psychology),Role,Age Differences,Travel,College Students,Tests,Correlation,Prior Learning,Foreign Countries,Predictor Variables,Symptoms (Individual Disorders),Measures (Individuals),Study Abroad

Mental health problems commonly prevail among international students as a result of acculturative difficulties. In light of this, the study attempted to determine the role of cultural intelligence, age and prior travel experience on acculturative stress and depression and also whether acculturative stress mediated the cultural intelligence-depression relationship. 506 international university students studying in China completed a battery of tests assessing their cultural intelligence, acculturative stress and depression. Cultural intelligence showed significantly negative correlations with both acculturative stress and depression. Students' prior travel experiences and age also significantly correlated with both acculturative stress and depression. Acculturative stress mediated the relationship between cultural intelligence and depression. Implication, limitations and future study directions were discussed as well.
Exploring Students&apos; Context Representations by Using Songs in English with a Social Content
Author: Cortés Rozo, Erika Johana
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Grade 7,Adolescents,Singing,Language Teachers,English (Second Language),Social Influences,Student Teaching,Teaching Methods,Reflection,Student Participation,Practicums,Freehand Drawing,Psychological Patterns,Interpersonal Relationship,Foreign Countries

This paper presents the results of a research study based on a pedagogical experience of two pre-service English teachers with seventh graders. The main goal was to analyze the students' context representations, after using some songs in English as a trigger for reflection. The pedagogical implementation of the songs was designed from a critical pedagogy perspective which allows students to have a more visible role within their English classes. The data were collected through students' artifacts, classroom observations, closed-ended questionnaires, and dialogues. The results show that after analyzing the contents of some songs in English, students felt motivated to share their own representation about what they face as adolescents and to express their feelings about them.
Employment of English Language Teachers in an EFL Context: Perspectives from School Administrators
Author: Tatar, Sibel
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Elementary Schools,Secondary Schools,Language Teachers,Administrator Attitudes,Foreign Countries,Native Speakers,Second Language Instruction,Teacher Selection,Private Schools,Teacher Characteristics,Fringe Benefits,Birth,Geographic Location,Teacher Education

This paper presents a study on the employment criteria used by school administrators and their views on the strengths and weaknesses of local teachers and expatriate teachers. This study aimed to provide a perspective on the issue from an English as a foreign language context. Questionnaires collected from administrators of 94 private primary and high schools in Istanbul were analyzed. Although being a native speaker of English ranked seventh out of the eight criteria, the presence of expatriate teachers in a school was considered important. In addition, participants from schools that employed both expatriate and local teachers attributed more importance to the native-speakerness criterion. Finally, administrators found local teachers more knowledgeable in teaching methods, whereas expatriate teachers were perceived as better in language use.
Perspectives on Student Services in Higher Education: Germany and the United States
Author: Sevart, Amber
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Study Abroad,Student Personnel Services,Higher Education,College Students,Student Centered Learning,Institutional Characteristics,Nonprofit Organizations,Employment Qualifications,Student Personnel Workers

In this article we reflect on the similarities and differences among student service offices in the United States versus higher education institutions in Germany. Specifically the &quot;Studentwerk&quot; organization is discussed, which provides student services to institutions across Germany.
Online Social Networking and Transnational-Competence Development among International Students from Japan
Author: Ngai, Phyllis Bo-Yuen
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Foreign Students,Interaction,Cultural Awareness,Foreign Countries,English (Second Language),Competence,Communicative Competence (Languages),Emotional Response,Creativity,Undergraduate Students,Student Attitudes

Social media has become the window to the world near and far for international students. Apart from socializing and connecting with friends, what educational outcomes can be attributed to social networking sites (SNSs)? This study examines the possibility that intercultural interactions on SNS can serve as a means of developing the transnational competence required for effective participation in an interconnected world. In this exploratory study, Japanese students studying in the United States participated in a mixed-method study involving (1) a structured questionnaire about their perceived empowerment benefits of frequenting global SNSs and (2) semi-structured interviews about the nature of these intercultural interactions on SNSs. The implications of Facebook use for transnational-competence development are explored.
Life Adjustment of International Students in Eastern Taiwan
Author: Suprapto, Nadi
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Adjustment,Foreign Students,Foreign Countries,Student Attitudes,Gender Differences,Majors (Students),College Environment,Test Validity,Test Reliability,Undergraduate Students,Graduate Students,Doctoral Students,Predictor Variables,Goal Orientation,Academic Achievement,Money Management,Questionnaires

This study investigates international students' life adjustment in Eastern Taiwan by utilizing a questionnaire design. A total of 104 students participated to complete the Life Adjustment Questionnaire. Several predictors (gender, differences in academic majors, and study levels) were studied in this survey. The results revealed seven important points, including the validity and reliability of the Life Adjustment Questionnaire, the degree of adjustment, adjustment across gender, the correlations among dimensions of adjustment, adjustment across majors, adjustment across study levels, and the interaction among gender, major, and study level together concerning adjustment. The study gives some implications for further research and recommendations for universities related to international students.
Space and Identity Construction: A Study of Female Singaporean Undergraduates in the UK
Author: Wee, Alysia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Foreign Students,Females,Self Concept,Educational Environment,Family Environment,Privacy,Ethnic Groups,Racial Identification,Resistance (Psychology),Cultural Isolation,Physical Environment

This article explores the significance of space in international student identity formation, focusing specifically on the experiences of female Singaporean undergraduate students in the UK. By examining three spatial scales (public, institutional, and room spaces), this article employs a mixed methods approach to investigate how identity is spatially situated and spatially performed. Findings indicate that public and institutional spaces shape students' feelings of Otherness, racial hypervisibility, and individual invisibility. Students' strategies for resisting negative identities also differ across these spaces. On the other hand, room spaces and their objects and layouts are agentically used by participants to perform their identities to others and themselves. Thus, this article highlights the importance of the spatial dimension in producing a nuanced understanding of international student identity formation.
Seeking a Sense of Belonging: Social and Cultural Integration of International Students with American College Students
Author: Rivas, Julia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Student Adjustment,Student Experience,Acculturation,Social Integration,Interaction,Cultural Differences,Social Networks,Social Life,Barriers,Language Proficiency,English (Second Language)

International students studying at higher education institutions in the United States experience challenges as they adjust to new environments. Social connectedness to American college students could mitigate such challenges and assist international students with social and cultural integration. This study, using qualitative data from interviews, examined international students' experiences and their sense of belonging on an American college campus, including the factors that contribute to or deter from it.
Explanatory Modeling in Science through Text-Based Investigation: Testing the Efficacy of the Project READI Intervention Approach
Author: Goldman, Susan R.
Date: 2019-08-00
Type: Journal Articles
Subjects: Science Instruction,Intervention,Self Efficacy,Hierarchical Linear Modeling,Experimental Groups,Control Groups,Grade 9,Biological Sciences,Faculty Development,High School Teachers,High School Students,Secondary School Science,Randomized Controlled Trials,Educational Practices,Reading Comprehension,Investigations,Science Teachers,Inquiry

This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students' use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the control classes, as assessed by several measures of comprehension and application of information to modeling biological phenomena not covered in the instruction. A second research question examined the impact on the instructional practices of the teachers who implemented the intervention. Multilevel modeling of outcome measures, controlling for preexisting differences at individual and school levels, indicated significant effects on the intervention students and teachers relative to the controls. Implications for classroom instruction and teacher professional development are discussed.
Geographies and Cultures of International Student Experiences in Higher Education: Shared Perspectives between Students from Different Countries
Author: Perez-Encinas, Adriana
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,Student Attitudes,Higher Education,Cultural Influences,Cross Cultural Studies,Human Geography,Probability,Student Mobility,Geographic Location,Geographic Regions,Study Abroad,Cultural Differences,Models,Foreign Countries

Updated research is required on the geographies of the cultural issues that shape international students' experiences. The growing number of students traveling to different countries implies a need to cater to cultures and values from different parts of the world. Apart from cultural and geographical aspects, there is scarce knowledge about similarities between students' experiences abroad that takes into account their countries of origin (and, to some extent, their cultures) within those mobility flows. Using a probabilistic topic model on 59,662 international student reports from 167 countries on their mobility experiences, we examine links between the students' experiences and their countries of origin. The results show that the geographical features of the reports are connected not only to cultural issues, but also to other factors that might affect their international experience.
Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3
Author: Ansari, Arya
Date: 2019-08-00
Type: Journal Articles
Subjects: Educational Benefits,Executive Function,Early Childhood Education,Low Income,Interpersonal Competence,Social Development,Peer Relationship,Educational Experience,Preschool Children,Counties,Academic Ability,Student Characteristics,Cognitive Tests,Short Term Memory,Emotional Development,Academic Achievement,Correlation,Comparative Analysis,Achievement Gains,Student Diversity,Achievement Tests

This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered prekindergarten the following year demonstrating stronger academic skills and less optimal social behavior than their peers with no earlier educational experience. However, these academic benefits were short-lived and did not persist through the end of prekindergarten, in large part because children who did not attend these programs at age 3 caught up with their classmates who did. Roughly a quarter of this convergence in academics was attributed to children's subsequent classroom experiences.