ethanporcaro/eric-fulltext-meta huggingface dataset:
The Lived Experiences of Canadian-Born and Foreign-Born Chinese Canadian Post-Secondary Students in Northern Ontario
Author: Wang, Fei
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Phenomenology,Social Experience,Student Experience,Semi Structured Interviews,Student Attitudes,Ethnicity,Cultural Influences,Student Adjustment,Academic Achievement,Career Development,Teaching Styles,Expectation,Immigrants,Parent Attitudes,Occupational Aspiration,Language Proficiency,Qualitative Research

This phenomenological study provided an in-depth description of the internal meaning of the lived experiences of Canadian-born and foreign-born Chinese students in Canada and uncovered the differences in their social experiences. The study used semi-structured interviews to allow the participants to express their views on their lives in Northern Ontario, Canada. Four themes emerged: (a) perceptions of ethnic identity; (b) cultural integration; (c) perceptions of academic performance and (d) the effect of Canadian education on career options. The study revealed that Canadian-born Chinese students differed from their foreign-born counterparts in their viewpoints on ethnic identity; their perceptions concerning acculturation; and academic performance. They shared similarities in their views about Canadian and Chinese educational systems, teaching styles, and their career expectations.
Leaving Home: The Challenges of Black-African International Students Prior to Studying Overseas
Author: Caldwell, Elizabeth Frances
Date: 2016-00-00
Type: Journal Articles
Subjects: Blacks,Study Abroad,Student Adjustment,Foreign Countries,Foreign Students,Semi Structured Interviews,Student Attitudes,Cultural Background,College Applicants,African Culture,Higher Education,Qualitative Research,Grounded Theory,Undergraduate Students

Much of the literature on international students centres on their experiences once they arrive in their host countries. This study explores the preparations of Black-African students for leaving their home countries to study abroad. Semi-structured interviews were carried out with 50 Black-African students studying at one British university. The students spoke of the complex and frustrating process of obtaining visas and applying to university abroad as well as the tensions they felt in leaving their communities. These pressures were extensive and impacted their subsequent ability to adjust to life in their host institution. A greater understanding of the backgrounds of international students will enable higher education professionals to develop more culturally inclusive universities.
International Careers: U.S. Undergraduates' Motivations and Concerns
Author: Punteney, Katherine
Date: 2016-00-00
Type: Journal Articles
Subjects: Occupational Mobility,Occupational Aspiration,Foreign Students,Student Surveys,College Graduates,Travel,Cultural Awareness,Salaries,Employment Opportunities,Majors (Students),Second Language Learning,Undergraduate Students,Career Counseling,Fear,Safety,Family Relationship,Student Motivation,Statistical Analysis,Qualitative Research,Content Analysis

Despite the consensus among industry leaders, policymakers, educational institutions, and students themselves that it is essential that U.S. college graduates be prepared for international careers, little attention is given to understanding the dynamics that encourage or dissuade students from such a pursuit. A survey administered to U.S. undergraduates reveals that key factors motivating students include love of travel, interest in other cultures, the possibility of earning a high salary, and the potential for opportunities in the major discipline. Key concerns include leaving family and friends and a lack of foreign language ability. It is argued that the internationalization of career advising is vital and urgent and that administrators, international educators, career centers, and academic departments must all take purposeful action.
Assessing Domestic vs. International Student Perceptions and Attitudes of Plagiarism
Author: Doss, Daniel Adrian
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Attitudes,Plagiarism,College Students,Ethics,Student Surveys,Likert Scales,Statistical Analysis,English Language Learners,Legal Responsibility

The authors examined students' perceptions of plagiarism from a higher education teaching institution within the U.S. southeast. This study employed a five-point Likert-scale to examine differences of perceptions between domestic versus international students. Statistically significant outcomes were observed regarding the notions that plagiarism is a necessary evil and that plagiarism is illegal. Respectively, the analyses of the means showed that respondents tended toward disagreement concerning the former notion and neutrality regarding the latter notion.
Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics
Author: Olson, Travis A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics,Mathematics Instruction,Teacher Attitudes,Mathematics Teachers,State Standards,Secondary School Mathematics,Teaching Methods,Mathematical Concepts,Surveys,Number Concepts,Probability,Mathematical Formulas,Mathematics Curriculum,Teacher Education Programs,Mathematics Education,Methods Courses,College Mathematics,Higher Education,Common Core State Standards

Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to identify college-level mathematics courses they had taken in their preparation programs that specifically addressed connections to early-secondary school mathematics content in the CCSSM. The analysis of the results specifically focuses on PSMTs' inability to self-identify connections between this CCSSM content and college-level mathematics coursework. In this study, the goal that content coursework for teachers emphasize visible connections between the content PSMTs will teach and mathematics coursework in preservice preparation programs was seemingly not achieved.
Encouraging Sixth-Grade Students&apos; Problem-Solving Performance by Teaching through Problem Solving
Author: Bostic, Jonathan D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Experiments,Grade 6,Mathematics,Mathematics Instruction,Problem Solving,Teaching Methods,Mathematics Tests,Comparative Analysis,Pretests Posttests,Mathematics Education,Middle School Students,Mathematical Logic,Mathematical Concepts,Mixed Methods Research,Intervention,Achievement Tests,Standardized Tests,State Standards,Mathematical Models,Quasiexperimental Design

This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving performance and performance on a unit test were analyzed. The intervention had a positive effect on students' problem-solving performance whereas the comparison group experienced no changes. ANCOVA analyses suggest that intervention students solved more problems on the posttest than their peers, but the comparison group outperformed the intervention group on the unit test.
Examining the Impact of Writing and Literacy Connections on Mathematics Learning
Author: Martin, Christie
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Literacy,Content Area Writing,Grade 4,Elementary School Students,Writing Assignments,Scaffolding (Teaching Technique),Instructional Effectiveness,Journal Writing,Problem Solving

In this study, we examine how literacy connections with multiple step mathematics problems affected mathematics learning for 4th grade students. Three fourth grade teachers incorporated writing activities in their mathematics classroom for two weeks. The level of teacher scaffolding decreased as students progressed through the problems. The analysis of the students' writing revealed several findings: (a) their understanding was expressed in accurate and coherent written responses (b) their challenges became more apparent, and (c) the depth of their understanding was evident. The factors of teacher support, scaffolding, and problem difficulty are examined in the context of students' problem solving. Implications for teacher practice and future research are shared.
Try This: Luck of the Draw (Pragmatics)
Author: Hanna, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Instruction,Interpersonal Communication,Learning Activities,Pragmatics,Skill Development,Language Skills,Drama

This article describes an activity that will allow students to practice using greetings by creating a brief skit. The goals of this activity are to practice common greetings; to use appropriate greetings with different community members; and to understand when to use informal and formal greetings
IEP Documentation for Effective Systematic Facilitation
Author: Eng, Peng-Sim
Date: 2015-00-00
Type: Journal Articles
Subjects: Documentation,Special Needs Students,Individualized Education Programs,Training Methods,Faculty Development,Teacher Aides,Beginning Teachers,Teacher Developed Materials,Student Development,Task Analysis,Delivery Systems,Lesson Plans,Information Utilization,Skill Analysis,Program Effectiveness,Program Evaluation,Disabilities,Foreign Countries

This paper discusses how the process for IEP documentation was used in a training program for a group of young inexperienced teachers and teaching aides to effectively address the educational needs of children with diverse disabilities. Teachers at Kianh Centre in Vietnam received explicit instructions for writing effective functional individual education plans (IEPs). The authentic evidence-based IEP pro forma presently discussed, and was made culturally appropriate after many reviews and about a year of training. IEPs written on this pro forma were used as operational reference and working documents by both classroom and physical therapy staff for six and four months, respectively. Staff feedback on use of these documents was facilitated through a questionnaire. This paper presents the outcome of how IEP was used as a functional reference to empower staff to work with students with disabilities. Despite the diversity of disabilities of the students at Kianh Centre, all staff who participated agreed that IEPs written on the pro forma empowered them with effective skills to facilitate student learning.
Effect of Auditory Training on Reading Comprehension of Children with Hearing Impairment in Enugu State
Author: Ugwuanyi, L. T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Auditory Training,Children,Hearing Impairments,Quasiexperimental Design,Pretests Posttests,Reading Tests,Reading Achievement,Gender Differences,Achievement Gains,Grade 5,Intervention,Accessibility (for Disabled),Foreign Countries

The paper focused on the effect of auditory training on reading comprehension of children with hearing impairment in Enugu State. A total of 33 children with conductive, sensory neural and mixed hearing loss were sampled for the study in the two schools for the Deaf in Enugu State. The design employed for the study was a quasi experiment (pre-test and post-test design) with all the subjects exposed to training. The instrument used for data collection was Reading Comprehension Test (RCT) and validated by experts in the education of children with hearing impairment. Two research questions and two hypotheses were formulated to guide the study. Mean and standard deviation were used to answer the research questions while Analysis of covariance (ANCOVA) was used to analyze the hypotheses at 0.05 level of significance. The finding of the study showed that all the children with hearing impairment exposed to reading comprehension through the use of auditory training achieved a measure of reading. Gender does not influence the mean reading achievement of children with hearing impairment. Conclusions and recommendations were also made.
Prospective Elementary Teachers&apos; Conceptual Understanding of Integers
Author: Reeder, Stacy
Date: 2016-00-00
Type: Journal Articles
Subjects: Numbers,Preservice Teachers,Preservice Teacher Education,Knowledge Base for Teaching,Elementary School Mathematics,Investigations,Multiplication,Number Concepts,Protocol Materials,Knowledge Level,Teacher Competency Testing,Observation,Student Journals

This investigation examined the degree to which prospective elementary teachers had developed a meaningful and conceptual understanding of what integers are and explored their development of models for multiplication with integers that are related to everyday activities. Additionally, this study explored how these understandings informed prospective elementary teachers envisioning of their teaching of integers concepts and integers with operations to their future students
Exploring Communication Technology Behaviour of Adolescents with Cerebral Palsy in Singapore
Author: rasid, Nadia natasha binte mohamed
Date: 2015-00-00
Type: Journal Articles
Subjects: Adolescents,Cerebral Palsy,Foreign Countries,Augmentative and Alternative Communication,Assistive Technology,Interviews,Questionnaires,Computer Software,Synchronous Communication,Handheld Devices,Social Media,Access to Computers,Accessibility (for Disabled),Technological Literacy,Information Technology,Computer Mediated Communication,Technology Uses in Education,Written Language,Telecommunications

Communication among adolescents with cerebral palsy can be restricted with traditional Augmentative and Alternative Communication (AAC) device coupled with environmental and social barriers. The advance of communication technology offer solutions to reduce such barriers. Given that there is limited research in communication behaviours of adolescents with cerebral palsy using communication technology devices in Singapore, this study investigated the change in behaviour of adolescents with cerebral palsy as a result of using communication technology devices. A total of nine adolescents with cerebral palsy (N = 9, Males = 7 and Females = 2, Age = 14-18 years) were recruited from a special school in Singapore. A modified interview questionnaire (Lund &amp; Light, 2007) was administered to determine if communication technology devices changed communication behaviours among adolescents with cerebral palsy. Using a qualitative approach, data were analysed by open and axial coding software, HyperRESEARCH (Hesse-Biber, Kinder &amp; Dupuis, 1990). Four core categories emerged from this study which included (1) Desire and ability to communicate, (2) Navigation of devices (3) online self-disclosure and (4) Devices and applications. Overall, adolescents with cerebral palsy use social media and mobile chat to stay in touch with peers and family for school-related purposes and personal reasons. Based on the findings of this study, the authors suggest that the use of communication devices can expand the social network of adolescents with cerebral palsy.
Inclusive Education in an International School: A Case Study from Hong Kong
Author: Chan, Twiggy
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Inclusion,International Schools,Foreign Countries,Secondary Schools,Tutoring,Private Education,Parent Teacher Cooperation,Partnerships in Education,School Aides,Teaching Methods,Mainstreaming,Special Education,Special Needs Students,Individualized Education Programs,Qualitative Research,Semi Structured Interviews,Observation

This case study provides an overview of current policy, practices and problems concerning inclusion in one international secondary school in Hong Kong. A total of 13 interviews were conducted with the school management team, teachers, students and parents, supplemented by 12 classroom observations and two &quot;student-shadowing&quot; exercises. Findings suggest that the school has been reasonably successful in raising teachers' awareness of inclusive education principles, creating a whole-school culture of inclusiveness, and forming a partnership with parents. However, the commitment of individual teachers to implementation of inclusive practices in their own classrooms varies. Some teachers are not adaptive enough in their teaching approach, and have difficulties differentiating instruction and learning activities. Improvements are also needed in the way that teachers work with their education assistants (classroom aides). Implications for improvement are discussed.
Special Education in Saudi Arabia: A Synthesis of Literature Written in English
Author: Altamimi, Ahmed A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education,Foreign Countries,Written Language,English,Synthesis,Disabilities,Quasiexperimental Design,Qualitative Research,Surveys,Program Evaluation,Case Studies,Special Needs Students,Databases,Search Strategies,Online Searching,Research Methodology,Literature Reviews,Learning Disabilities,Publications

Special education in Saudi Arabia was formally established in 1962. The earliest cited literature on special education written in English was a 1970 government report. This article presents results from the first synthesis of internationally published Saudi special education literature over a 44-year period. This synthesis yielded information about the types of publication, topics of interest, populations of interest, types of research, trends over time, and research gaps. One hundred and sixteen citations were uncovered, 45.7% of which were published in the last 5 years. The themes that emerged on models of disability, policy-research incubation period, and stages in research, indicated a developmental rather than a cultural growth perspective, implying the global nature of special education research. Insights to inform countries with a developing special education system include the need to balance research from both medical and social perspectives, and to increase intervention-based research to inform instructional practices.
Inclusive Education, Support Provisions and Early Childhood Educational Pathways in the Context of Sweden: A Longitudinal Study
Author: Lundqvist, Johanna
Date: 2015-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Inclusion,Early Childhood Education,Foreign Countries,Special Education,Special Needs Students,Mixed Methods Research,Data Collection,Interviews,Questionnaires,Observation,Preschool Education,Preschool Children,Learning Disabilities,Grade 1,Case Studies,Statistical Analysis,Kindergarten,Interpersonal Communication

The purpose of this study was to investigate the educational pathways of a group of children with and without special educational needs from the last year in preschool to 1st grade. Fifty-six children participated and 65 educational settings were visited. A longitudinal and mixed method approach was adopted. Data was collected via observations, conversations, interviews and a questionnaire. Over the early school years, the number of children with special educational needs increased. Their need of support ranged from some needs, to high and to very high needs. The support was integrated into ongoing activities and offered among peers, as well as provided in the form of one-on-one training and therapy, one-on-one conversation and after school training. The settings were comprehensive or specialised in a certain diagnosis, and the application of inclusion ranged from non-existent, to integrated activities and partial and full inclusion. The findings are related to national and international discussions on the topics of inclusive education, support provisions and early childhood educational pathways.
A Factor Analytic Validation Study of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC)
Author: Nishimura, Trisha Sugita
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inclusion,Factor Analysis,Program Validation,Classroom Environment,Regular and Special Education Relationship,Attitude Measures,Elementary School Teachers,Likert Scales,Correlation,Attitudes toward Disabilities,Statistical Analysis

General and special education teachers (N = 125) completed the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of 0.89. The measure demonstrated excellent test-retest reliability (r = 0.99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed.
Teaching Techniques: Physical Vocabulary in the Beginner-Level Classroom
Author: Maiullo, Jonathan
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Physical Activities,Music Activities,Teaching Methods,Movement Education,Self Expression,Vocabulary,English Instruction,English Teachers

After having success with this warm-up activity in his theater classes, the author adapted it for his beginner-level English classes, knowing his students would appreciate the opportunity to move around. The activity allows students to create their own physical interpretation of a vocabulary word, which increases their ability to remember it (Asher).
What Inclusive Dispositions Contribute to Culturally Linguistically Diverse Exceptional Students' Success?
Author: Farnsworth, Megan
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Personality Traits,Inclusion,Cultural Differences,Student Diversity,Multicultural Education,Disproportionate Representation,Correlation,Preservice Teacher Education,Self Evaluation (Individuals),Scores,Emotional Intelligence,Cultural Awareness,Gifted,Caring,Empathy,Advocacy,Reflection,Special Education,Culturally Relevant Education,Mixed Methods Research,Surveys,Pretests Posttests,Case Studies,Undergraduate Students,Outcomes of Education,Graduate Students,Likert Scales,Foreign Countries

Correlational research investigated relationships between PreService Teachers' dispositions and success with Culturally Linguistically Diverse Exceptional (CLDE) students, addressing disproportionality and multicultural teacher preparation. Results show a significant correlation between Inclusive Dispositional Self-Assessment scores (e.g., emotional intelligence and cultural competence) and instructional choices for CLDE students. Implications include the need for teacher educators to provide opportunities for students to develop the dispositions of care, purpose, advocacy, empathy, inclusivity and reflection, which will greatly improve instructional outcomes for CLDE students.