ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Acculturative Stress of International Students at a U.S. Community College
Author: Hansen, Hardaye R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Foreign Students,Acculturation,Native Language,English,English (Second Language),Second Language Learning,Correlation,Stress Variables,Student Adjustment,Metropolitan Areas,Regression (Statistics),Measures (Individuals),Statistical Analysis

Research shows that international college students experience high levels of acculturative stress, which can adversely impact their health and college success. The levels of immersion in one's native culture and the culture of the U.S. may impact levels of acculturative stress in international students. This cross-sectional study examined community college international students (n = 243). Immersion in a student's native culture was positively associated with acculturative stress, while immersion in the U.S. culture was negatively associated with acculturative stress. Students who spoke English as their first language and whose families moved to the United States experienced lower levels of acculturative stress. The results of the study imply that some international students may require more support in order to succeed in their college environment.
Away from Home: A Qualitative Exploration of Health Experiences of Nigerian Students in a U.K. University
Author: Alloh, Folashade T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Foreign Students,Health Promotion,Transitional Programs,Dietetics,Life Style,Nutrition,Semi Structured Interviews,Phenomenology,Universities,College Students

This study explored the factors that contribute to the health experience of Nigerian students in the United Kingdom. Challenges faced by international students include dietary issues, isolation, stress, depression, and others. Nine semi-structured interviews were conducted combination of purposive sampling and snowball sampling techniques were used to recruit participants for the study. Interviews were audio recorded, transcribed and analysed using thematic content analysis and Interpretative phenomenological analysis (IPA) to interpret themes. Two major themes from our findings were discussed under broad headings: transitional changes and financial capability. These findings have practical implications for Nigerian students' wellbeing in a U.K. university. Cultural dimension is needed to reduce culture shock experience among international students during sojourning.
Chinese University Students and Their Experiences of Acculturation at an Ethnic Christian Church
Author: Sun, Xiaoyang
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Experience,Acculturation,Christianity,Churches,Foreign Students,Ethnography,Global Approach,Subcultures,Ethnic Diversity,Study Abroad,Participant Observation,Semi Structured Interviews

This paper examines the experiences of Chinese international students from East Coast University (a pseudonym) in the United States through their participation in a Chinese ethnic-based Christian church (CCC). Employing ethnographic-based fieldwork, the study highlights how Chinese international students see their experiences in CCC as a source of acculturation to U.S. society. However, the students evidence little understanding of the reality that they are in fact being acculturated to a subculture within U.S. society that at times embraces values contradictory to those of progressive-oriented East Coast University.
Changing the Things I Cannot Accept: My African Experience of a U.S. Classroom
Author: Banda, Roselyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Feminism,Foreign Countries,Blacks,College Students,Foreign Students,Universities,Personal Narratives,Cultural Influences

This article outlines the impact of cultural shock and my way of overcoming it as I migrated to the U.S. as an international student. Often-times, even in academia, where we learn to question and look at things from multiple angles, we essentialize subject positions and as a result silence, alienate, and erase many people. Through the use of narrative, I am giving voice to my own struggles with silence and erasure inside of academia in the hopes that other scholars will consider their own complicity in this process and perhaps expand their own thinking and curriculum choices for the courses they teach. In addition, I hope to create space to build solidarity across difference both in and outside of the university.
Beyond Culture: Helping International Students Avoid Plagiarism
Author: Adhikari, Soni
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Plagiarism,Cultural Differences,College Faculty,College Students

With the rapid increase in the number of international students from different academic backgrounds around the world, college and university teachers in the West find it harder to understand the many and complex reasons when these students plagiarize or use sources ineffectively. Reviewing relevant literature, I first make a pedagogical analysis of student plagiarism then show why teachers should shift focus from traditional views about cultural difference toward a multidimensional understanding of plagiarism. I conclude by recommending pedagogical strategies to help students to adjust to the new academic system rather than &quot;policing&quot; their activities and undermining their confidence.
Destination Motivation, Cultural Orientation, and Adaptation: International Students&apos; Destination-Loyalty Intention
Author: Jamaludin, Nor Lelawati
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Foreign Students,College Students,Prediction,Student Adjustment,Emotional Adjustment,Online Surveys,Sociocultural Patterns,International Education,Study Abroad,Foreign Countries,Decision Making,Acculturation,Rating Scales,Student Characteristics,Multiple Regression Analysis

This study aims to understand factors predicting destination-loyalty intention in international education. A sample of 378 long-term (n = 195) and short-term (n = 183) international students participated in the study carried out in 2014 through an on-line survey at the University of Bergen, Norway. Using a series of hierarchical regression analyses, the researchers found that among short-term students, destination motivation (pull), orientation to mainstream and heritage culture together with psychological adaptations were the most important variables influencing their decision to revisit and to recommend the destination to others. Among long-term students, the same variables with the exception of psychological adaptation in addition to sociocultural adaptation were the significant predictors of destination-loyalty intention. This study discusses the results from a social, psychological and international education perspective as well as their implications for destination management.
Learning Styles: A Comparison between Indian and German Business Students
Author: Bhatnagar, Tushar
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Comparative Analysis,Foreign Countries,Universities,College Students,Business Administration Education,Measures (Individuals),Questionnaires

Every individual is characterized by a learning style which an individual develops over a course of time. The learning style may be shaped by different cultural environment. This study aims to find and compare the learning style of Indian and German business students by examining the learning styles of 81 students from India and Germany. The study uses Learning Style Questionnaire introduced by Honey and Mumford. The findings suggest that there is significant difference in the learning style of Indian and German students. Indian students are found to be observed to reflect, analyze, and theorize whereas German students are more oriented towards practical application of theory followed by reflection and analysis. Findings have also been thoroughly discussed in terms of the geographical constructs.
A Randomized Controlled Evaluation of Prevent-Teach-Reinforce for Young Children
Author: Dunlap, Glen
Date: 2018-02-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Preschool Children,Preschool Teachers,Comparative Analysis,Fidelity,Statistical Analysis,Pretests Posttests,Federal Programs,Early Childhood Education,Early Intervention,Control Groups,Experimental Groups,Interpersonal Competence,Observation

Prevent-Teach-Reinforce for Young Children (PTR-YC) is a standardized model of positive behavior support designed to deliver individualized interventions for preschool-aged children with severe and persistent challenging behaviors. A randomized controlled trial was conducted to compare effects of PTR-YC with those of a &quot;business as usual&quot; (BAU) comparison condition implemented over the course of one school semester (approximately 3-4 months). Participants were 169 children in pre-K and Head Start classrooms in two states in the western United States. Mixed ANOVAs revealed statistically significant differences in pre-post scores on the problem behavior and social skills subscales of the &quot;Social Skills Improvement System&quot; (SSIS) as well as direct observation from video samples of the children's appropriate engagement and challenging behavior, with all comparisons favoring the PTR-YC intervention. Results are discussed in terms of the need for effective strategies for enabling early childhood professionals to implement behavioral interventions with fidelity and effectiveness.
An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention
Author: Greenwood, Charles R.
Date: 2018-02-00
Type: Journal Articles
Subjects: Preschool Children,Individualized Education Programs,Literacy,Probability,Child Behavior,Learner Engagement,Emergent Literacy,Early Intervention,Decision Making,Response to Intervention,Behavioral Science Research,Preschool Teachers,Statistical Analysis

A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. &quot;Multi-Tiered System of Supports/Response to Intervention&quot; (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what to change. Ecobehavioral observation data may provide this support through information on a child's academic and other behaviors, given the opportunity to learn. We sought to investigate this hypothesis and develop benchmarks for decision making. Teachers (N = 39) and two representative age-cohorts of preschool children (N = 117, 51% boys) were observed using an ecobehavioral, momentary time sample observation system (the &quot;Code for Interactive Recording of Children's Learning Environments&quot; [CIRCLE]). Results provided insights into the content and amount of academic instruction children received, the responsiveness of children to instruction, and how context/teacher and child behaviors relationships were moderated by children's level of &quot;Get Ready to Read&quot; (GRTR) literacy and Individualized Education Plan (IEP) status risk. Implications are discussed.
Collecting, Preserving, and Interpreting the History of Electronic Games: An Interview with Jon-Paul C. Dyson
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Video Games,Play,History,Museums,Research,Preservation,Computer Software

Jon-Paul C. Dyson is vice president for exhibits and director of the International Center for the History of Electronic Games (ICHEG) at The Strong. Trained as a cultural and intellectual historian, he joined The Strong in 1998 and has worked on and supervised the development of dozens of exhibits on play and video games. He initiated the museum's efforts to collect, preserve, and interpret video games in 2006, and today The Strong's collections are the most comprehensive in the world. He writes frequently on video games and play for both scholarly and general audiences. This interview explores how The Strong has developed its video game collections, what some of the pressing issues are in preserving those materials, and some possible directions that video game scholarship will take in the coming years.
Let&apos;s Begin Again: Sierra On-Line and the Origins of the Graphical Adventure Game
Author: Nooney, Laine
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Games,History,Computer Games,Interaction,Fiction,Simulated Environment,Design

The author retells the origin story of Sierra On-Line and its historic first product, the graphical adventure game &quot;Mystery House.&quot; She reviews the academic and journalistic writing that placed the story almost exclusively inside a narrative about early computer games, treating it as a saga of the competition between the graphic adventures Sierra On-Line produced and the literary games developed by companies like Infocom and dubbed interactive fiction. The author argues that such video game history proved both inaccurate and obfuscating, the she uses archival documentation and a counter-historical methodology to describe a different kind origin for Sierra On-Line and to deride the obviousness of presumptive beginnings within the discipline of game history.
Teaching Us to Fear: The Violent Video Game Moral Panic and The Politics of Game Research
Author: Markey, Patrick M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Games,Violence,Fear,Moral Issues,Politics of Education,Misconceptions,Guidelines,Scientific Research,Game Theory,Science and Society,Relevance (Education),Educational Research,Public Opinion

In this excerpt from their new book, &quot;Moral Combat: Why the War on Violent Video Games Is Wrong&quot; (BenBella Books, 2017), the authors present an argument in defense of video games while dispelling the myth that such games lead to real-world violence. The authors define and examine moral panics and provide guidelines for identifying and understanding this phenomenon. They focus in particular on how the moral panic around video games has affected scientific research on games.
Effect of Verbal Feedback in Twelve Weeks Handball Training on Self-Efficacy and Life Satisfaction
Author: Toros, Turhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletics,Feedback (Response),Experimental Groups,Control Groups,Pretests Posttests,Scores,Verbal Communication,Self Efficacy,Skill Development,Life Satisfaction,Measures (Individuals),Athletes,Foreign Countries,Comparative Analysis,Statistical Analysis

The aim of this study was investigate the effect of verbal feedback on self-efficacy and life satisfaction. A total of 30 students as experimental group (n=15, mean age= 20.13±1.79) and control group (n=15, mean age=20.57±1.62) with similar characteristics were included in the study. Self-efficacy scale that originally developed by Riggs &quot;et al.&quot; (1994) and adapted to Turkish population by Öcel (2002) and life satisfaction scale that originally developed by Diener &quot;et al.&quot; (1985) and adapted to Turkish population by Yetim (1991) were used. Shapiro-Wilk test was interpreted for normality in data analysis and it was observed that the distribution was not normal. And so Wilcoxon Marked Rank Test was used to determine the development and skills of the groups themselves. The Mann-Whitney U test was used to assess the development of the experimental and control group in terms of pretest and posttest scores. Cronbach Alpha reliability analysis was also performed for the scales used in the research. According to research findings, there was a statistically significant difference between test and control groups posttest, self-efficacy values and life satisfaction values (p&lt;0.05). As a result, verbal feedback given to handball players over a twelve-week training period was found to have a positive effect on self-efficacy and life satisfaction.
Examination of Athletes&apos; Anxiety, Motivation, Imagination Value in Competitions with Different Severity Level
Author: Sallayici, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletes,Anxiety,Imagination,Competition,Difficulty Level,Motivation,Aquatic Sports,Statistical Analysis,Sport Psychology,Measures (Individuals),Foreign Countries,Likert Scales

The objective of this study was to examine athletes' anxiety, motivation, and imagination value in competitions with different severity level. The research was conducted on swimming athlete in elite level 18 female and 19 male totally 37. To measure the level of imagination, imagine inventory in sports and to measure trait anxiety levels STAI were used. For statistical analyses of parametric data, to see the difference between the groups independent groups t-test and for the non-parametric data Mann Whitney-U analyses were used. The level of significance accepted as p&lt;0.05. National team athletes and athletes that participate in 13th European Short Course Swimming Championships and Turkey National Team Selection, before the day of the event selection and on the morning of the competition the difference between the cognitive anxiety levels, somatic anxiety levels and confidence levels was not statistically significant (p&gt;0.05). Athletes that participate in 13th European Short Course Swimming Championships and Turkish national team athletes before the day of the event selection and on the morning of the competition while cognitive anxiety and self-confidence levels were statistically different (p&lt;0.05), the difference between somatic anxiety levels was not statistically significant (p&gt;0.05). The athletes that selected and non-selected for national team before the day of the event selection and on the morning of the competition the difference between the cognitive anxiety levels, somatic anxiety levels, confidence levels, motivation and imagination levels was not statistically different (p&gt;0.05).
Software Solution of Web Questionnaires for the Analysis of the Economy in Relation to the Competence of Students
Author: Simeunovic, Vlado
Date: 2018-00-00
Type: Journal Articles
Subjects: Questionnaires,Courseware,Competency Based Education,Best Practices,Data Collection,Likert Scales,Employer Attitudes,Occupational Surveys,School Business Relationship,Skill Analysis,Computer System Design,Educational Needs,Education Work Relationship,Alignment (Education),College Programs,Foreign Countries

The basic idea of the research was to take advantage of IT and establish a direct contact between businesses (employers) and universities in order to exchange relevant data on the knowledge, skills and competencies of students who got their first job in the economy. We used the best practices from previous papers that dealt with designing web questionnaires to more or less similar theme. We created the instruments for data collection which represent the essence of the research, conducted the survey, and programmed the software. The questionnaire is based on Likert-type questions. The programming is done in familiar web technologies. Relying on existing theoretical knowledge we modeled the research, and we are in the first part we constructed an instrument (a questionnaire with 44 questions of Likert type), performed necessary determining of its metric values, and then created a web application for its easy use. As a result of the specific method of programming and designing of pages, we got a functional software that presents web questionnaire which employers can access and evaluate newly hired students.
Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education
Author: Tan, Paulo
Date: 2017-12-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematical Logic,Thinking Skills,Mathematics,Special Education,Learning Disabilities,Educational Research

In this commentary, the authors find that despite discussions of &quot;mathematics for all,&quot; opportunities that support the development of mathematical reasoning and understanding of mathematics as a human endeavor often do not exist for mathematics learners identified in schools as having dis/abilities. Indeed, mathematics for all is consistently used to motivate the allocation of resources and attention to mathematics education in legislation, policy documents, and organizations' vision and position statements. Mathematics education researchers have served as advocates for marginalized students pointing out limitations in the mathematics for all rhetoric (Martin, 2003). Yet, students with dis/abilities are often left out of discussions regarding mathematics for all and equity research that has worked to contextualize and operationalize &quot;achieving equity&quot; and the process of &quot;eliminating inequity&quot; (Tate, as cited in Martin, 2003, p. 14).
Separate and Unequal: Students with HIV/AIDS and Mathematics Education
Author: Nickels, Megan
Date: 2017-12-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Mathematics Instruction,Mathematical Concepts,Mathematics Activities,Mathematics Curriculum,Adolescents,Equal Education,Professionalism,Hispanic American Students,African American Students,Chronic Illness,Young Adults,Teaching Methods

Adolescents and youth represent a substantial number of individuals living with HIV/AIDS (hereinafter HIV) in the United States. Infected youth and young adults aged 13-29 (n = 100,724) made up 10% of all U.S. individuals living with HIV at the end of 2014 (Center for Disease Control [CDC], 2016). This same age group comprises 42% of all new HIV diagnoses, with young Black and Hispanic/Latin@/x people suffering at disproportionate rates (CDC, 2016). Despite the rising number of students with HIV attending U.S. schools, equitable educational policies and practices for these individuals are nearly non-existent. Students with HIV remain consigned to the ideologies and practices of segregation. In this commentary, the author takes sides, furthering the issues of equity for marginalized populations articulated in Martin's (2015) and Meyer's (2016) prior JUME commentaries. Furthermore, she raises two issues. First she calls to question the authenticity of position statements and documents regarding equity that generalize their expectations to &quot;all students.&quot; Such statements are ambivalent to each and every student and do not explicitly reference students with HIV and critical illness more broadly. To leave &quot;all&quot; undefined in this way creates a blindspot (e.g., Winkle-Wagner, Hinderliter Ortloff, &amp; Hunter, 2009), a view obstructed from the center. She also builds on Martin's and Meyer's commentaries to address how NCTM's (2014b) Principles to Actions (and other policy statements/documents aimed toward equity ) might be reimagined to bring the marginalized to the center and to ensure equitable practices for students with HIV (and other critical illnesses ), taking specific aim at the essential elements of access and equity, curriculum, and professionalism. (Written with Craig J. Cullen, Amanda L. Cullen, and Richelle Joe).