ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Elements of Community Networks: Family and Community Engagement Strategy Project as an Innovative Multi-Agency Partnership
Author: Black, Glenda L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Family Involvement,School Community Relationship,Community Involvement,Access to Education,School Readiness,Kindergarten,Public Education,Success,Program Effectiveness,Foreign Countries,Participative Decision Making

Based on the success of the Welcome to Kindergarten™ initiative, The Learning Partnership (TLP), a national advocacy organization for public education, initiated a pilot project called Family and Community Engagement Strategy (FACES), in the three Ontario communities of Cornwall, Durham and Sudbury. The overall goal of the FACES Project, funded by the Ontario Trillium Foundation, was to develop a coordinated community-based model and extend and enrich the Welcome to Kindergarten™, a program to help prepare children for school success. As part of the agreement, TLP was to provide evidence of progress made toward the objective of the grant: to increase and expand opportunities for all children to be ready for school. An evaluation component was included in the project to measure the results and impact on each community. The FACES Project is an example of a community network, as it involves a process of building partnerships among schools and agencies for the benefit of children and their families. A qualitative case-study design was used for the research. Themes that emanated from an analysis of the data across the three sites were: the nature of FACES as a community network, champions as leaders, establishing and sustaining FACES networks, challenging conditions, assessment of the impact, and innovative features of FACES networks.
Linking Research to Clinical Practice: Insights from the Transformational Pathways in an Administrator Preparation Program
Author: Clayton, Jennifer K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrator Education,Educational Administration,Schools of Education,Best Practices,Learning Processes,Student Development,Student Attitudes,Educational Practices,College Students,Constructivism (Learning),Internship Programs,Mentors,Learning Experience,Individualized Education Programs,Program Evaluation,Student Placement,Field Experience Programs

This study is situated within a larger research initiative in a university-based School of Education that is continuing accreditation with the Council of Educator Preparation Programs. With a focus on candidates in the educational administrator program, this study examined how key assessments were used in clinical practice to support candidates. This includes the development of research, knowledge, skills, and critical reflection as candidates grow into their roles as visionary leaders who understand the problems of practice influencing student outcomes. The specific research questions that informed the broad study included the following: (1) What design elements of clinical practice allow candidates to understand problems of practice in educational administration through adaptable, contextualized, and authentic strategies?; (2) In what ways do these elements and measures align with the taxonomy of best practices, theory, and research in assessing candidates and clinical practice?; and (3) How do candidates perceive the effectiveness of these measures in clinical practice to assess their understanding of the problems of practice in educational administration? As we considered the research influencing this study, it was clear that two major gaps in existing literature warrant investigation. First, there is dearth of research examining the knowledge, skills, and dispositions candidates gain in educational administration preparation programs and the second is possible changes that occur in schools led by the graduates of these programs. Such paucity in scholarship creates the need for a new research agenda--examining the design elements of clinical practices and candidate assessment measures in an educational administration preparation program. This understanding will inform how preparation influences candidates' abilities to shape the instructional culture to improve student learning.
American University Branch Campuses Abroad: A Conceptual Model for Strategic Planning
Author: Johnson, M. Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Strategic Planning,International Education,Foreign Countries,Multicampus Colleges,Models,Educational Cooperation,International Cooperation,Global Approach,Student Recruitment,Universities,Marketing

The topic of international branch campuses saturates the literature; however, little attention has been paid to the university strategic planning process for institutions setting up programs abroad. Many US universities have considered opening a branch campus in order to meet the demand of globalization and break into new student markets. Currently, the US leads efforts in establishing its brand of higher education in countries like the United Arab Emirates, Singapore, China, and Qatar. This paper considers the challenges of establishing a branch campus based on the literature surrounding American branch campuses' successes and failures and develops a conceptual model for planning, implementation, and monitoring for those universities considering exporting their brand and academic programs abroad.
Statistical Analysis of Study Abroad Experiences of International Students in Five Major Host Countries of Europe
Author: Mikuláš, Josek
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Foreign Students,Student Attitudes,Acculturation,Educational Experience,Campuses,Cross Cultural Studies,Foreign Countries,Factor Analysis,Stress Variables,College Students,College Faculty,Teacher Student Relationship,International Cooperation,Educational Cooperation,Student Mobility,Educational Policy

This paper examines a large dataset of questionnaire responses (n = 5,321) of international students who have studied abroad (mainly via the Erasmus+ programme). Their acculturation experiences with campus discrimination (an acculturative stressor), academic support (a mediator of acculturation) and academic satisfaction (an outcome of acculturation) are analyzed and compared among five European countries (France, Germany, Italy, Spain, and Portugal). The measures of acculturation experiences are verified by principal component analysis, which yields three components: campus discrimination, academic support, and academic satisfaction. The components are used as aggregate indexes for ranking the five major destination countries in Europe based on students' experiences. A country-by-country comparison suggests that experiences from study abroad are most positive in Germany
Studying in the United States: Language Learning Challenges, Strategies, and Support Services
Author: Wolf, Debra M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Nurses,Asians,Graduate Students,Nursing Education,English (Second Language),Second Language Learning,Language of Instruction,Academic Support Services,Teaching Methods,Educational Improvement,Foreign Students,Student Attitudes,Study Abroad,Academic Language,Writing (Composition),Academic Achievement,Longitudinal Studies,Language Tests

A case study was conducted to explore the experiences of Chinese nurses when completing a graduate nursing degree taught in English (as a second language) in the United States over a 1-year period. The study explored language, academic, and social challenges perceived by the students, strategies used to overcome challenges, and academic support services designed to help students succeed in their studies. Survey data were collected at three different points in time, and three interviews were conducted with each participant. The study identified participants' difficulty with academic writing, mixed experiences with speaking, moderate-to-high levels of strategy use, and appreciation of the support services offered. The study offered implications for improvements in pedagogies and programming for international students.
Shared Experiences and Resilience of Cultural Heritage: Chinese Students&apos; Social Interaction with Non-Host Nationals in the United States
Author: Liu, Yang
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Cultural Background,Acculturation,College Students,Asians,Resilience (Psychology),Peer Relationship,Asian Culture,Educational Environment,Student Diversity,North Americans,Stress Variables,Educational Experience,Barriers,Cultural Awareness,Empathy,Self Concept,Patriotism,Intergroup Relations,English (Second Language),Second Language Learning

Compared to the role of communication with host nationals in promoting migrating individuals' acculturation, Chinese students' interaction with non-host nationals has not received enough attention due to the notion of dualism. The theorization of acculturation underscored by dualism has been challenged by a holistic viewpoint that considers acculturation as an additive and integrative process. Attending to the disparities of two theoretical perspectives, this study examined Chinese students' acculturation in the United States. The research findings revealed that the shared experiences among Chinese students and the resilience of their cultural heritage made their communication with non-host nationals necessary. Therefore, a more diverse environment is suggested to be created by American universities and colleges to enable the social support among international students.
Needs, Expectations, and Experiences of International Students in Pathway Program in the United States
Author: Elturki, Eman
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Foreign Students,Interpersonal Relationship,Assignments,Intergroup Relations,Student Needs,Student Adjustment,Lecture Method,Cultural Differences,English (Second Language),Second Language Learning,Social Adjustment,Program Descriptions,Undergraduate Students,Needs Assessment,Language Proficiency,Student Attitudes,Difficulty Level,Academic Advising,Intensive Language Courses,Second Language Instruction,Asians,Indians

This research assesses the first cohort of pathway students' needs and their academic and sociocultural experiences at a US university. A needs analysis survey, individual student interviews, and a follow-up survey were used for data collection. Understanding lectures, completing assignments, and building social relationships with domestics were among the challenges faced by pathway students due to linguistic and cultural barriers. An additional unique challenge for this particular population of international students centered around the fact that they tackle disciplinerelated courses while still refining their English skills. Additional support services to help students in pathways academically and socioculturally are crucial.
Opinions of International Students on Choosing a State University in a Developing Country
Author: Boyaci, Adnan
Date: 2019-00-00
Type: Journal Articles
Subjects: State Universities,Developing Nations,College Choice,Student Characteristics,Student Attitudes,Scholarships,Case Studies,Foreign Students,Study Abroad,Comparative Analysis,Foreign Countries,College Students,International Education,Decision Making

In this study, factors affecting the college choice of international students (CCIS) are investigated based on the opinions of international students at a state university (Anadolu University) in Turkey. A case study design is employed and opinions of students are analyzed in accordance with whether they are scholarship or non-scholarship students. In the findings, three main themes emerge; intent to study abroad, choosing to study in Turkey, and choosing to study at Anadolu University. These themes cover several factors affecting the CCIS. In this regard, there are no critical differences between the factors affecting the opinions of scholarship and non-scholarship students. However, some factors could differentiate in accordance with the background characteristics of the students and whether they are from high-income or non-high-income countries.
Mentors That Matter: International Student Leadership Development and Mentor Roles
Author: Shalka, Tricia R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Mentors,College Students,Leadership Training,Outcomes of Education,Role,College Faculty,Teacher Student Relationship,Self Efficacy,Peer Relationship,Student Leadership

Leadership development has been identified as an important outcome of higher education in the United States. However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.
International Undergraduate Student Engagement: Implications for Higher Education Administrators
Author: Wekullo, Caroline Sabina
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Learner Engagement,Undergraduate Students,Educational Experience,Majors (Students),Social Support Groups,Student Characteristics,Student Adjustment,Institutional Characteristics,Geographic Regions,College Faculty,Student School Relationship,College Administration,Student Attitudes,Self Concept,Peer Relationship,Social Bias,Prevention

Much has been written about engaging international students in their new campus environments. However, there is still a gap between literature and practice in terms of such students' initial experiences. A systematic review of 48 studies published between 2007 and 2018 was conducted to locate the research gaps, examine how and in what areas international undergraduate students are being encouraged to participate, and their unique experiences with the process. The findings show that few studies focused solely on international undergraduates. Their engagement varied depending on the student's background, major, region, and type of institution. These students faced unique and uneven experiences with social support, academics, community identity, connectedness, and perceived discrimination. Implications for higher education administrators, international students, and researchers are suggested.
Institutional Satisfaction and Recommendation: What Really Matters to International Students?
Author: Ammigan, Ravichandran
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Attitudes,Predictor Variables,Educational Experience,Educational Policy,Student Recruitment,School Holding Power,Universities,Student School Relationship,College Students,College Choice,Cross Cultural Studies,Foreign Countries,Student Adjustment,Student Personnel Services

This quantitative study investigates the role of satisfaction variables as predictors of institutional recommendation for over 45,000 international students at 96 different institutions globally. Using data from the International Student Barometer, it demonstrates which aspects of the university experience are most significant on students' propensity to recommend their institution to prospective applicants. This article also discusses key implications and policy recommendations for how university administrators and international educators could enhance the international student experience and strengthen recruitment and retention strategies on their respective campuses.
Cross-Ethnic Self-Disclosure Buffering Negative Impacts of Prejudice on International Students&apos; Psychological and Social Well-Being
Author: Imai, Tatsuya
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),Well Being,Intergroup Relations,Interpersonal Relationship,Social Bias,Ethnic Groups,Racial Bias,Foreign Students,Depression (Psychology),Psychological Patterns,Student Attitudes,Foreign Countries,College Students,Affective Measures,Symptoms (Individual Disorders),Measures (Individuals)

Intergroup contact theory suggests that developing a close relationship with outgroup members ameliorates the negative impact of prejudice that individuals perceive from outgroup members. This article specifically investigates the moderating role of cross-ethnic self-disclosure in the link between international students' perceived ethnic/racial prejudice and depression as well as loneliness. One hundred and forty-three international students in Japan were asked to rate their perceived prejudice, depression, and loneliness as well as their self-disclosure to host nationals. The results showed that self-disclosure buffers the negative effects of prejudice on depression and loneliness such that international students who were more likely to disclose themselves to host nationals were less likely to be influenced by prejudice. Theoretical and practical contributions are considered.
&quot;Education Abroad&quot; for International Student Advisors: What Is the Impact on Their Professional Development?
Author: Liu, Wei
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,College Students,Academic Advising,Outcomes of Education,International Education,Professional Development,Program Descriptions,Foreign Countries,Educational Opportunities,Comparative Education,Cultural Awareness,Student Attitudes,Ethnography,Educational Development,Educational History,Higher Education,Cultural Context

It is generally agreed that participating in study abroad programs, even short term, has positive impacts on students. But what would be the impact of an &quot;education abroad&quot; opportunity for staff members in international education? Reported in this paper is a 3-month professional development program in a Canadian university for 52 international student advisors from 51 different Chinese institutions. Based on data from a survey and their comparative research reports, the study aims to glean the impacts of such an education abroad opportunity for international education professionals after their exposure to a different national context and different practices in international education. Findings of this study show that international comparison can serve as an effective approach to the professional development of international education professionals, which enhances their historical, contextual, and cultural understanding of their own work.
Mindful Parenting Program in Improving Parenting Skills of Orphanage Caregivers at Rumbela Muthmainnah-Bandung
Author: Dahlan, Tina Hayati
Date: 2016-00-00
Type: Journal Articles
Subjects: Child Rearing,Program Improvement,Parenting Skills,Foreign Countries,Children,Adolescents,Parent Education,Institutionalized Persons

The article aims at explaining the authors' proposal to develop parenting education for caregivers of an Islamic orphanage in Bandung namely Rumah Belajar (Rumbela) Muthmainnah in improving parenting skills of caregivers. The preliminary study conducted at Rumbela Muthmainnah indicated that the caregivers had limitations and practiced the parenting based on their nurtured experience or by &quot;trial and error&quot; ways. The observation and interview results showed that lack of nurturing experiences and participation in parenting training or education made the caregivers have limitations in overcoming the children's problems effectively. Care by orphanage caregivers should be able to replace the parental care of biological parents/relatives for orphanage children with the purpose of making them grow into happy children and satisfied with their lives or have high subjective well-being. Non-biological parenting is not easy, even may cause stress either for caregivers and children. It required a parenting program to improve parenting skills of caregivers at the same time to have an impact in improving subjective well-being of children. The parenting program proposed in the study will be developed from Bögels and Restifo's mindful parenting (2014) which involves awareness, observation, and description of children's behavior in a &quot;not judgmental&quot; way. The practice of mindfulness is assumed to be able to help caregivers cope with stress in parenting and develop acceptance of the problems, at the same time to help children happier and satisfied with their life.
Asian International Student and Asian American Student: Mistaken Identity and Racial Microaggressions
Author: Yeo, Hye Jin Tina
Date: 2019-00-00
Type: Journal Articles
Subjects: Asian American Students,Asians,Foreign Students,Educational Experience,Aggression,Stranger Reactions,Racial Bias,Language Proficiency,English (Second Language),Whites,Racial Attitudes,College Students,Student Attitudes,Stereotypes,Institutional Characteristics,Campuses,Educational Environment,Hidden Curriculum,Story Telling

This study examines the experiences of Asian American students who are mistaken as Asian international students; it provides insight into domestic students' perceptions of and potential racial microaggressive experiences of international students. Drawing from racial microaggression survey data of Asian Americans, this study highlights the multiple layers of overt racism, microaggressions, and xenophobia directed against students who are perceived as Asian international students. The Asian American students' narratives reveal that international students are often racialized by skin color, English proficiency, and nationality, which reflect U.S. racist framings of Asian Americans. Thus, we argue that racial experiences of Asian international students should be addressed as a part of U.S. racial ideology, notions of Whiteness, and racial microaggressions on campus.