ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Attitudes towards Science: The Contribution of a Citizen Science Project for Monitoring Coastal Water Quality and (Micro)Plastics
Author: Araújo, José Luís
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Early Adolescents,Attitude Change,Self Efficacy,Student Participation,Scientific Literacy,Water Quality,Citizen Participation,School Community Programs,Chemistry,Conservation (Environment),Middle School Students,Foreign Countries,Science Education

The promotion of positive attitudes towards science is an important goal of science education. This research aimed to identify students' attitudes towards science and whether their participation within a citizen science project has contributed to positive attitudinal changes. So, an attitudinal scale was developed, validated, and applied (as a pre and post-test) to 574 students aged between 12 and 14 years old. Positive attitudes towards science were recorded from the outset among children of both groups. Students' participation within the experimental group enhanced relevant positive attitudinal changes at the level of the critical analysis dimension, related to the perception of skills development such as questioning or critical thinking. Furthermore, positive attitudinal changes were achieved within the affinity dimension, related to perceived self-efficacy and appreciation of science and science classes. Positive attitudinal changes towards science among students indicate that citizen science contributes to enhance affective and attitudinal domains of their scientific literacy.
The Effects of Autonomy-Supportive and Controlling Teaching Behaviors on Primary Students&apos; STEM Learning Performance and Flow Experience
Author: Ou, Chu-yu
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Teaching Styles,Teacher Behavior,Elementary School Students,STEM Education,Academic Achievement,Student Experience,Student Motivation,Learner Engagement,Instructional Effectiveness

Flow experience plays a major role in influencing students' interest of STEM, which is the key to promote STEM talent development. Various teaching behaviors contribute differently to student learning performance and flow experience. Specifically, this research sought to concretely explore the different influences of Autonomy-supportive (AS) teaching behavior and Controlling (C) teaching behavior on students' STEM learning performance and flow experience. The research conducted an experimental exploration of STEM project among primary school students in two groups with two different teaching behaviors (AS and C) respectively. T-test and ANCOVA analysis revealed that both teaching behaviors greatly contributed to improvement of students' learning performance. MANCOVA analysis showed that students in Autonomy-supportive group got slightly significant higher flow experience than those in Control group. Regarding flow constructs, both groups had the similar level of engagement, but students in Autonomy-supportive group had higher enjoyment, and stronger control than those in the other group. In other words, Autonomy-supportive teaching behavior and Controlling teaching behavior both enhanced greatly students' STEM learning performance. While Autonomy-supportive teaching behavior allowed students to be more enjoyable and have a higher level of control in STEM learning.
The Effects of Concept Cartoons and Argumentation Based Concept Cartoons on Students&apos; Academic Achievements
Author: Pekel, Feyzi Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cartoons,Persuasive Discourse,Science Achievement,Academic Achievement,Scientific Concepts,Science Instruction,Birth,Grade 6,Instructional Effectiveness,Biology

Although &quot;Reproduction, Growth, and Development in Living Things&quot; (RGDLT) is a core topic in the Turkish science curriculum, it is known that students have difficulties in understanding. Integrating concept cartoons and argumentation into the teaching of this unit has the potential to promote students' interest and understanding. This research is the first to compare the effects of concept cartoons and argumentation-based concept cartoons on students' academic achievement in teaching sixth grade RGDLT subjects. The research was performed with two experimental groups and one control group in a secondary school in Turkey. A quasi-experimental research design was used in the research. Analysis of the post-test results revealed that the success of the group using concept cartoons was higher than the control group, but more importantly, the success of the group using argumentation-based concept cartoons was higher than the group using concept cartoons. The results of this research indicate that the academic achievement of students can be increased significantly when concept cartoons and argumentation-based concept cartoon activities are used in addition to the constructivist methods in teaching these subjects. The results of the research serve as a guide for teachers and researchers interested in teaching science and biology subjects.
Case Studies of Japanese Universities&apos; Collaborations with ASEAN, China, and Mongolia
Author: Enkhtur, Ariunaa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Trends,Partnerships in Education,Universities,Institutional Cooperation,Intercollegiate Cooperation,International Cooperation,Educational Policy,Public Policy,Institutional Mission,Educational Quality,Reputation,International Programs,International Educational Exchange,COVID-19,Pandemics

This paper elaborates on recent trends in Japanese higher education partnerships through three cases of collaboration between Japanese universities and higher education institutions in China, Mongolia, and the Southeast Asia (hereinafter referred to as ASEAN). Our analysis shows that partnerships were shaped by both top-down government policies and bottom-up activities based on institutional visions and past relations. Japan's educational quality and reputation, particularly in science and technology, is highly regarded by higher education institutions (HEIs) interested in developing competitive international programs. On one hand, Japan is striving to deepen and expand its partnerships with HEIs, particularly within Asia. A number of domestic and international factors - such as Japan's population decline; increasing competition among HEIs both on the domestic and international front; an ambition to remain competitive in a twenty-first century, knowledge-based economy; and Japan's strategy to strengthen its influence in Asia - drive the partnerships. On the other hand, while earlier partnerships were limited to student and faculty exchange or joint research projects, institutions increasingly prioritize more comprehensive strategic partnerships. Such strategic partnerships are important to overcome barriers during the COVID-19 pandemic that limit physical movement and interaction, and they may drive even greater collaboration and integration among Asian higher education institutions.
COVID-19 and Prospect of Online Learning in Higher Education in Africa
Author: Bekele, Teklu Abate
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Higher Education,Technology Integration,Foreign Countries,Distance Education,Success,Student Attitudes,Teacher Attitudes,Individual Characteristics,Teaching Methods,Leadership Responsibility

Although its impacts on higher education functions are yet to be studied across regional, national, and institutional contexts, it is generally observed that COVID-19 disrupts teaching and learning, research and travels, and university community service worldwide. To improve our understanding of the strategies higher education institutions (HEI) can use for staying relevant and competitive in times of crisis and beyond, this essay reflects on current developments in HEI in Africa as linked to COVID-19. It subsequently highlights how African HEI respond to the pandemic, the prospect of online instruction, and the conditions that support the successful integration of technologies in teaching and learning. There is ample evidence that supports that African universities are more likely to significantly embrace digital technologies in the future than ever before. To inform successful technology integration, a generic conceptual model that explains success indicators and success factors in technology-supported learning environments in higher education is presented.
Examining Neocolonialism in International Branch Campuses in China: A Case Study of Mimicry
Author: Xu, Zhenyang
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicampus Colleges,Foreign Policy,Neoliberalism,Politics of Education,Stakeholders,Supplementary Education,Higher Education

The number of International Branch Campuses (IBCs) is increasing at a striking rate in Global South nations; however, structures that privilege colonizing countries arguably continue. On one hand, IBCs are considered by some scholars as a neocolonial expansion. On the other hand, IBCs are welcomed by many Global South shareholders since IBCs are considered a new model of world-class education that can contribute to local contexts. Nevertheless, Western knowledges and values can also be difficult to resonate with the receiving countries due to different social and political environments. In this paper, I first argue that a neocolonial attitude is embedded in the nature of Western IBCs in China through the framework of mimicry and resistance. Then, I raise questions concerning how shareholders in China legitimize IBCs as a supplementary form of Chinese higher education. Finally, I argue that IBCs risk the reproduction and reinforcement of coloniality and Western privilege in global contexts.
Traditional Theories for Cross-Cultural Adaptation: Revisiting Their Current Applicability on the Transition of Mexican Postgraduate Students to Life in the UK
Author: Hernández López, Elizabeth Margarita
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Adjustment,Foreign Students,Graduate Students,Foreign Countries,Mexicans,Student Experience,Student Attitudes

Employing traditional approaches for cross-cultural adjustment, this paper presents findings from a qualitative case study about the early adaptation of Mexican international students pursuing a postgraduate degree at a British university during the 2016-2017 academic calendars. Data was collected from 15 participants using focus groups and interviews during their third and fourth week of stay. In consonance with empirical evidence (Brown 2008; Schartner 2014), findings revealed that the participants' feelings within the initial stage of their arrival were not associated with those of &quot;the honeymoon&quot;, but were associated with those of &quot;the crisis&quot; stage (Oberg 1960). Nonetheless, evidence suggests the students, particularly those without previous experience abroad, did go through a &quot;honeymoon&quot; period, which took place prior to the sojourners departure. The implications of these findings for a holistic understanding of the international experience are discussed.
Higher Education Partnerships between the Global North and Global South: Mutuality, Rather than Aid
Author: Hanada, Shingo
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Partnerships in Education,International Cooperation,Intercollegiate Cooperation,Foreign Countries,Universities,Educational Policy,Policy Formation,Educational Development,Educational Finance

Higher education partnerships between the Global North and the Global South are a recognized as means of developing research and education capacity, especially in the institutions of the Global South. Due to the realities of individual agreements, however, not all partnerships work effectively. This article examines a Norwegian and Ethiopian university partnership named &quot;The South Ethiopia Network of Universities in Public Health (SENUPH)&quot; as a case study to identify key elements in the development of effective, mutually beneficial partnerships from policy and institutional perspectives. The first part of this article outlines the different concepts of aid-focused partnerships and mutuality-focused partnerships. The second part reviews the evolution of the Norwegian Funding Programmes for Higher Education Partnerships. The third part describes the mission and key characteristics of SENUPH. The final part analyzes the policy implications for the development of functional, mutuality-focused higher education partnerships, as learned from the SENUPH case study. The Norwegian case provides three implications for how to make such mutual partnerships functional: (1) the importance of fostering the authorship of the partnership among key actors; (2) the significance of multiple phases and periodic evaluation to assess the progress of the partnerships; and (3) the promotion of knowledge and skill development among recipients so they can promote growth and cause a spillover effect that has a positive regional impact.
White U.S. College Students&apos; Perceptions of Prospective International Students Differ by Race and Stereotypical Attributes
Author: Katz, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: White Students,Student Attitudes,Foreign Students,Racial Differences,Ethnic Stereotypes,Racial Attitudes,Racial Bias,Undergraduate Students

Because many international students of color report feeling devalued by host peers, host peers' responses to students from different racial/ethnic groups warrant empirical study. Participants were White, non-Latinx undergraduates (N = 228) who were randomly assigned to one of four conditions. Specifically, participants read about a prospective student from either Asia or Europe who was described as exhibiting either model minority stereotypical or counter-stereotypical attributes. Participants evaluated how likely the student was to be admitted to college and the student's academic and social competence. Despite identical qualifications, participants perceived the Asian student as more likely to be admitted but less academically competent than the European student. Regardless of race, international students with stereotypical attributes were perceived as less socially competent than those with counter-stereotypical attributes. Results suggest that racial dissimilarity reduces host peers' receptivity towards international students of color. Targeted multicultural education for host peers may be necessary to promote international students' effective integration.
Building a University Partnership to Support Early Grade Reading in Nigeria: The Case of the Nigeria Centre for Reading, Research and Development
Author: Zuilkowski, Stephanie Simmons
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Centers,Reading Instruction,Literacy Education,Elementary Education,Research and Development Centers,Graduate Study,Barriers,Program Development,Partnerships in Education,International Cooperation,Higher Education,College Faculty,Faculty Development,Faculty Publishing,Fellowships

While most international educational development projects are engaged in capacity development, trainings rarely have enough depth to result in lasting changes in the capacity of local stakeholders. The case of the Nigeria Centre for Reading, Research and Development (NCRRD) at Bayero University Kano used a different model. Six NCRRD faculty spent six months at Florida State University (FSU) attending courses on literacy and elementary education, attending grant writing trainings and reading seminars, observing literacy instruction in schools, and participating in conferences. After returning to Nigeria, the fellows were mentored by FSU faculty through the stages of a research project; all fellows subsequently submitted articles to international journals. FSU supported the administrative structures of NCRRD, assisting in the development of financial and compliance infrastructure. The outcomes of the partnership included (1) the establishment of the NCRRD as a center for excellence in reading in West Africa, (2) the publication of contextually relevant literature to inform policymakers and practitioners, and (3) the establishment of graduate programs in reading. This paper discusses the challenges faced by the institutions during the establishment of the NCRRD and makes recommendations for institutions interested in developing long-term international partnerships.
Meteoric Rise of China as a Host Country for Studies: Exploring the Choice of International Students&apos; Perspectives
Author: Guiaké, Mathias
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Decision Making,Study Abroad,Higher Education,Student Attitudes,Trend Analysis,Student Mobility,Foreign Countries,Reputation,Institutional Characteristics,College Choice,Economic Factors,Educational Trends

The number of countries engaged in providing international education has grown consistently over the years. Traditionally, European countries and the US have been regarded as the only dominant destinations for overseas students. However, recent studies indicated that several new countries have emerged as study destinations. China, one of them, is on the rise in hosting international students. Through a systematic document analysis method, this paper sought to figure out the trend and primary reasons why international students choose China for their study destination. Long-time considered the world's largest sending country, China counts today among the top largest welcoming countries worldwide. In contrast to the recent studies conducted in some reputed higher education institutions in China claiming Chinese universities' reputation as the most pulling factor, this study reveals that, apart from other non-negligible factors, economic reason remains the major pulling factor of international students.
A Comparison between Pedagogical Approaches in UK and China
Author: Zhang, Bowen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Foreign Students,Student Centered Learning,Student Experience,Cultural Differences,College Instruction,College Students

With globalization increasingly define the world, international students are undertaking an important agentic role in terms of communicating different cultures. Therefore, their experiences are significant in revealing the pedagogic practices between different country settings. This article attempts to compare pedagogic practices between the UK and China by examining their cultural origins and the potential connections with pedagogical assumptions, placing on a spectrum of teacher/learner-centered pedagogy. Combining with the perspective of Chinese international students who have been studying in the UK, it captures the lived experiences of the actual classroom differences experienced by these students. It concludes with each pedagogy has its benefits and drawbacks respectively, and has its cultural fits, therefore, it is not possible for one particular educational system to completely 'borrow' pedagogic practice.
Reimagining Global Partnerships in Higher Education through Open Systems Theory
Author: Adams, Katherine
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Partnerships in Education,Higher Education,Cultural Awareness,Systems Approach,Stakeholders,Universities

Although global higher education partnerships can promote greater intercultural understanding, establish unique environments for student and faculty development, and generate opportunities for innovative and entrepreneurial ventures, they can be beset with problems that negate their potential effectiveness. This paper proposes that open systems theory offers a constructive lens for reimagining global higher education partnerships so that they not only benefit internal stakeholders, but also society. It begins with the basic concepts associated with systems theory, with particular attention to the differences between rational and natural systems, as well as open and closed systems. To project how open systems theory might encourage global partnerships to embrace institutional outreach with the environment, the relationship of open systems theory with community engagement is then explored. Finally, the paper shows how boundaries can be either reinforced or traversed through deliberate buffering, bridging, and boundary spanning strategies.
Sexual Harassment on International Branch Campuses: An Institutional Case Study of Awareness, Perception, and Prevention
Author: Cai, Li
Date: 2021-00-00
Type: Journal Articles
Subjects: Sexual Harassment,International Education,Multicampus Colleges,International Cooperation,Gender Differences,Self Concept,Cultural Differences,Student Attitudes,Prevention,Higher Education,Social Media,Sexual Orientation,Intergroup Relations,Intercultural Communication,Foreign Countries,Student Characteristics,Case Studies,Cultural Awareness,Action Research,Foreign Students

Concerned for student safety and intrigued by how research could impact institutional policy and practice, this paper describes findings from an action research project to raise questions and awareness about sexual harassment on an international branch campus in China. Due to the multicultural environment of the campus, it was felt that culturally grounded research that adds to our awareness and perceptions of sexual harassment would be imperative to facilitate prevention strategies in similar higher education environments. Through this case study, which received substantial institutional support, we also sought to learn more about students' experiences. Different attitudes and perceptions on gender, identity, sexuality, and multicultural relationships were revealed by survey responses and interview conversations. Furthermore, data revealed that students were confused about sexual harassment consequences and responsibilities, and social media was misleading. The findings from this study point to the need for more research, especially concerning cultural attitudes and perspectives about sexual harassment, and can contribute to institutional mechanisms in preventing sexual harassment amongst an increasingly internationalized higher education community.
Spanning Systems and Ecological Fluidity: A Revised Ecological Development Model for International Students
Author: Garton, Paul M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Holistic Approach,Models,Student Development,College Students,Social Environment,Cultural Context,Student Adjustment,Student Experience

The growth of the number of persons pursuing education outside of their home country has created a relatively new population of transnationally mobile students who experience a pivotal developmental period crossing and across international borders. There are few suitable theoretical models to examine the developmental experiences of this growing population. In his last publication, Urie Bronfenbrenner acknowledged his ecological model was a developmental yet evolving model to be tested and amended by incorporating new evidence. This conceptual paper draws from existing empirical work to advance the ecological model and revise it to be more applicable to and explanatory of developmental experiences of international students in the United States. The resulting model, which we call the &quot;Spanning Systems&quot; model, can be used to identify spaces of potential contradictions or learning in a student's development.