ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Associations between Financial Conditions and Study Abroad in Diverse, Low-Income College Students
Author: Mitic, Radomir R.
Date: 2022-09-00
Type: Journal Articles
Subjects: Low Income Students,Economically Disadvantaged,Scholarships,Minority Group Students,First Generation College Students,Study Abroad,Predictor Variables,Poverty,Student Motivation,Undergraduate Students,Barriers,Majors (Students),Student Characteristics

The study examines ascribed, financial, and college factors to predict study abroad participation among a national sample of students from financially disadvantaged backgrounds. Based on a longitudinal sample of 398 fourth-year participants of a national scholarship program (consisting of more than 50% students of color and 50% first-generation college goers), results show that despite higher study abroad participation among this group compared to national averages, finances remain a predominant impediment. The results provide a counter-narrative that study abroad participation is for the privileged. Findings also indicate that grant aid and prior exposure to financial adversity in the form of severe poverty are associated with an increased likelihood of study abroad participation, and that these relationships tend not to be moderated by gender or ethnoracial identity. Exploratory information on student motivations for study abroad is also reported. Given the importance of study abroad to learning outcomes, this study points to the importance of attracting to study abroad those for whom the college experience marks a significant break from the adverse conditions of their youth and may inform how study abroad, academic, and financial aid advisors can work with students to find funding sources to make an international experience a reality.
COVID-19&apos;s Implications for Accounting Courses&apos; Competence Development: The Case of Portugal
Author: Domingos, Alexandra
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Accounting,Foreign Countries,Distance Education,College Students,Public Colleges,Student Attitudes,Academic Achievement

Over the past few decades, higher education in accounting has been criticized for its focus on developing technical competences at the expense of general competences. The objective of this study is to analyze the general competences developed by the final-year students of accounting courses at Portuguese public polytechnics and to compare them with the most evident ones identified through a literature review for the current accounting profession. The study adopts a quantitative approach, carried out through a survey of 137 final-year students in the 2019/2020 academic year and using the techniques of descriptive and multivariate statistics. Among the main results, it was found that the ability to use information and communication technologies and lifelong learning were the most developed general competences. The results obtained allow us to conclude that the new practices developed through distance learning facilitated the development of technological competences, producing new reflections for improving the training of accountants.
COVID-19 Pandemic as a Catalyst for Fostering Reformed Pedagogy in Science Education
Author: Mavuru, Lydia
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Instruction,Science Education,Foreign Countries,Teaching Experience,Science Teachers,Socioeconomic Status,Resource Allocation,Educational Environment,Social Justice,Graduate Study,Graduate Students

The study examined the role of COVID-19 pandemic as a catalyst for fostering reformed pedagogy in science education within the South African context. The prevalence of COVID-19 pandemic compelled teachers as key agents of educational change to fundamentally rethink their pedagogical practices with a view to bring about reformed pedagogy. The study adopted a phenomenological design located within the critical paradigm. The empirical investigation involved 21 purposively selected in-service science teachers enrolled for postgraduate studies in science education at a South African university. Critical theory was adopted as a theoretical lens to provide insightful elucidation into how science teachers negotiated and transformed their pedagogical practices in response to the formidable challenges posed by COVID-19 pandemic. The COVID-19 pandemic critically exposed socio-economic disparities in science teaching and learning within the broader South African context. Under-resourced schools represented inappropriate educational entities which rendered encouragement of critical thinking and promotion of innovative pedagogical practices extremely difficult to realize. Science teachers at under-resourced schools were largely left to their own devices when navigating formidable challenges posed by the prevalence of COVID-19 pandemic. This dilemma represents a structural problem that ought to be addressed as a matter of priority in order to ensure social justice in terms of the creation of conducive teaching and learning environments at under-resourced schools in particular. Meaningful transformation of pedagogy remains an arduous task in the face of fundamental challenges afflicting teacher professional growth and its ramifications.
Need-Based Aid, Participation in Education Abroad, and Program Type Choice
Author: Bell, Angela D.
Date: 2022-09-00
Type: Journal Articles
Subjects: Student Financial Aid,Financial Needs,Low Income Students,Study Abroad,Costs,Undergraduate Students,Federal Aid,Grants,Student Attitudes,Decision Making

Although education abroad in the US offers participants demonstrable benefits, direct and opportunity costs are cited as primary barriers to broader participation. Yet the degree to which low-income status deters studying abroad and whether additional need-based aid beyond Pell Grants encourages participation remain uncertain. Moreover, not all education abroad programs are equivalent in terms of costs. This study is the first to examine whether need-based aid recipients differentially choose programs of varying duration or programs offered by various provider types. The sample consisted of 221,981 students from 36 institutions of the Consortium for Analysis of Student Success through International Education (CASSIE). Within that sample, 60,477 received Pell grants. Of those recipients, 39% received additional need-based aid. Regression models controlling for student background and context indicated that Pell grant recipients were 3% less likely to study abroad than peers receiving no such aid, and receipt of additional aid increased likelihood by 1% relative to Pell-only recipients. While aid was unrelated to study abroad duration, low-income students were less likely to study with third-party providers. The findings invite financial aid officers to determine thresholds of additional aid necessary to increase participation and to collaborate more systematically with counterparts in international education.
Predicting International Student Enrollment by Institutional Aid: A Random and Fixed Effects Approach
Author: Posmik, Daniel C.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Enrollment Trends,Declining Enrollment,Student Financial Aid,Predictor Variables,Causal Models,Statistical Inference

Since the fall semester of 2016, first-time international student enrollment (ISE[subscript ft]) has declined at U.S. colleges and universities. This trend disrupts a steady upwards trajectory of ISE[subscript ft] rates. Previous research has demonstrated that various political, social, and macroeconomic factors influence the number of international students studying in the U.S. Exploiting data from the Common Data Set (CDS), I focus on the role financial aid plays as an enrollment predictor for international undergraduate students. A fixed effects model reveals that financial aid is strongly and significantly predictive of ISE[subscript ft], yielding a 1.8% enrollment increase per 10% aid increase, all else equal. Interestingly, financial aid is only predictive of ISE[subscript ft] if it is awarded in substantial amounts. Extending the work of Bicak and Taylor (2020), I also analyze how the effectiveness of financial aid awards varies within different institutional settings. Random effects regressions reveal that rural, low research, and private universities experience considerable marginal ISE[subscript ft] boosts when awarding aid to international students. The findings of this work are primarily directed at institutional leaders who seek to revitalize their institution's ISE[subscript ft] policy. Moreover, these insights may inform local policymakers who seek to incent ISE[subscript ft].
Show Me the Money: An Exploration of International Student Net Tuition and Fees at Regional Universities in Minnesota and Wisconsin
Author: Marchwick, Colleen
Date: 2022-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,Tuition,Fees,Paying for College,Student Financial Aid,Enrollment,State Policy

International student enrollment has become increasingly important in higher education financing as public appropriations for higher education and enrollments have declined. A critical consideration for U.S. public institutions -- in particular regional institutions that lack brand prestige -- is pricing. This research brief examines the methods regional public universities in Wisconsin and Minnesota used to lower tuition for international, degree-seeking undergraduates. The findings suggest that the institutions used multiple approaches to reduce international non-resident tuition and limit remissions length and renewal. Additionally, remission complexity and price uncertainty may influence perceptions of higher education affordability in the United States.
Strengthening the Bridge between Financial Aid and Study Abroad
Author: Leap, Amy
Date: 2023-09-00
Type: Journal Articles
Subjects: Student Financial Aid,Study Abroad,Correlation,Case Studies,State Universities,Research Universities,COVID-19,Pandemics,Compliance (Legal),Partnerships in Education,College Administration,Equal Education,Educational Opportunities,Departments,Barriers,Records (Forms),Budgets,Global Education,Financial Needs,College Students

This article features a case study from Virginia Commonwealth University (VCU), a large, public, urban, research university, in which challenges in administering financial aid for study abroad early in the COVID-19 pandemic led the Education Abroad and Student Financial Services teams to revisit practices and protocols. This article describes compliance concerns, student service, administrative optimization, and interdepartmental relationships. The outcomes emphasize the importance of a strong, sustained partnership between university study abroad and financial aid offices, provide a framework for administrative structures in managing financial aid for study abroad programs, and highlight strategies to provide equitable study abroad opportunities.
The Effect of In-State Tuition on International Student Enrollment: Evidence from the Heartland
Author: Ngo, Federick
Date: 2022-00-00
Type: Journal Articles
Subjects: Tuition,Foreign Students,College Students,Enrollment,Educational Policy,State Colleges,Universities,Student Recruitment,College Choice

In 2008, the Minnesota State Colleges and Universities (MSCU) system modified residency criteria for tuition determinations and allowed institutions to charge international students in-state tuition. We use IPEDS data and a difference-in-differences design to determine the impact of the policy change on new international student enrollment in MSCU public four-year colleges relative to those in neighboring states, the Heartland, and all other states. We also derive a synthetic control group and compare the results. The findings indicate the MSCU policy allowing international students to pay in-state tuition drew 385 new international students to the state in the policy's first year. Domestic student enrollment did not change, so we infer the policy resulted in an increase in net revenues. We discuss the benefits of expanding in-state tuition to international students, including how it can attract international students to less selective and regional college and universities, increase the cultural diversity of campus and local communities, and expand access to higher education to a more socioeconomically diverse population of students seeking to study in the United States.
A Mathematical Problem-Solving Perception Scale for Secondary School Students: A Validity and Reliability Study
Author: Ersoy, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Education,Problem Solving,Secondary School Students,Attitude Measures,Test Construction,Test Validity,Test Reliability,Factor Analysis,Foreign Countries

Determining students' perceptions of problem-solving is an important step to improve their mathematical problem-solving skills. For this reason, the aim of this study was to develop a scale to determine secondary school students' perceptions of mathematical problem solving. In the study conducted in a basic research model, a scale application, one of the quantitative research methods, was used. The sample of the study consisted of 325 secondary school students. Validity and reliability analyses were made with the data obtained on the sample. Five sub-dimensions of the scale were determined through exploratory factor analysis. Confirmatory factor analyses were performed for these 5 sub-dimensions, and the fit indices were found to range from acceptable to excellent. The explained variance of the &quot;Mathematical Problem-Solving Perception Scale&quot; was 66.15%, and the Cronbach alpha value for the whole scale was 0.93. It was concluded that the scale would reveal the perception levels of secondary school students towards mathematical problem solving in a valid and reliable way.
Senior High School Students&apos; Difficulties in Learning Hybridisation in Chemistry
Author: Abukari, Moses Abdullai
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Difficulty Level,Student Attitudes,Science Achievement,Science Tests,Chemistry,Scientific Concepts,Misconceptions,Visual Aids,Concept Formation,Barriers,Teaching Methods,Foreign Countries,Learning Problems,Freehand Drawing,Molecular Structure,Pretests Posttests

The concept of hybridisation is one of the most difficult concepts for chemistry students to grasp at all levels of learning. Research showed the students conceptual difficulty ranged from their lack of the prerequisite knowledge for grasping the topic hybridisation to chemical bond formation and orientations of atomic orbitals. This study investigated the difficulties Senior High School Students face in learning hybridisation. The study adopted a mixed-method approach using the sequential exploratory design. Purposive sampling was used to select six schools that offer elective chemistry subject. Simple random sampling was then used to select 120 Senior High School form 1 students to take part in the study. Convenient sampling was used to interview 24 students from the sample. Hybridisation Achievement Test (HAT) and Semi-structured interviews were self-constructed and used to collect data. Descriptive statistics and Content analysis were used to analyse the data. Results showed that, majority of students had difficulties in explaining the concept of hybrid orbitals, writing the electron configuration of [subscript 6]C, explaining the effect of hybridisation on formation of chemical bonds in [subscript 6]C, and type of hybridisation and shapes of compounds such as NH[subscript 3], OF[subscript 2], BCl[subscript 3], CO[subscript 2], SiO[subscript 2], C[subscript 2]H[subscript 2], BeF[subscript 2] and C[subscript 2]H[subscript 4]. The study also showed that students had difficulties in explaining and demonstrating the formation of C = C double bond in ethene and other compounds. Equally students were challenged in demonstrating the differences between the formation of sigma and pi bonds in compounds. Students had difficulties in using electron orbital diagrams to explain the shape of CO[subscript 2] as linear. The study concluded that Senior High School form 1 chemistry students in the Upper West Region of Ghana lacked the most basic and fundamental concept of hybridisation. Teachers need to use conceptual change instructional approaches to teach hybridisation in order to foster students' understanding and reduce misconceptions.
&quot;Because More Trust Now&quot;: The Role of Peer Observation of Teaching in Building a Faculty Community of Practice
Author: Deraney, Philline
Date: 2022-10-00
Type: Journal Articles
Subjects: Observation,Peer Evaluation,College Faculty,Communities of Practice,Teacher Attitudes,Foreign Countries,Teaching Methods,Teaching Experience,Sense of Community,Interprofessional Relationship,Collegiality

As the main facilitators of teaching and learning, faculty developers' views as individuals and as members of their academic communities are essential to higher education research. Yet, developers' perceptions of their own growth and learning as practitioners are underrepresented in the extant literature. This qualitative study explored perceptions of a peer observation of teaching (PoT) program and its role in building a community of practice (CoP) amongst a nine-member team of faculty developers in a large university in Saudi Arabia. Participant data were collected through semi-structured interviews after two years of the program. A thematic content analysis of interview responses revealed four themes: 1) authentic collegiality and mutual communication improved through the shared experiences, which provided a foundation for the CoP; 2) participants' perceptions of PoT shifted from an evaluative experience to a developmental one with noticeable challenges; 3) teaching and learning strategies and practices were enhanced from the observation experiences; and, 4) PoT contributed to building community through shared practice and/or sense of belonging. Implications of this study support explicit discussions about the foundation and underlying values of proposed PoT and related programs; a balanced, outcome-oriented yet still developmental program with follow-up opportunities; and, learner-centered and sustainable development that empowers a bilateral role and identity as both academician and faculty developer.
Collaborative Online Learning across Cultures: The Role of Teaching and Social Presence
Author: Grothaus, Christin
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Problem Solving,Power Structure,Collectivism,Cooperative Learning,Online Courses,Outcomes of Education,Critical Thinking,Teaching Methods,Cultural Differences,Communities of Practice,Cultural Influences,Cultural Context,Student Characteristics,Foreign Countries,Social Media,Computer Software,Undergraduate Students,Femininity,Social Influences,Student Attitudes,Intercultural Communication,Computer Mediated Communication,Video Technology,Decision Making,Learning Management Systems,Digital Literacy,Feedback (Response)

Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students' backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students' experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.
Cross-Cultural Integration through the Lens of Loneliness: A Study of Chinese Direct Entry Students in the United Kingdom
Author: O'Dea, Xianghan
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Acculturation,Psychological Patterns,Peer Relationship,Foreign Students,Friendship,Undergraduate Students,Student Adjustment,Student Attitudes,Barriers

This study explores cross-cultural integration of Chinese top-up students in a UK university from the perspective of loneliness. Existing research on integration has underplayed loneliness. This study used semi-structured interviews to collect data at three key transition points during the top-up year. The findings suggest that students experienced loneliness both within and beyond their group, notwithstanding a number of reasons why they might be expected to be less lonely than other international students. Loneliness seemed to have a significant impact on cross-cultural integration, and participants were also unable to form strong bonds within their cohort of Chinese top-up students, and unable to experience healthy solitude. There are implications for the pre-departure preparation of such students, for the institutions hosting such students, and for responses to the social and emotional challenges they experience.
A Canonical Correlation Analysis of the Influence of Access to and Use of ICT on Secondary School Students&apos; Academic Performance
Author: Nouri, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Information Technology,Telecommunications,Access to Computers,Academic Achievement,Student Motivation,Grade Point Average,Learning Motivation,Family Environment,Internet,Computer Use,Handheld Devices

This study was conducted to examine the influence of access to and use of information and communication technology (ICT) on academic achievement and motivation. Data were collected from 300 students (12- to 16-year-old; 160 boys) from Sanandaj, Iran. The ICT Familiarity Questionnaire was used to assess the level of students' access to and use of ICT at school and outside of school. Students' Grade Point Average was considered as an indicator of academic achievement and their scores of Academic Motivation Scale as a measure of academic motivation. The findings revealed that students had more access to and use of ICT at home than school. The majority of participants reported that they used digital devices for the first time when they were between 7 and 10 years old. The students spent more time using the Internet outside of school during weekdays. They used digital devices more frequently for general than academic activities. The canonical analysis indicated that ICT-related factors are significantly correlated with academic performance. However, students' access to and use of ICT at school was the most influential factors affecting academic achievement. Furthermore, access to ICT at school and using digital devices at an earlier age were the most contributing factors correlated with academic motivation.