ethanporcaro/eric-fulltext-meta huggingface dataset:
Culturally Responsive Social Emotional Learning for International Students: Professional Development for Higher Education
Author: Yeh, Ellen
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Social Emotional Learning,Teaching Methods,Foreign Students,Academic Achievement,Student Attitudes,College Faculty,Teacher Attitudes,Barriers,Teacher Student Relationship,Universities,Social Support Groups,Best Practices,Metacognition,Interpersonal Competence,Decision Making,Interpersonal Relationship,Teacher Workshops,Self Management,Longitudinal Studies,Mentors,Graduate Students,Undergraduate Students

This qualitative study demonstrates how a culturally responsive teaching (CRT) approach builds the capacity of faculty and staff to create a social and emotional learning (SEL) environment that is conducive to success for international students. We propose a CRT--SEL model to address the increasing needs of mid-sized universities with emerging international students. The findings from 14 faculty and staff participants point to professional development strategies that can help reduce or remove barriers for working with international students. This study highlights the need to build upon the CRT and SEL tenets and align them with the existing support networks within the mid-size higher education institutions for classroom learning and off-campus activities to bolster international students' overall success. The results also indicate the faculty and staff's varying priorities and diverging trajectories.
Exploring the Effects of the COVID-19 Pandemic on International Students and Universities in Canada
Author: Firang, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,College Students,College Admission,COVID-19,Pandemics,Barriers,Mental Health,Income,Economic Impact,Coping

International students in Canada make enormous contribution to the Canadian economy. As domestic students' enrolment has declined, international students' admissions have compensated for economic losses that Canadian universities incur from the decline of domestic students' enrolment. The COVID-19 pandemic is impacting international students' admissions to Canadian universities. Drawing on various secondary data sources, this article argues that international students in Canada are vulnerable due to their temporary immigration status. They are excluded from most governments' relief programs aimed at supporting Canadians during this pandemic. Most international students experience psychological and financial difficulties amid the pandemic. The situation is triggering a further decline in international students' admission, creating economic implications for Canadian universities. By exploring the challenges facing international students and the strategies required to strengthen international students' resilience and universities' capacities, the paper contributes to our understanding of the plights of international students and educational institutions amid the COVID-19 pandemic.
Stereotypes from the Inside: Chinese International Students&apos; Experiences with Peers&apos; Outgroup Favoritism
Author: Ji, Yadong
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Experience,Peer Relationship,Ethnic Stereotypes,Interpersonal Communication,Cultural Differences,Stereotypes,Asians,Peer Acceptance,College Students

Communication scholars often examine immigrants' ingroup favoritism to study their intergroup/intercultural communication. Less is known about how some immigrants exhibit outgroup favoritism for the host culture and how outgroup favoritism relates to their ingroup communication. Drawn upon literature on outgroup favoritism, this study understands international/intercultural communication in a global system where some immigrants favor the hosting outgroup. The researcher investigates how Chinese international students experience their peers' performance of outgroup favoritism in the United States. Through in-depth interviews (n = 15), this study identifies how outgroup favoritism enacts negative ingroup stereotyping and ingroup distancing. Students with outgroup favoritism strategically negotiate for less ingroup membership and more outgroup affiliation, creating mutual exclusion among ingroup members. Discussion focuses on Chinese international students' communication dilemma with outgroup-favoring ingroup members.
Talented, yet Seen with Suspicion: Surveillance of International Students and Scholars in the United States
Author: Allen, Ryan M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Progress Monitoring,Crime Prevention,School Security,International Educational Exchange,Public Policy,Government Role,Government School Relationship,National Security,Higher Education,Terrorism,History,Immigration

The attacks of September 11, 2001, put terrorism at the forefront of the American political landscape. Donald Trump played into these fears of terrorism through his political rhetoric during his presidency, particularly targeting international students as &quot;threats&quot; to the nation. However, we argue that the labeling of international students as security threats was not started after 9/11 nor invented by Trump. Through historical records and accounts across decades of policies related to this issue, we seek to answer two questions: How has the U.S. government monitored visa policies and programs for international students? How have U.S. national policies evolved to view international students as national security threats? We found that mistrust of this population has been embedded throughout U.S. immigration history and that federal tracking policies emerged incrementally from long-held security concerns. The essay closes with a discussion on why the entire population of international students should not be scapegoated due to these fears.
The Development of Academic Vocabulary in International Foundation Students&apos; Assessed Academic Writing
Author: Therova, Dana
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Academic Language,Foreign Students,Foreign Countries,Transitional Programs,Writing (Composition),College Students

Despite the extensive research into academic vocabulary in university student writing, little is known about academic vocabulary in international foundation-level students' assessed academic writing. Considering that academic vocabulary is regarded as a key element of academic writing style and that written assignment is one of the main forms of assessment in university contexts, this is an important omission. This study addresses the gap by employing a corpus-based approach to investigate the development of academic vocabulary in assessed academic writing produced by international students (N = 193) in a foundation (gateway) program over an academic year in the context of a British university based in England and its overseas campuses in the United Arab Emirates and Mauritius. The findings show an increase in the usage of academic vocabulary over the course of the foundation program and highlight the impact of the assignment topic and brief.
The International Student Experience at U.S. Community Colleges at the Onset of the COVID-19 Pandemic
Author: Whatley, Melissa
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Students,Two Year College Students,At Risk Students,Student Needs,Academic Advising,Academic Support Services,Student Personnel Services,School Counseling,Travel,Student Employment,Income,Housing,Mental Health

This study's purpose is to explore the impact of the COVID-19 pandemic on international students who were studying at U.S. community colleges at the onset of this public health crisis. While previous work has explored the impact of the pandemic on international students generally, we argue that community college international students deserve focused attention due to their potentially marginalized status on their campuses. Using a mixed methods research approach, we analyze survey and interview data provided by community college international educators. Our results speak to two overarching themes: the supports provided to students at the onset of the pandemic (and educators' reasons for providing these specific supports) and the unique impact of the pandemic on community college international students due to their citizenship or residency status. These findings have important implications for community college leaders and international educators as they work with international students during future times of crisis.
Representation of Black Students in Rural Gifted Education: Taking Steps toward Equity
Author: Hemmler, Vonna L.
Date: 2022-00-00
Type: Journal Articles
Subjects: African American Students,Academically Gifted,Gifted Education,Disproportionate Representation,Rural Education,Talent Identification,School Districts,Equal Education,White Students,Poverty,Elementary School Students,Racial Differences,Grade 3,Grade 4

The enduring misperception that rural places are homogeneously White may contribute to the underrepresentation of Black students in rural gifted education programs. In this study, we sought to understand this relationship by examining the underrepresentation of Black students in rural gifted education programs through a theoretical framework of critical Whiteness studies, critical pedagogies of place, and spatial injustice. Using logistic regression, we analyzed data related to identification processes used in 11 high poverty rural school districts. These identification processes included local district-led identification strategies and study-led methods which were designed to increase equitable access to gifted education by administering a universal screening assessment, collecting teacher ratings for every student, and using local norms to interpret scores. Data analysis confirmed that Black students were identified for gifted services in greater numbers with the study-led methods and that district-led identification strategies often overlooked Black students for gifted identification. Results also indicated that teachers rated Black students lower on traits associated with giftedness even when the students had comparable scores on the universal screener. These findings point to promise in using more inclusive identification strategies and centering place in the interpretation of data as a step toward equity, but they also point to a significant need to disrupt Whiteness in rural gifted spaces. We discuss these implications and offer suggestions for further research to improve the rate of inclusion of Black students in gifted education programs as an issue of equity in rural schooling.
Ready or Not: Gulf Country Teachers&apos; Challenges toward Teaching Online Courses in Emergency Cases in Higher Education
Author: Zayeb, Alaa J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Barriers,Higher Education,Teacher Attitudes,Computer Mediated Communication,Computer Assisted Testing,Teacher Competencies,Nonverbal Communication,Distance Education,Cross Cultural Studies,Educational Change,Faculty Development,Pandemics,COVID-19,Blended Learning,Teacher Characteristics,College Faculty

The purpose of this study was to determine the challenges faced by teachers from the Arabian Gulf countries of Saudi Arabia and Kuwait while teaching virtual online courses. Because online learning in higher education in these countries had not occurred before the current pandemic, the teachers and students faced new challenges for the first time, including online communication, inadequate training, insufficient practice, and incompetence in online assessment. Seventy-six teachers of higher education in Kuwait or Saudi Arabia participated in this study, which was a survey created by the first author to determine the effectiveness of communication, training, practicing and assessing students' performance during the pandemic. Results indicated that no differences were found between the two countries; while participants felt that training was adequate for the task of converting to remote teaching, they were concerned about nonverbal aspects of communication and assessing online work. Suggestions included obtaining participants from other Gulf countries, refining the survey, and involving different types of institutions such as private colleges. The results of this study imply that for many teachers, improvements in communication and assessment are necessary to improve online teaching, which is likely to continue in these countries after the pandemic is over.
Rasch Analysis for Disposition Levels of Computational Thinking Instrument among Secondary School Students
Author: Sovey, Saralah
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Response Theory,Computation,Thinking Skills,Secondary School Students,Foreign Countries,Student Attitudes,Psychometrics,Measures (Individuals),Computer Science,Test Validity,Test Reliability,Gender Differences

Computational thinking is a strategy of thinking to tackle complex problems. There is a paucity of conceptualization and instruments that cogitate on computational thinking disposition and attitudes. This study reacts to these constraints by establishing an instrument to test computational thinking related dispositions and attitudes. The computational thinking disposition Instrument is an indicator of student's disposition towards computational thinking in daily life. The objective of this study is to investigate the psychometric features using Rasch model. Data of 535 form four computer science students in Malaysia were obtained. Instrument consists of 55 core measures in three domains: cognitive, affective and conative. The Rasch analysis indicated good psychometric features of the instrument. In these three domains no items showed disordered thresholds and the reliability was good. As a result, the Rasch analysis provides basis for cautious optimism permitting more detailed and finer level investigation of the instrument.
The Use of Virtual Reality in a Chemistry Lab and Its Impact on Students&apos; Self-Efficacy, Interest, Self-Concept and Laboratory Anxiety
Author: Gungor, Almer
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Chemistry,Science Experiments,Self Efficacy,Student Interests,Self Concept,Anxiety,Undergraduate Students,Technology Uses in Education

The purpose of this study was to evaluate the impact of virtual reality on undergraduate students' self-efficacy, self-concept, interest, and laboratory anxiety in an introductory chemistry course. We used a mixed-methods approach to improve our understanding of how these factors mediate student learning. The findings showed that (i) the use of the virtual reality application had an overall positive impact on students' self-efficacy, self-concept, interest, and anxiety; and (ii) students who expressed some anxiety about doing the lab prior to the course reported the use of the virtual reality application decreased their levels of anxiety at the end of the lab. The implications of these findings speak to the potential value of the use of virtual reality applications in higher education and especially in situations when distance learning is the only option as well as in situations where the costs of real laboratories cannot be afforded.
Effectiveness of Augmented Reality (AR) on Students&apos; Achievement and Motivation in Learning Science
Author: Ziden, Azidah Abu
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Academic Achievement,Student Motivation,Science Education,Foreign Countries,Electronic Learning,Learner Engagement,Handheld Devices

This study aimed to determine the impact of an augmented reality (AR) application, NutricARd, on students' achievement and motivation. The mixed-methods research seeks to ascertain the influence of AR-NutricARd learning cards on the motivation and achievement of form 2 science students. There were 50 participants in this study. The NutricARd applications, which had undergone rigorous design and development research, were employed for the treatment group. Each of the control and experimental groups had 25 participants. The control group used existing AR features in textbooks provided by the Malaysia Ministry of Education. The study revealed that there is a significant difference in achievement between the treatment and control groups. Pretests and post-tests, as well as a procedure for semi-structured interviews, were employed as research tools in this study. The paired t-test results showed that there was also a significant difference in students' motivation. The semi-structured interview showed that AR-NutricARd has the capabilities and intriguing aspects that encourage students to engage with the science subject. The findings of the study also showed that there is a significant relationship between motivation and achievement. Thus, a higher motivation implies increased student achievement.
People&apos;s Views of Hygiene and Personal Care during COVID-19 Outbreak
Author: Ivanova, Svetlana S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Hygiene,Health Behavior,Disease Control,Access to Information,Television,Mass Media Use,Sanitation,Adults

The present research aims to ascertain the views of the people in Russia, about their levels of awareness in terms of hygiene and personal care for protection against the coronavirus. Data for this research were collected through an online questionnaire developed by researchers using a quantitative research approach. A total of 439 people living in different districts of the Russian Federation were involved to the research based on simple random sampling. The data were analyzed using descriptive statistics including frequencies and percentages. Results revealed that the participants paid attention to not having close contact with other people to protect themselves against the COVID-19 pandemic. The findings also revealed that they wash their hands after visiting the toilet and stand one meter away from other people. It was also found that television is the mass medium through which they follow the information on personal care and hygiene-related to the COVID-19 pandemic most frequently.
Acquisition of Naïve and Scientific Conceptions: How Linguistic Context Matters in Singaporean Children&apos;s Understanding of &quot;Animal&quot;
Author: Hast, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Concepts,Concept Formation,Animals,English,Indonesian Languages,Mandarin Chinese,Dravidian Languages,Age Differences,Children,Definitions,Language Usage,Sociolinguistics,Family Environment,Elementary School Science,Science Instruction

312 Singaporean children aged 4, 7, and 10 years from four different home language backgrounds--English, Malay, Mandarin, and Tamil--were tested for their recognition of animals and non-animals. The Malay-speaking group of children was the notable group that showed a different developmental pattern from the other three groups. They performed significantly better on recognition of all animals and of non-archetypal animals, for both the English and the Malay test versions. Age-related patterns suggest a U-shaped performance curve, with 4-year-olds mostly scoring slightly higher than 7-year-olds, in line with the suggestion that archetypal definitions begin to emerge around 3-4 years of age. The notable exception was again the Malay-speaking children, who followed a simple linear improvement. Out of the four languages, Malay has the broadest archetypal definition of animal, which may help explain these effects, suggesting that home language exposure that has broader definitions may strengthen a child's understanding when also learning in the context of a different instructional language. Overall, the study may have implications for understanding the role of language in the formation of scientific concepts as well as for instructional approaches by taking into consideration how everyday language may need to be taken into account when teaching about animals.
Integrating Feminist Pedagogy into Science Teacher Education
Author: Miner, Jackson Z.
Date: 2021-00-00
Type: Journal Articles
Subjects: Feminism,Teaching Methods,Science Teachers,Teacher Education,Secondary School Teachers,Preservice Teachers,Capstone Experiences,Inclusion,Racial Bias,Gender Bias

With a growing need to give underrepresented populations equitable opportunities in science, less traditional pathways for science instruction must be considered. Incorporation of feminist pedagogies into secondary science teacher education provides an opportunity for preservice teachers (PSTs) to help underrepresented minority groups connect to and build an interest in science. A civic engagement project was designed for undergraduate students in a capstone course in a Women and Gender Studies program, in which students were charged with identifying and interviewing a person in their dream career who was involved in feminism. This paper discusses the responses from an interview with a secondary science education methods professor with an intersectionality as an African-American female scientist in a predominately White institution in the Midwest. The interview focused on how different feminist principles affected her goals for the science education courses she teaches, and included a critical analysis and discussion of activities completed in the secondary methods course. In this paper we discuss how a secondary science methods course grounded in inclusionary feminist principles led to the development of activist pre-service science teachers with a commitment to representation and to recognition and discussion of bias. The data supporting the project are excerpts from the interview questions as well as specific activities implemented in the secondary science methods course that influenced the first author's lesson plan development and philosophy of teaching. Clearly, experiences for PSTs that are grounded in exposure to and awareness of pre-service teacher activism, representation, and recognition and discussion of bias are necessary if we are to create equitable opportunities and to foster an interest in science that is accessible to all students and teachers.
Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore
Author: Yang, Weipeng
Date: 2022-06-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Foreign Countries,Preschool Curriculum,Educational Change,Educational Policy,Global Approach,School Districts,Ideology,Constructivism (Learning),Teaching Methods,Indigenous Knowledge,Western Civilization,Asian Culture,Culturally Relevant Education,Developmentally Appropriate Practices,Policy Formation,Early Childhood Education,Research Reports

Purpose: This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods: We reviewed and analyzed the chosen studies with a multilevel curriculum framework--formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings: The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value: The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.