ethanporcaro/eric-fulltext-meta huggingface dataset:
Comprehensive Analysis of the FORT Instrument: Using Distractor Analysis to Explore Students&apos; Scientific Reasoning Based on Academic Level and Gender Difference
Author: Ha, Minsu
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Secondary School Students,College Students,Gender Differences,Instructional Program Divisions,Self Esteem,Foreign Countries,Science Education,Metacognition,Logical Thinking,Student Experience,Cultural Differences,Scientific Concepts,Concept Formation

Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students' scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students' confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups' counterparts. Finally, the factors related to Indonesian students' responses to the scientific formal reasoning were discussed.
Assessing the Validity and Reliability of Science Multiple Choice Test Using Rasch Dichotomous Measurement Model
Author: Mohd Dzin, Najah Hazirah
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Science Education,Multiple Choice Tests,Item Response Theory,Foreign Countries,Secondary School Science

Multiple choice tests are widely applied to assess students' knowledge in science education. This study aimed at assessing the validity and reliability of Science Multiple-choice Test in Malaysia. The items for this test were formulated by the researcher together with a panel of science teachers and the head of the science department with close reference to Secondary School Standard Curriculum (KSSM) syllabus. The test consists of 50 multiple-choice items with four options. Rasch measurement model was adopted to evaluate the quality of the Science Multiple-choice Test in terms of reliability analysis, item polarity analysis (PTMEA-CORR), item fit analysis and Principal Component Analysis of Residuals (PCAR). The reliability analysis was performed using Cronbach's Alpha, and the results of reliability and separation index respectively indicated good reliability level of the test items. In order to improve the validity of the test, two negatively worded items (Q39 and Q40) were removed. Lastly, the PCAR analysis showed the unexplained variance in the 1st contrast (5.4%) was found to be well controlled and was below the ceiling value of one-third of the variance explained by the item (18.7%). However, the positive value of the disattenuated correlations indicate no evidence of the presence of secondary dimension.
Emerging Direction of U.S. National Higher Education Internationalization Policy Efforts between 2000 and 2019
Author: Veerasamy, Yovana S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,Educational Policy,International Education,Foreign Students,Student Recruitment,Study Abroad,International Cooperation,Partnerships in Education

Novel trends in U.S. national higher education internationalization policy efforts emerged in the 2000s. Within the context of globalization, the purpose of this historical policy analysis study was to capture the emerging direction of national higher education internationalization policy in three policy-making sectors (voluntary, private, and public) between 2000 and 2019. Novel policy efforts in the three sectors were evident in four major areas: (a) international education at home (language and personnel training), (b) international student recruitment, (c) education abroad, and (d) international institutional partnerships. Within all three sectors, interest in policy strands wavered and policy efforts veered towards international institutional partnerships. Policy efforts tended to disregard the impact of globalization on the domestic front, focusing instead on international ties.
Challenges of the Re-Entry Experiences of Returning Saudi International Students after Studying Abroad
Author: Alsulami, Naif Daifullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Study Abroad,Cultural Differences,Adjustment (to Environment),Culture Conflict,Social Differences,Values,Cultural Influences,Administrative Organization,Teaching Conditions,Teachers

This research aims to describe the challenges of Saudis' re-entry experiences returning to Saudi Arabia after studying abroad. The total number of participants in the research was 21, consisting of 13 male and eight female participants returning from studying in the U.S., U.K., and Australia. With semi-structured individual interviews, the overall findings of this study showed that the returnees experienced some sociocultural challenges that eventually dissipated over time and few educational challenges related to their work field. Implications of the findings and directions for future research are provided.
&quot;It&apos;s Been a Good Reminder That Students Are Human Beings&quot;: An Exploratory Inquiry of Instructors&apos; Rhetorical and Relational Goals during COVID-19
Author: McDermott, Victoria
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Teaching Methods,Student Needs,College Students,Context Effect,Interpersonal Communication,School Closing,Online Courses,Teacher Student Relationship,Rhetoric,Expectation

As colleges and universities moved to remote learning during the Spring 2020 semester due to COVID-19, the traditional higher education classroom format was challenged. This study examines how instructors reconceptualized their rhetorical and relational goals in the pandemic classroom. A thematic analysis of 68 qualitative survey responses revealed that instructors adapted their rhetorical and relational approaches to instruction due to a perceived change in students' needs. Moreover, findings suggest that instructors intend to continue to use many of these instructional changes in their post-pandemic classrooms. These conclusions confirm that instructors should consider contextual factors not only during but also after COVID-19. We close with practical recommendations for instructors beyond the pandemic classroom.
Finding a New &apos;Normal&apos;: Factors Affecting Resilience of Female Burmese International Students at a Chinese University
Author: Moe, Aye Chon Chon
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Females,Foreign Countries,College Students,Foreign Students,Student Experience,Barriers,Influences

Studying in a foreign country is a big challenge for many international students. They face many difficulties in adapting to an unfamiliar situation. Under such circumstances, they need good resilience to overcome and bounce back from these difficulties. This study aims to explore (i) the problems encountered by international Burmese female students while studying abroad and (ii) the factors contributing to their resilience to continue pursuing their graduate degrees. Four Burmese female students studying at one university in China were purposely chosen and interviewed for this study. Findings showed that they mostly encountered language and academic problems and psychological distress at the beginning of their studies, but they adjusted well and were able to overcome these problems. Moreover, both internal (e.g., optimism and self-confidence) and external factors (e.g., social support and religious practices) were important in the development of their resilience to survive in a foreign country and continue pursuing their graduate studies.
Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers&apos; Views
Author: Hekmatshoar Tabari, Bizhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Curriculum Development,Undergraduate Students,Language Teachers,Teacher Attitudes,Majors (Students),Accounting,Architectural Education,Engineering Education,Curriculum Evaluation,Prerequisites,Program Effectiveness,Foreign Countries

This study was conducted in two phases. The first one is the preliminary phase aimed at tailoring the standard curriculum based on learners' needs analysis. The second one is the main phase, intended to evaluate the tailored curriculum based on teachers' views. The participants in the preliminary phase of the study (tailoring the curriculum) were 346 non-native male and female undergraduate students who received the same Pre-Requisite General English course at their first semester in university. They were studying different majors, including Accounting, Architecture, Civil Engineering, Electrical Engineering, and Mechanical Engineering. The participants in the main phase (evaluation of the tailored curriculum by teachers) were 10 non-native male (7) and female (3) teachers who taught the Pre-Requisite General English course through the tailored curriculum. The findings of the study supported the hypothesis that the teachers have a positive attitude toward using the tailored curriculum in teaching the Pre-Requisite General English course. It seems that the implementation of this tailored program, which is based on learner-needs-analysis, can enhance the effectiveness of the English for General Purposes (EGP) course, compared to the standard one.
Nepalese in Denmark: How Their International Education Aspirations Transformed into a Quest for &apos;Greener Pasture&apos;
Author: Timsina, Nitya Nanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Study Abroad,Academic Aspiration,Immigrants,Student Experience,Social Mobility

This paper attempts to reflect on how international education has come to be imagined as a quest for 'greener pastures' by many young Nepalese who are on the move in what is increasingly described as a 'globalized world'. Networking and engaging deeply in social, cultural and sporting rituals with the Nepalese students in Copenhagen, first as an Erasmus Mundus fellow from 2006 to 2008 and then as a doctoral student from 2011 to 2015 accompanied by a fieldwork in Nepal, this paper examines how international education has come to serve this diasporic desire for many young Nepalese.
Political Ideology and Academic Autonomy in Ethiopia
Author: Aboye, Ashenafi A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Politics of Education,Ideology,Institutional Autonomy,Universities,Federal Government,Political Influences

This study explores whether State political ideology in Ethiopia influenced the academic autonomy of that country's universities. It asks what the historical trends in the development of higher education show about political ideology and its relationship with university autonomy in the Ethiopian context. After reviewing different university autonomy models (Berdahl, 1990; Choi, 2018; Ordorika, 2003; Reilly, Turcan &amp; Bugaian, 2016), the study delineates the primary stakeholders of academic autonomy, namely, academic staff, students, and the government. It discusses academic autonomy in a comparative light across three regimes in Ethiopia, namely, the Imperial (1916-1974), the Socialist (1974-1991), and the Revolutionary Democratic regimes (1991-2018). Data from various sources show that in all these three regimes, the State negatively influenced academic autonomy, including by imposing a particular political ideology that was favored by the government in power at the time. However, the form and level of State influence have varied across these regimes.
Psychoactive Substance Use in Medical School Students at a Public University in Argentina: Lifetime Prevalence and Differences
Author: Marconi, Agustina M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Drug Use,Medical Students,Foreign Countries,Gender Differences,Marijuana,Predictor Variables

The cross-sectional study assesses lifetime use of psychoactive substances in medical students. During 2018, medical students from &quot;Universidad de Buenos Aires&quot; (UBA) in Argentina were offered the survey. Males significantly used at least one of the substances studied once in their lives compared to women (AOR: 1.75; IC 95%= 1.11-2.77). Similarly, males used more marijuana (AOR: 1.69; 95% CI = 1.08-2.63). The lifetime prevalence increased with career level for any substance, marijuana and stimulants. Being employed was associated with lifetime consumption of marijuana (AOR: 1.6; 95% CI = 1.03-2.48). Living with peers was associated with lifetime prevalence for stimulants (AOR: 3.5; 95% CI = 1.54-7.97). This study shows a lifetime prevalence for the total substances studied was higher compared to studies in the region. Marijuana was the substance with the highest consumption, with more than half surveyed having tried it.
Teaching International Students in Western Universities: A Literature Review
Author: Agostinelli, Adam V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Educational Experience,Language Proficiency,Student Attitudes,Teacher Attitudes,Educational Practices

In this systematic literature review, reports of international students, faculty members, and researchers indicate that international students have difficulty with the reading, writing, listening, and speaking demands of their English-mediated academic contexts, and that many host-institutions are not equipped to effectively accommodate their linguistic needs. A significant number of the studies reviewed also report that the difference between international students' previous educational experiences and typical Western classroom practices, dynamics, and expectations can be sources of confusion and anxiety. Additionally, salient trends indicate that linguistic and cultural difficulties may persist throughout the entire course of study, that some instructors hold deficit views of international students, and that international and domestic students have limited interactions. Host-institutions that fail to adequately meet the unique needs of this population have a moral obligation to take each of these issues into consideration if they are going to continue to take international students' tuition dollars.
Encouraging College Student Democratic Engagement through a Collaborative Voter Mobilization Project
Author: McGowan-Kirsch, Angela M.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Citizen Participation,Undergraduate Students,Citizenship Education,Cooperative Learning,Active Learning,Student Projects,Experiential Learning

Drawing on challenges I experienced when teaching a political communication course, I designed an upper-level undergraduate course with the objective of developing students' civic competence and democratic engagement. The major class assignment, which is the focal point of this best practices essay, was a four-step collaborative voter mobilization project designed and executed by undergraduate students. I use research, classroom conversations, and student observations to discuss four best practices for encouraging students to participate in electoral politics: (a) fostering political efficacy, (b) peer-to-peer learning, (c) experiential learning, and (d) learning through reflection. This essay breaks a four-step collaborative voting mobilization project down into easily implementable steps for those seeking to inculcate attitudes and behaviors that foster democratic engagement whether that be in schools, universities, or within the broader community.
&apos;Those First Few Months Were Horrible&apos;: Cross-Cultural Adaptation and the J-Curve in the International Student Experience in the UK and Norway
Author: Dailey-Strand, Caroline
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Cultural Differences,Student Adjustment,College Students,Anxiety,Culture Conflict,Study Abroad,Well Being,Student Attitudes,Barriers,Coping,Social Influences,Persistence,Language Skills,Employment Qualifications

Since the 1970s, international students have represented a growing proportion of the global student body, yet how they adjust and how universities can support them is relatively unexplored. We conducted a qualitative study of 36 international students of 11 nationalities studying in Norway and the UK and found that their experience did not fit the dominant 'U-Curve' of adaptation that suggests there is a honeymoon period on arrival. Confirmed with conversations with student wellbeing staff, who suggest that anxiety and culture shock are the norm, the data allows us to suggest factors that trigger adjustment and interventions to improve students' experience. Our contribution is a 'J-Curve' model comprising cultural challenge, adjustment, and mastery, to reflect the reality of the international student experience.
A Professing Parent&apos;s Reflection on the COVID Classroom and Research Illustrates the Full Utility of Communication Pedagogy
Author: Mathis, Robin Smith
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Higher Education,Workplace Learning,Interpersonal Communication,Teaching Methods,Student Needs,School Closing,Teacher Role,Power Structure,Altruism

This essay uses an ethnonarrative method to illustrate why and how to communicate compassion in the K-12, college, and workplace classroom during a pandemic. Reflecting on my experiences as a parent and professor, my students' journal entries March-May 2020, and field research notes, I conclude that the feeling of powerlessness in the classroom and compassion within the organization creates an innovative ethnonarrative research opportunity for the &quot;Journal of Communication Pedagogy&quot; reader. Ultimately, my reflection as a parent and professor emphasized the value of communication pedagogy. Ultimately, I argue that practitioners in traditional classrooms, as well as the workplace, can advance communication pedagogy through multifaceted ethnonarrative approaches that are uniquely suited to meet the complex challenges exposed during the COVID-19 pandemic
The Scale of Determining the Problem Behaviors of Children in Preschool Period: A Validity and Reliability Study
Author: Keles, Oguz
Date: 2021-12-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Preschool Teachers,Test Construction,Test Validity,Test Reliability,Student Behavior,Behavior Problems,Academic Ability,Peer Relationship,Foreign Countries

This study was aimed to develop a scale to determine the problem behaviors of 3-6 aged preschool children. A systematic process was carried out during the development of the scale. A total of 305 preschool teachers filled in the scale development study. Based on the results of exploratory factor analysis (EFA), it was identified that the scale consists of 30 items and three factors, explaining 52.13% of the total variance. These factors are named academic skills problems, peer relationship problems, and developmental-behavioral problems in accordance with the literature. Confirmatory factor analysis (CFA) was used to examine whether the collected data confirmed the determining factor structure. The whole scale's Cronbach's alpha reliability coefficient was found as 0.94. Cronbach alpha coefficients were 0.91 for &quot;academic skills problems&quot;, 0.89 for &quot;peer relationships problems&quot;, and 0.83 for &quot;developmental behavior problems&quot;. As a result of the analysis, the scale is valid and reliable to determine the problem behaviors of preschool children.
The Use of Travel Blog Writing in a Tertiary Level English for Specific Purposes Course
Author: Kemaloglu-Er, Elif
Date: 2021-12-00
Type: Journal Articles
Subjects: Travel,Electronic Publishing,English for Special Purposes,Teaching Methods,Second Language Learning,Second Language Instruction,Student Attitudes,Cooperative Learning,Personal Autonomy,Writing Improvement,Undergraduate Students,Tourism,Urban Areas,Cultural Awareness,Writing Processes,State Universities,Films,Translation,Foreign Countries

Blogs can be used as constructive means in EFL teaching allowing learners to exert control over their own writing and enabling them to communicate with the global community of internet users. Among different types of blogs, travel blogs can be employed as pedagogical means for real life based learning and L2 writing improvement. Through travel blogs, learners can both explore different places and write about their travel experience in L2. However, the use of travel blog writing in teaching English for Specific Purposes (ESP) has not yet been investigated. In this study, travel blog writing was integrated into a tertiary level ESP course aiming to improve learners' linguistic skills in the fields of tourism and travel. The research investigates the learners' views about blog writing as a part of their ESP course through a questionnaire and interviews. According to the findings, travelling and writing about the tourist attractions of one's city via a personalized blog was found to increase writing motivation but the experience was also defined to be demanding as it requires heavy workload. Overall, this experience was reported to enhance autonomous, reflective and collaborative learning, increase cultural awareness and contribute to learners' self-expression and L2 writing improvement.
Students&apos; Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations
Author: Sánchez-García, Rosa
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Active Learning,Student Projects,Content and Language Integrated Learning,Outcomes of Education,Bilingual Education,Foreign Countries,Elementary School Students,Secondary School Students,English (Second Language),Second Language Learning

The Content and Language Integrated Learning (CLIL) approach has become one of the most frequent teaching options used as a pivotal element of bilingual programs. Over the last two decades, a lot has been written about its characteristics, its potential, and the methodological approaches that should be used to encourage such programs. Since the main objective of CLIL is to improve the use of the foreign language as a vehicle for communication by students when accessing and manipulating content matter, it seems evident that methodological strategies should be promoted to provide the opportunity to maximize the use of the language within the classroom. In this respect, project-based learning (PBL) is depicted, in principle, as an ideal proposal for CLIL, since its implementation will entail an increase in language management. Especially concerning the content, this will result in an improvement in students' ability to perform more comfortably in school and, presumably, more effectively. Nevertheless, there might not be such a straightforward cause-effect relationship and, therefore, it is necessary to dig deeper into the real impact of using PBL. This study is aimed at analyzing its influence from the students' point of view, to drill down on their feelings and behavior towards PBL and how they tackle and solve the arising challenges. Results have shown interesting information about their views on the benefits of working by projects but also some concerns regarding the use of this teaching and learning model.