ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Integrity Policy Analysis of Publicly-Funded Universities in Ontario, Canada: A Focus on Contract Cheating
Author: Miron, Jennie
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrity,Ethics,Cheating,Outsourcing,Public Colleges,Discipline Policy,Policy Formation,Prevention,Foreign Countries

In this article we report findings from a review of universities' academic integrity policies in Ontario, Canada. The research team systematically extracted, reviewed, and evaluated information from policy documents in an effort to understand how these documents described contract cheating in Ontario universities (n = 21). In all, 23 policies were examined for contract cheating language. The elements of access, approach, responsibility, detail, and support were examined and critiqued. Additionally, document type, document title and concept(s), specific contract cheating language, presence of contract cheating definitions and policy principles were reviewed. Findings revealed that none of the universities' policies met all of the core elements of exemplary policy, were reviewed and revised with less frequency than their college counterparts, lacked language specific to contract cheating, and were more frequently focused on punitive rather than educative approaches. These findings confirm that there is further opportunity for policy development related to the promotion of academic integrity and the prevention of contract cheating.
Diversity, Growth, and Understanding: School Responses to Immigration in Rural New Brunswick
Author: Hamm, Lyle
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Immigrants,Immigration,Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Ethnic Groups,Social Change,Rural Areas,Acculturation,Stereotypes,Social Attitudes,Racial Bias,Elementary Secondary Education,Political Attitudes,Negative Attitudes,Foreign Countries

The province of New Brunswick is growing its population through immigration and retention strategies of newcomers to grow and stabilize its economy. Many communities, traditionally unaccustomed to such growth, are now experiencing a rapid shift in their ethnocultural populations. This report is based on a case study research conducted in three rural New Brunswick schools in three closely connected communities. Each school is confronting their own issues with the shift in their student demographics, but all share common strengths and challenges. The researchers identified four main intersecting themes, each connected to a sub-theme. They found that: (1) newcomer students are striving hard to learn and live in an English culture; (2) newcomer students are working to belong in their school through finding Canadian-born friends and allies; (3) educators and newcomer students are mindful that deficit thinking hinders language and verbal communication; and (4) stereotypical perceptions about new immigrants taking jobs away from New Brunswickers are pervasive and consistent in the schools and communities that were studied. As more newcomers arrive in the province, the researchers advocate that educators and school leaders need more knowledge and support for working with newcomer students and families. Further, deeper conversations about stereotyping and racism will need to occur to effectively eradicate the negative perceptions about immigrants and immigration in the province.
Intranational University Student Mobility: A Case Study of Student Migration and Graduate Retention in Eastern Canada
Author: Kirby, Dale
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Mobility,Undergraduate Students,College Graduates,Graduation Rate,Migration Patterns,Relocation,Place of Residence,Geographic Regions,Academic Persistence,Decision Making,Tuition,Foreign Countries,Enrollment Trends,Universities

While international student mobility has received much examination, intranational student mobility is a lesser-studied area. Data shows that residents of the four Easternmost Canadian provinces are more likely to travel outside of their home province to undertake university studies than other Canadians. Beginning in the mid-1990s, Memorial University of Newfoundland experienced a near ten-fold increase in the enrolment of students from the three nearby Maritime provinces. Previous study of this enrolment trend indicated that the increase was partially driven by Memorial's lower tuition fees. Guided by the conceptual lenses of student choice frameworks, tuition price sensitivity analyses, and student migration studies, this study was carried out to examine the persistence and graduation rates of the 2010 Maritime student cohort, where they resided following their university studies, and factors influencing their decisions to stay or leave Newfoundland and Labrador. This research primarily relied on university administrative records and participant survey responses. The results showed that almost 40% of the 2010 Maritime student cohort had dropped out two years after their initial enrolment at Memorial and by the sixth year, their graduation rate (45%) was far below the overall graduation rate for Canadian students in undergraduate degree programs (74%). In addition, almost 78% of those who were successfully surveyed in autumn 2020 were no longer residing in Newfoundland and Labrador. While there are limitations to the interpretation of the results, they raise important questions about tuition fee polices and their connection (or not) to population growth.
Teenagers and ICT Usage: Analysis of Its Emotional, Academic, and Social Effects
Author: González López, Ignacio
Date: 2021-06-00
Type: Journal Articles
Subjects: Information Technology,Adolescents,Secondary School Students,Family Attitudes,Computer Use,Telecommunications,Handheld Devices,Psychological Patterns,Emotional Response,Educational Environment,Social Environment,Foreign Countries,Television,Computers,Video Games,Electronic Publishing,Behavior

This study aims to determine the perceptions families have about their children's use of Information and Communication Technologies, identifying usage habits and their effects on the management of emotions, within the academic and social settings. The study was conducted with a total of 253 families from throughout Spain, whose children are between the ages of 14 and 16 and are attending compulsory secondary education. To this end, a cross-sectional non-experimental study was carried out by means of a survey. The families surveyed indicate that their children use technology for five hours a day, the mobile phone being the most widely used device, and that this directly affects their levels of irritability and frustration when usage is limited, but does not cause adverse effects in academic and social settings.
Teens&apos; Behavior Patterns on the Web: Surfing or Wrecking?
Author: Raposo-Rivas, Manuela
Date: 2021-06-00
Type: Journal Articles
Subjects: Adolescents,Student Behavior,Secondary School Students,Internet,Social Media,Computer Use,Foreign Countries,Computer Mediated Communication,Computer Security,Risk,Access to Information,Safety,Purchasing,Leisure Time,Parent Role

Adolescents' relationship with technology is controversial both because of the possibilities it offers and because of the risks it entails, even being perceived by them as a real need. In order to improve the knowledge about it, a non-experimental research of transversal style has been carried out using a methodology based on data mining. 1,048 students of Secondary Education participated and answered a questionnaire about their use of the Internet and social networks. Six factors were identified, which could be recognized as patterns of behavior in the network. They are grouped around: (1) the communicative and informative dimension of the resources; (2) the one related to the security in the network; (3) the risk and vulnerability; (4) the specialized information both general and specific, (5) the transfer and acquisition of goods; and (6) the leisure and parental surveillance. The main findings show that their habits are mostly oriented towards the transfer and transaction along with the maintenance of security, avoiding situations that could involve risk and vulnerability in navigation. The identification of these subgroups is timely to develop training and digital literacy actions.
Outstanding Students Volunteering during COVID-19: Comparative Research among Several Israeli Colleges
Author: Shamma, Fathi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Volunteers,Student Motivation,Student Attitudes,College Students,Schools of Education,COVID-19,Pandemics,Social Responsibility,Community Benefits,Foreign Countries

Voluntarily work is very significant. Due to the significance of such work, the researchers explored the attitudes of outstanding students at the Arab Academic College for Education in Israel and students at other colleges in Israel towards voluntarily work during the COVID-19 crisis. Students filled in two scales. The first scale included 34 items. It collected data on the motives of volunteering. The second scale involved 10 items. It collected data about the benefits of volunteering in the future. The researchers used quantitative research methods. Data were collected from 100 students. The researchers used descriptive and inferential statistical methods. The results indicate that there is a correlation between the feelings of outstanding students at the Arab college and other excellent students in other colleges; they feel that by volunteering they express their values and talents, and that they are granted independency in making decisions and salient reasons for volunteering: creating a better society, meeting the expectations of the programme coordinator, feeling good, volunteering in a field in which they will closely engage in the future and identifying the goals of the programme and the project in which they are participating.
Scientific Comparative Analysis of Professional Self-Development of Future Social Pedagogue in Kazakhstan and Abroad
Author: Tursynay, Imasheva
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Professional Development,Self Actualization,Self Esteem,Self Determination,Self Management,Personality Development

The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities. The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues.
International Students&apos; Motivations and Decisions to Do a PhD in Canada: Proposing a Three-Layer Push-Pull Framework
Author: Zhang, You
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Student Motivation,Student Characteristics,Decision Making,Citizenship,Immigration,Foreign Policy,Intellectual Disciplines,Institutional Characteristics,Readiness,Foreign Countries,Study Abroad,Socioeconomic Influences

The study aims to explore which factors influence international students' decision to pursue doctoral studies in Canada. Drawing on the push-pull model and the mechanism of educational decision making, this study uses semi-structured interviews to gather data and explores themes such as political and economic forces, institutional factors, social background and experience, and individual motivation in students' decision making. Our study identifies multiple factors at the individual, institutional, and country levels that influence students' decision making, including students' past experiences, funding, faculty members, and immigration policies. Moreover, it finds that the factors vary by students' regions of origin and disciplines of study. Our findings, focused on international doctoral students in Canada, add to the ongoing conversation about student mobility and add nuances on international students' decision-making process in times of shifting landscape of higher education internationalization.
It&apos;s Not Just a Pay Gap: Quantifying the Gender Wage and Pension Gap at a Post-Secondary Institution in Canada
Author: Smith-Carrier, Tracy
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,College Faculty,Teacher Salaries,Retirement Benefits,Gender Differences,Equal Opportunities (Jobs),Salary Wage Differentials,Women Faculty

What is the impact of the gender pay gap in academia over the course of a career and retirement? To quantify this impact, we used a Canadian post-secondary institution as a case study and simulated the effects of the reported difference in salary across multiple academic career trajectories. A starting wage gap of less than $9,000 resulted in a $300,000-$400,000 gender wage gap over the course of a career, and a further $148,000-$259,000 gender pension gap, for a total gender pension and wage gap of $454,000-$660,000, depending on the rank achieved. Thus, focusing on gender gaps in salary alone leads to a substantial underestimation of the long-term effects of the gender gap.
Food Insecurity among International Post-Secondary Students Studying on a Canadian Campus: A Qualitative Descriptive Study
Author: Hanbazaza, Mahitab
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Hunger,Barriers,Student Needs,Student Attitudes,Food,Time,Family Influence,Knowledge Level,Cultural Differences,Costs,Mental Health,Physical Health,Well Being

Enrollment of international post-secondary students is increasing across Canadian campuses. International post-secondary students may experience challenges in accessing nutritious foods that meet their dietary needs and food preferences. These challenges can pose negative impacts on their health, well-being, and academic achievement. Our aim was to describe international post-secondary students' perceptions of (1) challenges to attaining food security and (2) consequences of food insecurity on the university experience. We conducted individual semi-structured interviews with 11 international post-secondary students who had food insecurity, were enrolled at a public university in Canada, and who had requested emergency food hampers from the on-campus food bank. Interviews were audio-recorded, transcribed verbatim, and analyzed using manifest, inductive content analysis. International post-secondary students reported several logistical issues related to obtaining sufficient food, including a lack of time, limited family support, modest food preparation skills, and low knowledge about supportive services and resources. Students also faced challenges in sourcing culturally appropriate foods, including issues related to food availability, accessibility, acceptability, and affordability. Further, they perceived food insecurity to negatively influence their academic performance through compromised concentration, reduced class and exam attendance, and adverse impacts on physical, mental, and social well-being. Some students reported extreme food deprivation, resulting in hunger. Our results revealed the negative impacts that food insecurity can have on international post-secondary students. Findings underscore the imperative to minimize the occurrence of food insecurity while studying in Canada by introducing and enhancing support systems on campus and in the community to enable food security.
The Effect of Women Academic Leaders on Canadian Natural Sciences and Engineering Professors
Author: Dengate, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Women Faculty,Women Administrators,College Faculty,Gender Bias,Universities,Foreign Countries,Administrator Attitudes,Teacher Administrator Relationship,Teacher Attitudes,Work Environment,Gender Differences,Engineering Education,Natural Sciences,College Presidents,Deans,College Administration

Using a sample of women natural sciences and engineering (NSE) faculty members from 13 Canadian universities, we investigated the impact of women academic leaders on women professors' perceptions of gender bias. Logistic regression analyses indicated that professors who perceived more workplace gender bias were more likely to feel that they needed to work harder to be seen as legitimate scholars than those who perceived less gender bias. However, professors who perceived that women were better represented amongst their faculty/college and university leadership were significantly less likely to feel that they needed to work harder for legitimacy than those who perceived greater gender bias in leadership. These results suggest that addressing gendered university hierarchies may moderate the impact of gender bias on women in NSE units.
Supporting First Nations and Métis Post-Secondary Students&apos; Academic Persistence: Insights from a Canadian First Nations-Affiliated Institution
Author: Kristoff, Tania
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Populations,Postsecondary Education,Culturally Relevant Education,Academic Persistence,College Students,Teaching Methods,College Administration,Land Settlement,Individual Development,Community Development,Tribal Sovereignty,Tribally Controlled Education,Social Support Groups

Post-secondary institutions have a critical role to play in addressing the Truth and Reconciliation Commission (TRC) Calls to Action through indigenization strategies (TRC, 2015) but, to date, it has proven challenging. In this study, the research lens was expanded to focus on First Nations-affiliated post-secondary institutions, since these come closest to providing authentic approaches to indigenization. The purpose of this qualitative case study was to explore how social support affects the academic persistence of First Nations and Métis students at a First Nations-affiliated post-secondary institution. The findings revealed that administrative and pedagogical practices, consistent with Indigenous ontologies, enabled students to respond to challenges stemming from the generational effects of colonization, and promoted individual and familial advancement, cultural growth and identity formation, community development, and Indigenous sovereignty. It is concluded that mainstream institutions can benefit from the findings as First Nations-affiliated post-secondary institutions provide valuable understandings of potential transformations toward indigenization.
What Matters More? What Matters Less? Changes in the Transition to Post-Secondary between Two Toronto High School Cohorts
Author: Robson, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Graduates,Postsecondary Education,Predictor Variables,Cohort Analysis,Longitudinal Studies,Outcomes of Education,Urban Areas,College Applicants,College Admission,Barriers,Probability,Racial Differences,Universities,Colleges,Special Education,Academic Achievement,High Achievement,Low Achievement,Attendance

Using data from two Toronto student cohorts that entered high school five years apart, this study uses descriptive and multivariate techniques to examine short-term change in the predictors of four possible pathways after high school: confirming a place in university, confirming a place in college, applying but no admittance, or not applying at all. From a comparative cohort perspective, the analysis considers various overlapping ascriptive and school experience factors that contribute to unequal transitions--from race, gender, and immigration background to early achievement, attendance, and suspensions. Even across a short time period, there is change in transition patterns. The results highlight that a comparative cohort approach provides insight into how the transition to post-secondary education in an urban environment changes even over relatively short periods of time.
Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers
Author: McLellan, Gillian
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,Foreign Countries,Immigrants,Curriculum Development,Service Occupations,Language Proficiency,English (Second Language),Computer Assisted Instruction,Task Analysis,Usability,Work Environment,Access to Education,Educational Benefits

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir &amp; Satzewich, 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.
The Effects of Task Repetition on Child EFL Learners&apos; Oral Performance
Author: Sun, Bo
Date: 2021-00-00
Type: Journal Articles
Subjects: Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Models,Task Analysis,Accuracy,Language Fluency,Story Telling,Phrase Structure,Error Patterns,Teaching Methods,Elementary School Students,Foreign Countries,Speech Communication,Drills (Practice)

While the role of task repetition has received much attention in task-based research, few studies have examined how exact task repetition affects the performance of child second language learners. Also, little is known about the impact of exact task repetition on trade-off effects between linguistic performance areas among child learners. To help fill this gap, we investigated the impact of task repetition on 40 Chinese EFL learners' oral production. The children repeated the same story-telling task three times, and transcripts of their performance were coded for linguistic complexity, accuracy, and fluency. Complexity was expressed in terms of overall complexity and subordination and phrasal complexity. We assessed accuracy with weighted clause ratios and proportion of errors. Fluency was captured by repair and breakdown fluency measures. Wilcoxon signed rank tests revealed positive effects for task repetition on fluency and accuracy. Trade-off effects observed during participants' first performance had decreased by their third retelling. These results support Skehan's (1998) Limited Capacity model and suggest that task repetition is a useful pedagogical tool in instructed child L2 contexts.