ethanporcaro/eric-fulltext-meta huggingface dataset:
Motives and Measures of Higher Education Internationalisation: A Case Study of a Canadian University
Author: Yesufu, Lawal O.
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,International Education,Educational Quality,Surveys,Partnerships in Education,Income,Federal Aid,Faculty Development,Institutional Evaluation,Measurement Techniques,Educational Objectives,Educational Practices,Universities,Higher Education,Semi Structured Interviews

Internationalisation is the inclusion of international, intercultural and global dimensions into the objectives, policies and practices in the delivery of postsecondary education. The objective of the research was to investigate the types of partnerships and internationalisation approaches that exist in higher education, the motives of internationalisation and the most appropriate approaches to measuring the quality and progress of internationalisation in higher education. A number of studies on internationalisation have been carried out. However, there is a limit on the scale and amount of research undertaken on measuring the output of internationalisation in higher education, in particular in the context of the Canadian higher education system. This paper is based on case study research to determine the motives of internationalisation in higher education in a Canadian university and it uses the Knight Internationalisation Tracking Measure to test the quality and progress of internationalisation in the university. The research entailed document analysis, interviews and surveys which were designed to gather data on internationalisation practices and objectives from university staff involved in the management of internationalisation and international partnerships. The content of the interviews and surveys were based on the measures defined by the Knight Internationalisation Tracking Measure. The research found that higher education institutions are motivated by the prospects of attracting additional income to make-up for the reduction in government funding. In addition, internationalisation offers access to staff development opportunities, internationalisation of the curriculum, and wider benefits leading to societal development. These findings and recommendations are drawn from a single case study.
Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support
Author: Christie, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Higher Education,College Freshmen,First Year Seminars,Case Studies,Communities of Practice,Action Research,School Surveys,Focus Groups,Educational Practices,Intervention,Interviews

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution's strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort.
Promoting Active Learning When Teaching Introductory Statistics and Probability Using a Portfolio Curriculum Approach
Author: Adair, Desmond
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Introductory Courses,Statistics,Probability,Portfolios (Background Materials),Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Cooperative Learning,Student Attitudes,Scores,Statistical Analysis,College Students

The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty, interactions with other students and work they have completed on their own, is designed to encourage active learning, mainly in the areas of cooperation and collaboration. In order to investigate the effectiveness of the portfolio curriculum, a controlled experiment applying a pre-test-post-test control group design is conducted. Two tests are conducted, one before the commencement of the course (pre-test) and one after the completion of the course (post-test). The effectiveness is evaluated by comparing within-subject post-test and pre-test scores and by comparing the scores between subjects in the experimental group, i.e., those who learned using the portfolio curriculum approach and subjects in the control group, i.e., those who learned using a traditional method of teaching. In addition to analysis of the controlled experiment, a Survey of Attitudes Toward Statistics (SATS) was completed on the first and last day of the semester by the participants so as to give a measure of student confidence, understanding, liking, and difficulty of the portfolio curriculum approach as opposed to using a traditional method of teaching and learning. The findings of these investigations are reported and discussed, as are the merits and problems encountered regarding the methodology and student attitudes regarding the portfolio curriculum approach.
Determining the Predictors of Self-Efficacy and Cyber Bullying
Author: Bingöl, Tugba Yilmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Bullying,Computer Mediated Communication,Questionnaires,Structural Equation Models,Victims,High School Students,Grade 11,Foreign Countries,Student Surveys,Psychological Patterns,Gender Differences,Safety,Statistical Analysis

In this study, it was aimed to determine the variables affecting self-efficacy and cyber bullying. The participants of the study were 223 high school students. The data was collected through the use of self-administered questionnaires which were the General Self-efficacy Scale, the Gratitude Scale, the Early Memories of Warmth and Safeness Scale and the Revised Cyber Bullying Inventory. Results of structural equation modeling analysis revealed that self-efficacy was affected by early memories of warmth and safeness and cyber bullying was affected by being a cyber victim. All goodness of fit indices of the model in this study was satisfactory. The results of the study demonstrated the importance of early memories of warmth in improving self-efficacy and preventing cyber victimization is effective in decreasing cyber bullying.
Examination of Youth Team Athletes&apos; Social Values According to Some Variables
Author: Özdenk, Serhat
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletes,Team Sports,Social Values,Questionnaires,Measures (Individuals),Statistical Analysis,Religious Factors,Work Attitudes,Family Relationship,Political Attitudes,Scientific Attitudes,Scores,Gender Differences,Secondary School Students,Foreign Countries

In this study, it was aimed to examine of youth team athletes' social values according to some variables. The study was carried out by screening model and includes in range of 9-17 years 273 youth team athletes who take part in individual and team sports such as Taekwondo, Handball, Badminton, Wrestling, Volleyball and Football. &quot;A Tool for Measuring Values: Multi-Dimensional Social Values Scale&quot; developed by Bolat (2013) and &quot;Demographic Characteristic Questionnaire&quot; were used. For statistical analysis of the data obtained from the study, arithmetic mean and standard deviation were applied. Since the variable did not meet the normal distribution and homogeneity conditions, t-test and ANOVA test were applied from the parametric tests and significance level of 0.05 was selected for statistical significance. As a result of the study, according to the age variable, statistically significant differences were found in the Family Values, Scientific Values, Working-Job Values, Religious Values, Traditional Values and Political Values sub-dimensions of 11-12 age group athletes. There was a significant difference in Scientific Values, Working-Job Values, Religious Values and Traditional Values sub-dimension scores of the athletes according to gender variable. It was also found out that team athletes' scores of Family Values, Scientific Values, Religious Values and Traditional Values sub-dimension were higher than individual athletes.
Teaching as a Political Act: Critical Pedagogy in Library Instruction
Author: Fritch, Melia Erin
Date: 2018-04-04
Type: Journal Articles
Subjects: Library Instruction,Critical Theory,Politics of Education,Information Literacy,Feminism,Classroom Techniques,Teaching Methods,Critical Thinking,Lifelong Learning

This article establishes a theoretical framework for critical library instruction (and thereby critical information literacy) that is built upon critical feminist theory, critical race theory, and engaged pedagogy, among others. Using the ideas and work of theorists to create a path linking the ideas of critical analyses together, the author demonstrates the importance and need for critical information literacy within library instruction to empower students, creating opportunities for lifelong learning. Noted within the article are the obstacles for librarians who focus on feminist engaged pedagogy in their teaching; however, the author shares with readers that the challenge is in fact worth the struggle. Overall, the article presents a theoretical foundation for the author's call to action -- it's time for librarians to move forward as teachers-as-activists roles and use library instruction as a transformation into a lifelong learning experience for students.
Instructors&apos; Perceptions and Experiences Creating and Implementing Customized E-Texts in Education Courses
Author: Subramony, Deepak Prem
Date: 2018-04-00
Type: Journal Articles
Subjects: Education Courses,Teacher Attitudes,Teaching Experience,Curriculum Implementation,Case Studies,Electronic Publishing,Interviews,Teacher Developed Materials,Educational Strategies,Barriers,Material Development,Student Reaction,Learning Experience,Higher Education,College Faculty

This article presents partial findings from a case study exploring the outcome of an open alternative electronic textbook initiative launched by the College of Education at a large Midwestern university. On the basis of interview data generated by the aforesaid study, this article details the perceptions and experiences of instructors participating in the initiative regarding: (a) their rationale/justification for creating tailored/customized e-texts for their respective courses; (b) the strategies they followed, the challenges they faced, and the benefits they accrued as part of the process of designing, developing, and implementing these e-texts; and (c) how their students responded to the e-texts they created.
A Year on the Rock: A Methods Professor Returns to the Classroom
Author: Burenheide, Bradley J.
Date: 2018-03-30
Type: Journal Articles
Subjects: Methods Courses,Classroom Environment,Classroom Techniques,Teaching Experience,Learning Experience,Educational Practices,Transformative Learning,Higher Education

As a Methods Professor in a Research I institution in the Midwest and the largest education program in its respective state, I faced a crisis after ten years in higher education. The concern I faced was whether or not the repertoire I taught my students was appropriate and meaningful in their training. While staying abreast of current research and strategies, I wanted to ensure that my techniques were still applicable to working with students after ten years of less connection with classrooms. This article discusses the framework employed in the research experience as well as the big lessons that were gleaned from two years teaching in a high school.
An Alternative Pathway to Elementary Teaching
Author: Larson, Lotta
Date: 2018-05-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teacher Education,Preservice Teachers,Masters Programs,State Universities,Online Courses,Distance Education,Educational Innovation,Acceleration (Education),Access to Education,Student Teaching,Supervision,Feedback (Response),Graduate Students,Admission Criteria,Partnerships in Education

This article describes an alternative pathway to elementary teaching through the MAT online program at Kansas State University.
&quot;A Constant State of Flex and Change&quot;: A Teacher Candidate&apos;s Perceptions of and Experiences with Military-Connected Learners
Author: Sherbert, Vicki S.
Date: 2018-04-04
Type: Journal Articles
Subjects: Student Teacher Attitudes,Student Experience,Qualitative Research,Case Studies,Student Teaching,Internship Programs,Interviews,Preservice Teacher Education,Preservice Teachers,Military Personnel

All teacher candidates enter the classroom with initial perceptions and assumptions regarding their students' diverse lived experiences and the role those experiences may play in the classroom (Wenger &amp; Dinsmore, 2005). For teacher candidates with no military background, concerns may extend beyond those typical of teacher candidates in other internship placements to include worries about understanding and meeting the unique needs of military-connected learners. This qualitative case study involved three teacher candidates who were about to begin their student teaching internships working in elementary classrooms in schools on a military post. This article will offer an in-depth description of one of the candidates' experiences. During three interview sessions, Lindsay (pseudonym), a white, female in her early twenties, shared her perceptions of military-connected learners and described her experiences working with them. She was interviewed at the beginning of her internship experience prior to meeting her students, mid-way through the semester, and at the culmination of the internship. She described her own lived experiences, her perceptions of students in general and military-connected students in particular, and her perceptions of the diverse lived experiences of military-connected learners. The phenomenon of her perceptions of military-connected learners and her experiences serving them were examined and described through a sociocultural lens. In this article, background information on military-connected learners and a brief description of sociocultural aspects of identity and agency will be followed by a description of the perceptions and experiences shared by Lindsay throughout her internship. Aspects of identity and agency will be considered as, in her own words, she describes her anxieties, successes, and growth as her identity shifts from a teacher candidate to a professional educator. Insights for teacher educators preparing candidates to work with military-connected learners will be considered.
Chinese Curricula of Medical Science in the Context of Globalization
Author: Zeng, Jinyuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Medicine,Global Approach,Foreign Countries,Higher Education,Medical Education,Physicians,Curriculum Development,Formative Evaluation,Summative Evaluation

As China runs towards the forefront of global economic power, people begin to pay growing attention to the quality of life and medical education that play a significant role in sustaining the development by providing healthier labor force. It is evident that in the process of globalization new curricula in line with international standards top Chinese medical education agenda. Efforts have been made to plan the curricula of medical science with international dimensions that train physicians for the health of individuals. This paper analyzes the characteristics of medical curricula developed under new circumstances.
Teachers&apos; Increased Use of Informational Text: A Phenomenological Study of Five Primary Classrooms
Author: Young, Heather D.
Date: 2018-04-05
Type: Journal Articles
Subjects: Phenomenology,Classroom Environment,Classroom Research,Common Core State Standards,Literacy,Semi Structured Interviews,Lesson Plans,Nonfiction,Instructional Innovation,Educational Policy,Educational Change,Program Implementation,Educational Practices,Technology Integration,Teacher Surveys,Teaching Experience,School Support,Primary Education,Observation,Elementary School Teachers

The purpose of this phenomenological study was to explain how the Common Core State Standards may have influenced teachers' practices and philosophies regarding literacy instruction. Conducted in five kindergarten through second-grade classrooms within one elementary school, this research study collected semi-structured interviews, classroom observations, and teacher-reported lesson plans over fourteen weeks. We observed that one of the largest instructional shifts due to the implementation of new standards was in the area of informational text use. This change came about not due to the volume of empirical research stating the benefits of such texts, but rather because of an educational policy change. These findings hold implications for K-12 schools and for teacher education programs which are, in many instances, caught between the research, policies, and practice.
The Lived Experience: A Study in Teaching Online
Author: Morgan, Bobbette M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Electronic Learning,Online Courses,Teaching Experience,Phenomenology,Communities of Practice,Interpersonal Communication,Computer Mediated Communication,Teacher Student Relationship,Accountability,College Students,College Faculty

A researcher with five years' experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions are included of experiences from actual online classes. Research supports the findings: communication is essential in online classes; establishing a community of learners provides support to all involved; and students need to be accountable to themselves, the class and to the professors. [Note: Issue number (1) shown on full text is incorrect. This article was published in v11 n2.]
The Most Familiar Stranger: The Acculturation of Mainland Chinese Students Studying in Taiwan
Author: Chao, Ren-Fang
Date: 2018-00-00
Type: Journal Articles
Subjects: Acculturation,Asians,Foreign Students,Social Integration,Foreign Countries,Focus Groups,Interviews,Peer Groups,Teacher Attitudes,Student Attitudes,Culture Conflict,Stereotypes,Individualism,Collectivism,Teacher Student Relationship,Values,College Students

Mainland China and Taiwan have a homogenous macroculture, but a heterogenous microculture. To understand the acculturation of students from mainland China to Taiwan, the present study applies Berry's (1997) two-dimensional model of acculturation, together with the concept of cultural types as its analytical framework, using focus group interviews to analyze different directions of acculturation among students from mainland China in Taiwan. The results show that regarding personal values, due to Taiwan's restrictions on students from mainland China and the fact that they must eventually return to their place of origin, the acculturation of students from mainland China mainly takes the &quot;separation/segregation&quot; mode. Regarding peer selection, due to differences between individuals in their interpersonal choices, they may adopt &quot;separation/segregation&quot; or &quot;integration&quot; modes. Regarding the period of residence in Taiwan, as students from mainland China spend longer in Taiwan, they tend more towards &quot;integration.&quot; However, when teachers show greater contempt for the culture of mainland China, the acculturation of students from mainland China tends toward the &quot;separation/segregation&quot; mode.
Tech-Based Approaches to Supporting and Engaging Diverse Learners: Visual Strategies for Success
Author: Bryans-Bongey, Sarah E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Aids,Educational Strategies,Assistive Technology,Mainstreaming,Access to Education,Educational Technology,Student Diversity,Appropriate Technology,Instructional Materials,Cartoons,Teaching Methods

This paper explores teaching and learning applications at the intersection between Universal Design for Learning, Assistive Technology, and mainstream educational technology. Informed by the SETT framework in which the technology choice is informed by student, environment, and task (Dell, Newton, &amp; Petroff, 2017; Zabala, 2005), this paper is designed for a learner-profile consistent with learners who need concrete and visual approaches to optimize receptive and expressive communication. The visual and interactive approaches shared here include Universal Design, graphic organizers, and comic strip creations, and may appeal to teachers of students on the autism spectrum as well as others who are responsive to visual supports. While it is not possible to predict the exact nature of the environment and tasks at hand for these students, the paper leaves those decisions in the hands of the readers. Approaches and suggestions shared here reflect practitioner experience, findings from the literature, and data from a 2016 course, in which a small number of diverse students reinforced the concept that UDL approaches increased their engagement and success.
They&apos;re Monstrous! Teaching Flashed Face Distortion to Improve Speaking Apprehension
Author: Majocha, Kristen L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Esteem,Class Activities,Teaching Methods,Qualitative Research,Public Speaking,Self Evaluation (Individuals),Anxiety,Communication (Thought Transfer),Self Concept,Higher Education,Interpersonal Attraction,Nonverbal Communication

Researchers have long established that people who believe they are attractive have higher self-esteem (Aronson &amp; Linder, 1965). Recent studies show that students with higher self-esteem have less speaking apprehension (Elfering &amp; Grebner, 2012). Teachers in higher education can help students rethink their attractiveness in an attempt to help boost their self-esteem through an in-class activity that demonstrates Flashed Face Distortion Effect. This improved self-appraisal can reduce speaking apprehension in any class that includes a public presentation element. This interpretive qualitative research presents a novel single-class activity that can be useful in any course that includes a public presentation element. The objective of the activity is to lower student speaking apprehension when they publicly present.