ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Teachers and School Professional Staff&apos;s Retention and Managerial Styles
Author: Dos Santos, Luis Miguel
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Styles,Teacher Administrator Relationship,International Schools,Teacher Attitudes,Social Cognition,Teacher Persistence,School Administration,Teacher Recruitment,Faculty Mobility,School Personnel,Labor Turnover,School Districts,Career Development,Instructional Leadership,Work Environment,Foreign Countries,Foreign Nationals,Correlation

The retention of teachers and school professional staff is a challenge for the development and management of schools, particularly for international schools with difficulties in recruiting qualified teachers and school professional staff from overseas. However, only a few research projects have focused on how administrative styles influence the turnover of international school teachers and school professional staff. The researcher collected data from two semi-structured interview sessions with 51 international school teachers who have taught at an international school for more than a decade in one of two metropolitan districts in mainland China. This project aims, through the lens of Social Cognitive Career Theory, to understand why international school teachers and school professional staff decide to stay in a particular international school for their teaching career development. The participants indicated &quot;acknowledgement from upper leadership&quot;, &quot;classroom/workplace authorities&quot;, and &quot;well-established facilities&quot; to explain their current occupation as experienced international school teachers. The findings also outline potential solutions which could control the high turnover rate in international schools and local schools in the East Asian regions.
On and off Script: A Teacher&apos;s Adaptation of Mandated Curriculum for Refugee Newcomers in an Era of Standardization
Author: Hos, Rabia
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,Refugees,Educational Background,High Stakes Tests,Program Implementation,Standards,Culturally Relevant Education,Teaching Methods,Urban Schools,Critical Theory,Student Attitudes,Teacher Attitudes,Teacher Role,Curriculum Development,Cultural Background,High School Students,High School Teachers,Check Lists,English,Language Arts,Video Technology

English Learners (ELs) make up 9.6% of the total student population in the U.S. (National Center for Education Statistics, 2019). Students with interrupted formal education (SIFE) are a subgroup of ELs who have had at least two fewer years of schooling than their peers, and function at least two years below grade level in reading and mathematics (DeCapua, Smathers, &amp; Tang, 2007). To meet the demands of high stakes testing, schools have been increasingly implementing commercially published, scripted programs for ELs/SIFE (Reeves, 2010). Against this backdrop of the standards-driven and testing-based system, this article reports one of the key findings of a yearlong classroom ethnography of SIFE in an urban public secondary school in the United States, focusing on the experiences of the students and their teacher with two types of curriculum. Drawing on critical theory and culturally relevant/responsive pedagogy, the data tools include classroom observations, interviews with students and the teacher, and the videos of classroom interactions. Findings from our analysis demonstrate that the teacher played an active role in ensuring students learning through her role as a negotiator of the scripted curriculum. This study reaffirms that teachers can find ways to resist the totalizing effects of scripted curriculum.
Predictors of Public School Leadership Capacity in Bishkek
Author: Sindhvad, Swetal
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Schools,Leadership Effectiveness,Principals,Parent Attitudes,Context Effect,Administrator Attitudes,Self Efficacy,Instructional Leadership,School Administration,Parent School Relationship,Leadership Training,Job Satisfaction,Parent Teacher Cooperation,Student Centered Learning,Teaching Methods,Instructional Effectiveness,Social Change,Social Systems,Capacity Building,Foreign Countries,Administrative Organization,Predictor Variables,Elementary Secondary Education

The purpose of this study was to provide insight into contextual factors predicting the extent of principals' sense of self-efficacy, or capacity, for instructional leadership, school management, and parent engagement in public schools in the city of Bishkek following Kyrgyzstan's decentralization reforms post-independence. Findings indicate three contextual factors influencing principals' capacity that deserve attention in developing school leadership training: (i) principals' sense of job satisfaction; (ii) their perception of the effectiveness of instructional supports in improving student learning; and (iii) teacher capacity for maintaining communication with parents. Findings pointed to the significance of the emerging elitization of public schools in Bishkek, and parental pressures for extra-curricular, enrichment to promote student-centered learning that influence school leadership. The study expands the literature on school leadership in the context of decentralization, particularly in post-Soviet countries.
Using a Contextual Model in Ethical Decision-Making
Author: Jarvis, Thomas M.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Context Effect,Ethics,Decision Making,Heuristics,Models,Standards,Postmodernism

School counselors work in a unique environment in which there are many contextual variables to consider when making ethical decisions. This article offers a heuristic structure that can give counselors an enhanced perspective in reflecting on context during an ethical review. It also elaborates the differences between modern and post-modern assumptions that are significant contextual influences on ethical decision making. Application examples for counseling professionals, including school counselors, are included.
Support for Teachers in Challenging Situations as a Factor of Change: Reflections from a Continuing Professional Development Programme in Guinea-Bissau
Author: da Silva, Rui
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Quality,Language Skills,Teacher Attitudes,Administrator Attitudes,Principals,Foreign Countries,Program Descriptions,Program Effectiveness,Program Evaluation,Cultural Context,Institutional Characteristics,Portuguese,Lesson Plans,Science Instruction,Mathematics Instruction,Pedagogical Content Knowledge,Teacher Collaboration,Elementary Secondary Education

This article focuses on the experience of a bilateral educational aid project concerning a continuing professional development (CPD) programme for teachers with specific reference to Guinea-Bissau. The authors were keen to understand how teachers and school principals perceived the impact of this CPD programme on the quality of teaching and learning. In this qualitative study, data from teachers and school principals were collected by means of interviews, focus groups and field notes. The article argues that the programme improved the language skills of the teachers and impacted positively on scientific, pedagogical, and didactic content.
Vanished Classmates: The Effects of Local Immigration Enforcement on School Enrollment
Author: Dee, Thomas S.
Date: 2020-04-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Law Enforcement,Police,Enrollment,Student Mobility,Hispanic American Students,Public Schools,Elementary School Students,Teacher Student Ratio,Lunch Programs

For over a decade, Immigration and Customs Enforcement (ICE) has formed partnerships allowing local police to enforce immigration law by identifying and arresting undocumented residents. Prior studies, using survey data with self-reported immigrant and citizenship status, provide mixed evidence on their demographic impact. This study presents new evidence based on Hispanic public school enrollment. We find local ICE partnerships reduce the number of Hispanic students by 10% within 2 years. We estimate partnerships enacted before 2012 displaced more than 300,000 Hispanic students. These effects are concentrated among elementary school students. We find no corresponding effects on the enrollment of non-Hispanic students and no evidence that ICE partnerships reduced pupil-teacher ratios or the percentage of students eligible for the National School Lunch Program.
Teaching Ubiquitous Computing Using Simulations Based on Smartphone Sensors
Author: Peixoto, Maria Joelma
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Science Education,Teaching Methods,Handheld Devices,Measurement Equipment,Computer Simulation,Computer Oriented Programs,Usability,College Students,Context Effect

Mark Weiser coined the term Ubiquitous Computing (UbiComp) describing a future in which everyday life-objects would have embedded computers providing services anytime and anywhere. This paradigm is theme recurrent in many graduate courses of Computer Science around the world. To better understand the challenge of teaching Ubiquitous Computing (UbiComp), we surveyed 15 professors and 60 graduate and undergraduate students from 16 universities. According to this survey, the two most challenging Ubicomp concepts to explain in a lecture are context-awareness and middleware platforms. Results also showed professors' difficulty in finding tools to assist the practical teaching of UbiComp's concepts. Current UbiComp tools require high programming skills or they are not designed for educational purposes. Therefore, this work presents the design, development, and evaluation of LUCy (Learning Ubiquitous Computing Easily), a Virtual Learning Environment which aids UbiComp practical classes. LUCy has two main elements: a Web tool and an Android mobile app. The former provides UbiComp theory materials, videos, practices, and simulations. The latter uses smartphones features and sensors to run simulations of UbiComp concepts. We evaluated LUCy during Context-Awareness classes in UbiComp courses, at the same university, along with three distinct semesters. In different three sessions, we gathered information about LUCy's pedagogical and usability issues. Then, we performed a quasi-experiment using a pretest and posttest design methodology with twentyseven students. Results showed LUCy practices significantly improves students reasoning about Context-Aware concepts
Track and Sector in Egyptian Higher Education: Who Studies Where and Why?
Author: Abdelkhalek, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Equal Education,Educational Opportunities,Track System (Education),Scores,Exit Examinations,Private Education,Secondary Education,Socioeconomic Status,Student Characteristics,Student Placement,Foreign Countries,Correlation,Social Differences,Access to Education,Student Attitudes

Following the 1952 revolution, the Egyptian higher education system grew rapidly, with post-secondary institutes complementing the expanding university system. Private post-secondary institutes were permitted from 1970; in the early 1990s financial constraints and pressures for cost recovery prompted legislation allowing private universities. In the face of expansion, diversification, and partial privatization, concerns have arisen about equity in higher education opportunities. The 2014 Survey of Young People in Egypt is used to examine correlates of higher education track placement and of sector placement within tracks. We produce secondary score and wealth profiles of students in selected fields, specific for track and sector. Analysis shows who studies where and suggests reasons why. Attending a particular track and sector in higher education is driven: (1) primarily by scores on the secondary school leaving exam; and (2) secondarily by the ability to pay for private higher education. [Note: The year shown on the PDF (2019) is incorrect. The correct year is 2020.]
Teacher Education in Ghana: Policies and Practices
Author: Buabeng, Isaac
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Educational Change,Teacher Effectiveness,Schools of Education,Teacher Qualifications,Theory Practice Relationship,Educational Policy

This article focuses on teacher education in Ghana. It examines a number of reforms involving curricular changes and restructuring of teacher education institutions tasked with the responsibility of preparing teachers for the basic school level. The article highlights the structure and changes in Ghana's teacher development policies and practices following the adoption of a new programme which took effect in 2018 with the intake of the first batch of 4-year degree students in the country's Colleges of Education. We envisage that improved teacher qualification and a conscious effort to link theory to practice will result in improved teacher knowledge and skills required for a professional teacher. Despite this stated enthusiasm, a number of contextual issues which could negatively affect the intended gains from this most current reforms have been discussed. We end with a call on policy makers to address the contextual issues highlighted in this paper and also a need for continuity in teacher education policies in Ghana considering the numerous politically-related reforms.
American Students&apos; Cultural Adjustment in China: Experiences and Coping Strategies
Author: Yang, Jia
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Adjustment,Foreign Students,Coping,Cultural Differences,Undergraduate Students,Student Attitudes,Service Learning,Adjustment (to Environment),Cultural Awareness,Experiential Learning,World Views,Consciousness Raising,Barriers,Language Usage,Expectation,Social Support Groups

Employing critical incident technique and the constructivist grounded approach, this study conducted individual in-depth interviews with 13 undergraduate students who had experiences studying abroad in China to find out how American college students perceived their new learning environment in China, and to examine the strategies students employed to adjust to the new culture. The results provided practical suggestions for the design and implementation of study abroad programs in China, including the compatibility between the program structure and individual student's learning needs and aspirations, the use of service-based community-building activities to foster the mutual engagement in interactions between American students and host nationals, and the inclusiveness of local perspectives in American students' reflection of their cultural immersion experiences.
Inside the International Student World: Challenges, Opportunities, and Imagined Communities
Author: Kaya, Jean
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Sociocultural Patterns,Graduate Students,Educational Experience,International Education,Student Attitudes,Cultural Differences,English (Second Language),Second Language Learning,Socialization,Friendship,Educational Opportunities,Self Concept,Student Adjustment,Futures (of Society),Academic Aspiration,Global Approach,Well Being,Cultural Awareness

Substantial research emphasizes recruitment and retention of international students over their lived experiences. This qualitative study employed a sociocultural lens to explore five international graduate students' lived experiences in the United States and their postgraduation plans. Findings suggest that international graduate students navigate a World that encompasses individual worlds that revolve around challenges, opportunities, and imagined communities. I draw on Gee's (2014) notion of capitalizing a word normally written in lower case to make clear two differing connotations of the word &quot;world.&quot; I discuss implications for higher education host institutions and their offices of international education.
Postdegree Intentions of Female International Undergraduate Students Studying in Malaysia: A Qualitative Study
Author: Kelly, Alison
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Aspiration,Females,Undergraduate Students,Foreign Countries,Graduate Study,Intention,Family Influence,Sex Stereotypes,Gender Issues,Self Efficacy

Higher education has been positively linked with increased opportunity for women, including enhanced employability, increased migration, enriched cultural capital, and improved language skills. With the number of international students rising, understanding postdegree intentions is increasingly important for institutions, policy makers, and administrators. This qualitative study explored the postdegree intentions of female international undergraduate students at the Malaysian campus of an Australian university. In-depth interviews were conducted with students from a range of degree programs and data was studied using thematic analysis. Findings revealed that postdegree intentions were substantially influenced by other people and policies; a common aspiration was to balance career and family; postdegree intentions were not solely career-focused; and the students anticipated discrimination and inequality but were determined to successfully navigate these.
Mental Health Problems of U.S. Students Studying Abroad
Author: Poyrazli, Senel
Date: 2020-00-00
Type: Journal Articles
Subjects: Mental Disorders,Study Abroad,Foreign Countries,Mental Health,Student Needs,Undergraduate Students,Depression (Psychology),Gender Differences,Symptoms (Individual Disorders),Anxiety

This study describes mental health problems and needs among a sample of college students from the United States studying abroad in Italy. Overall, students surveyed had relatively low clinical diagnostic thresholds for psychological distress. Individual symptoms were more prevalent and included difficulty sleeping, eating problems (poor appetite or overeating), irritability, and anxiety. Findings from this study offer recommendations for study abroad professionals to screen, monitor, and engage students about their mental health well-being while abroad.
Life Values among Lebanese and Portuguese College Students: A Cross-Cultural Comparison
Author: Marques, Cátia
Date: 2020-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,College Students,Student Attitudes,Factor Analysis,Factor Structure,Comparative Analysis,Foreign Students,Foreign Countries,Social Values,Cultural Differences,Measures (Individuals),Goodness of Fit

This study aims to test the applicability of the functional theory of life values and score differences among a group of students from Lebanon and Portugal. Participants include 565 college students--278 Lebanese and 287 Portuguese. A demographic questionnaire and an adapted version of the Basic Values Survey were completed. Confirmatory/multigroup factor analysis, a generalized Procrustes analysis, and a t test were used. Results indicate that content and structure hypotheses were equivalent among the two groups. There were significant differences between the Lebanese and Portuguese students in normative and promotion values in favor of the first group, and in interactive, suprapersonal, and excitement values in favor of the second. This study has implications for institutional academic and social practices with international college students.
Supporting Practices to Break Chinese International Students&apos; Language Barriers: The First Step to Facilitate Their Social Adjustment
Author: Ma, Junqian
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,English (Second Language),Second Language Learning,Second Language Instruction,Study Abroad,College Students,Barriers,Social Adjustment,Student Adjustment,Student Attitudes,Language Proficiency,Sociocultural Patterns,Positive Attitudes,Intervention,Case Studies,Role Playing,Tests,Computer Mediated Communication,Language Usage,Painting (Visual Arts),Guidance,Intercultural Communication,Self Efficacy,Learning Activities

Due to the significant growth in Chinese students pursuing education abroad, there is an increasing trend for researchers to study Chinese international students' challenges, especially the challenges in social adjustment. However, only a few studies intend to design activities or supporting practices to solve these challenges. This study, drawing upon cultural-historical theory and community psychology, provided four activities to break Chinese international students' language barriers and facilitate their social adjustment. By conducting four trials, this study found that Chinese international students realize their English capabilities, become actively engaged in interactions, and experience positive emotions when positioned in practices that (a) provide structural guidance and active mobilization, (b) involve shared intersubjectivity and contradictions, and (c) offer support within their zone of proximal development.
We Are Not All the Same: A Qualitative Analysis of the Nuanced Differences between Chinese and South Korean International Graduate Students&apos; Experiences in the United States
Author: Moon, Chi Yun
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Experience,Graduate Students,Cross Cultural Studies,Phenomenology,Acculturation,Teaching Methods,Cultural Differences,Barriers,Student Attitudes,Foreign Students,English (Second Language),Second Language Learning,Teacher Student Relationship,Prior Learning,Evaluation Methods,Foreign Countries,Asians

This qualitative study explored the experiences of six Chinese and South Korean graduate students in the United States. Semistructured interviews and an interpretive phenomenological approach were used in which three major themes emerged: (a) academic challenges and acculturation, (b) academic support from host institute, and (c) cultural and pedagogical nuances. Challenges included language barriers during lectures, discussions and writing assignments, and lack of support services for international students. One significant finding was Chinese and South Korean students do not have the same graduate experiences in the United States. Participants shared how their prior homeland learning experiences (course delivery, relationships with instructors and assessments) impacted their learning, relationships, and academic challenges in the United States.
What Happens Abroad Stays Abroad? Going on a Student Exchange While Being in a Committed Relationship
Author: Baldt, Bettina
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Dating (Social),Study Abroad,College Students,Disclosure,Student Attitudes,Educational Experience,Change,Foreign Countries,Student Mobility,Intimacy,Student Characteristics,Videoconferencing,Telecommunications,Letters (Correspondence),Asynchronous Communication,Interpersonal Communication

While substantial research focuses on genuine long-distance relationships, there is a lack of studies dealing with temporary long-distance relationships due to studies abroad. The present study with Austrian students tried to uncover differences between couples who terminated versus those who sustained their relationship during the exchange period. Participants (N = 119, 73.9% females, M[subscript age] = 24 years) were asked about perceived changes in the relationship due to their exchange experience, which they mainly spent abroad in Europe. Couples sustaining their relationship had more in-person contact. Thus, visits are essential for maintaining long-distance relationships during time abroad. In addition, participants still in their relationship after the exchange noticed different effects of changes on their relationship than did couples who separated.