ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Interactions between Domestic and International Students Meaningful
Author: Amos, Yukari Takimoto
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Interaction,Peer Relationship,English Language Learners,Preservice Teachers,Preservice Teacher Education,Student Exchange Programs,International Educational Exchange,Second Language Learning,Second Language Instruction,English (Second Language),Asians,Teaching Methods,Peer Teaching,Performance Factors,Foreign Countries

The purpose of this practitioner narrative is to identify ways in which meaningful interaction can take place between English learners (ELs) and domestic students in a university setting. In order to learn English effectively, ELs require situations in which they can participate equally in an interaction with a domestic student capable of modifying their English so that it is comprehensible. We created a series of joint classes between teacher candidates and Japanese exchange students in an ESL class. In the class, the first author instructs the teacher candidates on strategies for teaching content to ELs. Second, the teacher candidates teach mini-lessons in their content area to Japanese students. The use of simplified English and visual aids allow ELs to gain confidence and the ability to participate more actively. Third, the Japanese students evaluate the teacher candidates in Japanese. Last, the first author translates the evaluations into English so the teacher candidates can gain meaningful feedback on their performance. The process effectively creates a balance of power that both educates teacher candidates in how to instruct nonnative English speakers and promotes meaningful communication and language growth in ELs. The conditions for meaningful interactions identified in this practice further contribute to the field of effective English learning for international students.
Fostering Elementary Career Exploration with an Interactive, Technology-Based Career Development Unit
Author: Edwin, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Career Development,Career Exploration,Grade 5,Academic Achievement,Elementary School Students,Learner Engagement,School Counseling,School Counselors,Occupational Aspiration,College Readiness,Career Readiness,Intervention

Career development is a lifelong process that begins in childhood and has been linked to student success in other aspects of their development in childhood and adulthood (Blackhurst, Auger, &amp; Wahl, 2003). This article presents a fifth-grade technology-based career development curriculum that engages students in a 10-week long exploration of interests, skills, college degrees and careers, and culminates with students creating career trifold display boards and presenting them to community members. School counselors can use this career exploration unit to support students' career development and to begin the lifelong process of preparing them for success in the world of work.
Leveraging Common Ground: Improving International and Domestic Students&apos; Interaction through Mutual Engagement
Author: Thomas, Victor F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Interaction,Peer Relationship,Foreign Students,Models,Intercultural Programs,Interpersonal Competence,Interpersonal Relationship,Cross Cultural Training,Student Experience,Cultural Activities,Beliefs,Barriers,College Students,Change Strategies,Foreign Countries

Leading institutional pedagogies and practices tend to approach increasing international student populations from a deficit-based model, which focuses on the adaptation, acculturation, and assimilation of international students to the dominant host culture. We believe a better approach to improve international and domestic students' interaction is to move to models of mutual engagement. In this article, as practitioners, we explore four common grounds that seem to be producing positive engagements: common experience, cultural celebrations, faith, and common challenges, in which students are encouraged to meaningfully engage with each other as equals in a spirit of mutuality. The resulting discussion explores how each contributes to a culture of collaboration within institutional departments while improving and enriching the interactions between all students.
Mission Impossible: International Students as Key Players in Cross-Cultural Team Activities
Author: Ranson, Heather
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Group Activities,Undergraduate Students,Student Projects,Group Dynamics,Intergroup Education,Intergroup Relations,Peer Relationship,Cross Cultural Training,Class Activities,Social Attitudes,Attitude Change,Foreign Countries

An annual undergraduate project called Mission Impossible is designed to reduce issues of power and status that hinder the effectiveness of cross-cultural teams. Domestic students often think they must compensate for international teammates, and international students understand that they are seen as a burden by domestic teammates. To prevent students from falling into this common but damaging dynamic, this undergraduate full-day event is designed to help international and domestic students engage as equals. This sets the stage to allow collaborative relationships to deepen between domestic and international students in the rest of the program.
The Development of Social Capital through International Students&apos; Involvement in Campus Organizations
Author: Glass, Chris R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Capital,Foreign Students,Student Participation,Student Organizations,Statistical Analysis,Social Networks,Attachment Behavior,Leadership Training,College Students,Student College Relationship,Learner Engagement,Group Membership,Interpersonal Relationship,Group Unity

This study examines campus organization involvement as a mechanism for social capital development. Researchers used analysis of variance (ANOVA) to examine variations in network size, strength, and composition for international students involved in different types of campus organizations. The researchers also examined the relationship of campus organization involvement to international students' sense of attachment to the university. Students who participated in major-based organizations or leadership programs had larger, less dense, more diverse networks that lead to social networks which are particularly advantageous to social mobility. Students who participated in campus organizations related to their own cultural heritage had networks built of friends from all cultures, creating a greater sense of belonging and attachment to the university. Implications of social capital for practice and future research are discussed.
Exploration of Potential Predictor Variables Leading to School Counselor Burnout
Author: Holman, Leigh Falls
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,School Counselors,Burnout,Work Environment,Stress Variables,Elementary Secondary Education,Geographic Location,Ethnicity,Comparative Analysis,Questionnaires,Statistical Analysis,Measures (Individuals)

Job stress and burnout negatively impact school counselors and the school communities in which they serve. This study explores variables previously indicated by the literature as potentially contributing to school counselor job stress or burnout. These include size of caseload, location of school (urban, suburban, rural), grade level served (elementary, middle, high school), and counselor ethnicity. Although we found some significant ethnic differences in development of job stress; overall, our findings contradicted the literature on each of these variables. We explore reasons for differences in findings and make suggestions for future research.
Engaging Families in the High School Transition: Initial Findings from a Continuous Improvement Initiative
Author: Mac Iver, Martha Abele
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Family Involvement,Transitional Programs,High School Students,Barriers,College School Cooperation,Partnerships in Education,Educational Improvement,Surveys,Observation,Program Implementation,Program Effectiveness,School Involvement,Grade 8,Grade 9,Middle Schools,High Schools,Semi Structured Interviews

This case study focuses on one district's process of continuous improvement in family engagement. The improvement effort addresses the point at which family engagement tends to decline precipitously and students are particularly vulnerable--the transition into high school. In this article we analyze the implementation of a continuous improvement approach to engaging families as students make this critical transition. In particular, we describe (a) the variation in schools' family engagement activities and participation in cycles of inquiry, (b) the challenges identified by schools to implementing the family engagement approach and cycles of inquiry, and (c) the learning that occurred for both the participating schools and the district-university partnership team through the continuous improvement process.
Increasing Access to Care by Delivering Mental Health Services in Schools: The School-Based Support Program
Author: Swick, Danielle
Date: 2018-00-00
Type: Journal Articles
Subjects: Mental Health Programs,School Health Services,Access to Health Care,Barriers,Health Needs,Delivery Systems,School Community Relationship,Academic Achievement,Program Descriptions,School Support,Elementary Secondary Education

It is widely estimated that approximately 25% of school age youth face mental and behavioral health challenges. The vast majority of these youth are insufficiently treated, leaving them vulnerable to negative school outcomes such as attendance, behavioral, and academic problems. One common barrier to treatment is a lack of access to appropriate and consistent care including assessment and intervention. Often when students are identified in schools as potentially struggling with mental health issues, the child is referred out to the community for treatment. While well-intended, this approach is largely unsuccessful if families face challenges such as a language barrier, a lack of transportation or health insurance, or lack of flexibility with their jobs leaving them unable to make appointments. A unique school-community partnership in North Carolina attempted to overcome these obstacles by bringing mental health services to youth at the school campuses. The School-Based Support program largely mitigated problems with access to care and made a positive impact on school outcomes for youth. This report from the field describes the consequences of untreated mental health problems among children, barriers to receiving mental health treatment, and ways student mental health needs are currently addressed in schools. We then detail how the School-Based Support program was formed through a school-community partnership, the program components, evaluation results, and a case example.
Building Capacity in Special Education: A Statewide Initiative to Improve Student Outcomes through Parent-Teacher Partnerships
Author: Murray, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Capacity Building,Special Education,Parent Teacher Cooperation,Partnerships in Education,Statewide Planning,Instructional Improvement,Outcomes of Education,Individualized Instruction,Coaching (Performance),Higher Education,Elementary Secondary Education,Team Training,Educational Change,Sustainability,Universities

School improvement efforts to increase student performance are sought by states throughout the nation. One Midwestern state implemented a statewide initiative to do just that. The purpose of the initiative was to improve instruction and learning for students with disabilities as well as other at-risk learners through a districtwide state improvement process. Two phases comprised this initiative. The first phase involved districtwide reform efforts designed to support school improvement through capacity building, differentiated instruction, and process coaching. The second phase was to expand the school improvement initiative through parent-teacher partnerships in school districts and in institutions of higher education (IHEs). Each individual district's involvement was to teach current teachers and parents how to work together to improve student outcomes. The IHEs were chosen as part of a comprehensive sustainability effort to train teacher candidates how to work with parents and families, thus building capacity among current and future teachers and parents. This article describes the implementation efforts of 80 school districts and the teacher preparation programs of seven IHEs regarding statewide school improvement efforts through parent-teacher partnerships.
Initial Evaluation of a Latina/o Parent College Planning Program: &quot;It Changed My Life and My Child&apos;s Life&quot;
Author: Gonzalez, Laura M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychoeducational Methods,Parent Education,Parent Aspiration,Parent Role,Program Evaluation,Program Effectiveness,Immigrants,Self Efficacy,Pretests Posttests,Spanish,Latin Americans,Statistical Analysis,College Planning,Outreach Programs,Matched Groups,Interviews,Knowledge Level,Familiarity,Parent Participation,Qualitative Research

Parents have long served a crucial role in their children's postsecondary success through guidance and support. In an effort to help Latina/o parents in emerging immigrant communities overcome any limits to their knowledge around college-going practices, this study evaluates the feasibility and beginning efficacy of a parent-focused, Spanish-language psychoeducational program (&quot;Padres Promoviendo Preparación&quot;). The program is novel in that it centers on increasing parent college-going knowledge and self-efficacy for guiding their children forward; it was delivered in both school and congregational settings; and the content was delivered in Spanish by community advocates working in collaboration with university-based personnel. The quantitative pre/post measures indicate that the program was successful at increasing parents' knowledge and self-efficacy, and the qualitative data help to expand upon the ways that parents perceived the impact or benefit of the program for their families. Implications for educators, advocates, and policymakers center on the impact of parent-focused programs on knowledge gains and how that knowledge transforms the parent-child relationship. As schools and communities seek to engage with families to increase Latina/o student post-high school options, this program and these findings can provide both context and content for doing so.
Refugee Children Acculturation: Group Process in Schools as Cultural Microcosms
Author: Killian, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,Acculturation,Migrant Children,Mental Health,School Counseling,Stress Variables,Models,Change Strategies,Cultural Capital,Social Support Groups,Cultural Differences,Attachment Behavior,Social Discrimination,Friendship,Vignettes,Elementary Secondary Education,Student Adjustment

In the US, school attendance is mandated for refugee children. These children endure sudden immersion and must acculturate into this novel culture, whose customs often vastly diverge from their native culture's values. Refugee children often struggle with acculturation-related mental health issues, such as internalizing significantly clashing native and host cultural values. Without navigational assistance, refugee children may get lost in the new culture. Possibly the best-suited helpers for them are school counselors, who are uniquely positioned to facilitate acculturation with group work experiences. This paper provides examples of group interventions and explores implications with a theoretically grounded acculturation model.
Assessing Chemistry Laboratory Skills through a Competency-Based Approach in High School Chemistry Course
Author: Giammatteo, Lucila
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Science,Chemistry,Science Laboratories,Laboratory Procedures,Science Process Skills,Skill Development,Student Evaluation,Competency Based Education,Evaluation Methods,Science Achievement,Feedback (Response)

The present paper offers a competency-based approach to evaluate high school laboratory skills during a chemistry course. The &quot;Secretaría de Educación Pública&quot; (Mexico's Ministry of Education) has identified experimental sciences specific competencies that are to be established in high school. This study investigated the following competencies: Formulating scientific questions, posing hypothesis, obtaining and registering information, applying safety norms in handling substances, materials and equipment, conducting practical activities appropriately in the laboratory, handling residues, collecting qualitative and quantitative data, contrasting results, communicating conclusions, and documenting information sources. An assessment tool where the students' level of achievements was created. This assessment tool evaluated these competencies by considering the curriculum and the students' graduate profile. Results indicated that by having a consistent evaluation plan and providing students with effective feedback, the students competency levels addressed in laboratory practical's can be improved significantly.
German Students&apos; Environmental Literacy in Science Education Based on PISA Data
Author: Kaya, Volkan Hasan
Date: 2018-06-00
Type: Journal Articles
Subjects: Environment,Literacy,Science Education,Socioeconomic Status,Correlation,Classics (Literature),Books,Art,Music,Design,Family Environment,Poetry,Teaching Methods,Secondary School Students,Foreign Countries,Achievement Tests,International Assessment,Positive Attitudes,Musical Instruments,Scientific Literacy,Science Achievement,Factor Analysis,Statistical Analysis

The main aim of this study was to determine the factors that affect the environmental literacy (EL) of 15-year-old students in Germany. The data were based on findings from the PISA 2015 of German students (n = 6.504), which were published on the official PISA site (http://www.pisa.oecd.org). According to the results, there was a positive and meaningful relationship between EL and environmental optimism (EO) at a low level. There was a meaningful relationship between EL and socioeconomic characteristics (SEC). Moreover, SEC has a large effect on the EL. There was a significant relationship between both classic literature and books on art, music, or design that students have at home, number of musical instruments at home, and EL. There was, however, no significant relationship between both 'books of poetry' and 'books to help with school work that students have at home' and EL . Results show that there was a significant relationship between some of the selected teaching characteristics (frequency of adapting lessons, teachers' providing individual help, teachers' explanations of scientific ideas, and teacher changing the structure) and EL, while there was no significant relationship between EL and teachers continuing frequency of teaching. Recommendations for the promotion of EL in schools are discussed.
Biology Students&apos; Cognitive Structures about Basic Components of Living Organisms
Author: Özarslan, Murat
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 9,Secondary School Science,Biology,Cognitive Structures,Association Measures,Scientific Concepts,Content Analysis,Cognitive Mapping,Questionnaires

The aim of this study was to investigate 9th grade biology students' cognitive structures about the basic components of the living organisms and association between the concepts forming these basic components. Participants consisted of 50 9th grade biology students in two secondary schools in the northwest of Turkey. Data were collected by the word association test (WAT) and the questionnaire of writing sentence (QWS). The WAT is comprised 16 key concepts related to Biology: Inorganic compounds, organic compounds, acid, base, salt, water, mineral, carbohydrate, fat, protein, enzyme, vitamin, nucleic acid, DNA, RNA, and ATP. For the analysis of the WAT, the frequencies of the number of words and the number of word varieties about each key concept in the WAT were counted. Mind maps were then drawn with the help of the technique of breakpoint according to represent the WAT data. The QWS was analyzed by content analysis method. The study results showed that the existing conceptual relationships in the mind maps of the students were actively used in the sentences in the students' written QWS. The experiences of the students such as life, laboratory studies, and the sharing of teachers in lessons on healthy diet were effective in the cognitive structures of the students. However, the existence of significant deficiencies and some non-scientific relationships in the students' cognitive structures on basic components of living organisms were detected.
Pre-Service Science Teachers&apos; Perceptions toward Additional Instructional Strategies in Biology Laboratory Applications: Blended Learning
Author: Olpak, Yusuf Ziya
Date: 2018-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Biology,Science Instruction,Content Analysis,Statistical Analysis,Scores,Assignments,Achievement Tests,Teaching Methods,Pretests Posttests,Teacher Attitudes,Laboratory Experiments,Student Attitudes,Undergraduate Students,Feedback (Response),Semi Structured Interviews,Science Tests,Teacher Education Programs,Foreign Countries,Qualitative Research

The purpose of this study was to examine pre-service science teachers' perceptions toward additional instructional strategies in biology laboratory applications in the scope of blended learning. This study used a mixed-methods sequential explanatory design model and was conducted with 69 students who study in their 2nd year in the department of science education at a state university in Turkey. Academic achievement test, personal information form, student feedback form, semi-structured interview, and additional instructional strategies were used to collect the data. To determine students' academic achievements, the scores obtained from the academic achievement test were used from a pre-test and post-test and additional instructional strategies (discussion question, reflection paper, task assignment, and quiz) were used. In addition, students' views and satisfaction levels toward the course were examined. For data analysis, descriptive statistics, One-way ANOVA, and content analysis were used. The results of the study showed that students' academic achievement scores showed a significant difference in terms of the additional instructional strategies. In addition, students' evaluation scores and satisfaction levels about the learning process were high, but there was no significant difference in terms of additional instructional strategies. In the future, conducting similar studies with wider samples could be effective in terms of contributing to the relevant literature at different education levels and different disciplines.
Critical Thinking Cultivation in Chinese College English Classes
Author: Zhang, Lili
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,College Students,Educational Environment,Formative Evaluation,Foreign Countries,Language Proficiency

Through literature study of researches on critical thinking, this paper gives an analysis of the present situation and existing problems of critical thinking cultivation in Chinese college English classes, probes into the rationale for critical thinking cultivation and discusses how to cultivate students' critical thinking in Chinese college English class context through constructing constructive learning environment, designing flexible instructional strategies, and adopting formative, seamless assessment.