ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating Chinese, Japanese, and Korean International Students: Recommendations to American Professors
Author: Roy, Shelly R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Asians,Foreign Students,College Faculty,College Students,North Americans,Barriers,Learning Problems,Higher Education,Emotional Intelligence,Learning Experience,Teaching Methods,Student Adjustment,Academic Achievement,Metacognition,Cultural Awareness,Empathy,Self Control,Student Motivation,Interpersonal Competence,Teacher Student Relationship

This paper discusses the unique barriers and learning difficulties encountered by Chinese, Japanese, and Korean international students when they study at institutions of higher education in the US. These learning difficulties arise because of inability of some American professors to use discourse markers, summarize at the end of lectures, write key concepts on the blackboard, etc. (Cox &amp; Yamaguchi, 2010; Huang, 2004; Huang &amp; Brown, 2009; Lee &amp; Carrasquillo, 2006). The author argues that by using emotional intelligence (Goleman, 1998), the creating mind (Gardner, 2007), and the respectful mind (Gardner, 2007), American professors institutions of higher education in the US can enhance the learning experiences of their international students.
Intentional Teacher-School Counselor Collaboration: Utilizing Culturally Relevant Frameworks to Engage Black Males
Author: Henfield, Malik S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Counselor Teacher Cooperation,Phenomenology,Systems Approach,Social Cognition,African American Students,Males,Teacher Education,Guidelines,Career Counseling,Student Needs,Academic Achievement,Vignettes,Culturally Relevant Education,Risk,Well Being,Self Efficacy,Stress Variables,Coping,Self Concept,High Achievement,High School Students,Elementary Secondary Education

Teachers and school counselors must be trained to address many issues confronting students, including Black males. Increasingly, interdisciplinary partnerships are becoming the educational norm as a method to address the many problems that directly and indirectly impact students inside and outside school environments. However, too little has been written specifically in the teacher education literature about the potential of teacher-school counselor partnership (TSCP). Moreover, virtually nothing has been written about culturally relevant frameworks that teachers and school counselors can use to build partnerships designed to successfully engage and meet the unique and specific needs of Black males. This article presents the Phenomenological Variant of Ecological Systems Theory (PVEST) and Social Cognitive Career Theory (SCCT) as frameworks for establishing culturally congruent TSCPs with the potential to address Black males' academic and career concerns by meeting their personal and social needs. A vignette is presented to demonstrate the potential utility of the frameworks when working with Black males.
International Students in the U.S.: Social and Psychological Adjustment
Author: Jackson, Michelle
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Self Esteem,Depression (Psychology),Online Surveys,Student Adjustment,Psychological Patterns,Acculturation,Coping,Symptoms (Individual Disorders),Correlation,Stress Variables,Social Support Groups,Student Attitudes,Likert Scales,Statistical Analysis,Measures (Individuals),Questionnaires

In this study, we examined the role of self-esteem, hope, optimism, coping, acculturative stress, and social support on international students' depressive symptoms and sociocultural adjustment. Seventy international students completed a self-report online survey. The most notable finding was that the international students used adaptive and maladaptive coping techniques at similar rates. Greater use of coping techniques, higher acculturative stress and less social support were associated with more depressive symptoms and more difficulty with sociocultural adjustment. Lower self-esteem, less hope, and less optimism were associated with more depressive symptoms, but not sociocultural difficulty. Clinical implications and future directions are also discussed.
Creating a Dual Licensure Program in Elementary and Special Education That Prepares Culturally Responsive Teachers
Author: Cyr, Eileen
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Certification,General Education,Special Education,Special Education Teachers,Elementary School Teachers,Teacher Collaboration,Inclusion,Instructional Effectiveness,Culturally Relevant Education,Leadership Role,Change Agents,Educational Change,Diversity (Institutional),Regular and Special Education Relationship,Program Design,Curriculum Design,English Language Learners,Individualized Instruction,College Faculty

In light of shifting demographics in today's classrooms, the faculty at Springfield College recognized a need to revamp their teacher licensure program to incorporate a leadership component. The journey began with a self-evaluation process and culminated with creation of a dual licensure program in elementary and special education to encourage more effective instruction and culturally responsive teaching. The authors present a roadmap for the launch of the dual licensure program, designed to prepare teachers in collaborative inclusion classrooms to take leadership roles as change agents in today's increasingly diverse schools.
Preparing Culturally and Linguistically Responsive Special Educators: It &quot;Does&quot; Take a Village
Author: Robertson, Phyllis M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Collaboration,Program Evaluation,Cooperating Teachers,Program Design,Cultural Differences,Cultural Awareness,Correlation,Disabilities,English (Second Language),Second Language Learning,Teacher Competencies,Bilingualism,College Faculty,State Standards,Course Descriptions,Teacher Education Programs,Program Descriptions,Assignments,Learning Activities,Student Teaching,Formative Evaluation,Summative Evaluation,Principals,Teacher Attitudes,Administrator Attitudes,Feedback (Response)

The preparation of culturally and linguistically responsive special educators requires planning, substantive collaboration, and valuing the perspectives of underrepresented groups. This article describes restructuring efforts of one special education preparation program that included coursework and field-based experiences designed to enhance candidates' understanding of the complex, dynamic interrelationships among culture, language, and disability as the basis for culturally and linguistically responsive practice. Major activities included identifying key competencies, aligning those competencies with specific coursework and activities, and working with faculty in general education to design opportunities for candidates in both programs to develop collaborative skills. Results of ongoing program evaluation indicate that efforts were successful based on positive responses from participating candidates, cooperating teachers who host them, and the principals who subsequently hire them. Successes, challenges, and future directions are discussed within the context of program design and delivery.
Preparedness of Chinese Students for American Culture and Communicating in English
Author: Rawlings, Melody
Date: 2013-00-00
Type: Journal Articles
Subjects: Asians,Study Abroad,English (Second Language),Second Language Learning,Undergraduate Students,Graduate Study,Cultural Awareness,Acculturation,Student Adjustment,Cultural Differences,Communication Skills,Intercultural Communication,Educational Experience,Academic Achievement,Difficulty Level,Case Studies,Second Language Instruction,Language Proficiency,Student Attitudes,Interviews,Focus Groups

What Chinese students learn about American culture and the English language in the classrooms of China does not adequately prepare them for the reality of American culture and communication in English. In this study, the constructs of American culture and models of English language taught in Chinese classrooms are compared with the reality of American culture and English communication, as experienced by eight undergraduate students from China. The students visited the United States for the first time to observe American culture and university classes in four cities with plans to return for graduate studies. In light of their experiences, findings revealed that Chinese students may often be unprepared for the challenges they will face associated with cultural dissimilarities and communicating in the English language.
The Effects of Collectivism-Individualism on the Cooperative Learning of Motor Skill
Author: Luo, Yi
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Background,Collectivism,Individualism,Cooperative Learning,Psychomotor Skills,Video Games,Racquet Sports,College Students,Interaction,Interaction Process Analysis,Student Behavior,Educational Benefits,Group Dynamics,Questionnaires,Pretests Posttests,Scores,Performance Factors,Attitude Measures,Motivation,Personality Traits

This study examined how cultural background (collectivism vs. individualism) affects motor skill learning in a dyadic cooperative learning environment. The research context of this study was Nintendo™ Wii Tennis. Twenty college students from a Midwestern university participated in the study, among whom half were from an individualistic culture (USA) and the other half were from a collectivistic culture (China). In the study, the participants from these two backgrounds demonstrated different interaction levels and behavioral predispositions in the cooperative learning of motor skills. Both participants of individualistic background and of collectivistic background had made significant progress in the post-exercise as compared to the pre-exercise, which corroborated the benefits of cooperative learning on motor skill learning. Nevertheless, the progress made by the participants of individualistic background was statistically larger than that made by the participants of collectivistic background. Implications and limitations of this study are discussed.
International Students' Likelihood to Seek Counseling While Studying Abroad
Author: Onabule, Adebayo I.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Students,Help Seeking,School Counseling,Psychological Services,Study Abroad,Undergraduate Students,Student Attitudes,Counseling Effectiveness,Culture Conflict,Action Research,Focus Groups,Student Surveys,Counseling Services,Counseling Techniques,Use Studies,User Satisfaction (Information),Cultural Pluralism,Cultural Awareness,Qualitative Research,Interviews

International students experience significant stressors while studying in American colleges and universities, yet they use psychological services far less than domestic students (Misra &amp; Castillo, 2004). Factors such as previous experience with counseling, perceived effectiveness of counseling style, and nationality were found to be factors affecting international students' use of counseling services (Dadfar &amp; Friedlander's, 1982; Mori, 2000; Hyun, Quinn, Madon, &amp; Lustig, 2007). This action research study adds to the literature by presenting suggestions about the manner in which international students may be most effectively served by their campus counseling centers, using information drawn from a focus group and a survey.
Personal Beliefs as Key Drivers in Identifying and Solving Seminal Problems: Lessons from Faraday, Maxwell, Kepler and Newton
Author: Caleon, I. S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Beliefs,Problem Based Learning,Science Education History,Scientists,Student Interests,Role Models,Problem Solving,Creative Thinking,Scientific Research,Religious Factors,Educational Resources,Profiles,Energy Education,Magnets,Motion,Intellectual History,Spiritual Development,Scientific Concepts

The movement towards the use of the history of science and problem-based approaches in teaching serves as the impetus for this paper. This treatise aims to present and examine episodes in the lives of prominent scientists that can be used as resources by teachers in relation to enhancing students' interest in learning, fostering skills about problem solving and developing scientific habits of mind. The paper aims to describe the nature and basis of the personal beliefs, both religious and philosophical, of four prominent scientists--Faraday, Maxwell, Kepler and Newton. Patterns of how these scientists set the stage for a fruitful research endeavor within the context of an ill-structured problem situation are examined and how their personal beliefs directed their problem-solving trajectories was elaborated. The analysis of these key seminal works provide evidence that rationality and religion need not necessarily lie on opposite fences: both can serve as useful resources to facilitate the fruition of notable scientific discoveries.
Examination of Science Learning Equity through Argumentation and Traditional Instruction Noting Differences in Socio-Economic Status
Author: Acar, O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Socioeconomic Status,Secondary School Science,Science Process Skills,Thinking Skills,Teaching Methods,Science Instruction,Persuasive Discourse,Questioning Techniques,Conventional Instruction,Instructional Effectiveness,Comparative Analysis,Abstract Reasoning,Achievement Gap,Pretests Posttests,Multivariate Analysis,Correlation

This study compared student scientific reasoning and conceptual knowledge in argumentation-based and traditional instruction, taught in school regions with low and high socio-economic status (SES) respectively. Furthermore, concrete and formal reasoning students' scientific reasoning and conceptual knowledge were compared during both instructions for the examination of science learning equity between student groups. The study sample constituted 26 8th grade students from two schools in a low SES region and 31 8th grade students from a school in a high SES region. The duration of instruction was four months. Students' scientific reasoning and conceptual knowledge were assessed before and after each instruction. According to the results, students who received argumentation-based instruction developed their scientific reasoning following instruction, but students who received traditional instruction did not. In addition, the conceptual knowledge and scientific reasoning gaps between formal and concrete reasoning students, who received argumentation-based instruction, closed, whereas pre-instructional gaps among formal and concrete reasoning students still existed at the end of traditional instruction. Implications from the findings were discussed.
The University of Guam Special Education Program: Preparing Special Education Teachers in a Very Diverse Culture
Author: Fee, Richard W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Teacher Education,Student Diversity,Cultural Pluralism,Ethnicity,Universities,Faculty Mobility,Masters Programs,Educational Change

Only 12 students graduated from the M.Ed.-Special Education program at the University of Guam during its first 20 years. In the spring of 2007, with technical assistance from The Monarch Center, the University of Guam School of Education in partnership with the Guam Department of Education and the Guam Commission on Educator Certification began a major program improvement effort. Designed to provide strong support to a diverse student population, the new program uses an accelerated cohort model composed of practicing and experienced teachers. Since the program redesign, 130 students have graduated. Current outcomes suggest that the benefits of this personnel preparation program extend beyond students with disabilities on Guam to include the larger Guam community.
Ensuring New Zealand's Future Prosperity: A Professional Learning Development Initiative to Bridge the Gap between Theory and Practice
Author: Kennedy, I.
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Science Education,Foreign Countries,Faculty Development,Elementary School Students,Secondary School Students,Teaching Methods,Educational Practices,National Curriculum,Theory Practice Relationship,Program Descriptions,Mentors,Surveys,Teacher Attitudes,Feedback (Response),Alumni

This paper reports on a study investigating the effectiveness of a new professional learning development (PLD) initiative in New Zealand, The Sir Paul Callaghan Science Academy (The Academy). The Academy is designed to provide primary and intermediate (students aged 5 to 13) classroom teachers with the knowledge, materials and support needed for The New Zealand Curriculum (Ministry of Education, 2007). After the Academy's first two years of operation, results indicate that The Academy has shown how relevant, useful and meaningful education through science can impact on both individual classroom teacher's practice and entire school programmes. The implications of this paper support the critical importance effective PLD plays in continued teaching practice.
The Effect of POGIL on Academic Performance and Academic Confidence
Author: De Gale, S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Action Research,Organic Chemistry,Science Instruction,Summative Evaluation,Self Esteem,Pretests Posttests,Questionnaires,Comparative Analysis,Inquiry,Cooperative Learning,Secondary School Students,Scientific Concepts,Quasiexperimental Design,Statistical Analysis

POGIL (Process Oriented Guided Inquiry Learning) is a collaborative learning technique that employs guided inquiry within a cyclic system of exploration, concept invention, and application. This action research explores students' academic performance on a unit of organic chemistry work taught using POGIL, in addition to the effect of POGIL on their academic confidence. The academic performance was measured using a summative assessment at the end of the study whilst academic confidence was measured using a pre- and post- test questionnaire. A qualitative comparison to the previous term's academic scores suggested a varied academic performance, whilst tests of significance indicated an improved level of academic confidence among the students involved. It is hoped that this study will serve as a platform for the use of more student-centred pedagogies in chemistry at the institution at which it was enacted, and education at large.
Studying Overseas: Factors Impacting Intention of Female Students in Mainland China
Author: Zhang, Yi
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Females,Factor Analysis,English (Second Language),Language Proficiency,Second Language Learning,Questionnaires,Structural Equation Models,Student Attitudes,Family Characteristics,Parent Background,Educational Attainment,Intention,Decision Making,Undergraduate Students,Educational Experience,Foreign Countries

The purpose of this study was to investigate the factors that impact Chinese female students' intention to study overseas. This study also aimed to understand how these factors impact female students' decision making process. Using a survey questionnaire, data were collected from 96 female undergraduates who enrolled in a 4-year public university in North Central China fall 2010. Descriptive analyses, exploratory factor analyses, and structural equations modeling were utilized to answer the research questions. The results of the study indicated that students' satisfaction with campus experience, English proficiency, and only child status had significant direct effects on their intention to study overseas. The results also identified parents' education, Level of Institutional Support, Quality of Campus Relationship as significant indirect effects.
Examining the Educational Benefits of Interacting with International Students
Author: Luo, Jiali
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Benefits,Foreign Students,Interpersonal Relationship,Cultural Awareness,College Students,Alumni,Outcomes of Education,Intercultural Communication,Comparative Analysis,Teacher Student Relationship,College Faculty,Clubs,Organizations (Groups),Student Participation,Intergroup Relations,Surveys,Participant Characteristics,Predictor Variables,Beliefs,Educational Experience,Regression (Statistics),Skill Development

Through the analysis of alumni survey data from three graduating cohorts, this study examined the influence of interaction with international students on domestic students' college outcomes and explored factors that helped to promote international interaction on college campuses. The findings indicate that in comparison to non-interactive domestic students, highly interactive domestic students reported significantly higher levels of development in a wide range of areas across the three cohorts. Also, the findings suggest that active engagement in college activities, such as coursework outside the major, contact with faculty outside class, ethnic or cultural clubs or organizations, and visiting speakers, was likely to promote interaction across cultures.
International Student Migration: Outcomes and Implications
Author: McGill, Jenny
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Students,Migration,Graduate Students,International Education,Study Abroad,Human Geography,Geographic Location,Predictor Variables,Statistical Analysis,Regression (Statistics)

The present study examined the possible correlation between six life circumstances of international students (N = 124) admitted entry into the United States for the purpose of academic study and their geographic choice of location upon graduation. This paper improves upon the current literature by offering actual migration outcomes (rather than intentions), by including three factors not previously analyzed, and by considering graduate students from a new subject field. The independent variables included: duration of study, scholarship award, doctoral study, participation in optional practical training, application for a temporary work visa, and the economic classification of the student's country of origin. The dependent variable was student geographic location as of 15 May 2011, categorized as in the United States or outside of the U.S. Data from foreign student graduates (academic years 2000-2011) from 43 countries were analyzed in binary logistic regression. Results show three variables (scholarship aid, optional practical training and temporary work visa application) were significantly correlated to a graduate's choice of residence. Findings are relevant for academic institutions and government agencies interested in international education, student migration behavior, comparative data as well as strategic policies.