ethanporcaro/eric-fulltext-meta huggingface dataset:
Capitalization of Charter Schools into Residential Property Values
Author: Brehm, Margaret
Date: 2017-00-00
Type: Journal Articles
Subjects: Charter Schools,Real Estate,Housing,School Districts,Counties,School Location

Although prior research has found clear impacts of schools and school quality on property values, little is known about whether charter schools have similar effects. Using sale price data for residential properties in Los Angeles County from 2008 to 2011 we estimate the neighborhood level impact of charter schools on housing prices. Using an identification strategy that relies on census-block fixed effects and variation in charter penetration over time, we find little evidence that the availability of a charter school affects housing prices on average. We do find, however, that when restricting to districts other than Los Angeles Unified and counting only charter schools located in the same school district as the household, housing prices fall in response to an increase in nearby charter penetration.
Helping the Transition: Mentorship to Support International Students in Canada
Author: Thomson, Clint
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Foreign Students,Transitional Programs,Undergraduate Students,Program Effectiveness,Acculturation,Adjustment (to Environment),Anxiety,Friendship

We developed a program that paired newcomer international students with Canadian student mentors. These pairs met weekly throughout a semester and international student participants completed measures at both the beginning and end of the program. We found that program participants experienced positive changes in sociocultural and psychological adaptation, and a reduction in acculturative stress over time. At the conclusion of the program, program participants also showed higher levels of psychological adaptation and lower levels of acculturative stress than control participants, who had not participated in the program. These findings make an important contribution to the empirical literature on the acculturation of international students and provide foundations for future research.
Exploring Sense of Belonging among Black International Students at an HBCU
Author: Mwangi, Chrystal A. George
Date: 2016-00-00
Type: Journal Articles
Subjects: Black Colleges,Foreign Students,Student School Relationship,Intercultural Communication,Blacks,African American Students,Individual Differences,Peer Relationship,Qualitative Research,Student Attitudes,Program Development,Cultural Differences,Educational Experience,Grounded Theory,Self Concept,Foreign Countries,Stereotypes,Semi Structured Interviews,Case Studies,Learner Engagement

This study elucidates the experiences of HBCU (historically Black colleges and universities) students who are racially Black, but differ in nativity and nationality from their Black American peers. The purpose is to examine Black HBCU international students' sense of belonging on campus. This study engages qualitative individual interviews with ten Black international HBCU students and utilizes the constant comparative analytic process. Findings revealed Black international HBCU students' perceptions of race and nativity shape their university experiences as they sought to maintain national identity while adjusting to the HBCU environment and engaging in cross-cultural interactions with Black Americans. Recommendations include embracing a heterogeneous perspective when developing services, programs, and research studies related to the experiences of Black students.
Supporting Postsecondary English Language Learners' Writing Proficiency Using Technological Tools
Author: Moore, Kathleen A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,English Language Learners,Writing Skills,College Students,Computer Uses in Education,Computer Software,Student Surveys,Focus Groups,Second Language Learning,Foreign Countries,Mixed Methods Research

Postsecondary international students who are also English language learners face a number of challenges when studying abroad and often are provided with services to support their learning. Though some research examines how institutions can support this population of students, few studies explore how technology is used to support language development and writing proficiency. This article reports on an exploratory study that examined the resources English language learners use to support their writing and the impact of the use of writing productivity software on writing proficiency. Data were collected using a survey, writing samples, and a focus group. Findings indicate students frequently use technological tools to enhance learning and that technology-based supports such as writing productivity software can complement face-to-face supports.
Critical Teacher Talk: Successful English for Academic Purposes Classroom Practices in a Global Campus
Author: Kim, Namsook
Date: 2016-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,College Faculty,Teacher Educators,Critical Theory,Teaching Methods,Second Language Learning,Second Language Instruction,Teacher Student Relationship,Sociocultural Patterns,Role,Foreign Students,Classroom Communication,English (Second Language),Cultural Awareness,Caring,College Students,Global Education,International Education,Multilingualism,Case Studies,Qualitative Research,Empowerment,Prior Learning,Equal Education,Oral Language,Written Language

Drawn on the sociocultural paradigm, I examined teacher-student communication with emphasis on teacher's talk and its role on international students' learning English as a Second Language in an English for Academic Purposes classroom in a global campus in the U.S. Developmental data analyses of class observations, teacher and student interviews, and documents led to finding multidimensional characteristics of Critical Teacher Talk (CTT). I also found evidence of the role of CTT on production-process-affective aspects of learning English as an International Language. The findings further shed insights on the need to train and practice Critical International Language Pedagogy with the triadic principles--transnational culture building, critical caring, and authentic learning--among international higher education educators and teacher-educators.
International Undergraduates' Retention, Graduation, and Time to Degree
Author: Fass-Holmes, Barry
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,School Holding Power,Academic Persistence,Graduation Rate,Time to Degree,Student Attrition,Hypothesis Testing,Prediction,Leaves of Absence,Military Service,Academic Achievement,Student Satisfaction,Cohort Analysis,Grade Point Average,Statistical Analysis

The present study tested the hypothesis that the international undergraduates at a West Coast American public university during recent years of dramatic enrollment growth should have low retention and graduation rates. This study showed instead that these students were retained and graduated at rates surpassing predictions from research and theories on international undergraduates' unique challenges (American immigration regulations, academic integrity standards, and teaching methods; English writing) and academic struggles. Moreover, contrary to predictions related to academic struggles, the primary reasons for these students' attrition were leave of absence for compulsory military service and deciding against attending the University. These results disconfirm the study's hypothesis and instead suggest that these international undergraduates generally have succeeded academically.
The Plagiarism Polyconundrum
Author: Bethany, Reine D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Plagiarism,Essays,Academic Discourse,Empathy,Writing (Composition),Foreign Students,College Students,Grammar,Language Usage,Writing Evaluation,Writing Instruction,Barriers

Plagiarism hinders student success because it shortcuts genuine writing practice and incurs penalties when discovered. Although students are aware of its potential consequences, plagiarism continues. This article reflects on the polyconundrum of empathizing with the many hindrances to student writing while deploying strategies to reduce plagiarism and improve academic essay skills.
Realities and Realizations: Reflections on a Social Work Exchange Program between the United States and China
Author: Cullen, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Social Work,Foreign Countries,Caseworkers,Cultural Influences,Student Exchange Programs,International Studies,Foreign Students,College Students,College Faculty,Teacher Student Relationship

China has a long and complex history of political, economic, and educational shifts that have resulted in and from changing cultural values. Over time, the significance and format of social work education in China has changed, as has the need for professionally educated social workers that can support the ever-evolving social needs of China. To this end, some Chinese schools have begun to partner with schools in the U.S. to support the professionalizing of social work in China. This article presents the reflections of faculty and students involved in an exchange program for Chinese students to study in a U.S.-based master of social work program. Expectations, realities, needs, and recommendations of both faculty and students are discussed.
The Long-Term Impact of Service-Learning on Graduates' Civic Engagement and Career Exploration in Hong Kong
Author: Hok-ka, Carol Ma
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizen Participation,Foreign Countries,Career Exploration,Service Learning,Statistical Analysis,College Graduates,Comparative Analysis,Citizenship Responsibility,Community Involvement,Graduation,Community Services,Longitudinal Studies,Experimental Groups,Questionnaires,Correlation,Outcomes of Education

Service-learning (SL) is a relatively new pedagogy in Hong Kong and so far, no study of SL's long-term impact in Hong Kong exists. To explore SL's impacts on Hong Kong students, researchers conducted a quantitative study to compare graduates with SL experience to graduates without SL experience in terms of three domains: (1) adaptability, brain power, and creativity (ABC) skills; (2) civic responsibility; and (3) career exploration. Most prominently, this study found that students with SL experience have significantly higher scores in civic responsibility than do their counterparts without SL experience; they are more willing to be involved in community service after graduation, and they invest more hours of service per month. This study indicates that from a long-term perspective, SL participants benefit in terms of greater civic responsibility, better career exploration, and enhanced whole-person development (ABC) skills.
Engaging and Empowering Academic Staff to Promote Service-Learning Curriculum in Research-Intensive Universities
Author: Fang, Yahui
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Research Universities,School Community Relationship,Partnerships in Education,Foreign Countries,Higher Education,Community Involvement,Curriculum Design,College Faculty

Much of the literature on service-learning discusses issues related to faculty, students, and community partners. However, there is little research on issues related to academic staff. In this project, through a series of meetings and workshops, change lab methodology was used to analyze the barriers to staff members' involvement in service-learning, and intracollegiate collaboration supported their increased involvement in community-engaged curricula. A series of designed-research processes was utilized to create new artifacts, to mediate and foster a drive toward mutual engagement in the agential-structural relationship, to encourage staff members to engage in reflective practice, and to enable staff to empower themselves. After witnessing the real-life needs of a rural community and empowered through collaboration and professional development, academic staff devoted time to working with teachers, students, and community, further transforming themselves from a mostly administrative support role to that of researcher.
Empowering Students through Service-Learning in a Community Psychology Course: A Case in Hong Kong
Author: Chan, Kevin
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Empowerment,Service Learning,Psychology,Foreign Countries,Community Involvement,Reflection,College Students,Learning Activities,Student Journals,Qualitative Research,Case Studies

This article chronicles a service-learning (SL) subject on community psychology in Hong Kong (n = 26) and elaborates on how students experience concepts, frameworks, and values in community psychology and put them into practice at servicelearning settings. Upon acquiring basic concepts in community psychology, including sense of community, empowerment, human diversity, and social capital, students engaged in 40 hours of service-learning sessions that included assigned community services and independent SL projects addressing both community needs and students' strengths. Learning reported by students in terms of experiential acquisition of community psychology concepts, personal empowerment, and implications on their service-learning practices are discussed with reference to Zimmerman's (1995) conceptual framework of personal empowerment. Students' interpersonal, interactional, and behavioral outcomes from their service-learning experiences are detailed.
Blending Community Service and Teaching to Open Vision Care and Eye Health Awareness to University Students
Author: Do, Chi-wai
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Services,Human Body,Health Education,Service Learning,Blended Learning,Vision,Screening Tests,Foreign Countries,Undergraduate Students

A vision care-based community service subject is offered to general university students for fulfillment of a service-learning compulsory credit requirement. Here, a professional health subject is taught in a way that caters to generalist learners. Students gain basic skills they can apply to provide vision screenings for the needy population. All enrolled undergraduates had no background in eye health-related subjects. The teaching was not content-driven, requiring students' direct recall of facts. Rather, the teaching focused on Socratic teaching of logical theories and applications. The objective was to increase awareness of current eye care problems using case examples. Students learned to appreciate ways to promote active outreach services. Through activities and project work, students learned and practiced strong teamwork and direct application of knowledge in community-based eye care services. This learning experience demonstrates emergence of authentic practice from theory.
Service-Learning in Building Engineering by Use of Interdisciplinary Field Education
Author: Leung, Barbara Y. P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Interdisciplinary Approach,Social Responsibility,Citizenship Responsibility,Higher Education,Foreign Countries,Citizen Participation,Student Surveys,Engineering,Building Design

Previous studies have demonstrated that service-learning (SL) can help students not only develop their personal qualities but also enhance their social and civic sense of responsibility. Despite many promotions since the mid-1990s, the development of SL is popular in humanity faculties but not in technical faculties with intellectual orientations less associated with social services. The shortage of support in these areas can be attributed to the lack of a conceptual model to guide the delivery of a quality service-learning subject for disciplines like building and engineering. To fill the gap, this study examined use of a 3-tier service-learning model that offers a pragmatic pedagogical design for developing SL subjects by encompassing interdisciplinary academic education and field services. The findings reveal that, beyond the technical skills in building and engineering, students' generic skills and their awareness of social responsibilities have been enhanced through this interdisciplinary SL program.
But I Don't Understand You: One Faculty's Observations of the Challenges Facing International Healthcare Students
Author: DuBose, Cheryl O.
Date: 2017-00-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Barriers,College Students,Study Abroad,Cultural Differences,Interpersonal Communication,Social Bias,Health Services,College Faculty,Social Discrimination,Foreign Students

International students face many challenges when pursuing a degree in higher education. Communication and cultural differences are typically cited as the most challenging aspects of any study abroad program. Students attempting to complete a healthcare program face sometimes insurmountable issues, as communication, cultural differences, and discrimination play a large role in providing quality patient care. This paper is a commentary on my experiences as a faculty member with various international students enrolled in healthcare programs in the southeastern United States.
International Graduate Students: Social Networks and Language Use
Author: Moglen, Daniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Social Networks,Language Usage,Interviews,Student Attitudes,English (Second Language),Second Language Learning,Social Support Groups,Educational Environment,Social Environment,Cultural Background,Educational Experience,Academic Achievement,Second Language Instruction

The campus climate for international graduate students (IGSs) has been gaining attention in recent years as the number of IGSs in the United States continues to rise. IGSs bring diversity to the campus community and enrich the academic community, but also come to the table with distinct needs, concerns, and experiences. The current study is primarily concerned with how early social and academic experiences affect English learning and academic success. Social networks outside of the student's cultural background may be difficult to develop, and, therefore, it is not uncommon to see students gravitate towards others who share their cultural and language background. In order to obtain perspective on what early social and linguistic experiences are for newly matriculated IGSs, I conducted interviews with first-year IGSs, asking them about their language use in academic and social settings. Results from the interviews suggest that while English-oriented networks may provide more opportunities to speak in English, co-national networks are easier to join and provide much needed social and academic support.
Post-Graduation Plans of International Science and Engineering Doctoral Students Attending U.S. Universities
Author: Ugwu, Dorothy N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Doctoral Programs,Research Universities,Aspiration,Goal Orientation,Intention,Acculturation,Adjustment (to Environment),Models,English (Second Language),Second Language Learning,Barriers,Immigration,Public Policy,Science Education,Scientists,Engineering,Technical Occupations,Language Proficiency,Decision Making,Student Surveys,Multiple Regression Analysis,Comparative Analysis

This study examines the post-graduation plans of international science and engineering doctoral students at a public research-intensive university, and the extent to which graduate school experiences influence post-graduation plans. The study is grounded in Tinto's Integration Model as well as Berry's Acculturation Model. Study findings highlight the variety of challenges international doctoral students go through such as adapting to a new culture, experiencing English language difficulties, and cultural, social, and academic adjustment barriers. Using survey data collected in 2013-2014, this study reveals the complexity of factors that affect post-graduation plans and need for institutional initiatives to provide socio-cultural and academic support, and recommends changes in immigration policies to sustain the retention of talented international scientists and engineers upon degree completion.
Collectivists' Decision-Making: Saudi Arabian Graduate Students' Study Abroad Choices
Author: Yakaboski, Tamara
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Collectivism,Qualitative Research,Institutional Characteristics,Student Characteristics,College Choice,Graduate Students,Study Abroad,Cultural Influences,Social Influences,Student Mobility,Case Studies,Semi Structured Interviews,Educational Quality,Reputation

The authors in this qualitative study explored how Saudi Arabian students selected a teaching focused research institution by examining Kingdom of Saudi Arabia and U.S. national influences, institutional factors, and personal influencers. Despite the continued rise in Saudi Arabian students studying at U.S. universities, limited published research exists on this unique student population. This study on Saudi graduate students reconceptualizes the homogenous perspectives on international student mobility. It demonstrates that study abroad decisions are not made from just push-pull or economic factors but through culturally specific social processes involving various actors both in and beyond their home country as well as intermediaries that is indicative of a more collectivist society.
Challenges of International Students in a Japanese University: Ethnographic Perspectives
Author: Lee, Ju Seong
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Coping,Barriers,Japanese,Interviews,Focus Groups,Student Characteristics,Cultural Influences,Social Influences,Language Usage,Student Attitudes,Interaction,Friendship,Student Financial Aid,Learning Strategies,Second Language Instruction,Psychological Patterns,Ethnography

The author investigates what challenges four international students (Vietnamese, Filipino, Brazilian, and Chinese) faced and how they coped with these dilemmas in a Japanese language program during the first semester in 2014. Multiple apparatuses (e.g., field notes, face-to-face oral interviews, focal group conversations, and semi-structured written interviews) were employed to triangulate the data. The findings show four major challenges: Personal psychological issues, general living issues, sociocultural issues, and Japanese language issues. Additionally, supporting group, positive attitude, interaction with Japanese friends, financial assistance, and useful learning strategies are identified as coping strategies. The results will provide implications for international students as well as language instructors and program coordinators in a higher education institution to better assist the international students.
The Cultural Elements of Academic Honesty
Author: Thompson, LaNette W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Asians,Ethics,Integrity,Ethical Instruction,Workshops,Instructional Effectiveness,Outcomes of Education,Plagiarism,Student Educational Objectives,Expectation,Culturally Relevant Education,School Policy,Semi Structured Interviews,Scores,Information Dissemination,Copyrights,School Orientation,Data Analysis,Pretests Posttests

We examined the impact of a workshop on Asian international graduate students' understanding of a U.S. American university's concept of academic honesty. The workshop, taught from a cultural perspective, explained the U.S. American university's expectations to 19 participants. Data was obtained from a workshop post-test and from subsequent interviews of three workshop participants who relayed their views of textual practices in their home countries. Sixty-seven graduate students from the general graduate student population completed the workshop post-test without benefit of the workshop. Trends in the data supported the workshop's effectiveness and pointed to the importance of helping international students understand their host university's expectations.