Zeitschriftenartikel zum Thema „Foreign-born students“
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de Oliveira, Ebenézer A., Jennifer L. Braun, Taryn L. Carlson und Stephanie G. de Oliveira. „Students’ attitudes toward foreign-born and domestic instructors.“ Journal of Diversity in Higher Education 2, Nr. 2 (2009): 113–25. http://dx.doi.org/10.1037/a0015746.
Der volle Inhalt der QuelleSilveira, Florencia, Mikaela J. Dufur, Jonathan A. Jarvis und Kristie J. Rowley. „The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement“. Socius: Sociological Research for a Dynamic World 5 (Januar 2019): 237802311984525. http://dx.doi.org/10.1177/2378023119845252.
Der volle Inhalt der QuelleIwamasa, Gayle Y. „Acculturation of Asian American University Students“. Assessment 3, Nr. 1 (März 1996): 99–102. http://dx.doi.org/10.1177/107319119600300111.
Der volle Inhalt der QuelleJunious, DeMonica L., Ann Malecha, Kathryn Tart und Anne Young. „Stress and Perceived Faculty Support Among Foreign-Born Baccalaureate Nursing Students“. Journal of Nursing Education 49, Nr. 5 (01.05.2010): 261–70. http://dx.doi.org/10.3928/01484834-20100217-02.
Der volle Inhalt der QuelleGarrett, Kendra J., und W. Randolph Herman. „Foreign-Born Students in Baccalaureate Social Work Programs: Meeting the Challenges“. Journal of Baccalaureate Social Work 12, Nr. 1 (01.09.2006): 24–38. http://dx.doi.org/10.18084/1084-7219.12.1.24.
Der volle Inhalt der QuelleMalecha, Ann, Kathryn Tart und DeMonica L. Junious. „Foreign-Born Nursing Students in the United States: A Literature Review“. Journal of Professional Nursing 28, Nr. 5 (September 2012): 297–305. http://dx.doi.org/10.1016/j.profnurs.2012.03.001.
Der volle Inhalt der QuelleFries-Britt, Sharon, Chrystal A. George Mwangi und Alicia M. Peralta. „The Acculturation Experiences of Foreign- Born Students of Color in Physics“. Journal of Student Affairs Research and Practice 51, Nr. 4 (12.11.2014): 459–71. http://dx.doi.org/10.1515/jsarp-2014-0045.
Der volle Inhalt der QuelleInteriano, Claudia G., und Jae Hoon Lim. „A “Chameleonic” Identity: Foreign-Born Doctoral Students in U.S. Counselor Education“. International Journal for the Advancement of Counselling 40, Nr. 3 (23.02.2018): 310–25. http://dx.doi.org/10.1007/s10447-018-9328-0.
Der volle Inhalt der QuelleSelvitopu, Abdullah. „Exploring the Lived Social and Academic Experiences of Foreign-born Students“. Journal of International Students 10, Nr. 3 (15.08.2020): 590–612. http://dx.doi.org/10.32674/jis.v10i3.1171.
Der volle Inhalt der QuelleRichardson, Brittany. „Interesting Patterns Found When Academic and Public Library Use by Foreign-born Students Is Assessed Using ‘Super-Diversity’ Variables“. Evidence Based Library and Information Practice 14, Nr. 4 (12.12.2019): 182–84. http://dx.doi.org/10.18438/eblip29644.
Der volle Inhalt der QuelleCheung, Yuet W. „Ethnic Identification and Alcohol Use among Canadian-Born and Foreign-Born High School Students in Toronto“. International Journal of the Addictions 28, Nr. 11 (Januar 1993): 1095–109. http://dx.doi.org/10.3109/10826089309056245.
Der volle Inhalt der QuelleHamilton, Hayley A., Akwasi Owusu-Bempah, Angela Boak und Robert E. Mann. „Ethnoracial differences in cannabis use among native-born and foreign-born high school students in Ontario“. Journal of Ethnicity in Substance Abuse 17, Nr. 2 (10.05.2017): 123–34. http://dx.doi.org/10.1080/15332640.2017.1312655.
Der volle Inhalt der QuelleWang, Fei. „The Lived Experiences of Canadian-Born and Foreign-Born Chinese Canadian Post-Secondary Students in Northern Ontario“. Journal of International Students 6, Nr. 2 (01.04.2016): 451–77. http://dx.doi.org/10.32674/jis.v6i2.366.
Der volle Inhalt der QuelleMarvasti, Akbar. „Foreign-Born Teaching Assistants and Student Achievement: An Ordered Probit Analysis“. American Economist 51, Nr. 2 (Oktober 2007): 61–71. http://dx.doi.org/10.1177/056943450705100210.
Der volle Inhalt der QuelleGrogger, Jeffrey, und Gordon Hanson. „The Scale and Selectivity of Foreign-Born PhD Recipients in the US“. American Economic Review 103, Nr. 3 (01.05.2013): 189–92. http://dx.doi.org/10.1257/aer.103.3.189.
Der volle Inhalt der QuelleEisenchlas, Susana A., und Chiharu Tsurutani. „You sound attractive! Perceptions of accented English in a multilingual environment“. Australian Review of Applied Linguistics 34, Nr. 2 (01.01.2011): 216–36. http://dx.doi.org/10.1075/aral.34.2.05eis.
Der volle Inhalt der QuelleQuang, Yen N., Joanne Vu, Jihey Yuk, Chin-Shang Li, Moon Chen und Christopher L. Bowlus. „Prevalence of Hepatitis B Surface Antigen in US-Born and Foreign-Born Asian/Pacific Islander College Students“. Journal of American College Health 59, Nr. 1 (27.07.2010): 37–41. http://dx.doi.org/10.1080/07448481.2010.486811.
Der volle Inhalt der QuelleEliasson, Arne H., Arn H. Eliasson und Christopher J. Lettieri. „Differences in sleep habits, study time, and academic performance between US-born and foreign-born college students“. Sleep and Breathing 21, Nr. 2 (30.09.2016): 529–33. http://dx.doi.org/10.1007/s11325-016-1412-2.
Der volle Inhalt der QuelleAlbarillo, Frans. „Super-Diversity and Foreign-Born Students in Academic Libraries: A Survey Study“. portal: Libraries and the Academy 18, Nr. 1 (2018): 59–91. http://dx.doi.org/10.1353/pla.2018.0004.
Der volle Inhalt der QuelleGRAYSON, J. PAUL. „Linguistic Capital and Academic Achievement of Canadian- and Foreign-Born University Students“. Canadian Review of Sociology/Revue canadienne de sociologie 45, Nr. 2 (Mai 2008): 127–49. http://dx.doi.org/10.1111/j.1755-618x.2008.00007.x.
Der volle Inhalt der QuelleSchipolowski, Stefan, Aileen Edele, Nicole Mahler und Petra Stanat. „Mathematics and science proficiency of young refugees in secondary schools in Germany“. Journal for Educational Research Online 2021, Nr. 1 (30.03.2021): 78–104. http://dx.doi.org/10.31244/jero.2021.01.03.
Der volle Inhalt der QuelleWang, Chenyu. „The irony of an ‘international faculty’“. Learning and Teaching 14, Nr. 2 (01.06.2021): 32–54. http://dx.doi.org/10.3167/latiss.2021.140203.
Der volle Inhalt der QuelleConger, Dylan, Amy Ellen Schwartz und Leanna Stiefel. „Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City“. International Migration Review 41, Nr. 2 (Juni 2007): 403–32. http://dx.doi.org/10.1111/j.1747-7379.2007.00073.x.
Der volle Inhalt der QuelleHingson, R. W., L. Strunin, M. Grady, N. Strunk, R. Carr, B. Berlin und D. E. Craven. „Knowledge about HIV and behavioral risks of foreign-born Boston public school students.“ American Journal of Public Health 81, Nr. 12 (Dezember 1991): 1638–41. http://dx.doi.org/10.2105/ajph.81.12.1638.
Der volle Inhalt der QuelleSchwartz, Amy Ellen, und Leanna Stiefel. „Immigrants and the Distribution of Resources Within an Urban School District“. Educational Evaluation and Policy Analysis 26, Nr. 4 (Dezember 2004): 303–27. http://dx.doi.org/10.3102/01623737026004303.
Der volle Inhalt der QuelleHerold, Mariella Espinoza. „Second Language Learning: Cultural Adaptation Processes in International Graduate Students in U.S. Universities“. Journal of International Students 2, Nr. 1 (01.01.2012): 124–25. http://dx.doi.org/10.32674/jis.v2i1.543.
Der volle Inhalt der QuelleNelson, Marjorie E., und Ann R. Fingar. „Tuberculosis Screening and Prevention for Foreign-Born Students: Eight Years Experience at Ohio University“. American Journal of Preventive Medicine 11, Nr. 3 (Mai 1995): 48–54. http://dx.doi.org/10.1016/s0749-3797(18)30407-0.
Der volle Inhalt der QuelleCapers, K. Jurée, und Candis W. Smith. „Race, Ethnicity, and Immigration: Assessing the Link between Passive and Active Representation for Foreign-Born Clients“. Journal of Public Administration Research and Theory 31, Nr. 4 (16.04.2021): 704–22. http://dx.doi.org/10.1093/jopart/muab009.
Der volle Inhalt der QuelleSchwartz, Amy Ellen, und Leanna Stiefel. „Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students“. Education Finance and Policy 1, Nr. 1 (März 2006): 17–49. http://dx.doi.org/10.1162/edfp.2006.1.1.17.
Der volle Inhalt der QuelleAnderson, Stuart. „The Multiplier Effect“. Journal of Cognitive Education and Psychology 4, Nr. 3 (Januar 2005): 362–74. http://dx.doi.org/10.1891/194589505787382739.
Der volle Inhalt der QuelleCarrión-Martínez, José Juan, Stefania Ciaccio, María del Mar Fernández-Martínez, Carmen María Hernández-Garre und María Dolores Pérez-Esteban. „The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors“. Social Sciences 10, Nr. 7 (15.07.2021): 269. http://dx.doi.org/10.3390/socsci10070269.
Der volle Inhalt der QuelleSong, Suzan J., Robert Ziegler, Lisa Arsenault, Lise E. Fried und Karen Hacker. „Asian Student Depression in American High Schools“. Journal of School Nursing 27, Nr. 6 (15.08.2011): 455–62. http://dx.doi.org/10.1177/1059840511418670.
Der volle Inhalt der QuelleHu, Yating, und Kun Dai. „Foreign-born Chinese students learning in China: (Re)shaping intercultural identity in higher education institution“. International Journal of Intercultural Relations 80 (Januar 2021): 89–98. http://dx.doi.org/10.1016/j.ijintrel.2020.11.010.
Der volle Inhalt der QuelleLam, Michelle. „Effects of Canada’s Increasing Linguistic and Cultural Diversity on Educational Policy, Programming and Pedagogy“. Journal of Contemporary Issues in Education 14, Nr. 2 (10.12.2019): 16–32. http://dx.doi.org/10.20355/jcie29370.
Der volle Inhalt der QuelleWingate, La’Marcus T., Margaret S. Coleman, Drew L. Posey, Weigong Zhou, Christine K. Olson, Brian Maskery, Martin S. Cetron und John A. Painter. „Cost-Effectiveness of Screening and Treating Foreign-Born Students for Tuberculosis before Entering the United States“. PLOS ONE 10, Nr. 4 (29.04.2015): e0124116. http://dx.doi.org/10.1371/journal.pone.0124116.
Der volle Inhalt der QuelleMaskus, Keith E., Ahmed Mushfiq Mobarak und Eric T. Stuen. „International Graduate Education and Innovation: Evidence and Issues for East Asian Technology Policy“. Asian Economic Papers 6, Nr. 3 (Oktober 2007): 78–94. http://dx.doi.org/10.1162/asep.2007.6.3.78.
Der volle Inhalt der QuelleG. Chumarova, Lyubov, Evgeniya A. Belyayeva und Rezida. „EDUCATIONAL VALUE OF TOPONYMICAL DICTIONARIES IN TEACHING FOREIGN LANGUAGE“. Humanities & Social Sciences Reviews 7, Nr. 6 (14.11.2019): 20–23. http://dx.doi.org/10.18510/hssr.2019.765.
Der volle Inhalt der QuelleKillias, Martin, und Anastasiia Lukash. „Migration, not migrants, is the problem: Delinquency among migrants and non-migrants in Switzerland and ex-Yugoslavia“. European Journal of Criminology 17, Nr. 6 (28.02.2019): 896–917. http://dx.doi.org/10.1177/1477370819828329.
Der volle Inhalt der QuelleFruehwald, E. Scott. „How to Help Students from Disadvantaged Backgrounds Succeed in Law School“. Texas A&M Law Review 1, Nr. 1 (Oktober 2013): 83–128. http://dx.doi.org/10.37419/lr.v1.i1.3.
Der volle Inhalt der QuelleVoskresenskaia, Tatiana Anatolievna. „Methodical recommendations on the use of computer game sims for the development of foreign language lexical skills“. Interactive science, Nr. 5 (39) (27.05.2019): 26–28. http://dx.doi.org/10.21661/r-496723.
Der volle Inhalt der QuellePotochnick, Stephanie. „The Academic Adaptation of Immigrant Students with Interrupted Schooling“. American Educational Research Journal 55, Nr. 4 (04.04.2018): 859–92. http://dx.doi.org/10.3102/0002831218761026.
Der volle Inhalt der QuelleSolomakha, Angelika. „USE OF FOREIGN LANGUAGE ONLINE TRAINERS FOR FORMING A FOREIGN LEXICAL COMPETENCE OF A FUTURE PEDAGOGUE“. Educological discourse, Nr. 3-4 (2019): 143–55. http://dx.doi.org/10.28925/2312-5829.2019.3-4.143155.
Der volle Inhalt der QuelleGosiewska-Turek, Bogusława. „THE IMPACT OF ANXIETY ON SPEAKING IN ADOLESCENT AND ADULT GROUPS OF ENGLISH LEARNERS“. Journal of Education Culture and Society 9, Nr. 2 (05.09.2018): 93–106. http://dx.doi.org/10.15503/jecs20182.93.106.
Der volle Inhalt der QuelleBurt, Brian A., Alexander Knight und Justin Roberson. „Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research“. Journal of International Students 7, Nr. 4 (01.10.2017): 925–43. http://dx.doi.org/10.32674/jis.v7i4.182.
Der volle Inhalt der QuelleYeh, Jih-Cheng J., Sharon H. Hsu, Angela J. Mittmann, Dana Litt und Irene M. Geisner. „Understanding differences in alcohol consumption and depressed mood between U.S.- and foreign-born Asian and Caucasian college students“. Journal of Ethnicity in Substance Abuse 15, Nr. 2 (30.09.2015): 160–75. http://dx.doi.org/10.1080/15332640.2015.1011733.
Der volle Inhalt der QuelleGrams, Grant W. „Louis Hamilton: A British Scholar in Nazi Germany“. Fascism 5, Nr. 2 (27.10.2016): 177–200. http://dx.doi.org/10.1163/22116257-00502005.
Der volle Inhalt der QuelleNorbert, Grünwald, und Postler Gregor M.A. „Integration Through Qualification“. Balkan Region Conference on Engineering and Business Education 1, Nr. 1 (15.08.2014): 551–54. http://dx.doi.org/10.2478/cplbu-2014-0096.
Der volle Inhalt der QuelleAnggreani, Lydia. „A Brief Analysis of Errors and Their Causes of Indonesian Students Learning Chinese Characters 浅析印尼留学生学习汉字的偏误及原因“. Humaniora 6, Nr. 3 (30.07.2015): 334. http://dx.doi.org/10.21512/humaniora.v6i3.3358.
Der volle Inhalt der QuelleFedorenko, Irina. „Turning the Tables on Foreign Assistance in Second-Generation Environmentalism in Russia and China“. Inner Asia 19, Nr. 1 (21.04.2017): 157–82. http://dx.doi.org/10.1163/22105018-12340083.
Der volle Inhalt der QuelleKim, Sunha. „ICT for Children of Immigrants: Indirect and Total Effects via Self-Efficacy on Math Performance“. Journal of Educational Computing Research 55, Nr. 8 (09.04.2017): 1168–200. http://dx.doi.org/10.1177/0735633117699954.
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