Relevant bibliographies by topics / Foreign-born students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Foreign-born students'

Author: Grafiati
Published: 25 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Foreign-born students"

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de Oliveira, Ebenézer A., Jennifer L. Braun, Taryn L. Carlson, and Stephanie G. de Oliveira. "Students’ attitudes toward foreign-born and domestic instructors." Journal of Diversity in Higher Education 2, no. 2 (2009): 113–25. http://dx.doi.org/10.1037/a0015746.

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Silveira, Florencia, Mikaela J. Dufur, Jonathan A. Jarvis, and 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 (January 2019): 237802311984525. http://dx.doi.org/10.1177/2378023119845252.

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With recent increases in international migration, some political and academic narratives argue for limiting migration because of possible negative effects on the host country. Among other outcomes, these groups argue that immigrant students have an impact on education, negatively affecting native-born students’ academic performance. The authors contextualize the relationship between immigrant status and academic achievement by considering a macro social setting: country-level foreign-born population. The authors examine achievement from the 2015 Programme for International Student Assessment in 41 high-income countries. The authors use within- and cross-level interactions to examine (1) the relationship between immigrant status and academic achievement, (2) the moderating effect of student socioeconomic status on achievement, and (3) how country-level foreign-born population affects both immigrant and native-born students’ performance. The findings indicate that immigrant students perform similarly to native-born students when considering other contextual factors, with socioeconomic status moderating the effect of immigrant status. Furthermore, all students, immigrant and nonimmigrant students alike, benefit academically from more immigration.
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Iwamasa, Gayle Y. "Acculturation of Asian American University Students." Assessment 3, no. 1 (March 1996): 99–102. http://dx.doi.org/10.1177/107319119600300111.

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The purpose of this study was to assess the level of acculturation among Asian American university students at a large midwestern university using the SL-ASIA. With this sample, results in general support initial and follow-up findings of the scale's concurrent validity with college students from the West Coast and Rocky Mountain areas. Although no gender differences in level of acculturation were found, analyses comparing foreign-born and U.S.-born participants provided further evidence of concurrent validity for the scale.
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Junious, DeMonica L., Ann Malecha, Kathryn Tart, and Anne Young. "Stress and Perceived Faculty Support Among Foreign-Born Baccalaureate Nursing Students." Journal of Nursing Education 49, no. 5 (May 1, 2010): 261–70. http://dx.doi.org/10.3928/01484834-20100217-02.

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Garrett, Kendra J., and W. Randolph Herman. "Foreign-Born Students in Baccalaureate Social Work Programs: Meeting the Challenges." Journal of Baccalaureate Social Work 12, no. 1 (September 1, 2006): 24–38. http://dx.doi.org/10.18084/1084-7219.12.1.24.

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As a result of changes made in U.S. immigration policies in 1965, the number of immigrants and refugees entering the country has exploded, and many of them are now enrolled in baccalaureate social work programs. Social work educators have a dual responsibility to provide help and support for these foreign-born students while upholding the standards of the profession and preparing students to pass licensing examinations. Departments must discuss needs, expectations, challenges, and policies regarding academic requirements. Classroom strategies that ensure individual learning styles are enhanced by context-rich classroom exercises, a liberal use of writing, and a sensitive use of paraphrasing and collaborative learning. Advisors need to be aware of community resources available. Institutions should provide language and economic supports and culturally sensitive counseling centers. Baccalaureate social work educators must examine the unjust economic and social policies and lead the way in addressing barriers placed in the way of immigrant and refugee students.
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Malecha, Ann, Kathryn Tart, and DeMonica L. Junious. "Foreign-Born Nursing Students in the United States: A Literature Review." Journal of Professional Nursing 28, no. 5 (September 2012): 297–305. http://dx.doi.org/10.1016/j.profnurs.2012.03.001.

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Fries-Britt, Sharon, Chrystal A. George Mwangi, and Alicia M. Peralta. "The Acculturation Experiences of Foreign- Born Students of Color in Physics." Journal of Student Affairs Research and Practice 51, no. 4 (November 12, 2014): 459–71. http://dx.doi.org/10.1515/jsarp-2014-0045.

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Interiano, Claudia G., and Jae Hoon Lim. "A “Chameleonic” Identity: Foreign-Born Doctoral Students in U.S. Counselor Education." International Journal for the Advancement of Counselling 40, no. 3 (February 23, 2018): 310–25. http://dx.doi.org/10.1007/s10447-018-9328-0.

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Selvitopu, Abdullah. "Exploring the Lived Social and Academic Experiences of Foreign-born Students." Journal of International Students 10, no. 3 (August 15, 2020): 590–612. http://dx.doi.org/10.32674/jis.v10i3.1171.

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The purpose of this study is to provide a better understanding of the experiences of FBSs studying at a Turkish public university. The study attempted to provide useful findings for student services, faculties, policy makers, and other stakeholders to effectively address the needs, interests, and aspirations of FBSs, thereby helping them better adapt to school and community life in Turkey. The researcher collected the data in the winter of 2019 by utilizing an open-ended interview protocol with a snowball sampling of seven FBSs. Three themes emerged from the students’ spoken words: first days’ experience, balancing period through social experiences, and the lived academic experiences. Findings from this study suggest that FBSs have lived many positive and negative social and academic experiences. For most, negative experiences were transformed into positive ones with various facilitators that brought FBSs personal growth and better adaptation.
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Richardson, 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, no. 4 (December 12, 2019): 182–84. http://dx.doi.org/10.18438/eblip29644.

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A Review of: Albarillo, F. (2018). Super-diversity and foreign-born students in academic libraries: A survey study. portal: Libraries and the Academy, 18(1), 59-91. https://doi.org/10.1353/pla.2018.0004 Abstract Objective – To evaluate the relationship between academic and public library usage and various characteristics of foreign-born students. Design – Survey questionnaire. Setting – Medium-sized public liberal arts college in the northeastern United States. Subjects – 123 foreign-born students enrolled at the institution in fall 2014. Methods – The researcher emailed a five-part survey to participants who indicated on a screening survey that they were foreign-born students currently enrolled at the college. Of the participants emailed, 94 completed the survey. The survey used a super-diversity lens to assess academic and public library use by foreign-born students in relationship to multiple variables, including student status, race and ethnicity, immigration status, first-generation student status, gender, age, age of arrival in the United States (US), years living in the US, and ZIP Code (used to approximate median income based on the US Census Bureau’s 2014 American Community Survey). Respondents reported frequency of use on a Likert-type scale of 1=Never to 6=Always. The author adapted items from the In Library Use Survey Instrument (University of Washington Libraries, 2011). Usage types included: computer, Wi-Fi, staff assistance, electronic resources, physical resources, printing/scanning/photocopying, program attendance, and physical space. Independent sample t-tests were used to evaluate mean differences in reported library usage based on demographic variables. The author used Somers’ d statistical tests to explore the relationship between library use and age, age on arrival in the US, years lived in the US, and median income. The survey asked participants to describe both academic and public libraries in five words. To show term frequency, the author used word clouds as a visualization technique. Main Results – The study reported on the results of the library use survey section. Overall, foreign-born students used college libraries more frequently than public libraries. The author reported on findings that were statistically significant (p ≤ 0.5), focusing on those with mean differences ≥ 0.5. Key findings included: undergraduate students used public libraries and Wi-Fi/e-resources onsite at college libraries more often than graduate students; first-generation students gathered at the library with friends more frequently; no significant difference was reported in library resource use by gender; and non-white students used the college library more frequently as a study space and for printing. The author was surprised no significant differences in usage were found between participants with permanent vs. temporary immigration status. Somers’ d associations showed an inverse relationship between age and Wi-Fi use and age of arrival in the United States and likelihood of eating in the library. Overall, both library types were positively described in open-ended responses as places with social and academic value. Conclusion – The author suggested the concept of super-diversity equips librarians with a more inclusive approach to studying library user perspectives and behaviors. The author used survey data and the Association of College and Research Libraries (ACRL) Diversity Standards (2012) to highlight library service considerations for foreign-born students. Examples of suggested service improvements included supporting printing in Unicode non-English fonts, cultivating a diverse library staff, and providing culturally appropriate library orientations and outreach. The author recommended that more research with foreign-born students was needed to assess culturally appropriate areas for eating and socializing, unique information needs, and expectations and awareness of library services. The author suggested first-generation students’ use of the library for socializing and non-white students’ higher use of libraries for studying as two areas for further qualitative study. The author also suggested creating services and partnerships between public and academic libraries could support foreign-born students, even recommending cross-training of library staff.
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Dissertations / Theses on the topic "Foreign-born students"

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Lam, Charmian. "Barriers for Foreign-Born Students in Elite Post-Secondary Education in the United States." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3192.

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Foreign-born students complete college at a lower rate when compared to native-born students. It is essential to examine both the known and latent barriers that prevent foreign-born students from successfully completing the first four years of college. The purpose of this study is to assess the applicability of Bourdieuian notions of capital in explaining the discrepancy in educational attainment between foreign-born and native born students. The data is from the 1999 National Longitudinal Survey of Freshmen (n=3176), a survey designed to test various theoretical explanations for minority underachievement in higher education. Stepwise regressions were used to determine the individual impact of nativity, race, cultural capital, and economic capital to graduating within four years. In the unadjusted model, nativity was moderately associated with four-year graduation (β=0.760; p=0.053). However in the fully adjusted model, I found that race was more important than nativity status when predicting the odds of graduating, with African American students having a significantly lower odds of graduating in four years (β=0.576; p=0.000), than white students. Gender and economic capital were also significantly associated with 4-year graduation rates, with men less likely to graduate than women (β=0.733; p=0.000). And individuals in the highest income category (over $75,000/year) were more likely to graduate in four years than those in the making less than 19,999 per year (β=1.645; p=0.028). Parental disciplinary style was also a significant (p=0.000) correlate with four year graduation rates. Future studies should repeat these inquiries in a dataset that includes less selective institutions.
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Odigwe, Alicia. "Perceived Cultural Competence, Mental Health Distress and Health Care Access Factors among Post-Secondary Foreign-born Students." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1543580489988287.

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Silveira, Florencia. "The Influence of Foreign-Born Population on Immigrants' Academic Achievement: A Multilevel Analysis of Students in High-Income Countries." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6796.

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Scholars have linked multiple background characteristics to academic achievement; among these are student SES and race/ethnicity. A largely understudied student characteristic in relation to academic achievement is student immigrant status. I contextualize this relationship by considering a macro social setting: country-level foreign-born population. To do this, I examine mathematics achievement from the 2015 PISA assessment in 41 high-income countries. Using mixed-effects modeling, I examine student- and country-level factors and their effects on mathematics achievement. I use within- and cross-level interactions to examine the relationship between 1) immigrant status and student SES and between 2) immigrant status and foreign-born population. To examine the relationship between student immigrant status and student SES and between immigrant status and foreign-born-population, I use within- and cross-level interactions. My findings indicate that immigrant students perform similarly to native-born students when considering other contextual factors at the student-, school-, and country- levels. Furthermore, SES moderates the effect of immigrant status, with second-generation immigrants exhibiting a smaller achievement gain with increased SES. Additionally, everyone – immigrants and non-immigrants alike – benefits from higher foreign-born population rates, suggesting that immigration is advantageous for all students.
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Aldawsari, Hussam. "The Relationship between Acculturative Stress and Well-being among Foreign-Born Arab International Students in the United States: An Exploratory Study." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo159441072560676.

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Racaj, Marigona. "Flerspråkighet som en resurs i svenskundervisningen : En kvalitativ studie om flerspråkiga elevers inlärning av det svenska språket." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53447.

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Syftet med studien är ge ett kunskapsbidrag om hur några gymnasielever upplever att deras flerspråkighet inkluderas i svenskundervisningen för att främja språkutvecklingen. För att uppnå syftet har följande frågor besvarats: Hur upplever de inrikes- och utrikesfödda eleverna sin flerspråkighet och hur talar de om sin flerspråkighet? Vilka språkliga aspekter upplever de inrikes- och utrikesfödda eleverna påverkar inlärningar av det svenska språket? Hur upplever de inrikes- och utrikesfödda eleverna att deras flerspråkighet tas tillvara i svenskundervisningen? Studien tar sin utgångspunkt i den sociokulturella teorin där språket har en viktig funktion för elevernas inlärning. Undersökningen bygger på självrapporter och intervjuer i fokusgrupper. Studien inleds med en förundersökning där självrapporterna inhämtar förkunskaper och bakgrundsinformation om eleverna medan intervjuerna utgör den material som presenteras i resultatet. Det innebär att intervjuerna har en framträdande roll i studien. I resultatet framgår det att elevernas flerspråkighet är både en resurs och ett hinder i svenskundervisningen. Vidare synliggörs det i studien att ordförrådet och grammatiken är de främsta faktorerna som påverkar elevernas språkutveckling. Enligt eleverna blir de mer engagerade och motiverade till att lära sig svenska när deras flerspråkighet tas tillvara i undervisningen. Det innebär att elevers flerspråkighet främjar språkutvecklingen.
The aim of the study is to give knowledge about how some high school students perceive their multilingualism to be included when learning the Swedish language in order to encourage their language development. In order to achieve this purpose these questions have been answered: How do the native-born and foreign-born students experience their multilingualism and how do they speak regarding their multilingualism? Which aspects of language do the native-born and foreign-born students perceive to affect their learning of the Swedish language? How do the native-born and foreign-born students perceive their multilingualism to be utilized in Swedish language education? The study is based on the sociocultural theory where the language has an important function for students learning. The survey is based on self-reports and interviews in focus groups. The study begins with a preliminary investigation where the self-reports gather prior knowledge and background information about the students while the interviews constitute the material presented in the results. This means that the interviews have a prominent role in the study. The results show that students' multilingualism is both a resource and an obstacle when learning the Swedish language. Furthermore, the study makes it clear that the vocabulary and grammar are the main factors that affect the students' language development. According to the students, they become more engaged and motivated to learn Swedish when their multilingualism is being utilized in their education. This means that students' multilingualism promotes language development.
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Sköld, Mathias, and Ruta Darzinskaite. "Ungas syn på yrken i ett mångkulturellt samhälle : Utlandsfödda gymnasieelevers värderingar om yrken och sin egen framtid på arbetsmarknaden." Thesis, Stockholms universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58625.

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Syftet med denna uppsats är att undersöka hur utlandsfödda gymnasielever ser på yrken och den egna framtiden på arbetsmarknaden. Den teoretiska utgångspunkten för att undersöka detta är Brown´s teori om kulturella värderingar och arbetsvärderingar som styr individer i deras karriärsval. Metoden som uppsatsen bygger på är kvantitativ, enkäter har delats ut till utlandsfödda gymnasielever på två olika skolor i stockholmsområdet. I resultatet framgår att yrken med hög status är de yrken som traditionellt sätt har hög status och är välkända yrken internationellt. En slutstats som kan dras är att vid en begränsad kunskap om arbetsmarknaden sker karriärutvecklingen genom en samverkan mellan värderingar och sociala faktorer. Respondenterna är till stor del födda i samhällen som domineras av grupporienterade kulturer där egenskaper som att hjälpa varandra värderas högt vid val av yrke samt yrkens status. Föräldrar har en stor inverkan i respondenternas framtida karriär. Respondenternas framtida yrkesval görs utifrån ett transnationellt perspektiv där de värderar yrken utifrån den kulturella omgivning i vilken de lever nu och i vilken de är födda i.
The aim of the present study is to examine how foreign-born secondary school students look at careers and their own futures in the labor market. The theoretical starting point to explore this is Brown's theory of cultural values and work values that govern individuals in their career path. We used a quantitative method, where surveys were distributed to foreign-born high school students in two different schools in the Stockholm area. The results show that occupations with high status are professions that traditionally have high status and are well-known professions internationally. In conclusion, when the knowledge of the labor market is limited, career development follows through an interaction between values and social factors. Respondents are largely born in societies dominated by group-oriented cultures where properties such as helping each other is highly valued in the choice of occupation and professions status Our results also indicate that parents strongly influence the future career choice of the respondents. Respondents' future career choices are made using a transnational perspective in which they value occupations based on the cultural environment in which they live now and where they were born in.
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"A case study of foreign-born Hispanic students in community college." UNIVERSITY OF PHOENIX, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3337536.

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Lenoir, Gloria Irma Cisneros. "Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2817.

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The foreign-born population in the United States increased by 57% from 1990 to 2000 (U.S. Census, 2003). A substantial growth for minority and immigrant population groups is projected to continue over the next 20 years, and these newcomer students tend to have lower measures of achievement (National Center of Education Statistics, 2007). Most of the research available is for early grade students. A paucity of research exists for high school student newcomers. This study reviewed a single public high school as a case study in a Central Texas school district, focusing on newcomer immigrant students in Grades 9 and 10. This study adds to the understanding of educational needs for new immigrants, existing educational services for them, strategies in place to narrow the achievement gaps between immigrant and nonimmigrant students, and policies that should be developed or expanded in order to ameliorate their educational conditions. Research questions were (a) what are the achievement gaps between 9th-grade, newcomer immigrant students in Central Texas and their nonimmigrant peers; (b) what are the academic needs of 9th-grade, newcomer immigrant students in Central Texas; and (c) what strategies exist to narrow the achievement gaps between immigrant and nonimmigrant students? Evidence was found that indeed a subpopulation of immigrant teenagers arrives with significant gaps in schooling. This study revealed value in innovative, visual instructional techniques; encouraged development of interpersonal advocacy; and the most potent contribution, thoughtful and empathetic administration and teachers. Determining effective strategies, support systems, and appropriate school climate while finding other elements that work in other locations make for a successful school for newcomer immigrant students.
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Minichiello, Diane Betty. "The voyage of cultural transition : adjustment issues of Chinese-speaking foreign-born students in a social environment where they form the largest cultural group in a secondary school setting." Thesis, 2000. http://hdl.handle.net/2429/10702.

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This study investigates the adjustment experiences of 23 Chinese-speaking foreignborn students in a social climate where they form the largest cultural group in a secondary school setting. The study's objectives were to determine initial adjustment issues, to examine adjustment issues of international and satellite students as sub-groups within this population, to identify students' lived experiences concerning racism and discrimination; to identify adjustment concerns subsequent to graduation and to examine student perception of Canada's multicultural policy. Ethnographic interviews were conducted over a four-week period. Data were subsequently categorized into 14 different categories: Agency, Chinese Population Concerns, Comparing Education Systems, Cultural Considerations, Current Adjustment Issues, ESL Program, Facilitating/Hindering Issues, Friendship/Peer Relationships, Initial Observations and Concerns, Language, Mental Health Issues, Multicultural and Assimilation Issues, Racism and Discrimination, and Satellite and International Students. Adjustment issues were divided into two main categories: those pertaining to the large numbers of Chinese-speaking foreign-born students and those that are independent of their large numbers. Issues that seem to stem directly from the large numbers of Chinesespeaking foreign-born students are language development, developing friendships outside the Chinese cultural group, assimilation/integration issues, and EAL program concerns. Language, peer relations, cross-cultural concerns and education and the school environment are the adjustment issues identified in this study. Satellite student results, further divided into satellite and full-satellite categories, produced somewhat different findings. While mental health issues began to emerge in the satellite category, they overrode the adjustment concerns of full-satellite students. Students do not identify racism and discrimination as adjustment issues though they are part of their everyday lives. Students were aware of Canada's reputation as a multicultural country and understood the concept of cultural pluralism. Most students could see the benefits of this policy to them as Chinese-speaking foreign-born students. Some students felt the policy was good for Canada; others did not. Recommendations included reviewing the current provincial EAL Policy in view of the changing demographics in some of British Columbia's school districts, placing a priority on identifying/addressing the needs of satellite students and increasing funding to develop and implement a more comprehensive program concerning racism and discrimination.
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Rana, Vishal Hwang Lu-Yu. "The epidemiology of Hepatitis B and Hepatitis C virus infection among college students who are not US/Canadian born in Houston." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1450153.

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Books on the topic "Foreign-born students"

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Borjas, George J. Foreign-born teaching assistants and the academic performance of undergraduates. Cambridge, MA: National Bureau of Economic Research, 2000.

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Foundation, Alfred P. Sloan, ed. Soothing the establishment: The impact of foreign-born scientists and engineers on America. Lanham: University Press of America, 1995.

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Library of Congress. Congressional Research Service, ed. Foreign-born science and engineering doctorate students in U.S. institutions. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1992.

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Library of Congress. Congressional Research Service, ed. Foreign-born science and engineering doctorate students in U.S. institutions. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1992.

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Mady, Callie Jane. Motivation to study and investment in studying core french in secondary school: Comparing English as a second language students and Canadian-born students. 2003.

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Keller, Morton, and Phyllis Keller. Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.001.0001.

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Making Harvard Modern is a candid, richly detailed portrait of America's most prominent university from 1933 to the present: seven decades of dramatic change. Early twentieth century Harvard was the country's oldest and richest university, but not necessarily its outstanding one. By the century's end it was widely regarded as the nation's, and the world's, leading institution of higher education. With verve, humor, and insight, Morton and Phyllis Keller tell the story of that rise: a tale of compelling personalities, notable achievement and no less notable academic pratfalls. Their book is based on rich and revealing archival materials, interviews, and personal experience. Young, humbly born James Bryant Conant succeeded Boston Brahmin A. Lawrence Lowell as Harvard's president in 1933, and set out to change a Brahmin-dominated university into a meritocratic one. He hoped to recruit the nation's finest scholars and an outstanding national student body. But the lack of new money during the Depression and the distractions of World War Two kept Conant, and Harvard, from achieving this goal. In the 1950s and 1960s, during the presidency of Conant's successor Nathan Marsh Pusey, Harvard raised the money, recruited the faculty, and attracted the students that made it a great meritocratic institution: America's university. The authors provide the fullest account yet of this transformation, and of the wrenching campus crisis of the late 'sixties. During the last thirty years of the twentieth century, a new academic culture arose: meritocratic Harvard morphed into worldly Harvard. During the presidencies of Derek Bok and Neil Rudenstine the university opened its doors to growing numbers of foreign students, women, African- and Asian-Americans, and Hispanics. Its administration, faculty, and students became more deeply engaged in social issues; its scientists and professional schools were more ready to enter into shared commercial ventures. But worldliness brought its own conflicts: over affirmative action and political correctness, over commercialization, over the ever higher costs of higher education. This fascinating account, the first comprehensive history of a modern American university, is essential reading for anyone with an interest in the present state and future course of higher education.
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Book chapters on the topic "Foreign-born students"

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Kassaye, Wandwossen, and Wallace Feldman. "Students’ Perceptions of American-Born VS. Foreign-Born Instructors: A Preliminary Experiment." In Proceedings of the 1983 Academy of Marketing Science (AMS) Annual Conference, 248–51. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16937-8_59.

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Bortoluz, Michel, and Giulia Vallata. "Studenti stranieri e studenti italiani allogeni dalla fondazione di Ca’ Foscari alla fine della Seconda guerra mondiale (1868-1945)." In I rapporti internazionali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-265-9/004.

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Since its foundation in 1868 the Scuola Superiore di Commercio di Venezia, today Ca’ Foscari University of Venice, decided to focus its attention on the process of internationalisation. Students studied economics, foreign languages, rights and diplomacy among other subjects. The international purpose of the School was reinforced by the strong presence of foreign citizens and Italians born abroad. This flow never stopped even during both World Wars. Students mainly came from Central and Eastern Europe, testifying to the strong relationship Venice always had with that part of the Old Continent. This article aims to draw a chart of those student nationalities.
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Bozzetti, Alessandro. "Gender gap among second-generation students in higher education: the Italian case." In Global Youth Migration and Gendered Modalities, edited by Glenda Tibe Bonifacio, 195–218. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447340195.003.0011.

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Italy is experiencing a structural and multigenerational migratory presence in which new generations are increasingly obtaining access to the highest social and educational levels, including university. The presence of foreign students in Italian secondary schools has been extensively covered by research (especially regarding their presence in technical and vocational institutes, which formally open up to a university career but often cause a sort of school marginalisation that frequently results in social disadvantage) but little is known about their presence at the university level. It would be simplistic to assume that those students who enrolled at university had never experienced any trouble in their pre-university or university career. In this chapter, the phenomenon of second-generation immigrant students will be quantitatively contextualised, with specific regard to foreign students in Italian universities, and with a descriptive analysis on the impact of gender on education. The aim of the chapter is to analyse the multifaceted educational paths of young people, those under 35 years old, born in Italy to foreign parents (or who moved to Italy later), their expectations and the real opportunities offered to them.
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4

Preston, Katherine K. "Pedagogy II." In George Frederick Bristow, 95–106. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043420.003.0008.

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Bristow taught music in the New York Public Schools (1854-1898), even after relocating to Morrisania. He taught simultaneously in as many as six different schools and was known as an effective teacher. Most of his students (boys and girls) were foreign-born. The inclusion of music pedagogy in the public school system was a long and gradual process. Students in the schools with music teachers learned and performed fairly difficult choral repertory at commencements, in special concerts, and as fund-raising activities. In 1870 Bristow oversaw a “Grand Juvenile Beethoven Festival.” He also taught in private conservatories and institutions, including the New York Conservatory, where he was director for several years.
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Zengin, Ramazan. "Using 3-D Virtual Learning Environments to Improve Listening Skill." In Advances in Educational Technologies and Instructional Design, 296–312. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8499-7.ch012.

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The recent developments in educational technologies have given opportunity to the use of various Internet-based resources, apps and Interactive Multimedia Software. This variety has provided freedom for foreign language learners to reach multiple sources of technology. The immersive nature of 3-D virtual learning environments such as the Second Life may provide many new opportunities for authentic communication, cooperative creation of content, and multiple modes of information processing in the context of foreign language learning. This chapter will discuss how these new technologies can be used in language classrooms to improve students' listening skill which is important for effective communication. In the digital age, new technologies are repositioning listening as an important ‘new' literacy where new resources can be used to provide a better learning-teaching context. Today's young people known as “digital natives” are born into a digital world, and they spend hours in front of their digital devices.
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Firpo, Elena, and Laura Sanfelici. "Spagnolo Lingua di Origine e Italstudio in un modello di educazione bilingue di tipo eteroglossico." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/006.

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The reality of the Italian school, with the phenomenon of immigration and the presence of new ethnic-linguistic minorities, which are becoming more and more second-generation, poses new questions to the political debate and also to the legislative one. What model of integration and what protection for new minorities? What steps should be taken to complete the integration of foreign students who, despite being more and more born and educated in Italy, continue to achieve lower academic outcomes than Italian pupils? The aim of this paper is to present an overview of the main reference frameworks of heteroglossic bilingual education and show an example of research actions carried out in Secondary and Primary schools of Genoa.
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Korsak, Olena, and Yurii Korsak. "PARTICIPATION OF UKRAINE IN INTERNATIONAL PISA-2018 TESTING AND OBJECTIVE ANALYSIS OF RESULTS." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-20.

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The relevance of our research is that for the successful development of the country in the nearest future, it is necessary to assess adequately the situation reflecting the level of knowledge of Ukrainian schoolchildren in comparison with other countries. The progress and economy of countries is very dependent on the quality of the educational system and the scientific complex. A competition in education began to exist among the traditional forms of competitions among the states. Developed countries make attempts to attract the best youth from other countries that’s why the purpose of the study is to investigate the problem of pedagogical measuring. The objective of our study is to analyze and compare students’ educational achievements in international measurements. There are many reasons to determine the importance of qualitative and quantitative measuring of educational systems and for this purpose, developed countries have organized the international testing of pupils of all ages. The article focuses on reading skills among pupils of elementary school (PIRLS testing), knowledge of pupils of the 4th and 8th forms in mathematics and sciences of nature (TIMSS testing), and a complex measuring of the «readiness for life – XXI» of 15-year-old students (PISA) – Programme for International Student Assessment). Ukraine took part for the first time in the international PISA-2018 test – a comprehensive measurement of the readiness for life of Generation-Z students born in 2002. We offer an analysis of the reaction of Ukrainian educational administrators and experts to the results of intensive two-hour measurements of knowledge and abilities of many hundreds of our adolescents from secondary and vocational schools posted on the Internet. We provide data for all tests 2000-2018 years for the first time in the pedagogical press of Ukraine. They will allow readers to evaluate their own evolution of the results of all tests. So you can find ways to improve their professional activities based on a combination of administratively recommended and own conclusions. We point to the beginning of changes in higher education and in the content of university quality ratings. The new rating (Impact Rankings 2020) also focuses on protecting humanity and environmental problems.
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