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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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Conger, Dylan, Amy Ellen Schwartz, and Leanna Stiefel. "Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City." International Migration Review 41, no. 2 (June 2007): 403–32. http://dx.doi.org/10.1111/j.1747-7379.2007.00073.x.
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Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students' rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the patterns are different among older students. We also identify large variation according to birth region.
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Hamilton, Hayley A., Akwasi Owusu-Bempah, Angela Boak, and 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, no. 2 (May 10, 2017): 123–34. http://dx.doi.org/10.1080/15332640.2017.1312655.
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Chachashvili-Bolotin, Svetlana, Sabina Lissitsa, Yossi Shavit, and Hanna Ayalon. "The Short Term Effects of Immigrant Students on the Educational Achievements of Native-Born Students." International Migration 54, no. 5 (February 1, 2016): 150–61. http://dx.doi.org/10.1111/imig.12233.
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Schwartz, Amy Ellen, and Leanna Stiefel. "Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students." Education Finance and Policy 1, no. 1 (March 2006): 17–49. http://dx.doi.org/10.1162/edfp.2006.1.1.17.
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Public schools across the United States are educating an increasing number and diversity of immigrant students. Unfortunately, little is known about their performance relative to native-born students and the extent to which the “nativity gap” might be explained by school and demographic characteristics. This article takes a step toward filling that void using data from New York City where 17 percent of elementary and middle school students are immigrants. We explore disparities in performance between foreign-born and native-born students on reading and math tests in three ways—using levels (unadjusted scores), “value-added” scores (adjusted for prior performance), and an education production function. While unadjusted levels and value-added measures often indicate superior performance among immigrants, disparities are substantially explained by student and school characteristics. Further, while the nativity gap differs for students from different world regions, disparities are considerably diminished in fully specified models. We conclude with implications for urban schools in the United States.
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Carrasco-Garrido, Pilar, Dania Rocío Díaz Rodríguez, Isabel Jiménez-Trujillo, Valentín Hernández-Barrera, Lidiane Lima Florencio, and Domingo Palacios-Ceña. "Nonmedical Use of Benzodiazepines among Immigrant and Native-Born Adolescents in Spain: National Trends and Related Factors." International Journal of Environmental Research and Public Health 18, no. 3 (January 28, 2021): 1171. http://dx.doi.org/10.3390/ijerph18031171.
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Background: the nonmedical use of prescribed medications among adolescents has increased significantly in recent years. We aimed to identify the patterns of benzodiazepine nonmedical use and its evolution during the decade 2006–2016 among immigrant and native-born adolescent populations. Methods: we used individualized secondary data retrieved from the 2006–2016 Spanish State Survey on Drug Use in Secondary Education (ESTUDES) of the school-aged population. Using logistic multivariate regression models, we estimated the independent effect of each of these variables on nonmedical use. Two models were generated: one for immigrant adolescents and one for native-born adolescents. Results: during the decade 2006–2016, 2.81% of native-born and 3.36% of immigrant adolescent students made nonmedical use of benzodiazepines. Gender and socioeconomic status were found to be related to the nonmedical use of benzodiazepines. Consumption of illegal psychoactive substances, other than marijuana, was the variable of greatest value (aOR = 6.00, 95% CI 3.89–9.27). Perceived risks and drug availability were found to be predictors for the nonmedical use of benzodiazepines in both immigrant and native-born adolescents. Conclusion: in Spain, patterns of benzodiazepine nonmedical use among immigrant and native-born adolescents are similar. The results of this study refute certain stereotypes related to consumption of substances among immigrant adolescents, identifying them as a risk group.
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Obinna, Denise N. "A study of academic performance by immigrant generation with an emphasis on the black immigrant experience." International Journal of Sociology and Social Policy 36, no. 1/2 (March 14, 2016): 18–35. http://dx.doi.org/10.1108/ijssp-02-2015-0026.
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Purpose – Instead of identifying them as a single monolithic group, the purpose of this paper is to evaluate whether the academic performance of black immigrants differs from African Americans as well as Asian and Hispanic students of comparable immigrant generation. By identifying how well black immigrant students perform on standardized tests, grade point averages (GPA) and college enrollment, this study proposes a more comprehensive look into this growing immigrant group. Design/methodology/approach – The research uses a data from the Educational Longitudinal Survey of high school sophomores conducted by the National Center for Education Statistics. Data used in this study are from the baseline survey in 2002 and the second follow-up in 2006 when most students had graduated from high school. The methodology includes OLS, binary and ordered logistic regression models. Findings – The study finds that while second-generation blacks outperform the native-born generation on standardized tests, this does not extend to GPA or college enrollment. In fact, it appears that only second-generation Hispanic students have an advantage over their native-born counterparts on GPA and standardized tests. Furthermore, first and second-generation Asian immigrants do not show a higher likelihood of enrolling in college than their native-born counterparts nor do they report higher GPA. Originality/value – This paper sheds light on a growing yet understudied immigrant population as well as drawing comparisons to other immigrant groups of comparable generation.
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Eisenchlas, Susana A., and Chiharu Tsurutani. "You sound attractive! Perceptions of accented English in a multilingual environment." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 216–36. http://dx.doi.org/10.1075/aral.34.2.05eis.
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Sociolinguistic research on attitudes towards language has revealed that native speakers of English are drawn towards those who share their native accent and respond cautiously, perhaps negatively, towards those speaking in ‘accented’ English (Lambert, Hodgson, Gardner & Fillenbaum, 1960; Rubin, 1992). These perceptions greatly disadvantage migrants in competitive job and educational markets. This study investigated perceptions held by Australian university students learning foreign languages towards lecturers with non-standard English accents. The investigators used a modified matched-guised technique to test students’ responses to speech samples from six speakers, one Australian born and raised and five foreign born and raised. Results contrasted clearly with those of previous studies; students rated those who they heard as ‘accented’ speakers highly in many personality dimensions, suggesting the students’ greater readiness to accept foreign accents. The results highlight the importance of foreign language learning in fostering acceptance of linguistic and cultural difference and in facilitating mutual understanding among groups, particularly in multicultural societies.
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Cobb-Clark, Deborah A., Mathias Sinning, and Steven Stillman. "Migrant Youths’ Educational Achievement." ANNALS of the American Academy of Political and Social Science 643, no. 1 (July 12, 2012): 18–45. http://dx.doi.org/10.1177/0002716212440786.
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The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries’ to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases but by no means in all. Limited tracking of students by ability appears to be beneficial for migrants’ relative achievement, while complete tracking and the presence of a large private school sector appear to be detrimental. Migrant students’ achievement, relative to their native-born peers, suffers as educational spending and teachers’ salaries increase, but it improves when teacher evaluation includes an examination component.
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Kirui, David K., and Grace Kao. "Does generational status matter in college? Expectations and academic performance among second-generation college students in the US." Ethnicities 18, no. 4 (June 6, 2018): 571–602. http://dx.doi.org/10.1177/1468796818777542.
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Using the 2004–2009 wave of the Beginning Postsecondary Students Longitudinal Study, a nationally representative sample of students who enroll in college in 2004, we examine generational differences in the relationship between educational expectations, academic achievement, and college persistence among native-born and immigrant youth in the United States. Using the theory of immigrant optimism, which has primarily focused on high school youth, we examine whether immigrant parents provide children an advantage in completing their college degrees. Our analyses suggest that students who have at least one immigrant parent are (1) more likely to expect to earn advanced degrees and (2) more likely to complete college on time and less likely to withdraw with no degree compared to their counterparts with native-born parents. We also find that the higher expectations held by these students are associated with higher levels of persistence and attainment. We argue that the optimism conferred by having immigrant parents persists through young adulthood.
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Cebolla-Boado, Héctor, and Mariña Fernández-Reino. "Migrant Concentration in Schools and Students’ Performance: Does It Matter When Migrants Speak the Same Language as Nonmigrant Students?" American Behavioral Scientist 65, no. 9 (March 3, 2021): 1206–21. http://dx.doi.org/10.1177/0002764221996776.
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A negative correlation between schools’ migrant share and students’ educational outcomes has been described in multiple contexts, including Spain. In this article, we concentrate on testing the implications of one of the main mechanisms explaining this relationship, which pays attention to the share of migrants who are not proficient in the language of instruction. Spain represents an interesting case due to the significant presence of migrants born in Latin American countries, who are Spanish native speakers. By exploiting the different shares of Spanish-speaking and non-Spanish-speaking migrants across schools in Spain, we are able to test whether the share of non-Spanish native speakers (rather than the share of migrant students) affects students’ test scores in math. Our results show that the concentration of non–Latin American migrant students is significantly and negatively associated with students’ math test scores, although the effect is very small.
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Killias, Martin, and Anastasiia Lukash. "Migration, not migrants, is the problem: Delinquency among migrants and non-migrants in Switzerland and ex-Yugoslavia." European Journal of Criminology 17, no. 6 (February 28, 2019): 896–917. http://dx.doi.org/10.1177/1477370819828329.
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The nexus between migration and crime has been studied over nearly a century across many countries from all continents. Research has concentrated on comparisons of migrants (or their offspring) with natives. Comparisons between migrants and comparable samples from their countries of origin have not been undertaken so far, however, because data were usually limited to the host country. The International Self-Reported Delinquency Study (ISRD-3, Enzmann et al., 2018) allows this gap to be overcome. In Switzerland, with its large immigrant minority – one student in two has roots in a foreign country – migrants of different backgrounds can be compared with native Swiss and with students who attend schools in ex-Yugoslavia where many migrants are from. We compare data on self-reported offences and victimization in the family collected through interviews with some 4000 juveniles in Switzerland and more than 6000 students of the same age in four countries of ex-Yugoslavia (Bosnia-Herzegovina, Serbia, Kosovo, Macedonia). Native-born youths in Switzerland report fewer offences than their immigrant peers, including those from ex-Yugoslavia. Although differences between students from ex-Yugoslavia and other foreign countries are relatively small, juveniles in ex-Yugoslavia report far lower offending rates than immigrants of the same age in Switzerland. Their rates are similar or lower than among native Swiss students. Further, rates of physical punishment and maltreatment are higher among immigrants than among non-migrants in Switzerland and in ex-Yugoslavia. We conclude that cultural background is unrelated to delinquency and parental punishment, but the experience of migrating goes along with violence within the family and self-reported offending. Differences exist between various family constellations, students born or with at least one parent born in Switzerland committing fewer offences and experiencing less parental violence.
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LÓpez, Linda C., Virginia V. SÁnchez, and Minami Hamilton. "Immigrant and Native-Born Mexican-American Parents' Involvement in a Public School: A Preliminary Study." Psychological Reports 86, no. 2 (April 2000): 521–25. http://dx.doi.org/10.2466/pr0.2000.86.2.521.
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Mexican-American parents of Texas elementary school students were surveyed to compare the types of school involvement in which immigrant and U.S.-born parents engage. Those completing the questionnaire included 246 mothers and 39 fathers born in Mexico as well as 95 mothers and 13 fathers born in the United States. More immigrant parents than U.S.-born parents indicated they helped their children with school work, attended school board meetings, volunteered at school, participated in parent-teacher conferences, went to school functions, served as room mother, engaged in school fundraising, and were present during parent advisory committee meetings.
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Warikoo, Natasha. "What Meritocracy Means to its Winners: Admissions, Race, and Inequality at Elite Universities in the United States and Britain." Social Sciences 7, no. 8 (August 8, 2018): 131. http://dx.doi.org/10.3390/socsci7080131.
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How do winners of processes of meritocracy make sense of those processes, especially in the face of forceful public critiques of their unequal outcomes? In this paper I analyze the meaning-making with respect to merit in university admissions of White, native-born undergraduates attending elite American and British universities. I find that United States students support the “calibration” of evaluations of merit, and emphasize evaluations of applicants’ contributions to the “collective merit” of their university cohorts. British students espouse a universalist, individualist understanding of merit. While conceptions of merit differed across national contexts, students in both reproduced the notions of merit espoused by their universities. I conclude that in spite of a long history of student protest on college campuses, rather than engagement with symbolic politics on liberal-identified campuses, self-interest in status legitimation dominates student perspectives, ultimately reproducing understandings of merit that will reproduce inequality. The paper draws upon 98 one-on-one in-depth interviews with White, native-born undergraduates attending Harvard University, Brown University, and University of Oxford.
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Greenberg, Liron, Julie Cwikel, and Julia Mirsky. "Cultural correlates of eating attitudes: A comparison between native-born and immigrant university students in Israel." International Journal of Eating Disorders 40, no. 1 (2006): 51–58. http://dx.doi.org/10.1002/eat.20313.
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Suša, Dalia. "Digital Immigrants and Digital Natives: Learning Business Informatics at Higher Educational Level." Business Systems Research Journal 5, no. 2 (September 10, 2014): 84–96. http://dx.doi.org/10.2478/bsrj-2014-0012.
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AbstractBackground: The term digital natives refer to those born since the 1980s and have been growing up surrounded by technology. On the other hand, digital immigrants are born before 1980s and learned how to use technology later in life. Objectives: Goal of the paper is to explore attitudes of digital native students on the course of Business Informatics at higher educational institutions (HEIs), and to compare them with attitudes of digital immigrants. Methods/Approach: The survey was conducted in 2014 using the sample of first-year Business Informatics students from the Faculty of Economics and Business in Zagreb, Croatia. Results were compared with a research conducted in 1998. Results: In comparison to an earlier research, digital natives perceive their level of competency in the subject of Business Informatics before teaching practices much higher compared to digital immigrants. However, there is still an increase in digital native students’ level of competency in the subject before and after teaching practices. Conclusions: The research confirms a shift from digital immigrants to digital natives who show high level of interest for Business Informatics course topics and find its utility very high. However, constant improvement of delivering knowledge is needed in order to keep these high levels.
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Schwartz, Amy Ellen, and Leanna Stiefel. "Immigrants and the Distribution of Resources Within an Urban School District." Educational Evaluation and Policy Analysis 26, no. 4 (December 2004): 303–27. http://dx.doi.org/10.3102/01623737026004303.
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In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are “recent immigrants,” the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by differences in student educational needs, such as poverty or language skills, or differences in other characteristics, such as race? Our results indicate that, while schools resources decrease with the representation of immigrants, this relationship largely reflects differences in the educational needs of immigrant students. Although analyses that link resources to the representation of foreign-born students in 12 geographic regions of origin find some disparities, these are again largely driven by differences in educational need. Finally, we find that some resources increase over time when there are large increases in the percentage of immigrants in a school, but these results are less precisely estimated. Thus, elementary schools appear not to be biased either against or for immigrants per se, although differences in the needs of particular groups of immigrant students may lead to more (or fewer) school resources.
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Capers, K. Jurée, and 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, no. 4 (April 16, 2021): 704–22. http://dx.doi.org/10.1093/jopart/muab009.
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Abstract Representative bureaucracy scholars contend that clients are likely to experience greater benefits and more positive policy outcomes from public agencies when bureaucrats share salient demographic characteristics. Despite the large body of evidence that shows a link between passive and active representation, much of the extant representative bureaucracy literature rests on an assumption of group homogeneity. However, racial groups have a great deal of heterogeneity among them, particularly due to immigration patterns. One-fifth of Black Americans have ties to some other country, thus allowing us to leverage heterogeneity among this group to examine who most effectively represents foreign-born clients. Differences between Black native-born bureaucrats and Black foreign-born clients in experiences, socialization processes, and interests may hinder the linkage between passive and active representation for Black immigrants. However, a shared connection to immigration among foreign-born Black clients and Latinx and Asian bureaucrats may facilitate a passive to active representation linkage for Black immigrants. Using fixed effects, comparative relational analytic models, we analyze New York City public school data from the 2005–2006 to 2015–2016 school terms to find that racial representative bureaucracy crosses ethnic lines. Both foreign-born and native-born Black students experience performance gains when taught by a Black teacher. Our research holds implications for understanding the complexities of representation for pan-ethnic groups and emphasizes the challenges that heterogeneity poses for the theory of representative bureaucracy.
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Hilburn, Jeremy. "Asset-Based Civics for, With, and by Immigrant Students: Three Sites of Enriched Teaching and Learning for Immigrant and Native-Born Students." Theory & Research in Social Education 43, no. 3 (July 3, 2015): 372–404. http://dx.doi.org/10.1080/00933104.2015.1064843.
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Conchas, Gilberto. "Structuring Failure and Success: Understanding the Variability in Latino School Engagement." Harvard Educational Review 71, no. 3 (September 1, 2001): 475–505. http://dx.doi.org/10.17763/haer.71.3.280w814v1603473k.
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Why do some low-income immigrant and native-born Latino students do well in school while others do not? Why are low-income Latino students less successful in school than their White peers? What are the effects of institutional mechanisms on low-income Latino school engagement? For the past two decades, the most persuasive answers to these questions have been advanced by the cultural-ecologists, who suggest that differences in academic achievement by race result from minority groups' perceptions of the limited opportunity structure. However, variations within the Latino student population remain — some Latino students succeed and some fail. In this article, Gilberto Conchas describes the results of a study that examined how school programs construct school failure and success among low-income immigrants and U.S.-born Latino students. The results of Conchas's study show that, from students' perspectives, institutional mechanisms have an impact on Latino school engagement, and he links cultural-ecological explanations and institutional explanations. The findings from this study extend our understanding of the fluidity and nuance of within-group variations in Latino student success in an urban school context. (pp. 475–504)
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Neto, Félix. "Subjective Well-Being of Angolan Students in Portugal." Journal of Studies in International Education 24, no. 4 (July 4, 2019): 456–73. http://dx.doi.org/10.1177/1028315319861353.
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This study examined the subjective well-being (SWB) of international students. International students represent one of the biggest and most relevant sojourners groups. The sample included 204 Angolan international students who attended Portuguese universities and a control group of native-born Portuguese students. Using quantitative survey research methods, the relative strengths of demographic, acculturation, and sociocultural adaptation factors in predicting two indicators of SWB (overall well-being and academic satisfaction) were explored. Angolan students revealed lower levels of well-being and higher levels of academic satisfaction than Portuguese students. As expected, language proficiency, interaction with conationals, ethnic identity, and sociocultural adaptation were significantly correlated with SWB. In addition, results indicated that acculturation and sociocultural adaptation variables accounted for a larger proportion of explained variance in SWB than demographic variables. Academic satisfaction predicted well-being beyond demographic, acculturation, and sociocultural factors. Some implications of the findings for improving SWB of international students and future research are discussed.
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Widyaningrum, Agnes, and Vinna Octavia. "TEACHING ALPAHBET FOR NON NATIVE ENGLISH LEARNERS: A CASE STUDY OF FIRST GRADERS." Dinamika Bahasa dan Budaya 14, no. 2 (August 27, 2019): 27–32. http://dx.doi.org/10.35315/bb.v14i2.7475.
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Non-native English learners need time to learn English language since they just heard without knowing how to pronounce it correctly. This condition occurs in common Primary Schools because the students do not have foreign language background, at school as well as at home. The hidden curriculum focusing on students’ soft skills are not well administered as the school managements think that what they have to do in running the academic atmosphere is teaching well for their students. The first step in teaching English for young learners especially those who are non-native English learners is introducing English by getting to know it. Piaget’s child’s development contributes in helping teachers to know their student’s growth physically and mentally in order to help them learn better while they play different teacher’s roles. Piaget proves that cognitivism gives insight that is children’s develop through stages since they were born. First graders at their age is on the stage called preoperational with one of characteristics that is language development with the goal to create symbolic thought. One way to achieve this goal is by teaching alphabet for first graders.
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Leo, Aaron. "Success and Failure in the “Land of Opportunities”: How Social Class Informs Educational Attitudes Among Newcomer Immigrants and Refugees." American Educational Research Journal 57, no. 4 (September 19, 2019): 1567–91. http://dx.doi.org/10.3102/0002831219876596.
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Despite the wide-ranging scholarship on the educational attitudes held by native-born members of the middle and working class, few researchers have examined the impact of class on the attitudes of new arrivals. This article addresses this gap using data gathered through an ethnographic study conducted among 30 newly arrived refugee and immigrant youth from varying class backgrounds. Although all the students expressed high aspirations, those from a middle-class background were more likely to view academic performance in individualistic terms than their working- and lower-class peers, who were more critical of meritocracy. Optimistic views of opportunity may motivate students to overcome barriers, yet they may also obscure the significance of class disparities in education and foster a sense of self-blame among failing students.
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G. Chumarova, Lyubov, Evgeniya A. Belyayeva, and Rezida. "EDUCATIONAL VALUE OF TOPONYMICAL DICTIONARIES IN TEACHING FOREIGN LANGUAGE." Humanities & Social Sciences Reviews 7, no. 6 (November 14, 2019): 20–23. http://dx.doi.org/10.18510/hssr.2019.765.
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Purpose of the study: This article is about the experience of using toponymical dictionaries in the process of developing communicative skills of the students at undergraduate level.
Methodology: The authors use toponymical dictionaries of the native language and of the learning foreign language as valuable sources in their work. According to our experience, the toponymical dictionaries help to motivate students for self-study, to find interesting information about their native places where they were born and grew up and about the English-speaking countries. Students research the names of the places with great interest.
Results: The authors analyzed the educational value of toponymical dictionaries. In the article, it is described the research of some successful methods and techniques of using toponymical dictionaries in teaching foreign language. It was researched pedagogical principals of using toponymical dictionaries in teaching and learning process; what results are possible to achieve and what exercises can be used working with toponymical dictionaries in teaching foreign language.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Educational Value of Toponymical Dictionaries in Teaching Foreign Language is presented in a comprehensive and complete manner.
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Froehlich, Laura, Sarah E. Martiny, Kay Deaux, and Sog Yee Mok. "“It’s Their Responsibility, Not Ours”." Social Psychology 47, no. 2 (March 2016): 74–86. http://dx.doi.org/10.1027/1864-9335/a000260.
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Abstract. In many countries, there is a gap in academic performance between native-born students and students with certain immigrant backgrounds. Based on ultimate attribution error theory, we examined the stereotypes and causal attributions that German student teachers use to account for immigrants’ underperformance. By including both Turkish-origin and Italian-origin migrants, we assessed whether these judgments are group-specific. A pilot study (N = 70) showed that Turkish-origin migrants were viewed more negatively than either Germans or Italian-origin migrants. Studies 1 (N = 65) and 2 (N = 54) showed that negative stereotypes moderated judgments of internal responsibility for both immigrant groups. Study 2 also showed that negative stereotypes moderated external attributions for the underperformance of Turkish-origin, but not Italian-origin, migrants.
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Parker, Jerry. "Multicultural Education as a Framework for Educating English Language Learners." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (December 26, 2019): 22–35. http://dx.doi.org/10.32674/jimphe.v4i1.1404.
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This article discusses the value of multicultural education as a framework for guiding the teaching and learning process in post-secondary education. The focus centers on English Language Learners in the United States throughout all disciplines. An analysis of the five dimensions of Critical Multicultural Education (Banks, 2019) is given along with further commentary on key areas of focus to best guide both English Language Learners and native-born students to a better understanding of the course content and each other. The ideas from this article serve as a starting place for faculty members and higher education administrators from all over the world and across disciplines who seek to re-conceptualize their classrooms and/or the college or university experience to accommodate the ever-diversifying population of students via research in multicultural education.
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HERMAWAN, ANTON. "HARAPAN DIGITAL NATIVE TERHADAP PERPUSTAKAAN MASA DEPAN PADA PERGURUAN TINGGI." Jurnal Ilmiah Widya Sosiopolitika 2, no. 1 (July 22, 2020): 30. http://dx.doi.org/10.24843/jiwsp.2020.v02.i01.p04.
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In the last ten years the development of information technology is so fast, this is marked by the increasingly sophisticated communication devices and the increasing use of applications. The generation that was born at the start of the transition of technology is certainly a generation that is "lucky" because of the convenience obtained from the impact of technological developments that occur. This generation is known as digital native, where they tend to multitask, network, like interactive connections, etc. At present the native digital generation is also part of the college library. From observations and data obtained, digital nativehas a unique learning behavior. Some studies suggest that native digital generations tend to prefer getting information quickly and completely online by relying on internet access. Therefore, this is thought to be the reason why the library is no longer interesting to be visited by students who are mostly digital nativegeneration. To understand their interest in the library of the future, this research seeks to find out digital nativeexpectations of the future library in terms of building and spatial planning, services, and library products. This study uses descriptive statistical methods, the population is Satya Wacana Christian University's Faculty of Information Technology. The sample determined was 100 respondents. The results of this study are expected to be able to develop a university library strategy that focuses on digital native.
Keyword: native digital, the expectation of native digital, university library, the future library
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Alm Fjellborg, Andreas, and Lena Molin. "Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi." Acta Didactica Norge 12, no. 4 (December 12, 2018): 5. http://dx.doi.org/10.5617/adno.6286.
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Elever med utländsk bakgrund tenderar att prestera sämre än svenskfödda elever i skolan primärt på grund av sämre kunskaper i det svenska språket. Utifrån statistisk analys (Differential item functioning) identifieras uppgifter från de nationella proven i geografi (2014 – 2017) där elever som följer kursplanen i svenska som andraspråk klarar sig avsevärt mycket bättre - eller sämre - än förväntat. Tidigare forskning har visat att geografiska begrepp är särskilt svåra för elever som inte har svenska som modersmål, vilket också påvisas i denna studie. Den visar att det särskilt är uppgifter med lite text som handlar om geografiska begrepp som uppvisar större skillnader i prestationer mellan elever som följer kursplanen i svenska respektive svenska som andraspråk. Resultaten kan stödja såväl lärare som provkonstruktörer att bättre anpassa undervisning och prov genom att undvika att skapa uppgifter som mäter irrelevanta bakgrundsfaktorer som påverkar elevernas möjligheter att besvara uppgifter på ett adekvat vis utifrån deras kunskapsnivåer.Nyckelord: Nationella prov i geografi, uppgiftsformat, elever med utländsk bakgrund, svenskfödda elever, DIF-analysWhat types of test items benefit students who follow the syllabus in Swedish as a second language? A study using data from the Swedish national assessments in geography.AbstractPupils born outside Sweden are likely to accomplish less in comparison to native pupils, primarily as a result of inferior knowledge of the Swedish language. Based on a statistical analysis (Differential item functioning) of questions given at national tests in geography (2014-2017), it was possible to identify questions where pupils following the syllabus of Swedish as a second language attain either considerably better or more inferior results than expected. Earlier research has shown that pupils whose native language is not Swedish find it particularly hard to comprehend geographic concepts, which was confirmed by the present study. This study furthermore revealed that in particular questions containing a limited amount of text concerning geographic concepts resulted in larger differences than expected between native pupils following the syllabus in Swedish and foreign born pupils following the syllabus in Swedish as a second language. These findings could aid teachers and test constructors in their efforts to adjust teaching and tests by not formulating questions that measure irrelevant background factors, which might affect the pupils’ ability to answer questions adequately, based on their level of knowledge.Keywords: National tests in geography, question format, pupils born outside Sweden, Swedish-born pupils, DIF-analysis
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Liu, Zhen, and Michael J. White. "Education Outcomes of Immigrant Youth: The Role of Parental Engagement." ANNALS of the American Academy of Political and Social Science 674, no. 1 (October 25, 2017): 27–58. http://dx.doi.org/10.1177/0002716217730009.
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Using the 2009 to 2012 waves of the High School Longitudinal Survey, this article examines the role of parental engagement in academic achievement in the United States. Specifically, we examine the influence of parental engagement while also investigating the academic trajectories of racial/ethnic and immigrant groups, controlling for other standard factors. Results suggest that the progression of students’ academic performance varies substantially by race/ethnicity and by immigrant generational status. After controlling for ninth-grade test scores and family and other school-level characteristics, we find that first-generation immigrant youth generally have higher eleventh-grade test scores and lower probability of dropping out compared to native-born students who are second or third generation. Greater levels of parental engagement predict superior test scores and lower rates of dropout for youth of various racial and immigrant generation backgrounds, even in the presence of a variety of controls.
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Pithaloka, Dyah, and Cutra Aslinda. "SELF-CONCEPT OF MINANGNESE STUDENTS IN PEKANBARU." Profetik: Jurnal Komunikasi 13, no. 2 (December 31, 2020): 242. http://dx.doi.org/10.14421/pjk.v13i2.1947.
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Pekanbaru is the capital city of Riau Province in Indonesia which is known for its progressive trading that made it into a multi-ethnic city. Accordingly, the most ethnic group in Pekanbaru city is the Minangkabau with 40.96% of the total population, followed by Malays who are the native of Riau province, then Javanese, Batak, and Chinese. There is an interesting phenomenon related to youth self-concept from Minangkabau (Minang) as the majority tribe who don’t acknowledge themselves as Minangnese when they interacting with their peers from across tribes. In that situation, they choose to call themselves “Orang Pekanbaru” which means people who originated from Pekanbaru city instead. The study conducted on Minangnese students from Riau Islamic University (UIR) who were born and residing in Pekanbaru. Using snowball sampling and interview techniques researchers analyze their self-concept and the factors that influence it. This study concludes that the student's self-concept dynamically changes throughout their development age. So, they see themselves Minangnese during their childhood era, then as they grow to teenage it turns into a negative feeling in the sense that he does not want to be considered a descendant of Minangnese, and later when they becoming a university student he starts to see himself as a Minangnese back with better perception. Some of the factors that influence them as teenagers are their view on the cultural gap among tribes in Pekanbaru, whereas the factors that make it changes again as students caused by the development of the mindsets.
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Wahidah, Andina Nurul, and Syarifah Qutratun Nada. "The Effect of Limitation on Smartphone Use in SDIT Al Madinah." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 3 (October 24, 2019): 97. http://dx.doi.org/10.26418/jp2d.v2i3.87.
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Addiction to gadgets in children is one of the main concerns of the government in Indonesia today. Children belonging to the Alfa generation (born in 2010 and above) are also called digital native communities who have been born face to face with the digital world that has so developed. The application of the rules on limiting the use of smartphone should continue to be promoted since the elementary school level. The method used in this research is qualitative with the type of case study research. The study was conducted in the Al Madinah Integrated Islamic Elementary School (SDIT), which is located on Jalan Danau Sentarum, Pontianak Kota District, Pontianak City, West Kalimantan in the 2019/2020 school year. The selection of research subjects using purposive sampling techniques. Data collection techniques through interviews and documentation using semi-structured interview guidelines and supporting documents according to research needs. In-depth interviews were conducted with 3 (three) speakers. Data analysis techniques collected through various techniques and instruments used were analyzed descriptively using the Miles and Huberman models. The impact caused by the implementation of the rules for limiting the use of smartphone at SDIT Al Madinah tends to have a very dominant positive effect, namely (1) increasing the productivity of students' time while at school, and (2) increasing the learning activities of students in the classroom. It greatly affects the learning process in the classroom, and students appear to be more active when there is discussion and make the learning atmosphere better.
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Conger, Dylan. "Within-School Segregation in an Urban School District." Educational Evaluation and Policy Analysis 27, no. 3 (September 2005): 225–44. http://dx.doi.org/10.3102/01623737027003225.
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This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary school classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, grades, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) according to their prior year test scores. Results indicate that racial segregation across schools is far greater than racial segregation within schools, however the segregation of immigrants within-schools is equal to the segregation of immigrants across schools. Within-school segregation cannot be entirely attributed to random processes or to the use of ability grouping practices, particularly in the case of black and Hispanic segregation. Finally, segregation within-schools varies considerably across the five boroughs and declined during the second half of the 1990s.
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Birkelund, Jesper Fels. "Aiming High and Missing the Mark? Educational Choice, Dropout Risk, and Achievement in Upper Secondary Education among Children of Immigrants in Denmark." European Sociological Review 36, no. 3 (December 4, 2019): 395–412. http://dx.doi.org/10.1093/esr/jcz064.
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Abstract Although children of immigrant origin in many European countries are observed to choose higher levels of education than native-origin peers at similar levels of academic performance, little is known about the outcomes of these high-aspiring choices. Using administrative register data covering all children born in 1994–1995 in Denmark, I examine whether the high-aspiring educational choices of children of immigrants convert into educational success or, conversely, into low grades and increased dropout rates. I find that, compared with children of Danish origin, children of immigrants are not only more likely to enrol in academic upper secondary education but also make more ambitious track and subject choices at this educational level. These ethnic choice effects are particularly pronounced at low levels of academic performance. Applying a counterfactual re-weighting approach, I show that, although ethnic choice effects reduce the ethnic gap in overall attainment of academic upper secondary education, they also widen ethnic gaps in dropout rates and achievement. My findings indicate that high aspirations among ethnic minorities operate as a double-edged sword as they help close the educational gap between them and their native-origin peers but at the cost of inducing academically weaker students to embark on less feasible educational trajectories.
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Threlkeld, Megan. "Education forPax Americana: The Limits of Internationalism in Progressive Era Peace Education." History of Education Quarterly 57, no. 4 (November 2017): 515–41. http://dx.doi.org/10.1017/heq.2017.30.
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Fannie Fern Andrews, a Boston educator and reformer, started the American School Peace League (ASPL) in 1908 in order to educate schoolchildren in the principles of what she called “world citizenship.” Through its curriculum,A Course in Citizenship, the ASPL taught students about cooperation, tolerance, and the peaceful settlement of disputes. At the same time, however, they were preparing white, native-born US children to lead the new world and to judge others’ capacity for membership in it—their fitness for world citizenship—according to “civilized,” white American standards. I argue that while Andrews and the ASPL professed a desire for internationalism, theirs was very much a US-dominated internationalism.A Course in Citizenshipcalibrated the standards of progress and civilization by which children were to measure not only themselves but others around the world. Education for peace was also education for the new American empire.
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Shakkour, Wael, Yaniv Lev, and Salim Rabia Abu. "The Relation between the Critical Period for Accent Acquisition, National Identity (Jewish/Israeli) Assimilation, and Language skills." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (January 20, 2015): 681–702. http://dx.doi.org/10.24297/jal.v5i2.5189.
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This study examines the correlation between Jewish/Israeli identity, pronunciation levels, the critical learning age period, and accent. The sample pool consisted of fifty Russian immigrant students and ten native-born Israeli citizens who were administered a 3-part questionnaire composed of questions relating to linguistic ability, heaviness of accent, and sense of Israeli identity. Accent was assessed by oral tests in which the participants were asked to perform various verbal tasks”such as repeating pseudo-words, pronouncing words with phonetic omissions, vocabulary tests, and listening-comprehension tests. Israeli identity was evaluated by a 23-item identity questionnaire. The findings indicate that a heavy accent is linked to a weaker sense of Israeli identity, the critical-age period also playing a central function in influencing vocabulary retention and learning skills. These parameters corresponded to the age of arrival in the country. No correlation was obtained between heaviness of accent and linguistic learning skills.
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Fuller, Bruce, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, and Isabel García Valdivia. "Worsening School Segregation for Latino Children?" Educational Researcher 48, no. 7 (July 29, 2019): 407–20. http://dx.doi.org/10.3102/0013189x19860814.
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A half century of research details how segregating racial groups in separate schools corresponds with disparities in funding and quality teachers and culturally narrow curricula. But we know little about whether young Latino children have entered less or more segregated elementary schools over the past generation. This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010. Latinos became more segregated within districts enrolling at least 10% Latino pupils nationwide, including large urban districts. Exposure of poor students (of any race) to middle-class peers improved nationwide. This appears to stem in part from rising educational attainment of adults in economically integrated communities populated by Latinos. Children of native-born Latina mothers benefit more from economic integration than those of immigrant mothers, who remain isolated in separate schools. We discuss implications for local educators and policy makers and suggest future research to illuminate where and how certain districts have advanced integration.
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Shantie, Courtney, and Robert J. Hoffmeister. "Why Schools for Deaf Children Should Hire Deaf Teachers: A Preschool Issue." Journal of Education 182, no. 3 (October 2000): 42–53. http://dx.doi.org/10.1177/002205740018200304.
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First languages are assumed to be learned in the home. Since 90 to 97 percent of Deaf children are born to hearing parents who do not know American Sigh Language (ASL), their first exposure to ASL will be in the school setting. Deaf children will spend approximately 50 percent of their waking hours with teachers, who are their main language models. However, a substantial number of teachers of the Deaf report that they learned to sign from their students, only 45 percent of teachers claim they can sign as well as their students, and only 33 percent claim to understand their student's signing as well as they understand English. Moreover, over the years, educators created a variety of manual codes for English (MCE) in the mistaken notion that manually coding English would promote literacy in English. However, studies have shown that the key to reading and writing success was students'knowledge of ASL and ASL discourse as well as the ability to use ASL to approach learning the second language. The key to educational success for Deaf children lies in their being taught in a truly bilingual manner. Bilingual education has been shown to be successful if the first language is strong and there are adequate language models present. Thousands of Deaf children are currently being taught by the impoverished MCE model and by hearing teachers who could not pass the native signing requirements. More discussion and training in ASL proficiency should be required of educators of the Deaf and those training to become educators of the Deaf. In the crucial preschool years, teachers of Deaf children should be Deaf or Children of Deaf Adults (CODAs) themselves to ensure the future success of our Deaf students.
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Uwizeyimana, Valentin. "Digital Native(ness), Mobile Technologies and Language Proficiency in Underdeveloped Countries." Register Journal 11, no. 2 (November 29, 2018): 121. http://dx.doi.org/10.18326/rgt.v11i2.121-138.
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Various studies have elaborated on the concept of ‘digital native(ness)’, i.e. (an identity of) the generation of students who were born during the digital technology era, i.e. from the 1980s onwards (Prensky 2001). Those studies claim that digital natives have been exposed to modern technologies, and thus are familiar with using them in their everyday activities (Dang 2013; Jacobson & Turner 2010). Those studies do not go beyond the access to and the general use of technologies. They ignore the fact that the ability to use technologies for personal purposes does not represent the ability to use them for educational and other specialized purposes (Stockwell & Hubbard 2013:4). Furthermore, there is a gap in terms of technological devices and geographical locations which were considered by those studies (Burston 2014; Thinyane 2010; Brown & Czerniewicz 2010). In these regards, by using a proficiency test and a survey with 60 digital natives from an underdeveloped country, this study investigated the effect of mobile technologies in language learning (MTLL) on English proficiency. In terms of English proficiency, this study found no significant difference among the participants, although some of them were making use of MTLL whereas others were not. With the fact that MTLL have the potential to improve the language proficiency (Park & Slater 2014; Alotaibi, Alamer & Al-Khalifa 2015; Stockwell & Liu 2015), this article recommends how teachers should provide guidance and assistance to the learners in order to benefit from modern technologies.
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Berger, Cynthia, Eric Friginal, and Jennifer Roberts. "Representations of immigrants and refugees in US K-12 school-to-home correspondence: an exploratory corpus-assisted discourse study." Corpora 12, no. 2 (August 2017): 153–79. http://dx.doi.org/10.3366/cor.2017.0115.
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This study details a comparative, corpus-based discourse analysis of corpora containing educational documents distributed to parents and guardians of K-12 children in public schools in the United States (US). The exploratory local corpus (n=152,934) contains parent-directed educational documents collected from four public schools in a city located in the south-eastern US with an unusually high percentage of foreign-born residents. The comparison corpus (n=147,796) contains parent-directed documents collected from a sampling of K-12 schools across the US. Following Baker et al. (2008) , keyness and collocations were utilised as central theoretical notions and tools of analysis, in addition to a lexical sophistication comparison, in order to investigate text simplification across corpora. Results show that while the first corpus used labels for students that were superficially inclusive, English language learners themselves were discursively represented as outsiders facing barriers to inclusion that native-English speaking monolingual students do not face. Furthermore, the first corpus revealed an emphasis on identifying and categorising language learners so as to provide them with immediate services, while the non-geographically specific corpus focussed more on the long-term development of learners and on preparation for post-secondary education. We discuss the implications for language policy in public education and for policies related to K-12 school-to-home correspondence.
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Davies, Lisa C., and Robert S. McKelvey. "Emotional and Behavioural Problems and Competencies among Immigrant and Non-Immigrant Adolescents." Australian & New Zealand Journal of Psychiatry 32, no. 5 (October 1998): 658–65. http://dx.doi.org/10.3109/00048679809113120.
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Objective: The aim of this study was to compare levels of emotional and behavioural problems and competencies among immigrant and non-immigrant adolescents, and to determine factors that may contribute to any differences reported. Method: Subjects were selected randomly from students aged 12-16 years attending a high school with a high proportion of immigrants in Perth, Western Australia. Parents completed the Child Behaviour Checklist (CBCL), and students completed the Youth Self-Report (YSR) and a Personal History Questionnaire. Results: On univariate analyses, non-immigrant adolescents had significantly higher CBCL and YSR scores than immigrant adolescents. Multivariate analyses suggested that CBCL scores were predicted by a number of variables other than immigration, including family intactness, socioeconomic status (SES) and gender. Higher YSR scores were predicted by non-intact families, school setting and non-immigrant status, and higher competencies scores were predicted by higher SES and parents not being immigrants. Conclusions: In assessing the effects of immigration on adolescent mental health, it is important to control for factors associated with adolescent behavioural and emotional problems and to use multiple informants. Overall, immigrant adolescents report fewer total and externalising problems and fewer competencies than native-born adolescents. This finding may reflect strict immigration policies or cultural differences in definitions of psychopathology and the social expectations for adolescents' behaviour.
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Crutchfield, John. "Creative Writing and Performance in EFL Teacher Training: A Preliminary Case Study." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 1 (January 1, 2015): 1–34. http://dx.doi.org/10.33178/scenario.9.1.1.
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The following case study was conducted in 2014 in the Department of Didactics of the Institute for English Language and Literature at the Freie Universität Berlin. It was conceived as a preliminary investigation for an ongoing qualitative research project called The Experience of Theatrical Performance in EFL Teacher Education. The purpose of this larger project is to study the effects of the experience of theatrical performance (i.e. live performance before an audience) on EFL teachers-in-training. For this preliminary study, qualitative data were obtained from a group of seven undergraduate English Education students in conjunction with a course focused on the use of creative writing in the EFL classroom. As part of the course work, the students produced a small number of original creative texts in traditional literary genres: a personal essay, two short stories (using 1st and 3rd person point-of-view), a poem and a short play. Each student also kept a Course Journal, in which he or she wrote daily in-class creative writing exercises as well as critical and personal reflections. The course ended with a Public Reading: the students presented their creative work before an audience comprised of peers, faculty, and members of the general public. The following paper considers in particular the students' personal reflections both before and after this Public Reading. What emerges is a coherent emotional and cognitive trajectory, determined in all of its moments by the theatrical event (as future, present, and past experience) of performing original creative work before a live audience. Because the investigation was conducted by a participant in the course (i.e. the teacher himself, a native English speaker born in the United States), the report also includes thick description of the intersubjective and intercultural contexts of the study, as well as ethnographic reflections on its limitations.
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Adair, Jennifer Keys, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus. "How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning." Harvard Educational Review 87, no. 3 (September 1, 2017): 309–34. http://dx.doi.org/10.17763/1943-5045-87.3.309.
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Early childhood education in grades preK–3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus detail how this type of educational discrimination is perpetuated by educators' acceptance of the “word gap” discourse. Drawing on empirical work with more than two hundred superintendents, administrators, teachers, parents, and young children, they recount how caring, experienced educators explained that Latinx immigrant students could not handle dynamic, agentic learning experiences because they lacked vocabulary and how the children in those classrooms said that learning required still, obedient, and quiet bodies. Rather than blaming educators, the authors share this empirical evidence to demonstrate the harm that can come from denying young children a range of sophisticated learning experiences, especially when institutionally and publicly justified by deficit-oriented research and thinking. Using the work of Charles Mills, the authors argue that such a denial of experience to children of Latinx immigrants and other marginalized communities is discriminatory and, too often, the status quo.
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Azuma, Eiichiro. "“The Pacific Era Has Arrived”: Transnational Education among Japanese Americans, 1932–1941." History of Education Quarterly 43, no. 1 (2003): 39–73. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00114.x.
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Looking back on the two years at Keisen Girls' School, I am so grateful for the opportunity to have been able to study here…. Our teachers have taught us that it was mistaken if we simply aspired to mimic the ways of Japanese woman. Cognizant of our special position as Americans of Japanese ancestry, we must instead strive to promote the U.S.-Japan friendship. Furthermore, we must adapt the merits of the Japanese spirit [that we have acquired here] to our Americanism. Back in the United States, we will dedicate ourselves to the good of our own society as best possible citizens, cooperating with Americans of other races and learning from each other…. Such is the mission of the Nisei as a bridge between Japan and the United States—one that we have come to appreciate [through our schooling in Japan].Just about two years before Pearl Harbor, a young Japanese American woman took this pledge to herself when she completed a special study program in Tokyo, Japan. Although the shadow of war loomed increasingly over the Pacific, thousands of American-born Japanese (Nisei) youth like her flocked to their parents' native land during the 1930s to pursue cultural and language learning, as well as formal secondary and higher education. In any given year following 1932, an estimated 1,500 young Nisei students from North America resided in Tokyo and other urban areas of Japan. Often referred to as Kibei after returning to their native land, these young women and men attempted to embrace their ethnic heritage and identity during their sojourn in Japan with the support of Japanese educators.
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Chelvarayan, Anushia, Jia En Chee, Sook Fern Yeo, and Hazlaili Hashim. "STUDENT’S PERCEPTION ON MOBILE LEARNING: THE INFLUENCING FACTORS." International Journal of Education, Psychology and Counseling 5, no. 37 (December 1, 2020): 01–09. http://dx.doi.org/10.35631/ijepc.537001.
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Mobile learning has become the most popular way of transporting information and the number of users has been rapidly increasing all over the world. Most importantly, students, these days can be defined as members of the digital native or network generation, born in the digital era while interacting with digital technology since childhood. Mobile devices have gradually become more popular around the world. Due to their popularity, the education sector has considered mobile learning (M-learning) technologies as pedagogical tools for users to be able to use their devices for self-learning anytime and anywhere. Therefore, this study examines the factors affecting students’ perception of mobile learning. Several types of research show University professors are adopting mobile learning for discussion meetings in order to help students in academic learning and through effective connection and collaboration inside and outside the classroom. The theoretical foundations for this study are the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). A total of 200 respondents from a private university in Malaysia participated in this research. Samples were selected using convenience sampling and the respondents answered the questionnaire via Google form and paper and pencil method. A nominal scale and Five-point Likert scale was used to design the questions in the questionnaire. Data analysis methods used in this research were Descriptive Analysis, Reliability Analysis, and Multiple Regression Analysis. The data collected and also information in this research are highly beneficial and valuable to students, supervisors, academics, researchers, learning institutions, and the government as we are able to gauge and understand the factors influencing students’ perception of mobile learning. However, there are some limitations as this research does not reflect the actual student population in tertiary education in Malaysia and it only focuses on four variables i.e. performance expectancy, effort expectancy, social influence, and quality of service. There are several possibilities for future researches whereby one can focus more on other influencing factors such as pervasive technology usage, tech-savvy future generations, convenience, and many more.
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Özkayran, Ali, and Emrullah Yılmaz. "Analysis of Higher Education Students’ Errors in English Writing Tasks." Advances in Language and Literary Studies 11, no. 2 (April 30, 2020): 48. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.48.
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The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb “to be”, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners’ errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.INTRODUCTIONThere are lots of languages in the world and some of them have come to the fore due to the fact that they are spoken by millions and even billions of people. People generally learn the language spoken where they are born, however; the developments in the fields such as communication, transportation, tourism and trade forced people to learn the languages that they didn’t need to learn in the past. English is the most popular one of those languages and for some it is the lingua franca (Modiano, 2004; Becker and Kluge, 2014) of our age.Millions of people in the world speak English as their mother tongue while others must learn it as a second (ESL) or foreign language (EFL). Learning English as second or foreign language differs with respect to learners’ attitudes towards English and the people who speak it as their native language, exposure to English, their sources of motivation and so on. The main focus of this study is learning English as a foreign language as English is not the primary language in the country where the study was carried out.A considerable
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Balya, Tonna, Sri Pratiwi, and Reza Prabudi. "LITERASI MEDIA DIGITAL PADA PENGGUNAAN GADGET (Studi Deskriptif Penggunaan Gadget Pada Siswa SMK Broadcasting Bina Creative Medan Yang Berdampak Pada Pergeseran Nilai Kearifan Lokal)." JURNAL SIMBOLIKA: Research and Learning in Communication Study 4, no. 2 (October 22, 2018): 173. http://dx.doi.org/10.31289/simbollika.v4i2.1898.
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<pre><em>The generation of digital children from birth was referred to as Digital native</em><em>, at the same times </em><em>people </em><em>who was </em><em>born </em><em>at </em><em>the first media age were referred to as digital immigrants.</em><em> </em><em>There are differences in thinking and how to use his mind between these two generations when processing information,</em><em> </em><em>the emergence of a new culture due to the use of digital media encourages changes in values in local culture.</em><em> </em><em>The general objective to be achieved in this study is to increase the awareness of teenagers that new cultures born as a result of new technological developments must be able to be balanced by having the awareness and ability to filter the new culture and still maintain the cultural values that have been inherited from ancestors as a form of one characteristic nations have many positive values. The method used in this study was a qualitative method with descriptive analysis techniques,</em> <em>PRA (Participatory Rural Appraisal) and SWOT. The results of this research mention that; ability, and understanding of students, parents, and educators about how technology changes learning, playing, community</em> <em>then an understanding of the importance of critical discussion on technological development to the stages of new media literacy that should be carried out is still in its early stages (</em><em>just know it</em><em>) and not yet applied.</em></pre>
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Gomes, Catherine. "Living in a Parallel Society." Journal of International Students 10, no. 1 (February 15, 2020): xiii—xv. http://dx.doi.org/10.32674/jis.v10i1.1850.
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Whenever I write an opinion piece in any online media outlet about international students in Australia, I brace myself for the responses that appear in the comments section below the article. Often, a repeated complaint is that international students refuse to engage with local culture and society and hence keep to themselves by hanging out with co-nationals and speaking their native languages. While the general public in Australia does not engage in open conflict with international students over such grievances, they will instead discuss these anonymously online and with each other. Often these grievances have public airing through the media (e.g., Australian Broadcasting Corporation’s Four Corners episodes “Degrees of Deception,” 2015, and “Cash Cows,” 2019) or for political point scoring by Australian politicians (e.g., Senator Pauline Hanson of the right-wing, nationalist and anti-immigration party One Nation; Kainth, 2018).
However, the reception international students receive in terms of the attitudes of the citizenry unsurprisingly does not assist in any way in helping them feel a sense of belonging to their host country Australia. In 2013 I interviewed 47 Asian international students in the Australian city of Melbourne on their self-perceived identities, social networks, and engagements with media and communication technologies, in order to understand how they create a sense of belonging for themselves while overseas (Gomes,2015, 2017). The results revealed that international students create a parallel society with other international students in order to cope with living in a foreign country without the familiarity of family or loved ones who they left behind. While this parallel society allows international students to create a sense of community in Australia, its side effect is a perceived distancing from local society.
An International Student Parallel Society
International students strongly identify themselves more so as international students than their nationality. A student from India, for instance, explained that while in Australia, he prefers to be identified as an international student rather than by his nationality. Taking this point further, a student from Vietnam explained that while he is proud of his nationality, he prefers not to reveal that he is from Vietnam for fear of any negative assumptions the citizenry make about Vietnamese people. These negative assumptions he felt, would then be translated into ways the citizenry might treat him.
At the same time, the Asian international students also revealed that they did not consider ethnicity as significant to them. This was played out interestingly in how they viewed Asian Australians. Here the students felt that they had very little in common with Asians who were born or grew up in Australia. An international student from China explained that Australians of ethnic Chinese descent or ABCs (Australian-born Chinese) as she called them, were more Australian than they were Chinese. Meanwhile an Indian student undertaking postgraduate study vividly explained that he thought Indian-Australians were “not true Indians.” He said that while they may look like him, they were significantly different because he considered Indian-Australians culturally Australian and not culturally Indian. These responses are not surprising. In a separate study where colleagues and I surveyed 6,699 international students in Australia on who made up their friendship circles, we found that less than 1% of international students were friends with Australians who were of the same ethnicity as them (Gomes et al., 2015).
International students identifying themselves according to their status as foreigners studying in Australia also provides itself to be a beacon for the development of friendships with other international students. The Asian international students interviewed revealed that their friendship circles were made up of fellow international students who were co-nationals in the first instance, which was followed by international students from the Asian region, and then, to a lesser extent, international students from elsewhere. These friendship circles contribute to the parallel society international students inhabit where they exist, occupy, and mimic Australian communities but do not integrate with them. For instance, international students may adopt and recreate Australian cultural practices that involve their friendship circles (e.g., having backyard barbeque parties) but do not integrate with Australian societies (e.g., the backyard barbeque parties are made up solely of fellow international students).
In addition, forming friendships with fellow international students rather than with local communities has practical benefits. For instance, international students revealed that their local peers were unable to advise them on the everyday challenges they faced especially when they first arrive to Australia such as how to open bank accounts and where to find dependable Asian grocery shops. Clearly being friends with international students is important, if not necessary.
Conclusion
The significance of international student friendships during their study experience is enduring, if not complex. While international students may form a parallel society, they do so in order to feel a sense of belonging in Australia rather than to Australia. Though this is unsurprising, the challenge that emerges affects those international students wanting to stay longer through further study, work, or permanently reside. Not integrating somewhat into Australian society may have consequences for students in terms of their long-term plans (e.g., employment) primarily because they have not tapped into local networks.
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Nathwani, D., R. Badial, R. R. Khaund, J. G. Douglas, and C. C. Smith. "Malaria in Aberdeen: An Audit of 110 Patients Admitted between 1980–1991." Scottish Medical Journal 37, no. 4 (August 1992): 106–10. http://dx.doi.org/10.1177/003693309203700404.
Full textAbstract:
All 110 patients seen in North East Scotland after contracting malaria from foreign travel were treated in the Regional Infection Unit in Aberdeen. Those patients managed there from January 1980 to March 1991 are described. There were 54 episodes of Plasmodium falciparum malaria (49%) and 26 episodes (23%) of Plasmodium vivax malaria. The remainder had either mixed infection or were diagnosed as malaria on high clinical probability. The majority of the patients were male (80%) and under 40 years of age (84%). Most patients were either Caucasians born in the UK (69%) or native Africans (23%) who were students recently arrived for further education or who had returned from visiting their country of origin for summer holidays. The British residents acquired infection either while on oil related business in West or Central Africa (46%) or after travelling on holiday (30%). The peak incidence of presentation was August and September. 93.5% of patients with falciparum malaria had returned or originated from Africa. 42% with vivax malaria had visited Africa and 27% Papua New Guinea. 70% had been prescribed antimalarial prophylaxis but less than half of these took their medication correctly. The majority of patients with falciparum malaria presented within two weeks of arrival in Britain while patients with vivax malaria presented at varying (but generally longer) intervals, 42% being diagnosed more than three months after exposure. Falciparum infection was more severe although there have been no deaths in the unit from malaria. Our experience seemed of interest and worth reporting because of the number of patients whose infection reflected travel related to the offshore oil industry, which is centred in Aberdeen.
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Onon, Temujin. "A Brief Biography of Urgunge Onon." Inner Asia 2, no. 1 (2000): 3–7. http://dx.doi.org/10.1163/146481700793647922.
Full textAbstract:
AbstractUrgunge, of the Onon clan of Daur Mongols was born on the eleventh day of the eleventh lunar month 1919 in a village in north-eastern Inner Mongolia. His people hunted and farmed in a remote area near the Manchurian border and had retained some ancient Mongolian customs and a spoken dialect long-since lost by the majority of Mongols. During his youth he enjoyed participating in the traditional Mongolian pursuits of wrestling, horse riding and hunting but also, almost mysteriously, acquired an intuitive understanding of shamanic rituals and practices which were still surviving in his native area at that time. He himself considered that shamanism had a profound influence on the Mongols at the time of Chinggis and was an important factor in their military and political success. It was this shamanism which continued to influence his personal philosophy throughout his adult life. As a young teenager he experienced the suffering caused by war and banditry which were endemic in Manchuria at that time and was himself captured and held hostage by bandits. Following his release his family were able to send him to a Japanese-sponsored boarding school – a rare educational opportunity for ordinary rural people at that time. The school was near Tsitsihar and he was soon introduced to life in an industrialised and commercial environment. Having become proficient in Japanese he did well enough at school to be selected to attend university in Japan where he gained a diploma in political science from Toyo University in Tokyo in 1944. The years spent in Japan during World War II were difficult for all the Mongolian students there but it was in Japan that he first became fascinated by the West, and America in particular, from watching films and newsreels.
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Cunningham, Bernadette. "Geoffrey Keating’s Eochair Sgiath An Aifrinn and the Catholic Reformation in Ireland." Studies in Church History 25 (1989): 133–43. http://dx.doi.org/10.1017/s0424208400008639.
Full textAbstract:
The name of Geoffrey Keating is familiar to generations of students of Irish language and literature. His prose works are fine examples of seventeenth-century Irish writing. He was credited by scholars of Irish with having saved from oblivion many stories of the Gaelic heroes of old in his magnum opus, the Foras Feasa ar Éirinn, a compendium of knowledge on the history of Ireland. Writing in the early part of the seventeenth century, when the native Irish system of learning and patronage of scholars was disintegrating, Keating synopsized many manuscript sources for the history of Ireland into a flowing text full of stories and curiosities. His writings were frequently transcribed and are preserved in countless manuscript copies.Kearing’s literary stature has meant that his tracts were more read for their language and style than studied for their content and it may appear curious at first sight to discover that this father figure of early Irish history and the preserver of the Irish language also wrote two theological tracts, on a continental Catholic Reformation model. This should come as no surprise to anyone familiar with Kearing’s background. Although subsequently hailed as a champion of Gaelic Ireland, Keating was not a product of that society. In fact he was of Anglo-Norman (Old English) descent. He was ordained as a secular priest and was educated at two of the continental colleges set up to train Irishmen for the priesthood, Bordeaux and Rheims, where he came under English Jesuit influence. The precise dates of his sojourn on the continent are not known, but pre-date 1619. It is thought he was born about 1570 and died about 1644, spending most of his life as a priest working in Munster.