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Journal articles on the topic 'Students, Foreign'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Shearer, Ruth A. "Teaching Foreign Students." Journal of Nursing Education 28, no. 9 (November 1989): 427–28. http://dx.doi.org/10.3928/0148-4834-19891101-11.

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2

Gilkeson, Mack. "Foreign Engineering Students." Science 236, no. 4805 (May 29, 1987): 1050. http://dx.doi.org/10.1126/science.236.4805.1050.b.

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3

Gilkeson, Mack. "Foreign Engineering Students." Science 236, no. 4805 (May 29, 1987): 1050. http://dx.doi.org/10.1126/science.236.4805.1050-b.

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4

Stanley, Julian C. "Foreign Graduate Students." Science 239, no. 4844 (March 4, 1988): 1079. http://dx.doi.org/10.1126/science.239.4844.1079.d.

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5

Martinez, J. V. "Foreign Graduate Students." Science 239, no. 4844 (March 4, 1988): 1079. http://dx.doi.org/10.1126/science.239.4844.1079.e.

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6

SCHULZ, WILLIAM. "TRACKING FOREIGN STUDENTS." Chemical & Engineering News Archive 80, no. 20 (May 20, 2002): 8. http://dx.doi.org/10.1021/cen-v080n020.p008.

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7

GILKESON, M. "Foreign Engineering Students." Science 236, no. 4805 (May 29, 1987): 1050. http://dx.doi.org/10.1126/science.236.4805.1050-a.

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8

STANLEY, J. C. "Foreign Graduate Students." Science 239, no. 4844 (March 4, 1988): 1079. http://dx.doi.org/10.1126/science.239.4844.1079-c.

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9

MARTINEZ, J. V. "Foreign Graduate Students." Science 239, no. 4844 (March 4, 1988): 1079. http://dx.doi.org/10.1126/science.239.4844.1079-d.

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10

Gitterman, Martin R., Morris M. Womack, and Elinor Bernstein. "Speech for Foreign Students." Modern Language Journal 76, no. 2 (1992): 243. http://dx.doi.org/10.2307/329792.

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11

Sentilruban, O. V., and Yu V. Drozdova. "FOREIGN STUDENTS: LEARNING DIFFICULTIES." Современные наукоемкие технологии (Modern High Technologies), no. 3 2021 (2021): 188–92. http://dx.doi.org/10.17513/snt.38554.

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12

SCHULZ, WILLIAM. "FOREIGN STUDENTS UNDER SCRUTINY." Chemical & Engineering News 79, no. 44 (October 29, 2001): 12. http://dx.doi.org/10.1021/cen-v079n044.p012.

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13

MORITA, Yajiro. "Education of Foreign Students." Journal of the Society of Mechanical Engineers 91, no. 830 (1988): 94–96. http://dx.doi.org/10.1299/jsmemag.91.830_94.

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14

OWA, Takeshi. "Employment of Foreign Students." Journal of the Society of Mechanical Engineers 94, no. 875 (1991): 862–65. http://dx.doi.org/10.1299/jsmemag.94.875_862.

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15

KIM, Yong-Mo. "Education for Foreign Students." Journal of the Society of Mechanical Engineers 94, no. 875 (1991): 867. http://dx.doi.org/10.1299/jsmemag.94.875_867.

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16

Cammelli, Andrea. "Foreign students in Italy." Higher Education 21, no. 3 (April 1991): 359–76. http://dx.doi.org/10.1007/bf00132726.

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17

SVARNEY, RONALD J. "Counseling Foreign Law Students." Journal of Counseling & Development 68, no. 2 (November 12, 1989): 228–31. http://dx.doi.org/10.1002/j.1556-6676.1989.tb01364.x.

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18

Abduvakhitovna, Suyunova Ozoda. "Development of University Students’ Foreign Language Competence." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1893–96. http://dx.doi.org/10.37200/ijpr/v24i1/pr200292.

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19

Lukatska, Yana S. "FORMATION OF FOREIGN STUDENTS’ SOCIAL COMPETENCE SWOT-ANALYSIS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 241–47. http://dx.doi.org/10.32342/2522-4115-2021-2-22-27.

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The paper presents the results of SWOT-analysis of social competence of foreign students to define strengths and weaknesses of students, opportunities and threats to environment which influence the process of social competence formation. Vocational education aims at professional development and personal formation; the student acquires certain knowledge, skills, and competences that allow to participate in activities of social and working life. Higher educational establishments face the task of helping foreign students to become socially competent, i.e. to master a high level of social competence. Formation of social competence of students was studied by many Ukrainian and foreign scientists, but the social competence of foreign students has not been researched and there have been no attempts to analyse the initial data (internal and external) that influence its formation. Before choosing the means for the formation and development of social competence, it is necessary to assess its initial level, the potential of foreign students, also external environmental factors that affect this process. For this purpose, SWOT-analysis can be conducted. The SWOT-analysis method was primarily used in political and corporate management for strategic planning; for pedagogical purpose it helps to get the general knowledge about the current state, development of the situation, and then for creation of a model of behavioural strategies in the educational process. At the first stage of the analysis, information is collected about the internal factors (advantages and disadvantages) of the investigated object and about the external factors (favourable and threatening) that affect its activities. The collected data are analysed according to the following vectors: strengthening of internal advantages by external opportunities; elimination of external threats due to internal advantages; overcoming internal disadvantages due to external opportunities; promoting the elimination of internal weaknesses. To reveal the strengths and weaknesses and to identify environmental factors that influence the formation of social competence of foreign students, a survey was conducted in Dnipro State Agrarian and Economic University and Alfred Nobel University (Dnipro) among foreign students and teachers who work with them. From the SWOT-analysis it is seen that the motivation of foreign students, the willingness to be engaged in extracurricular activities are the drivers of the process of forming social competence; foreign students are tolerant to other cultures, they are ready to improve their communication with others. The maximum attention teachers should pay to the issues of social and emotional intelligence, communication skills; and also the students should be acquainted with the social roles of the new environment. Regarding external factors of influence, the issues of pedagogical support of foreign students and lack of their involvement in extracurricular activities need to be corrected. Also, mixed groups can be the opportunity to improve the situation with involving foreign students into extracurricular activities. Highly qualified teachers and general humanization of the educational process are the factors to be relied upon in forming social competence of foreign students. On the basis of the given research the pedagogical conditions for the formation of social competence of foreign students can be formulated and the methods for successful educational process are chosen.
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20

Çayır, Aybala. "Elementary school students' metaphor perceptions of foreign students." African Educational Research Journal 11, no. 4 (November 16, 2023): 634–40. http://dx.doi.org/10.30918/aerj.114.23.100.

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The main purpose of this study is to analyze the metaphor perceptions of Turkish students who have foreign students in their classrooms about foreign students. In the study, phenomenology design was used as the qualitative research method. Criterion sampling, one of the purposeful sampling methods, was used to determine the study group. In the selection of the participants in this study, the main criterion was the presence of Turkish students with foreign students in their classrooms. According to this criterion, a total of 84 primary school students constituted the study group. As a data collection tool, two sentences were used as the data collection tool: "In my opinion, foreign students are like .... Because ..." form consisting of two sentences was created. Content analysis technique was used to analyze the data. According to the findings obtained from the analysis of the collected data, a total of 39 metaphors were produced in the study group. These metaphors were categorized as positive and negative. While the positive metaphors of the students were divided into 6, that is, categories diversity, kind-heartedness, equality, industriousness, beauty and protectiveness, no negative metaphors were found. It can be concluded that Turkish students who have foreign students in their class have positive perceptions towards their foreign friends. In order to enrich and reinforce positive perceptions, value-sensitive education plan practices are recommended.
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21

Pykhtina, N. A. "FEATURES OF FOREIGN STUDENTS PRE-UNIVERSITY MATHEMATICAL TRAINING." RUDN Journal of Informatization in Education 14, no. 1 (2017): 59–68. http://dx.doi.org/10.22363/2312-8631-2017-14-1-59-68.

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22

Kopzhasarova, U., B. Beisenbaeva, and S. Alken. "Improvement of technical specialty students’ foreign language professional skills." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 157–63. http://dx.doi.org/10.31489/2021ped2/157-163.

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The article focuses on the problems of foreign language teaching at a technical university. Due to the integration of the Republic of Kazakhstan into the world community young specialists should effectively use a foreign language in their future profession. Teaching foreign languages in non-linguistic universities has particular relevance since foreign language communication of modern specialists in the professional sphere is becoming closer due to the effect of growing professional, business, scientific contacts of specialists in the world community. The article considers the experience acquired by the Foreign Languages department of Karaganda Technical University in developing undergraduate students’ foreign language communicative skills on the basis of the teacher’s experience using YouTube channel and also a professional and technical translation course organized in the University. The ways of developing technical specialty students’ foreign language skills as well as recommendations for teachers are suggested in the given work. The results of the survey among the students on the problems they face in learning the English language, the practice of interactive methods used for improvement of students’ professional foreign language communicative skills and other extra-curricular activities organized by the university foreign language department are also demonstrated.
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23

Федотова, Вера Александровна. "COPING STRATEGIES OF FOREIGN STUDENTS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 4(57) (December 24, 2021): 204–14. http://dx.doi.org/10.26456/vtpsyped/2021.4.204.

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Цель представленного исследования заключается в выявлении различий в копинг-стратегиях у иностранных студентов. В качестве респондентов выступили иностранные студенты из Индии, Китая, арабских стран, стран СНГ, которые в настоящее время обучаются в российских вузах. Методический инструментарий включал в себя опросник «Стратегии преодоления стрессовых ситуаций» (Strategic Approach to Coping Scale - SACS) . Было выявлено, что иностранные студенты используют просоциальную копинг-стратегию, которая проявляется в поиске социальной поддержки. Обнаружены различия в применении той или иной копинг-стратегии у разных групп иностранных студентов. The purpose of the presented study is to identify differences in coping strategies among foreign students. The respondents were foreign students from India, China, Arab countries, CIS countries, who are currently studying at Russian universities. The methodological toolkit included the Strategic Approach to Coping Scale (SACS) questionnaire. During the study, it was revealed that foreign students use a pro-social coping strategy, which manifests itself in the search for social support. We found differences in using other coping strategies among different foreign students.
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24

Ball, Mary Alice, and Molly Mahony. "Foreign Students, Libraries, and Culture." College & Research Libraries 48, no. 2 (March 1, 1987): 160–66. http://dx.doi.org/10.5860/crl_48_02_160.

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25

Cunn, Alexander D. G. "Health Care and Foreign Students." Journal of American College Health 36, no. 6 (May 1988): 345–48. http://dx.doi.org/10.1080/07448481.1988.9939032.

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26

Yeh, R. M. "Increase in Foreign Grad Students." Science 312, no. 5775 (May 12, 2006): 848a. http://dx.doi.org/10.1126/science.312.5775.848a.

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27

Kahn, P. "Education: Foreign Students Bypassing Germany." Science 273, no. 5272 (July 12, 1996): 173–0. http://dx.doi.org/10.1126/science.273.5272.173.

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28

Okigbo, Charles. "Media Use by Foreign Students." Journalism Quarterly 62, no. 4 (December 1985): 901–4. http://dx.doi.org/10.1177/107769908506200432.

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29

"FOREIGN STUDENTS." College Student Personnel Abstracts 15, no. 4 (February 26, 2010): 479–80. http://dx.doi.org/10.1111/j.2150-1092.1980.tb01101.x.

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30

"FOREIGN STUDENTS." College Student Personnel Abstracts 16, no. 2 (February 26, 2010): 208. http://dx.doi.org/10.1111/j.2150-1092.1981.tb01152.x.

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31

"FOREIGN STUDENTS." College Student Personnel Abstracts 16, no. 3 (February 26, 2010): 358–59. http://dx.doi.org/10.1111/j.2150-1092.1981.tb01180.x.

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32

"FOREIGN STUDENTS." College Student Personnel Abstracts 16, no. 4 (February 26, 2010): 488–89. http://dx.doi.org/10.1111/j.2150-1092.1981.tb01204.x.

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33

"FOREIGN STUDENTS." College Student Personnel Abstracts 17, no. 1 (February 26, 2010): 87–88. http://dx.doi.org/10.1111/j.2150-1092.1981.tb01232.x.

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34

"FOREIGN STUDENTS." College Student Personnel Abstracts 17, no. 2 (February 26, 2010): 241–42. http://dx.doi.org/10.1111/j.2150-1092.1982.tb01259.x.

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35

"FOREIGN STUDENTS." College Student Personnel Abstracts 17, no. 4 (February 26, 2010): 534–36. http://dx.doi.org/10.1111/j.2150-1092.1982.tb01311.x.

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36

"FOREIGN STUDENTS." College Student Personnel Abstracts 18, no. 1 (February 26, 2010): 74–77. http://dx.doi.org/10.1111/j.2150-1092.1982.tb01337.x.

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37

"FOREIGN STUDENTS." College Student Personnel Abstracts 18, no. 2 (February 26, 2010): 210–11. http://dx.doi.org/10.1111/j.2150-1092.1983.tb01365.x.

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38

"FOREIGN STUDENTS." College Student Personnel Abstracts 18, no. 3 (February 26, 2010): 368–69. http://dx.doi.org/10.1111/j.2150-1092.1983.tb01394.x.

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39

"Foreign Students." College Student Personnel Abstracts 1, no. 1 (February 26, 2010): 12–13. http://dx.doi.org/10.1111/j.2150-1092.1965.tb00012.x.

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40

"FOREIGN STUDENTS." College Student Personnel Abstracts 1, S1 (February 26, 2010): 24–26. http://dx.doi.org/10.1111/j.2150-1092.1965.tb00051.x.

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41

"FOREIGN STUDENTS." College Student Personnel Abstracts 1, no. 2 (February 26, 2010): 75–76. http://dx.doi.org/10.1111/j.2150-1092.1966.tb00858.x.

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42

"FOREIGN STUDENTS." College Student Personnel Abstracts 1, no. 3 (February 26, 2010): 133–34. http://dx.doi.org/10.1111/j.2150-1092.1966.tb00895.x.

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43

"FOREIGN STUDENTS." College Student Personnel Abstracts 1, no. 4 (February 26, 2010): 218–21. http://dx.doi.org/10.1111/j.2150-1092.1966.tb00947.x.

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44

"FOREIGN STUDENTS." College Student Personnel Abstracts 2, no. 1 (February 26, 2010): 40–46. http://dx.doi.org/10.1111/j.2150-1092.1966.tb01465.x.

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45

"FOREIGN STUDENTS." College Student Personnel Abstracts 2, no. 2 (February 26, 2010): 170–76. http://dx.doi.org/10.1111/j.2150-1092.1967.tb01494.x.

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46

"FOREIGN STUDENTS." College Student Personnel Abstracts 2, no. 3 (February 26, 2010): 312–14. http://dx.doi.org/10.1111/j.2150-1092.1967.tb01524.x.

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47

"FOREIGN STUDENTS." College Student Personnel Abstracts 2, no. 4 (February 26, 2010): 432–36. http://dx.doi.org/10.1111/j.2150-1092.1967.tb01557.x.

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48

"FOREIGN STUDENTS." College Student Personnel Abstracts 3, no. 1 (February 26, 2010): 68–70. http://dx.doi.org/10.1111/j.2150-1092.1967.tb01587.x.

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49

"FOREIGN STUDENTS." College Student Personnel Abstracts 3, no. 2 (February 26, 2010): 214–17. http://dx.doi.org/10.1111/j.2150-1092.1968.tb01616.x.

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50

"FOREIGN STUDENTS." College Student Personnel Abstracts 3, no. 3 (February 26, 2010): 331–33. http://dx.doi.org/10.1111/j.2150-1092.1968.tb01644.x.

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