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2017 - Biennial Conference of the Society for Community Research and Action Words: 299 words || 
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1. Shahin, Hana., Hafez, Nada., Osman, Azza. and Afifi, Alia. "From Students to Students: Using Photovoice to Assess Students' Strengths and Needs at the American University in Cairo" Paper presented at the annual meeting of the Biennial Conference of the Society for Community Research and Action, University of Ottawa, Ottawa, Ontario, Canada, Jun 20, 2017 <Not Available>. 2018-06-21 <http://citation.allacademic.com/meta/p1239048_index.html>
Publication Type: Ignite Presentation
Review Method: Peer Reviewed
Abstract: Due to the impact of the Egyptian pound floatation on the operation of the American University in Cairo (AUC), students have been on a strike. Accordingly, community psychology students felt the need to conduct a needs assessment of the students and workers; and an assets assessment of the university and the community. Correspondingly, based on what they have learned during the semester, they decided to work on enhancing the sense of community, in addition to engaging community members in the process. Thus, conduct a photovoice; a participatory action research (PAR), which aims to give the voice to the participants to tell their story from their perspective. It is an innovative research methodology; which gives the participants a chance to actively aid in collecting the data. Participants in this study will be asked to answer certain questions through photos from their surrounding and later get a chance to tell the story of the picture.
The PAR is designed to target three groups at AUC; namely, foreign students, Egyptian students, workers and staff. Students will be divided into groups; who will be in charge or others in the community. Their task is to explain the process to them and get them to participate in collecting the data, based on their consent. The main purpose is to collect data about how they perceive AUC, what are its strengths and what are the ideal component of AUC, what are their individual needs, what are stigmas and stereotypes that challenge them, and how can things be changed to the better. Accordingly, students can collect action oriented data, that would lead to recommendations for change and be passed on to decision makes. Lastly, an exhibition is organized for the AUC community to get to know about the project and hear the voices of the participants.

2017 - Midwestern Educational Research Association 40th Annual Meeting Pages: unavailable || Words: unavailable || 
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2. Ruiz, Jesus., Rugutt, John., Rosado, Tricia. and Armen, Alvarez. "Is there a correlation between Critical Thinking Skills, Student Extra Learning, and Personal Involvement by Students in students who participated in Honors Program?" Paper presented at the annual meeting of the Midwestern Educational Research Association 40th Annual Meeting, Hilton Orrington Hotel, Evanston, IL, Oct 18, 2017 Online <APPLICATION/PDF>. 2018-06-21 <http://citation.allacademic.com/meta/p1293549_index.html>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: This study investigated the correlations between Critical Thinking Skills (CTS), Student Extra Learning (SEE), and Personal Involvement by Students (PIS) who participated in the honors program Project PASS. The study also explored the mean differences in Critical Thinking Skills between male and female participants. The correlations among the study variables were all significant. The results of the ANOVA indicated a significant mean difference in critical thinking skills between students in the honors program as compared to those who are not, F(1, 934) = 5.55, p = .019. When personal involvement of students in learning was used as a dependent variable, the was a significant mean difference between students in the honors program as compared to those not in the program, F(1, 934) = 38.30, p < .001.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 442 words || 
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3. Kim, Sujung., Kainuma, Naomi., Li, Wenyulin., Lee, Tsai-Chen., Zhang, Zidian., Segura, Alicia. and Gao, Shaojing. "“International” Students or “Internationalized” Students: Making and Unmaking of International Student Identities" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, <Not Available>. 2018-06-21 <http://citation.allacademic.com/meta/p1217672_index.html>
Publication Type: Panel Paper
Abstract: In this presentation, we will discuss first, the motivation to initiate this course at the administration level. Second, the transformational process how the undergraduate interns’ self-identities are shifted after their arrival on campus into “international students,” and how the undergraduate seminar course have guided them to reconstruct their own identities from international students to empowered critical intellectuals at the US university. Third, how the course graduate teaching assistants, who are serving as the course instructors, have changed their perception of undergraduate international students and the ways in which they empower themselves through the course.
In the existing  literature, international college students, who are enrolled in post-secondary institutions in English-spoken economically advanced countries, are mainly discussed as ‘educational consumers’ or ‘a source of revenue.’ In Rizvi (2006) and McCarthy’s (2015)  studies, international students are greatly interested in acquiring postsecondary certificates from economically advanced countries such as the U.S., Canada, and Australia. With their awareness of the high market value of college and university diploma especially of the top-tier colleges and universities of those English-spoken economically advanced countries, these students in the literature are mainly portrayed as self-entrepreneurs who utilize their study abroad as a crucial opportunity to accumulate their qualifications for their future employment and to sustain their class privileges or to move upwardly in the social-class  structures.
Building on the existing literature, our study especially pays attention to the shift of our own identity before and after our arrival at the University of Illinois at Urbana-Champaign. In particular, we focus on how we are identified by the institution and how our participation in the undergraduate seminar for enriching international students’ academic and social lives at the US university as an course administrator, instructors, facilitators or interns affect the shift on our own perspectives on our social identities and higher education.
One of the key findings of our community autoethnographic writing is that many of the students are “already cosmopolitan, already international” before they came to study in the US. However, it was the moment when they arrived on campus that they were categorized as “international students” and subject to various campus policies, from visa to tuition fee to residential and language policies, etc. In this presentation, student presenters will share their experiences and reflections on these different aspects of being “internationalized” and “otherized.” We argue that the categorization of ‘international students’ functions as a label that posit us outsiders by denoting our differences that may or may not be at the core of our own perceptions of our identities. This in turn functions as somewhat otherizing us as exotic foreigners and segregating us as someone who needs to be integrated into the mainstream.

2009 - International Communication Association Pages: 25 pages || Words: 6211 words || 
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4. Frisby, Brandi. "Instructor-Student and Student-Student Rapport in the Classroom" Paper presented at the annual meeting of the International Communication Association, Marriott, Chicago, IL, May 21, 2009 Online <PDF>. 2018-06-21 <http://citation.allacademic.com/meta/p296977_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was to examine relationships between student-student rapport, instructor-student rapport, and classroom connectedness, perceived student participation, affective learning, and cognitive learning. Students (N= 232) reported on their perceptions of interpersonal interactions with instructors and peers. Results show that instructor rapport and classmate rapport were related to perceptions of classroom connectedness. Instructor rapport, student rapport, and classroom connectedness were positively related to participation. However, only instructor rapport emerged as significant predictor of participation, affective learning, and cognitive learning.

2010 - MWERA Annual Meeting Pages: unavailable || Words: 3373 words || 
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5. Li, Zhan., Li, Ting. and Wang, Aimin. "The Difference in Self-Regulation among GED Students, High School Students and College Students" Paper presented at the annual meeting of the MWERA Annual Meeting, The Westin Great Southern Hotel, Columbus, Ohio, Oct 13, 2010 Online <PDF>. 2018-06-21 <http://citation.allacademic.com/meta/p437486_index.html>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: Self-regulation has received considerable attention over the past couple of decades and has been identified as a predictor of student academic and social-emotional competence (Cleary, 2008). This study aims to explore the difference in self-regulation between GED students, high-school students, and college students. GED students may have different reasons for going back to get their high school diploma, and self-regulation may play a crucial role in their learning process. It is meaningful to examine the self-regulation of GED students to provide evidence educators and to support students learning achievement. The information revealed in this study will allow a better understanding towards self-regulation in these three different groups. It would provide evidence about self-regulation for the educators to teach self-regulation skills and for students to improve their learning process.

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