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- Title
- INTERNATIONALIZATION EFFORTS AT STATE UNIVERSITIES IN FLORIDA.
- Creator
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Bendriss, Rachid, Bozeman, William, University of Central Florida
- Abstract / Description
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Today's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study...
Show moreToday's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study was to explore the extent to which internationalization had been realized in Florida's public universities by determining (1) whether there was a relationship between articulated commitment and the level of internationalization; (2) whether there was a relationship between curriculum and the level of internationalization; (3) whether there was a relationship between organizational infrastructure and the level of internationalization; (4) whether there was a relationship between funding and the level of internationalization; (5) whether there was a relationship between institutional investment in faculty and the level of internationalization; and (6) whether there was a relationship between international students/student programs and the level of internationalization. Data derived from the internationalization survey were used to analyze the six research questions by employing descriptive statistics, Pearson coefficient of correlation, and Chi-Square tests. There were strong positive correlations between the six categories noted above and the level of internationalization efforts in Florida public universities. Implications for practice include the development of various strategies to help internationalize their campuses and the student learning experience.
Show less - Date Issued
- 2007
- Identifier
- CFE0001829, ucf:47360
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001829
- Title
- THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA.
- Creator
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HOWARD, TERRY, ROBINSON, EDWARD, University of Central Florida
- Abstract / Description
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The purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the...
Show moreThe purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the control group classes did not receive these lessons. Twelve responsibility-based lessons were presented to students in the experimental group. Student academic grades in six different academic subjects, effort scores in six different academic courses, and student attitude concerning school climate constituted the dependent variable. The literature review and the general results of this study indicate that there are many factors that may influence student academic performance, effort or attitude. Various character education programs which have been designed to be integrated into school curricula as part of pre-existing courses or as stand alone programs have had varying levels of success. There is limited quantitative data available to support the claims that many existing programs make related to their effectiveness. The data collected from this study were also inconclusive making it difficult to generalize the findings beyond the scope of this study. While certain middle school grade levels showed statistically significant improvement in some academic disciplines or effort improvement in some subjects it would not be appropriate to generalize the findings based on this investigation. Implications of this study and suggestions for future investigations are discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000620, ucf:46518
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000620
- Title
- INCLUSION OF STUDENTS WITH DISABILITIES: AN INTERNATIONAL PERSPECTIVE.
- Creator
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Amayo, Jeanette, Murray, Barbara, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being...
Show moreThe purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being educated in the regular classroom. First, the researcher analyzed the legislation regarding students with disabilities, especially those directives that called for the Inclusion of them. Second, the researcher investigated the educational models used in each country to ascertain the placements available for the disabled, making special note of those that were more inclusive. Next, the researcher gathered data that examined the categorical system used to label, group, and educate the Special Education population. Finally, the researcher compared the extent to which the students with disabilities were educated in the regular classroom in each country by looking at the total proportion included as well as the percentage included in each disability category. To make a comparison of the educational attainments of each country, the researcher utilized a study by the Organization for Economic Co-operation and Development that incorporated the students with disabilities in their international assessments. Results revealed that the United States has a much more extensive legislation dedicated to the education of individuals with disabilities than does the United Kingdom, Canada, Australia, and New Zealand. As a result, the United States' placement models and categorical systems are just as complex. Data also confirmed that other countries are including their disabled population in a regular education classroom at a much higher rate than that of the United States. Finally, the international study found that the United States performed worse than all the other countries in the subject areas assessed: Reading, Math, and Science. Recommendations for further research included the examination of teacher education programs world wide, comparison of provincial and territorial regions in Canada and Australia, and a comparison of graduation rates for those students with disabilities in inclusive settings and those in segregated settings.
Show less - Date Issued
- 2005
- Identifier
- CFE0000761, ucf:46578
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000761
- Title
- The Community College Student's Social Construction of Global Learning in the Florida College System.
- Creator
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Robertson, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Nutta, Joyce, Marshall, Nancy, Lee, Shara, University of Central Florida
- Abstract / Description
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The purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore...
Show moreThe purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore students' perspectives using the principles of social constructionism and constructivism to create a new model of understanding of global learning.The final results of the study found that students primarily think of culture when asked about global learning, and they do not have a solid understanding of the concept in an academic sense. This understanding has been formed throughout their lives as their interest began well before their current community college experience. Remarkably, all seven students had some experience with global learning long before enrollment in their current institution, and all seven students had an unremarkable college experience thus far as it pertained to global learning. In the end, there were five major influences found to be involved in the formation of students' understanding and engagement level in global learning, which included the family, peers, academic experiences, work experiences, and the external environment. The study concludes by emphasizing the importance of the community college's role in helping to prepare college graduates for the 21st century workplace.
Show less - Date Issued
- 2016
- Identifier
- CFE0006170, ucf:51145
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006170
- Title
- Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study.
- Creator
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Gholizadeh, Sona, Boote, David, Jeanpierre, Bobby, Parham, Jennifer, Owens, J. Thomas, Jasinski, Jana, University of Central Florida
- Abstract / Description
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The purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced...
Show moreThe purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced difficulty adjusting to the workplace norms of the PhD program, which some did not start with clear expectations. Some participants lacked work experience before starting, but were thankful for support from more experienced doctoral students. Most participants were also frustrated by unreasonable time demands and heavy workload around deadlines. Participants were hesitant to share concerns with their advisors, fearing repercussions. Through trial and error and assistance from labmates, participants learned to work independently and become problem solvers. Participants from one rapidly changing and competitive field of engineering experienced additional stressed as they tried to keep pace with scholarly advances and publish more research. Participants' experiences corroborate some prior research about doctoral student socialization, but suggest that engineering their socialization was guided by a constellation of role models and not primarily by their advisors. Also contrary to prior research, even though most participants were international students, they did not experience significant difficulties with cultural adjustment to the US. Their cultural adjustment was aided by large number of other doctoral students from their region of the world and the fact that they had little time to venture out of their labs. Suggestions for future research are discussed.
Show less - Date Issued
- 2016
- Identifier
- CFE0006941, ucf:51637
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006941
- Title
- A formative evaluation of a technology-mediated alternative to traditional study abroad.
- Creator
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Howard, Wendy, Gunter, Glenda, Ramirez, Bernardo, Vitale, Thomas, Moskal, Patsy, University of Central Florida
- Abstract / Description
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Purpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their...
Show morePurpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their counterparts who were able to travel. This formative evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research (Reeves, 2006).Methodology/Design: Two guiding questions drove the focus of this formative evaluation: Did the program accomplish what was intended and was it implemented effectively? These generated a set of evaluation questions using the Online Learning Consortium (OLC) Quality Framework, which were used to evaluate the quality of a joint study abroad program in Brazil with students and instructors from the University of Central Florida and the University of Scranton. While studying global health management in Brazil, the group in the field broadcasted their site visits live to online participants back in the United States. Web conferencing tools allowed the online attendees to see and hear the group in Brazil and interact in real time through the audio or text chat. Evaluation data was compiled from multiple sources including an anonymous student survey, instructor interviews, session recordings, financial budgets, and online facilitator observations in order to triangulate and evaluate the effectiveness of this Web-based intervention.Findings: Web conferencing technology appears to be a viable alternative that is not necessarily as immersive as traveling abroad, but it does provide its own set of benefits to higher education students. This formative evaluation revealed clear areas for improvement, including technical and procedural elements, but instructors and online participants did find value in the experience. Was it perfect? No. Was it successful? Yes. Was it encouraging? Definitely. Exploration of the evaluation questions under each of the five pillars of the OLC Quality Framework revealed both success factors and areas for improvement in each of the following categories: learning effectiveness, scale (commitment (&) cost), access, faculty satisfaction, and student satisfaction.Implications: Overall, this was a successful proof of concept that justifies future improvements and subsequent further evaluation in an iterative design-based research program. In addition to repeating this study with the joint global health management course in Brazil, this intervention could also be implemented and evaluated in other contexts, disciplines, and countries around the world. This formative evaluation produced a set of recommendations for the next study based on the success factors as well as the areas for improvement identified in this initial implementation in addition to a list of suggestions for future research.
Show less - Date Issued
- 2015
- Identifier
- CFE0005808, ucf:50041
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005808
- Title
- Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
- Creator
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Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
- Abstract / Description
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As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect...
Show moreAs more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
Show less - Date Issued
- 2018
- Identifier
- CFE0007057, ucf:51972
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007057
- Title
- Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study.
- Creator
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Hopkins, Rebecca, Vasquez, Eleazar, Marino, Matthew, Dieker, Lisa, Rosenberg, Michael, University of Central Florida
- Abstract / Description
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A rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and...
Show moreA rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and knowledge of special education teachers of students with ASD is limited. A need exists for high quality observation instruments to measure teacher performance in special education classrooms serving students with ASD. The purpose of this study was to examine the internal consistency reliability and the construct validity of the Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder (QIASD) scores. The researcher used a confirmatory factor analysis framework to determine if the QIASD quality indicators load onto the seven factors as hypothesized in the measurement model. The researcher found promising results but was not able to identify an acceptable model with this sample.
Show less - Date Issued
- 2018
- Identifier
- CFE0007193, ucf:52246
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007193
- Title
- An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.
- Creator
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Doaks, Synthia, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Thedy, Elizabeth, University of Central Florida
- Abstract / Description
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The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive...
Show moreThe focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate(&)#174; (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations.
Show less - Date Issued
- 2014
- Identifier
- CFE0005325, ucf:50509
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005325
- Title
- Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework.
- Creator
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Plante, Jarrad, Cox, Dr. Thomas, Robinson, Sandra, Bryer, Thomas, Bowdon, Melody, University of Central Florida
- Abstract / Description
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Service-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of...
Show moreService-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton (&) Crosby, 2011; Hurtado (&) DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, (&) Korn, 2007). Community engagement (")is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening (-) rhetoric versus reality(") (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types (-) a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.
Show less - Date Issued
- 2015
- Identifier
- CFE0005864, ucf:50852
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005864