An exploratory investigation of the effects of a cultural orientation programme on the psychological well-being of international university students     

N. J. Mckinlay  H. M. Pattison  H. Gross 《Higher Education》1996,31(3):379-395

Culture shock has been identified as a psychological reaction to a change in cultural environment. The main symptoms of culture shock are reported to be psychological disturbance, a negative reaction to the new surroundings and a longing for a more familiar environment. Research has identified culture shock as a component in the difficulties that international students face when studying in another country. One way that institutions of higher education have responded to these difficulties is to provide initial cultural orientation. In the study reported here, a group of post-graduate students who had participated in a study skills and cultural orientation course at a British university were compared with a group who had not. Contrary to the research hypothesis, the group that took part in the orientation course were significantly more homesick and reported more psychological difficulties. The overall findings cast doubt on the received view of culture shock as it affects international students. They suggest that culture shock is exacerbated by personal and social factors and this has implications for the way that international students may be helped through the experience.  相似文献   

Teacher evaluation policy as perceived by school principals: the case of Flanders (Belgium)     

Melissa Tuytens  Geert Devos 《Teachers and Teaching》2018,24(3):209-222

In Flanders (Belgium), a new teacher evaluation policy was issued which placed a lot of autonomy with school principals to develop and implement a new teacher evaluation system. In this study, we explore how Flemish principals perceive the new teacher evaluation policy and what influences their perception. Results demonstrate that principals perceive the policy as clear, but they are rather negative about the need, practicality, and complexity of the summative teacher evaluation. This perception is influenced by policy, context, and individual factors as is demonstrated in our qualitative analyses.  相似文献   

The efficacy of ASL/ENGLISH bilingual education: considering public schools     

DeLana M  Gentry MA  Andrews J 《American annals of the deaf》2007,152(1):73-87

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A response to Melton based on the best available data     

Drake B  Jonson-Reid M 《Child abuse & neglect》2007,31(4):343-360

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Sustainability in Australian schools: A cross-curriculum priority?     

Barnes  Melissa  Moore  Deborah  Almeida  Sylvia 《Prospects》2019,47(4):377-392

PROSPECTS - In light of Australian policy and curriculum initiatives aimed to prioritize Education for Sustainability (EfS) practices, this article discusses a study that evaluated a smart meter...  相似文献   

Study Abroad Participation: An Unintended Consequence of State Merit-Aid Programs?     

Whatley  Melissa 《Research in higher education》2019,60(7):905-930

Research in Higher Education - This study employs difference-in-differences estimation to explore the relationship between the implementation of state merit-aid programs and students’...  相似文献   

Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects          下载免费PDF全文

Jack W. Kostal  Paul R. Sackett  Nathan R. Kuncel  Philip T. Walmsley  Melissa S. Stemig 《Educational Measurement》2017,36(1):39-46

Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.  相似文献   

Reviews     

Vivienne Gross  Louise O'Connor  Sue Smedley  David Thomas 《Pastoral Care in Education》2013,31(3):40-42

Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00

Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99

Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99

David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p.  相似文献   

The Contradictions of Contemporary Culture: A Tribute to Norman Jay Levitt (1943–2009)     

Paul R. Gross 《Academic Questions》2012,25(1):153-157

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Subverting visual discourses of gender and geography: Kent Monkman's revised iconography of the American West     

Elston MM 《Journal of American culture (Malden, Mass. : 2003)》2012,35(2):181-190

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