International Research in Higher Education最新文献

{"title":"Finding the Sweet Spot: The Intersection of Technology, Pedagogy, and Mathematics in Preservice Training","authors":"Barbara Martin, K. Stapf, Tessa Kanturek","doi":"10.5430/IRHE.V6N1P15","DOIUrl":"https://doi.org/10.5430/IRHE.V6N1P15","url":null,"abstract":"The purpose of this research was to look critically at successful technology integration in teacher preparation programs. Researchers used the Technology, Pedagogy and Content Knowledge (TPACK) framework developed by Mishra and Koehler (2006) to provide a lens that quantitatively and qualitatively examines student knowledge. Data was collected for three years to see if the development of TPACK had increased in pre-service teachers. Results from the study found that the pre-service teachers developed pedagogical knowledge more than any other constructs, followed by content knowledge, and finally technological knowledge. This knowledge can help us learn how to instruct future teachers more seamlessly in methods for integrating technology into the K-12 classroom, without compromising the content or pedagogy. These three areas (TK, CK, and PK) can be developed independently, but in order for TPACK to truly evolve and successful learning to happen in the classroom, having overlap between these separate content knowledge constructs is imperative.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131591935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Discrimination Underlying in Higher Education in Universities","authors":"Liang Liu","doi":"10.5430/irhe.v6n1p30","DOIUrl":"https://doi.org/10.5430/irhe.v6n1p30","url":null,"abstract":"Since ancient times, sexism has existed in all aspects of people's lives. Women have always been at the bottom of society. Even upper-class women also have to abide by the principle of \" obeying father at home, obeying husband after getting married, and obeying son after the husband died\" as the social ethics. After the founding of new China, the idea that \"women hold up half the sky\" gradually spread. On the whole, the social status of Chinese women has been greatly improved. But sexism is still rife. Especially in colleges and universities, the underlying sexism on campus, in its \"normal\" form, is ignored. In view of this phenomenon, the author conducts in-depth exploration in the hope of attracting people's attention.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126703555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Marketization of Higher Education: A European Perspective","authors":"Amedeo Toderoiu","doi":"10.5430/irhe.v6n1p36","DOIUrl":"https://doi.org/10.5430/irhe.v6n1p36","url":null,"abstract":"This paper introduces the research and understanding of European higher education experts on the newly raised higher education marketization. Their point of view is that higher education marketization is by introducing market mechanism and making operation with market characteristics of higher education. Higher education market is a \"quasi market\". higher education institutions under the condition of marketization is \"a hybrid institution\", in which students are the biggest consumers. Colleges and universities are encouraged to introduce accounting systems of enterprises in marketization competition, etc.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125182100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of COVID-19 on the Internationalization of Higher Education","authors":"Simon Kanjera","doi":"10.5430/irhe.v6n1p25","DOIUrl":"https://doi.org/10.5430/irhe.v6n1p25","url":null,"abstract":"The COVID-19 pandemic has posed new challenges to global higher education, and higher education institutions have made innovations in teaching methods, student management and evaluation mechanisms. At a time when huge efforts have been made to transform and improve higher education in Africa, the COVID-19 pandemic could destabilize the higher education sector with serious consequences. This paper focuses on some of these implications in order to enable higher education leaders, decision makers, and other stakeholders to reflect and prepare adequately to address these issues.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116275967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males","authors":"E. Buckley, M. Labat, David E. Lee, C. Labat","doi":"10.5430/irhe.v4n4p7","DOIUrl":"https://doi.org/10.5430/irhe.v4n4p7","url":null,"abstract":"The gap in educational achievement between African American males and their peers plays a key role in one of the most substantial problems facing American society (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Picanta, 2011). However, the challenges faced by those working to narrow the achievement gap between African American males and their counterparts continue to persist. The purpose of this study was to explore the impact of Positive Behavior Intervention and Support (PBIS), counseling, and mentoring on disruptive classroom behavior among African American males. The researchers also examined whether Positive Behavior Intervention and Support (PBIS), counseling, and mentoring had an impact on reading scores of African-American male students in Pre-K through fifth grade. Prior studies in this area indicated that participation in PBIS was not a significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade. Findings in this study seemed to be consistent with those studies. However, researchers did find participation in counseling to be a significant predictor of disruptive behaviors among African American male students in Pre-K through fifth grade.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132941802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Difficulties Facing Students in English Language Conversation","authors":"A Alqahtani Mofareh","doi":"10.5430/irhe.v4n3p51","DOIUrl":"https://doi.org/10.5430/irhe.v4n3p51","url":null,"abstract":"This study addresses the poor language proficiency of English language students, particularly in terms of their conversational skills and/or ability to achieve the desired standards of fluency in either the classroom environment or public sphere. The many factors which directly affect students' performance in speaking fluent English include the fear of making errors. The present study therefore aims to identify the perceived difficulties which language students associate with the study and utterance of English. To this end, the conducted research was descriptive in nature and sought to determine the various elements which are perceived as especially challenging for students and to devise effective solutions through appropriate teaching styles, methodologies and strategies which are driven and supported by the relevant contemporary technology. In addition to fear, certain factors relate to individuated student character and practices, and many students report feelings of shyness and potential embarrassment. Distrust also constitutes a significant obstacle, along with issues surrounding teaching methods, teacher inefficiency, and/or the lack of up-to-date pedagogies. To fully investigate this issue, a quantitative survey instrument containing multiple questions was undertaken in addition to a number of interviews with a random sample of students and teachers in order to elicit the main student challenge in speaking English. The results demonstrated that the majority of the students were unable to speak English either correctly or confidently. The percentages which varied between average, weak, and very weak, were attributed to a general weakness in English grammar, vocabulary, syntax, poor fluency in speech, low understanding  of overall grammar frameworks, and inaccurate pronunciation. In light of this, the present study sought to provide useful suggestions to resolve student conversational problems. To this end, the researcher elucidated the research problem, importance, objectives, hypotheses and methodologies, as well as drawing conclusions. Finally, the researcher outlined a number of recommendations directly relevant to resolving the complex issue.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129720070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyzing Relationships Among Activities for Teacher Development, Teaching Beliefs, Efficacy and Teaching Behaviors of Elementary School English Teachers in Taiwan","authors":"Ping-Huang Sheu","doi":"10.5430/IRHE.V4N3P1","DOIUrl":"https://doi.org/10.5430/IRHE.V4N3P1","url":null,"abstract":"The purpose of this study is to evaluate elementary school English teachers’ perspectives on the relationship of activities for teacher development, teaching beliefs, efficacy and behaviors regarding teaching English. This study intends to reveal the influential interconnection of the four variables by running regression analysis. A total of 197 elementary school English teachers in Taipei city participated in this study. The data was collected through a four-point scale questionnaire and the results indicated the path of activities for teacher development and teaching beliefs, and teaching beliefs and teaching behaviors respectively was significant. Teachers’ engagement in professional development is crucial, and the educational authority is strongly recommended to take action on this issue.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129156236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Curriculum and Instructional Choices on Undergraduate Students in Introductory Geology","authors":"C. Roemmele","doi":"10.5430/irhe.v4n3p17","DOIUrl":"https://doi.org/10.5430/irhe.v4n3p17","url":null,"abstract":"This research investigated the impact of an introductory geology class on undergraduate students' attitudes toward and conceptual understanding of geology. The purpose was to identify students' geologic blindness, a construct of disinterest, disdain, and unawareness of geology, geologic processes, and their relationship to humans, by assessing students’ views on curricular and pedagogical choices. A convergent parallel mixed-methods research design was conducted. The participants consisted of 289 students enrolled over two semesters in an introductory geology class for non-majors. Specific to content and instruction, students found the format of rock and mineral labs and exams difficult and in need of change. They expressed positive attitudes about the hands-on, collaborative nature of these labs, and observation skills to perform them. Curriculum topics judged more interesting were deemed less difficult to understand, and vice versa, and that there was general understanding of geology’s broader themes of tectonics and time. Open-ended responses from participants, and interviews with key informants provided further evidence for these results. Students indicated that explicit instruction on the topic relevance, cross-topic connections, and on-going assessment and the use of a variety of visualizations and collaborative work would help to improve understanding and attitudes. The results provide insight into ways to improve introductory geology courses by addressing geologic blindness.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114523576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mobile Technologies That Help Post-Secondary Students Succeed: A Pilot Study of Canadian and Israeli Professionals and Students With Disabilities","authors":"C. Fichten, M. Jorgensen, Laura King, Alice Havel, T. Heiman, D. Olenik-Shemesh, Dana Kaspi-Tsahor","doi":"10.5430/irhe.v4n3p35","DOIUrl":"https://doi.org/10.5430/irhe.v4n3p35","url":null,"abstract":"In this preliminary investigation we examine the uses of mobile devices such as smartphones, tablets and laptops for (a) non-academic and (b) academic purposes in the post-secondary classroom, as well as for (c) academic tasks outside the class by post-secondary students with disabilities. Integration of smartphones and other mobile devices into the learning process is innovative, challenging and highly relevant for post-secondary education. Also, research shows that post-secondary students like courses where use of their personal mobile devices in class is allowed. To explore how students with disabilities use their mobile devices we held four focus groups, with six to eight participants each: two in Canada (one for students with disabilities, one for professionals who assist students with disabilities) and two in Israel. The findings show that students with disabilities use their mobile devices for all the same reasons as nondisabled students. In addition, students with disabilities use general purpose mobile device features and apps as assistive aids. Implications of the blurring of the distinction between assistive and general use mobile device features and apps for the academic inclusion of post-secondary students with disabilities is discussed. It appears that for many students with disabilities, access to their personal mobile devices for academic purposes, both in and out of the classroom, is essential to ensure their full inclusion.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122547034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Lengths of Time Series on the Accuracy of the ARIMA Forecasting","authors":"Lu Qin, Kyle Shanks, G. Phillips, Daphne Bernard","doi":"10.5430/irhe.v4n3p58","DOIUrl":"https://doi.org/10.5430/irhe.v4n3p58","url":null,"abstract":"The Autoregressive Integrated Moving Average model (ARIMA) is a popular time-series model used to predict future trends in economics, energy markets, and stock markets. It has not been widely applied to enrollment forecasting in higher education. The accuracy of the ARIMA model heavily relies on the length of time series. Researchers and practitioners often utilize the most recent - to -years of historical data to predict future enrollment; however, the accuracy of enrollment projection under different lengths of time series has never been investigated and compared. A simulation and an empirical study were conducted to thoroughly investigate the accuracy of ARIMA forecasting under four different lengths of time series. When the ARIMA model completely captured the historical changing trajectories, it provided the most accurate predictions of student enrollment with 20-years of historical data and had the lowest forecasting accuracy with the shortest time series. The results of this paper contribute as a reference to studies in the enrollment projection and time-series forecasting. It provides a practical impact on enrollment strategies, budges plans, and financial aid policies at colleges and institutions across countries.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115276010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}