Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
MetadataShow full item record
AbstractThe process of adjusting to a new cultural environment is often considered to be quite stressful. International students of East Asian backgrounds sometimes experience even greater adjustment challenges (e.g., language barriers) which may lead to elevated stress levels. The psychological well-being of these students is also endangered if their excessive stress is not controlled and ameliorated. The current thesis therefore provides an in-depth review of literature documenting common stressors reported by East Asian international students, and the relationship of such stressors to possible outcomes such as depression and anxiety disorders. To better inform services providers about East Asian international students’ unique needs, help-seeking attitudes and behaviors of these students will also be briefly reviewed. Limitations of prior studies, future research directions, as well as suggestions for ways to better assist East Asian internationals are also discussed.
The following license files are associated with this item:
Showing items related by title, author, creator and subject.
Does using the interactive whiteboard assist social studies teachers in increasing the comprehension of students and increase classroom participation of middle school students in Saudi Arabia?Batarfi, Hanadi (State University of New York College at Fredonia, 2018-05)In recent years, there has been increasing interest in integrating the latest technology tools into educational field with a view to improving teaching methods as well as activating the role of students as participants in the educational process in order to develop their intellectual, social and academic skills. Interactive Whiteboard is one of these latest educational tools. After reviewing the literature, the researcher found that there are few studies on this topic in the Saudi context. The purpose of this study was to determine the effectiveness of using the IWB to assist social studies teachers in Saudi Arabia to increase the comprehension of students to the curriculum and increase classroom participation in middle schools in the Kingdom of Saudi Arabia. This study was conducted in an urban middle school in Western Saudi Arabia during the spring semester of 2018. The participants in this study were 8th grade students from the 33-middle school in Jeddah, Saudi Arabia. This study's sample consisted of 30 female students all the aged of 14. The students were assigned at random with n=15 students in the experimental group in order to study the material by using interactive whiteboard technology and n=15 students in the control group in order to study the material in the traditional way. Also, the researcher designed a Likert-style survey to investigate students' opinions and attitudes towards of the using the IWB in the classroom. The researcher analyzed the results of her research question using direct observation and surveys. A comparison was made between the data of the two groups using statistical analysis. The mean and standard deviation were determined via the use of the SPSS program. The results from this study indicated that IWB technology has successfully contributed to increasing students' comprehension and to increasing classroom participation. In addition, the results indicated that there were positive attitudes towards the use of IWB in the classroom. The results also indicated the ability of IWB technology to raise the academic performance of students and to give students the opportunity to participate in the educational process through the presentation of activities, educational lessons, as well as to use some advantages of IWB such as writing on the board in order to increase students' motivation to learn and to encourage to acquire skills. [from abstract]
The Global Module Project: Developing and Troubleshooting Online Discussion Session between Empire State College Students Based in Panama and SUNYIT Students from New York StateRodick, Alena (2013-05-01)The purpose of this project was to set up an online cross-cultural collaboration module between students located around New York State and another group in Panama City, Panama. Using cognitive psychology approaches to learning, the author of the thesis designed an effective online space and module structure for two groups of students to introduce each other, participate in the discussions, and provide critical reflection about participation in the module. AWordPress site was created wherein students provided responses to a set of videos. The students all met at an Elluminate session and later reflected on the experience in an Angel discussion group. The author of the thesis journaled how she designed the online learning space and documented the effects of the use of the online group discussions and online meeting space on the group interaction. She also had students in both groups evaluate the tools used in the experiment.
Mystery motivators and the success of alternative education studentsPeil, James (2014)Teachers are always looking for ways to keep their students on task with fun things that keep the students engaged. Often times, these activities will help the students not only stay on task but learn in the process. A problem throughout classrooms in today’s alternative education school ls is how educators can get their students to come to school prepared for the day and ready to learn. In a recent research study involving extrinsic motivation and behavior modification in a rural Western New York alternative education school, the question sought to be answered was "Do mystery motivators improve non-residential high school alternative education students’ ability to attend school with their work done, prepared for the school day without any behavioral issues? s?” The study took place in a 10th grade alternative education global studies classroom. Three of the nine students were used as participants in the collection of data. Due to attendance issues and behavioral problems, the data was not consistent with the literature that had been reviewed prior to the study. The significance of the results of this research study is that it is difficult to find a mystery motivator intervention that can easily be formatted to the individual needs of each student.