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"Student adjustment"
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Perspectives on transitions in schooling and instructional practice
\"Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersection of these two significant themes in education research. Twenty-six leading international experts offer meaningful insights on current pedagogical practices, obstacles to effective transitions, and proven strategies for stakeholders involved in supporting students in transition.
Book
International Student Engagement
This book outlines deep approaches to the academic and social integration of international students at U.S. colleges and universities. It describes concrete examples of strategies to enhance the international student experience across a wide range of institutional types, and explores actions that have enabled colleges and universities to create more inclusive, connected, and purposeful campus environments for international students. It fleshes out the effects of these actions through the first-person narratives of international students themselves. It focuses on reinforcing an institution's existing strengths and capacities to help academic leaders at these institutions develop comprehensive strategies that will enable the creation of inclusive campus climates for international students.
eBook
\Is That Paper Really Due Today?\: Differences in First-Generation and Traditional College Students' Understandings of Faculty Expectations
Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the \"college student\" role in order to understand instructors' expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members' expectations and students' understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents' educational experiences, correspond to important differences in each group's mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.
Journal Article
“Everything is Bigger and Different”: Black Engineering Transfer Students Adjusting to the Intensity and Academic Culture of the 4-Year Campus
Black engineering transfer students face unique challenges while navigating the transfer process from a community college to a 4-year institution. The purpose of this paper is to better understand the experiences of these students and the ways in which they adjust to the 4-year school. We identify specific challenges noted by Black engineering transfer students in their experiences related to: (1) heuristics of teaching and learning that they had to adapt to in order to successfully navigate new campus environments; (2) information gaps that students encountered in what faculty seemed to expect them to already know; and (3) problems in having to adjust to the differences in the academic demands of the 4-year engineering program. In addition to unpacking our findings along these specific domains, we attend to the potential impact of having these challenges in a large, urban, metropolitan area.
Journal Article
Transition and Continuity in School Literacy Development
This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.
eBook
Impact of Psychological Capital on Academic Adjustment Among International Students From Gulf Corporation Council Countries
The experience of international students adjusting to academic life in foreign countries has been widely discussed in Western countries. However, there is a dearth of empirical research that investigates the impact of psychological factors like psychological capital including efficiency, hope, reliance, and optimism, on the academic adjustment of international students in the Gulf Corporation Council (GCC) countries. This study addresses this research gap to examine the issue of academic adjustment in the GCC countries with modesty, yet significant results. Additionally, the study is unique in its exploration of the moderating effect of psychological capital on academic adjustment through the creation of an interaction term. A cross-sectional survey was administered to 303 international students from six countries, and the study employed multinomial logistic regression and marginal effects analyses. The findings indicate a statistically significant positive impact of psychological factors on the academic adjustment of international students in the GCC countries. Moreover, the coefficients of the interaction terms suggest that the impact of psychological capital on academic adjustment is language dependent. This paper provides valuable insights for policymakers, educational ministries of the GCC, and scholars researching international student adjustment.
Journal Article
Early Integration and Other Outcomes for Community College Transfer Students
The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto's (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen's (J Higher Educ, 82:54–91, 2011) concept of \"socio-academic integrative moments\" to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes.
Journal Article
International Student Engagement in Higher Education
Hand-in-hand with the continuing drive to recruit international
students to Western universities goes an interest in student
engagement. However, it is often unclear exactly what is meant by
engagement. This book goes beyond the policy rhetoric to provide a
practice-based explication of international student engagement and
its enabling institutional conditions. By utilising a social
practice conceptual model, the book explains the multiple
dimensions of engagement that are often conflated in policy: the
antecedents to engagement, the actions of engaging, and the
achievements and outcomes of engagement. As a result, the book is
able to address issues such as how English comes to matter in
international student academic practice; the teaching and
assessment approaches that promote international student
engagement; and the metacognitive, cognitive and affective
strategies that international students use to achieve academic and
personal transformation.
eBook