scholarly journals The factors affecting the adjustment of a group of turkish dual diploma students in the usa: english proficiency and cultural differences

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Ozgur Yildirim
Keyword(s):  
New York ◽  
Cultural Differences ◽  
English Proficiency ◽  
Comparative Method ◽  
Educational Systems ◽  
State University ◽  
Adjustment Problems ◽  
Factors Affecting ◽  
Constant Comparative Method ◽  
The Usa

The purpose of this qualitative study was to investigate the adjustment problems experienced by a group of Turkish dual diploma students studying in the USA. The participants of the study were 18 undergraduate Turkish students studying in the Environmental Engineering and Civil Engineering dual diploma programs offered by a state university in New York and a state university in Turkey. The data were collected by using 15 interview questions and were analyzed by using constant comparative method in which emerging categories were identified in the interview transcripts and themes were developed from those categories. Analysis of the data indicated six major categories of the factors affecting the adjustment problems: differences in educational systems of the two institutions; English proficiency; the unique design of the program; cultural differences between the two countries; tendency to form and stay in cliques of dual diploma students; and orientation.

The importance of dignity and choice for people assessed as having intellectual disabilities

2020 ◽  
pp. 174462952090520
Author(s):  
Savra Anne Frounfelker ◽  
Anne Bartone
Keyword(s):  
New York ◽  
Day Treatment ◽  
Comparative Method ◽  
Theory Approach ◽  
Group Settings ◽  
Self Confidence ◽  
Constant Comparative Method ◽  
Day Habilitation ◽  
Grounded Theory Approach

Individuals assessed as having an intellectual disability often spend a significant amount of time in day treatment/day habilitation programs after they graduate from school. The quality of these programs varies widely and is not federally legislated. The purpose of the current study is both to explore factors that lead to higher satisfaction for participants in these programs and to better understand what participants want in a program. Using a grounded theory approach, researchers interviewed 25 participants, staff, and family members in focus group settings to collect qualitative data. Interviews focused on what worked and what could be improved at a program located in Western New York. Using the constant comparative method, themes emerged from the data that pointed to the importance of dignity and choice in a day program to facilitate empowerment, higher levels of satisfaction and self-confidence.

TRANSLATING BY FACTORS.Christoph Gutknecht & Lutz J. Rölle. Albany, NY: State University of New York Press, 1996. Pp. xvi + 346. $62.50 cloth, $23.95 paper.

1999 ◽  
Vol 21 (1) ◽  
pp. 158-158
Author(s):  
Sonia Colina
Keyword(s):  
New York ◽  
Empirical Evidence ◽  
Dominant Factor ◽  
State University ◽  
Contrastive Analysis ◽  
Translation Process ◽  
Factors Affecting ◽  
Formal Equivalence ◽  
Linguistic Approach ◽  
Professional Translator

Translating by factors (henceforth TBF) is an attempt at systematizing the multiplicity of factors affecting the translation process, in particular those relevant to the translation of the modals between English and German. TBF is an example of the so-called linguistic approach to translation and an illustration of why such an approach has often been criticized by translation scholars and professionals. Although it is useful to linguistics engaged in descriptive and contrastive studies of modals, the predominantly formal, sentence-based, contrastive-analysis approach embraced by the authors (who adopt, without discussion, formal equivalence as the goal to strive for in translation activity) will not be of as much use to those engaged in the teaching and practice of translation for purposes of communication. This is especially true in light of mounting empirical evidence in the translation competence literature that supports functional considerations as a dominant factor in professional translator processes.

Low-inference transcripts in peer coaching: a promising tool for school improvement

2014 ◽  
Vol 3 (1) ◽  
pp. 86-101 ◽  
Author(s):  
Rosa L. Rivera-McCutchen ◽  
Nell Scharff Panero
Keyword(s):  
New York ◽  
School Improvement ◽  
Student Performance ◽  
Peer Coaching ◽  
Instructional Practice ◽  
Comparative Method ◽  
Future Research ◽  
Content Type ◽  
Promising Tool ◽  
Constant Comparative Method

Purpose – The purpose of this paper is to examine highly detailed “low-inference” transcripts (LITs) of peer coaching conversations, drawn from two public US high schools located in New York City, to explore the kinds of interactions that led peers to be more reflective about their instructional practice. Design/methodology/approach – Using the constant-comparative method of analysis, highly detailed LITs of peer coaching conversations were analyzed to identify instances where peers had what the researchers identified as an “Aha!” moment, where the peer's prior belief or opinion about their instruction and/or planning shifted. Subsequent re-coding identified specific strategies that caused the shift. Findings – Three kinds of interactions were identified as leading to an “Aha!,” all of which involved a thoughtful and strategic use of the LITs during the coaching conversation. Conversely, findings suggested that passive use of the transcripts was less successful. Research limitations/implications – Future research should explore the nature and staying power of the shifts in peer thinking, and the extent to which these shifts lead to instructional changes and improved student performance. Practical implications –LITs are a promising tool for instructional coaching. The evidence suggests when in the hands of a skilled coach the transcripts can shift teachers’ thinking in ways that are likely to improve instructional practice and thus student outcomes. Originality/value – This study highlights the value of pairing strategic and thoughtful peer coaching with highly detailed LITs, and identifies specific kinds of interactions that lead to shifts in thinking about instruction.

scholarly journals Metacognitive failure in constructing proof and how to scaffold it

2021 ◽  
Vol 12 (2) ◽  
pp. 295-314
Author(s):  
Eka Resti Wulan ◽  
Subanji Subanji ◽  
Makbul Muksar
Keyword(s):  
Error Detection ◽  
Qualitative Case Study ◽  
Comparative Method ◽  
State University ◽  
Proof Construction ◽  
Group I ◽  
Stimulated Recall ◽  
Constant Comparative Method ◽  
The Subject

This research aims to describe the students’ metacognitive failure in constructing proof and the scaffolding support. The participants of this qualitative case study were eight preservice mathematics teachers of six-semester, State University of Malang. We carried out a test about proof construction problems in Abstract Algebra. Then we verified the data using triangulation of constant comparative method from a test and a task-based interview with the stimulated recall. The results indicated two groups of students in proving strategy.  Group I performed “appropriate” syntactic strategy and Group II vice versa. Blindness was experienced by the subject that does not recognize errors detection or the ambiguity of the proof. Mirage occurred when the subject recognizes an error detection on the proper strategy or application of a theorem, then is unable to verify the truth of his work. Misdirection appeared when the subject recognizes a lack of progress, then uses an incomplete or irrelevant concept. Vandalism emerged with no progress or detection of errors of the strategy then the subject performs some irrelevant steps to the issue or uses a misconception. Practically, the teachers can use these results for learning innovations in scaffolding-based proof courses. The scaffolding might need some development and application in supporting students to overcome difficulty in proving mathematical sentences. 

scholarly journals Analyses of the effectiveness of management of national educational systems by the example of the experience of leading countries

2019 ◽  
Vol 69 ◽  
pp. 00092
Author(s):  
Svetlana Pryadko ◽  
Boris Tkhorikov ◽  
Alina Vinnik ◽  
Nikolai Dolinsky
Keyword(s):  
Higher Education ◽  
North American ◽  
Government Spending ◽  
Educational Systems ◽  
Continuous Increase ◽  
Factors Affecting ◽  
The North ◽  
The Usa ◽  
High Government ◽  
The Uk

The article presents the results of a study of the effectiveness of management of national educational systems by the example of the North American, European and Scandinavian models of higher education as the most successful in accordance with the data of leading world rankings. The study took place in two stages. At the first stage, the main factors affecting the efficiency and competitiveness of the educational system were ranked, such as: high government spending on the education system, continuous increase in accessibility of higher education for the population, ensuring high quality educational services, export orientation, and others. At the second stage of the study, a system of indicators was formed to evaluate the effectiveness of managing national educational systems, which are presented by the example of the leading countries - representatives of the North American, European and Scandinavian models of higher education (the USA, the UK and Sweden). In addition to quantitative indicators, such as the number of students or government spending on education, which may have a rather large variation of values, since they are related to objective parameters: the total population of a country or occupied territories. We also identified quality indicators: mobility ratios, enrollment in higher education, etc.

scholarly journals FAILURE TO ACHIEVE DEVELOPMENT IN SPITE OF A SERIES OF REFORMS: WHAT IS WRONG WITH EFL TEACHERS’ ENGLISH PROFICIENCY?

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Dereje Tadesse Birbirso
Keyword(s):  
Qualitative Data ◽  
English Proficiency ◽  
Participant Observation ◽  
Comparative Method ◽  
Cascade Model ◽  
Working Environments ◽  
The Poor ◽  
Constant Comparative Method ◽  
Efl Teachers ◽  
Policy Problems

This study focuses on one of Ethiopia’s unfading education policy problems, namely the poor English proficiency of EFL teachers and their students. Qualitative data was collected through unstructured questionnaire and participant observation from twenty-five randomly selected highly experienced EFL schoolteachers and tertiary EFL educators coming from all corners of the country. Relevant archival data were also collected. Besides, four expert informants were also involved as critical consultants for the study. The data was analyzed qualitatively with the reflective and iterative constant comparative method. The results show that for Ethiopian EFL teachers, the problem of the so-called “poor” English proficiency is actually an outcome or a result of poor socio-educational preconditions that inhibited their holistic development as dignified, full-fledged professional citizens. Particularly, meager living conditions, alienating working environments, and a totalitarian policy and practices known as “Cascade Model” are the chief stumbling blocks to their development as fully proficient EFL teachers.

scholarly journals Collecting sexual orientation and gender identity information in the emergency department : the divide between patient and provider perspectives

2019 ◽  
Vol 36 (3) ◽  
pp. 136-141 ◽  
Author(s):  
Lisa M Kodadek ◽  
Susan Peterson ◽  
Ryan Y Shields ◽  
Danielle German ◽  
Anju Ranjit ◽  
...  
Keyword(s):  
Sexual Orientation ◽  
Gender Identity ◽  
Comparative Method ◽  
Institute Of Medicine ◽  
Structured Interviews ◽  
Community Members ◽  
Provider Perspectives ◽  
Constant Comparative Method ◽  
The Usa ◽  
And Gender

BackgroundIn the USA, The Joint Commission and Institute of Medicine have called for collection of patient sexual orientation (SO) and gender identity (GI) information in healthcare. In a recent study, we reported that ED clinicians believe patients will refuse to provide this information; however, very few patients say they would refuse to provide SO/GI. As part of this study, we interviewed patients and providers regarding the importance of collecting this information. While these interviews were briefly summarised in our prior report, the qualitative data warranted a more thorough analysis and exposition to explore provider and patient views as well as risks and benefits of collecting SO/GI.MethodsA purposive sample of 79 participants was recruited for semi-structured interviews between August 2014 and January 2015. Participants included community members who had a previous ED encounter and ED providers from 3 community and 2 academic centres in a major US metropolitan area. Interviews were conducted one-on-one in person, audio-recorded and transcribed verbatim. Data were analysed using the constant comparative method.ResultsFifty-three patients and 26 ED providers participated. Patients perceived collection of SO/GI to be important in most clinical circumstances because SO/GI is relevant to their identity and allows providers to treat the whole person. However, many providers felt SO/GI was not relevant in most clinical circumstances because similar care is provided to all patients regardless of SO/GI. Patients and providers agreed there are risks associated with collecting SO/GI in the ED.ConclusionsED clinicians do not perceive routine collection of SO/GI to be medically relevant in most circumstances. However, patients feel routine SO/GI collection allows for recognition of individual identity and improved therapeutic relationships in the ED. These discordant perspectives may be hindering patient-centred care, especially for sexual and gender minority patients.

scholarly journals Book Reviews

1977 ◽  
Vol 2 (1) ◽  
pp. 32-40
Author(s):  
Paul W. Brewer ◽  
Paul W. McBride ◽  
Martin V. Melosi ◽  
David L. Nass ◽  
F. P. King ◽  
...  
Keyword(s):  
New York ◽  
Karl Marx ◽  
American Foreign Policy ◽  
Theory And Practice ◽  
State University ◽  
University Of Minnesota ◽  
The Usa ◽  
Oral Testimony ◽  
History Of ◽  
The University

James M. Merrill. The USA: A Short History of the American Republic. Philadelphia: J. B. Lippincott Company, 1975. Pp. vii, 380. $5.95. Review by Paul W. Brewer of the University of New Mexico. Stanley Feldstein and Lawrence Costello, eds., The Ordeal of Assimilation: A Documentary History of the White Working Class 1830's to the 1970's. Garden City: Anchor/Doubleday, 1974. 500 pp., Index. $4.95; Moses Rischin, ed., Immigration and the American Tradition. Indianapolis: Bobbs-Merrill, 1976. 456 pp., Index. $7.50. Review of Paul W. McBride of Ithaca College. David M. Chalmers. Neither Socialism nor Monopoly: Theodore Roosevelt and the Decision to Regulate the Railroads. (The America's Alternatives Series.) Philadelphia: J.B. Lippincott Company, 1976. Pp. x, 121. $3.25. Review by Martin V. Melosi of Texas A&M University. David E. Kyvig, ed. FDR's America. St. Charles, Missouri: Forum Press, 1976. 183 pp., bibliography. $5.95; H. Rogert Grant and L. Edward Purcell, eds. Years of Struggle: The Farm Diary of Elmer G. Powers, 1931-1936. Ames, Iowa: Iowa State University, 1976. 139 pp. $6.95. Review by David L. Nass of Southwest Minnesota State University. Stephen E. Ambrose. Rise to Globalism: American Foreign Policy, 1938-1976. Revised Edition. New York: Penguin Books, 1976. Pp. 390. $3.95. Review by F. P. King of Metropolitan State College. Alton Hornsby, Jr. The Black Almanac: From Involuntary Servitude (1619-1860) to the Age of Disillusionment (1964-1974). Woodbury, NY: Barron, 1975. 241 pp. $2.95. Review by George D. King of the University of Minnesota. Richard O. Davies. The Age of Asphalt: The Automobile, the Freeway, and the Condition of Metropolitan America. Philadelphia: J. B. Lippincott Company, 1975. Pp. xii, 139. $3.25. Review by Frank Burdick of the State University of New York, College at Cortland. Charles R. Poinsatte and Bernard Norling. Understanding History Through the American Experience. Notre Dame, Indiana: University of Notre Dame Press, 1976. Pp. X, 214. $3.95. Review by Robert A. Calvert of Texas A&M University. Ronald J. Grele, ed. Envelopes of Sound: Six Practitioners Discuss the Method, Theory and Practice of Oral History and Oral Testimony. Chicago: Precendent Publishing, Inc., 1975. 154 pp. + two 1-hour cassette tapes. Book, $7.50; cassettes $13.95. Review by Sally Allen of Hampshire College. Boris Nicolaievsky and Otto Maenchen-Helfen. Karl Marx: Man and Fighter. Middlesex, England: Penguin Books, 1976. Pp. xii, 492. $4.95. Review by Larry D. Wilcox of the University of Toledo.

scholarly journals THE USA PRESS ABOUT THE LINER «LUSITANIA» CRASH IN 1915

2019 ◽  
pp. 40-46
Author(s):  
A. A. Soykin
Keyword(s):  
New York ◽  
World War I ◽  
Comparative Method ◽  
New York Times ◽  
Historical Sources ◽  
The Us ◽  
The Usa ◽  
Historical Comparative ◽  
The Given ◽  
Printed Press

The paper is devoted to one of the most interesting problems in the modern historical science; it analyzes the crash of transatlantic liner “Lusitania” and the reaction of the US printed press towards it in 1915. The importance is increased by the fact that periodicals, being considerable historical sources, are able to introduce new data on the liner wreck with a help of interpolation, as well as to determine the American society’s attitude to this tragic event. As a result, the paper’s subject is the American printed press of 1915 as a source of information about particular events of the World War I. The study analyzes the US periodicals of 1915, such as The New York Times ; The New York Herald ; The Brooklyn Daily Eagle ; The Evening Telegram-New York . The given items are published on the Library of the US Congress’s official website and contain information about the Americansociety’s attitude towards the wreck of Lusitania. The author carried out research using the US newspapers with a help of general scientific research methods, such as: description, analysis, comparative method. We also used special methods of historical research: the historical-comparative method and the cultural-semiotic approach. The given work came to conclusion that the wreck of Lusitania was actively discussed in the USA in 1915. The focus was on the following facts: the number of people killed, the causes of the crush, the American government’s attitude to this tragedy etc. The results of the study allow us to reveal the USA press’s attitude towards Lusitania wreck.

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