International student perspectives of their graduate training in agriculture

1985 ◽  
Vol 14 (2) ◽  
pp. 109-111 ◽  
Author(s):  
Terence H. Cooper ◽  
Kristin Cashman
Keyword(s):  
International Student ◽  
Graduate Training ◽  
Student Perspectives

International student perspectives on graduate advising relationships.

2009 ◽  
Vol 56 (3) ◽  
pp. 376-391 ◽  
Author(s):  
Kenneth G. Rice ◽  
Chun-Chung Choi ◽  
Yanmei Zhang ◽  
Jorge Villegas ◽  
Huan Jacqueline Ye ◽  
...  
Keyword(s):  
International Student ◽  
Student Perspectives ◽  
Graduate Advising

Graduate training in clinical psychology: Student perspectives on selecting a program.

2010 ◽  
Vol 4 (2) ◽  
pp. 105-115 ◽  
Author(s):  
E. John McIlvried ◽  
Jacqueline Remondet Wall ◽  
Jessica Kohout ◽  
Stephany Keys ◽  
Anthony Goreczny
Keyword(s):  
Clinical Psychology ◽  
Graduate Training ◽  
Student Perspectives ◽  
Psychology Student

Promoting International Student Research

ASHA Leader ◽  
2007 ◽  
Vol 12 (16) ◽  
pp. 15-17 ◽  
Author(s):  
Elena Plante
Keyword(s):  
International Student ◽  
Student Research

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

International Student Security

2009 ◽  
Author(s):  
Simon Marginson ◽  
Chris Nyland ◽  
Erlenawati Sawir ◽  
Helen Forbes-Mewett
Keyword(s):  
International Student

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

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