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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 3 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 4 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 5 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 6 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 7 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 8 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 9 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 10 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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| 11 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 12 |
Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 13 |
Aviation English Assessment and Training
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In: Publications (2021)
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| 14 |
Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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| 15 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (2021)
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| 16 |
Equity Leadership for English Learners During COVID–19: Early Lessons
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In: Academic Journal Articles (2021)
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| 17 |
Equity Leadership for English Learners During COVID–19: Early Lessons
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In: Professional Journal Articles (2021)
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| 18 |
Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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| 19 |
The Policy Feedback Loop: Exploring English Learner (EL) Policy, Policy Implementation, and the Relationship between Policy, Research, and Practice
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In: Doctoral Dissertations (2021)
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| 20 |
The Perceived English Writing Needs of Non-Primary English International Doctoral Students at R1 Universities Across the United States
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In: Doctoral Dissertations (2021)
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Abstract:
Despite United States higher education institutions experiencing a 7.4% increase and a 3.1% increase in enrollment of international doctoral students (IDSs) during the 2018-19 and 2019-20 school years, there are aspects of graduate education that are lacking for IDSs, including training specifically on writing (Sidman-Taveau & Karathanos-Aguilar, 2015). Without adequate writing assistance provided to IDSs, there is a potential that they may be less likely to persist and succeed in their doctoral programs (Sowell et al., 2009), which may dampen international graduate students’ contribution to the intellectual life (Smith & Khawaja, 2011) and diversity on campus (Williams & Johnson, 2011). Therefore, this needs assessment sought to assess non-primary English IDSs’ perceptions of their own English writing skills, their own English writing needs in their PhD programs, and their own perceptions of the anticipated employer expectations of their English writing skills post-PhD. These students were enrolled at institutions across the United States that had R1 Doctoral University Carnegie Classifications. The results from this study indicated that IDSs on average stated that they perceived they were not currently adequately prepared to successfully obtain employment for their desired careers post-PhD in 23 of the 25 areas of English writing measured in this study. Specific areas of English writing that IDSs perceived themselves to have a lower skill ability on included writing without surface-level errors, writing with clarity, and providing a strong argument in their writing. These findings are troubling, as most IDSs stated that these were also specific areas of writing they perceived as needing to possess strong skillsets on in order to successfully obtain employment in their desired careers post-PhD. The implementation of this study’s findings will allow for U.S. R1 institutions to provide targeted academic assistance towards students’ specific areas of need and be affirmed that they are adequately preparing non-primary English IDSs with the powerful English writing skills they need for a successful graduate school experience and career post-PhD.
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Keyword:
and Multicultural Education; and Research; Bilingual; Doctoral Education; Educational Assessment; Evaluation; Higher Education; International Students; Multilingual; Needs Assessment; Writing Education
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URL: https://trace.tennessee.edu/utk_graddiss/6686
https://trace.tennessee.edu/cgi/viewcontent.cgi?article=7353&context=utk_graddiss
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