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U.S. Students (u.s + student)
Selected AbstractsConversation Orientation and Cognitive Processes: A Comparison of U.S. Students in Initial Interaction With Native- Versus Nonnative-Speaking PartnersHUMAN COMMUNICATION RESEARCH, Issue 2 2003Ling Chen The present study compares thought patterns, perceptions of interaction (perceived interaction smoothness and interaction involvement), and conversation orientation of U.S. students (N = 60) in dyadic interaction with a partner who is either another American or a non-American nonnative speaker of English. As hypothesized, U.S. participants with nonnative-speaking partners perceived interaction as more difficult, or less smooth, than did their counterparts with native-speaking partners. U.S. participants with nonnative-speaking partners also displayed different thought patterns, having more thoughts showing confusion, as well as more thoughts focused on the partner and less on the content of the ongoing conversation, than those with fellow native-speaking partners. U.S. participants with a nonnative-speaking partner also exhibited a different conversation orientation pattern, focusing more on understanding of the other's message, less on clarifying their own message, and less on displaying their own involvement. Specific thought categories and perceived interaction smoothness were correlated with conversation orientation indices for participants in interactions between native and nonnative speakers. Finally, interaction involvement was found to contribute most to variation in perceived interaction smoothness for both U.S. and non-U.S. participants in interactions between native and nonnative speakers. Implications of the findings are discussed. [source] Cross-cultural Comparisons of Online CollaborationJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 1 2002Kyong-Jee Kim This study investigated two interconnected conferences formed by students and instructors from two different cultures,Finland and the United States,to discuss case situations or problems in school observations, in order to examine cross-cultural differences in online collaborative behaviors among undergraduate preservice teachers. A conference for Korean students in the following semester was added and analyzed for more diverse cross-cultural comparisons. In terms of the first part of this study, computer log data indicated that there were more cross-cultural postings in the Finnish conference by U.S. students than Finnish visitors within the U.S. conference. In addition, student postings made up nearly 80 percent of these discussions. Qualitative content analyses of computer transcripts were conducted to compare their collaborative behaviors with the conferences. Results revealed some cross-cultural differences in the participants' online collaborative behaviors. Korean students were more social and contextually driven online, Finnish students were more group-focused as well as reflective and, at times, theoretically driven, and U.S. students more action-oriented and pragmatic in seeking results or giving solutions. The U.S. and Finnish students spent much time sharing knowledge and resources and also providing cross-cultural feedback. Findings indicate that instructors who facilitate online collaboration among multicultural students need to be aware of cultural differences in the learners' online collaborative behaviors, and such differences need to be taken into account to foster online collaboration among culturally diverse learners. Some data from post-collaboration questionnaires, student interviews, and videoconferencing further informed these findings. [source] A judicial presentation of evidence of a student culture of "dealing"JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2009Nathan B. Wood Abstract This study uses a new-to-educational-research methodology, based on the legal process, to build a case that U.S. students have been largely ignored in discussion and planning for their own, presumed futures. A variety of evidence, from two large and distinct data bases, is drawn together to show: (1) students perceive their classrooms in ways distinctly different from the ways in which teachers perceive the same classrooms, (2) students' values are fundamentally different from teachers', (3) student and teacher cultures work together to perpetuate the status quo, and (4) existing educational policy, and the research on which it is based, does not adequately consider student culture. A global student culture of "dealing" is described and it is argued that this culture is an underlying cause of the deterioration in the achievement of U.S. students and the failures of so many reform efforts to bring about substantial and lasting change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 421,441, 2009 [source] | ||||||||||