Bibliographic record
Abstract
The purpose of this section is to share recent doctoral dissertations to the Journal of International Students readers. This section lists the selected 50 doctoral dissertations related to the issues and challenges of international students in the United States and Canada. The complete versions of the selected dissertations are available in the ProQuest, Michigan-based electronic publisher.Allaman, L. (2012). The impact of an international student teaching program on the cultural responsiveness of participants (Doctoral dissertation, Edgewood College). Available from ProQuest Dissertation & Theses database. (UMI No. 3511220).Anayah, B. (2012). International students at community colleges: How are their needs being met? (Doctoral dissertation, Colorado State University). Available from ProQuest Dissertation & Theses database. (UMI No. 3523622).Bekmuratova, S. (2012). Study of international students' definitions of, and perceptions about, domestic violence against women (Doctoral dissertation, Minnesota State University). Available from ProQuest Dissertation & Theses database. (UMI No. 1517268).Bordoloi, S. D. (2012). It's like I am standing still: Immigration regulations and wives of international students (Doctoral dissertation, University of Connecticut). Available from ProQuest Dissertation & Theses database. (UMI No. 3510511).Bryson, B. W. (2012). International graduate students studying architecture in China (Doctoral dissertation, University of Pennsylvania). Available from ProQuest Dissertation & Theses database. (UMI No. 3530079).Budianto, L. S. (2012). Chinese international students' friendship and its relationship to acculturative stress and well-being (Doctoral dissertation, Fordham University). Available from ProQuest Dissertation & Theses database. (UMI No. 3499850).Cartwright, C. T. (2012). Assessing the relationship between intercultural competence and leadership styles: An empirical study of international Fulbright students in the U.S. (Doctoral dissertation, Portland State University). Available from ProQuest Dissertation & Theses database. (UMI No. 3540118).Cen, Y. (2012). Growth as product and as process: Student learning outcomes attained through college experiences in China (Doctoral dissertation, Indiana University). Available from ProQuest Dissertation & Theses database. (UMI No. 3509899).Chaudhuri, A. (2012). In search of an identity: A study on FYC students' preference of course labels and identities (Doctoral dissertation, Arizona State University). Available from ProQuest Dissertation & Theses database. (UMI No. 3505774).Chien, L. (2012). The relationships among perceived English fluency, perceived social support satisfaction, acculturative stress, and depressive symptoms in international students (Doctoral dissertation, The University of Wisconsin - Milwaukee). Available from ProQuest Dissertation & Theses database. (UMI No. 3533199).Davison, E. A. (2012). An exploratory study of factors affecting international and domestic English Language Learner students' educational experiences at a Western States Urban University (Doctoral dissertation, University of Colorado at Denver). Available from ProQuest Dissertation & Theses database. (UMI No. 1516599).de Souza, L. V. (2012). Factors Related to the Acculturation Stress of International Students in a Faith-Based Institution (Doctoral dissertation, Walden University). Available from ProQuest Dissertation & Theses database. (UMI No. 3524199).Dinh, R. (2012). A quantitative study on Southeast Asian and Latino students' perceptions of teachers' expectations and self-efficacy (Doctoral dissertation, University of Southern California). Available from ProQuest Dissertation & Theses database. (UMI No. 3542417).Dutta, D. (2012). Sustaining liminality: Experiences and negotiations of international females in U.S. engineering graduate programs (Doctoral dissertation, Purdue University). …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.027 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.008 | 0.012 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.013 | 0.006 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.331 | 0.177 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".