Date of this Version
The Nebraska Educator
Department of Teaching, Learning, and Teacher Education
118 Henzlik Hall
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0355
There are not many student-run academic journals, so The Nebraska Educator is excited to provide a forum for researchers, scholars, policymakers, practitioners, teachers, students, and informed observers in education and related fields in educational settings in the United States and abroad. Now in our third year, it is exciting to see the work that continues to be accomplished when those interested in educational research have a venue to share their contributions. To date, articles published in the previous two volumes of our journal have been downloaded more than 7,000 times by readers all across the globe.
The Nebraska Educator has four main goals with its published research: (1) to familiarize students with the publication process, (2) to faciliate dialogue between emerging scholars, educators, and the larger community, (3) to promote collegiality and interdisciplinary awareness, and (4) to establish a mechanism for networking and collaboration.
This publication would not have been possible without the guidance and assistance from faculty, staff, and graduate students across the College of Education and Human Sciences. We are also grateful for the work of Paul Royster at Love Library, who assisted us with the final formatting and online publication of our journal. In addition, we would like to thank the Department of Teaching, Learning, and Teacher Education’s Graduate Student Assocation, whose financial contributions helped to launch our journal.
The Nebraska Educator is an open-access peer-reviewed academic education journal at the University of Nebraska-Lincoln. This journal is produced by UNL graduate students and publishes articles on a broad range of education topics that are timely and have relevance at all levels of education. We seek original research that covers topics which include by are not limited to: (a) curriculum, teaching, and professional development; (b) education policy, practice, and analysis; (c) literacy, language, and culture; (d) school, society, and reform; and (e) teaching and learning with technologies.
If you are interested in submitting your work to The Nebraska Educator, please submit online using: http://digitalcommons.unl.edu/nebeducator/
Contents of Volume 3
Examining doctoral attrition: A self-determination theory approach, by Mark Beck
Korea and the Dominican Republic: A transnational case study-analysis, by Aprille Phillips
Transitional Adjustment Intervention for International Students in U.S. Colleges, by Zhuo Chen
Language, Literacy, and Dewey: “Experience” in the Language Arts Context, by Jessica Masterson
Fostering Metacognition in K-12 Classrooms: Recommendations for Practice, by Markeya S. Peteranetz
A Technology-Supported Learning Experience to Facilitate Chinese Character Acquisition, by Xianquan Liu and Justin Olmanson