Dissertations / Theses on the topic 'Comparative and cross-cultural education'
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Xu, Xianxuan. "A cross-cultural comparative study of teacher effectiveness: Analyses of award-winning teachers in the United States and China." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1550154197.
Full textLi, Yue. "Oriental mysteries, Occidental dreams? : perception, experience and cultural reinterpretation in contemporary cross-cultural contexts : a comparative analysis between China and the West." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5068/.
Full textHeredia-Ortiz, Eunice. "The impact of education decentralization on education output a cross-country study /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-12072006-132254/.
Full textJorge L. Martinez-Vazquez, committee chair; Robert M. McNab, David L. Sjoquist, Mary Beth Walker, committee members. Electronic text (163 p.) : digital, PDF file. Description based on contents viewed Aug. 6, 2007. Includes bibliographical references (p. 156-162).
Kulich, Steve J. "Applying cross-cultural values research to "the Chinese"." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2011. http://dx.doi.org/10.18452/16426.
Full textThis dissertation addresses a gap in intercultural communication research, providing a comprehensive interdisciplinary overview and evaluation of western and Chinese values studies, as well as devising multi-method studies among Chinese to test and expand Schwartz’s values theory. Volume 1 provides a(n) (1) extensive historical review of values and core culture concepts in related disciplines, (2) an integrated check-list of value studies critiques; (3) an attempted detangling of the values concept from other related psychological domains; (4) a rethinking of tradition-modernity assessments, proposing a matrix of co-existing value clusters; (5) the particular relevance of values in rapid social change; (6) a historical summary of Chinese values descriptions with links to international research; and (7) an extensive English review of recent Chinese mainland values research. Volume 2 reports multi-method probes including qualitative language and culture explorations at the term, expression and proverb unit of analysis as well as statistical analysis of indigenous data. It presents exploratory quasi-quantitative procedures for associating indigenous emic data with the Schwartz etic framework for values relation mapping. Consistent cultural clusters, emerging matrix dimensions, and fit statistics are analyzed to propose and analyze value set sub-scales. Main findings include (1) confirmation of the universal Schwartz model in these Chinese samples with some contextual modifications; (2) consistent appearance (at both cultural and individual levels) of ten “thick cultural clusters” that enhance and expand Schwartz’s seven domains; (3) theoretical expansion that in such contexts, new clusters/dimensions need to be considered, with robust evidence to split Embeddedness and Egalitariansm and evidence of some blended Mastery and Hiearchy value sets which deserve reconsideration for how they might reflect interdependent or collective culture reinterpretations. Keys are provided for future research, varied theoretical frameworks are reconsidered, and proposals put forward for a more historically-, contextually-, theoretically- and meaning-based values study research process.
De, Jong Connie Jo. "Global Gallery: Revolutionary Re-Localization through fair Trade International handicrafts, Tourism and Cultural Education." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392048477.
Full textFerguson, Elizabeth, and University of Lethbridge Faculty of Arts and Science. "Einstein, sacred science, and quantum leaps a comparative analysis of western science, Native science and quantum physics paradigm." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, c2005, 2005. http://hdl.handle.net/10133/253.
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Holmes, Bryn. "Cross-cultural differences of use of information technology in education : a comparative study of the use of computers in Japanese and British classrooms." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284997.
Full textGupta, Meenakshi 1970. "Mothers' involvement in their children's education : a comparative study of mothers from Canada, India and Mexico." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36946.
Full textBall, Aaron Gerald. "A Comparative Evaluation of an Educational Program Designed to Enable Mechanical Engineering Students to Develop Global Competence." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3198.
Full textChow, Kwok-lim, and 周國廉. "To find the determinants for effective science education throughcross-national studies at the junior secondary level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959313.
Full textAl-Ali, Nabla. "A cross-cultural comparative study of nursing, dental and medical students' knowledge, education and attitudes toward domestic violence and abuse in Northern Ireland and Jordan." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492520.
Full textGriffin, Catherine Rosarii. "The mediation of market-related policies for the provision of public second level education : an international comparative study of selected locations in England, Ireland and the USA." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:36b5b5cc-8e09-4c31-9a54-083e1c824d67.
Full textALHAJJI, ALI A. "“The Reliability of Cross-Cultural Communication in Contemporary Anglophone Arab Writing”." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531502012291.
Full textCeiriog-Hughes, David Jeremy. "Cultural professionalism : a comparative study of teacher professionalism in England and France." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242300.
Full textRunciman, Carey Lynn. "A comparative study of the performance of English and Xhosa speaking children on the Wechsler Intelligence Scale for Children-Revised (WISC-R)." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1007467.
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Farrugia, Christine. "Legtimacy of cross-border higher education policy| A comparative case study of Dubai and Ras Al Khaimah." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243344.
Full textThis study investigates the legitimacy of policies to import cross-border higher education (CBHE) in the United Arab Emirates (UAE). This study compares two of the UAE’s higher education subsystems – Dubai and Ras Al Khaimah – to understand how higher education stakeholders in the UAE interpret foreign involvement in higher education and investigate how those interpretations contribute to stakeholders’ assessments of the legitimacy of the country’s CBHE policies. The legitimacy of cross-border higher education policies is a potentially contentious issue because the higher education resources that are imported into host countries under CBHE policies are usually intended to supplement existing higher education systems whose stakeholders may not welcome foreign involvement in higher education. Given the multiple actors and national contexts that are active in the UAE’s higher education systems, there are potential legitimacy challenges facing local CBHE policies. The purpose of this study is to explore this area of possible disconnect in the legitimacy of CBHE to more clearly understand how host country higher education stakeholders evaluate the legitimacy of CBHE policies within their own systems and to arrive at a theory of policy legitimacy for cross-border higher education.
This study approaches policy legitimacy in higher education by investigating how higher education stakeholders evaluate CBHE policies and derives a theory of CBHE policy legitimacy from the study’s findings. The following research questions guide the study:
1. What are the goals of CBHE policies? How do these goals serve to increase the legitimacy of the higher education subsystem?
2. How do resident higher education stakeholders evaluate the legitimacy of CBHE policies?
3. How do the findings of this study on legitimacy in a non-democratic environment resonate with existing policy legitimacy theories?
This qualitative study is a two-case comparison of CBHE policy in the emirates of Dubai and Ras Al Khaimah in the United Arab Emirates (UAE), each of which has implemented CBHE policies in their private higher education sectors. Forty-five higher education stakeholders were interviewed across the two emirates between January and April 2012. Site visits and document analyses were conducted in both cases and an additional 40 higher education actors were interviewed in other UAE higher education systems, providing background context for the two cases analyzed in this study.
Support was found for the model of CBHE policy legitimacy proposed in the study. Salient components of CBHE policy legitimacy include the procedural elements of legality, decision norms, and representation, as well as normative legitimacy of the policies.
Lowe, John Anthony. "Social and cultural influences on students' responses to science in a Solomon Islands secondary school." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021530/.
Full textOosthuizen, Henning. "A comparative study on the educational debate in central Europe, with specific reference to Hungary, Poland and Czechoslovakia 1989-1991." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/17502.
Full textThis dissertation seeks to determine how the socio-economic and political changes, following the 1989 revolutions in Central Europe, have found reflection and led to the emergence of interest groups in the education debate. It looks at the reforms initiated by the new ruling .power-elite in Poland, Hungary and Czechoslovakia. This reform process, embodying the value system of the new governments, has led, the dissertation seeks to show, directly to new and vibrant interest groups on the educational landscape. This study identifies the seven prominent interest groups - seeking to satisfy their own interests - which engage the government in the education policy making arena. This policy making arena, which I refer to as the "arena of power", is analysed through focussing on the relationship of power between the seven interest groups and the state. The Halasz (1986: 123) classification of interest groups in communist Hungary in 1986, forms the point of departure for my examination of post-1989 interest groups. Each chapter highlights the circumstances that influenced the development of interest groups and the extent of their participation in reforms. The dissertation concludes with a reclassification of post-1989 interest groups in Central Europe, in order to facilitate a better understanding of the dynamics of interest groups in the "arena of power".
Löfgren, Kent. "Studenters fritids- och motionsvanor i Umeå och Madison : Ett bidrag till förståelsen av Pierre Bourdieus vetenskapliga metodologi." Doctoral thesis, Umeå universitet, Pedagogik, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-13.
Full textZychowicz, Mary S. "Cultural Discontinuities: Insights into Latino Educational Values in a Latino Community in the U.S." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257179655.
Full textSchneider, Silke. "Confusing credentials : the cross-nationally comparable measurement of educational attainment." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:15c39d54-f896-425b-aaa8-93ba5bf03529.
Full textMuff, Aline. "Citizenship education and identity : a comparative study across different schools in Northern Ireland and Israel." Thesis, Queen's University Belfast, 2019. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.766290.
Full textChow, Kwok-lim. "To find the determinants for effective science education through cross-national studies at the junior secondary level." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810627.
Full textKaparou, Maria. "Instructional leadership in a cross-country comparative context : case studies in English and Greek high performing secondary schools." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/61913/.
Full textRodríguez-Quiles, y. García José A. "Spain : current planning for music education." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3212/.
Full textLeung, Shan Mui Stella. "The use of praise and humour in ESL classrooms by native speaking teachers (NS) and non-native speaking Chinese teachers of English (NNS) : a cross-cultural comparative study in the Hong Kong context." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/380.
Full textGreaves, Morten. "The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746279.
Full textThis study positions itself in the field of international/global Early Childhood Care and Education (ECCE). The early years of child development constitute what is often viewed as the most significant developmental period of the entire life-cycle. Studies have pointed to a range of benefits that ECCE programs can provide, leading to a greater interest in the field of ECCE globally. International/global ECCE is predominantly determined by Western derived theories and programs. Some Western derived ECCE programs assert their universal applicability, but there is criticism and opposition to the perceived ethnocentricity of these programs. Such resistance raises fundamental questions about what forms globally orientated ECCE programs should take.
This exploratory comparative case-study explores the lived-experiences, perceptions and praxes of ECCE educators in Lebanon and Denmark, as well as the habitus from which these arise. These constructs were investigated through the use of a qualitative, comparative, embedded-design case-study. In-depth phenomenological interviews, structured and unstructured observations/participant-observations and document analysis were used to collect data. The data was analyzed thematically utilizing open/axial/selective coding and a priori themes.
The four participants’ perceptions converged with regards to the perception that child-educator ratios have implications for ECCE praxis. All the participants held that their approaches to ECCE were child-centered, although their interpretations of what constituted child-centered praxis differed. The participants believed that parents play an important role in ECCE, but the relationship between educator and parent is not always easy. Finally, all the participants felt a deep love for ECCE, and had done so ever since they first came into contact with the field. The Lebanese and Danish cases diverged on their perceptions of ECCE curriculum and whether or not they believed that ECCE praxis is an extension of motherhood.
Ochs, Kimberly. "Educational policy borrowing and its implications for reform and innovation : a study with specific reference to the London Borough of Barking and Dagenham." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670201.
Full textWhitlock, D. A. K. "Three distance education projects in Latin America : A comparative study and evaluation of some political and cultural determinants of success or failure." Thesis, University of Sussex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373150.
Full textSato, Yoshiko. "Cultural learning of Japanese pre-school children in England : a comparative study on the development of 'self-regulation' between England and Japan." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020235/.
Full textMeans, Sheryl Felecia. "CREATING IDENTITY: HOW STEVE BIKO CULTURAL INSTITUTE’S BLACK CONSCIOUSNESS AND CITIZENSHIP INFLUENCES STUDENT IDENTITY FORMATION IN SALVADOR, BAHIA, BRAZIL." UKnowledge, 2018. https://uknowledge.uky.edu/edsc_etds/36.
Full textKim, Soyoung. "A comparative case study of Korean and Australian early childhood education for sustainability: Exploring teachers’ practices, beliefs, and assumptions through a cultural lens." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231545/1/Soyoung_Kim_Thesis.pdf.
Full textArk, Amanda K. "EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South Korea." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586622243746444.
Full textPerez, Sonja Zepeda. "Mis(s) Education: Narrative Construction and Closure in American Girl." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556826.
Full textCartwright, Chris Taylor. "Assessing the Relationship Between Intercultural Competence and Leadership Styles: An Empirical Study of International Fulbright Students in the U.S." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/759.
Full textBurton, Lindsay Julia. "Community-based early learning in Solomon Islands : cultural and contextual dilemmas influencing program sustainability." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b9c96049-ea5d-47e3-b74c-951cd22bb090.
Full textBarnes, Valerie Rose. "Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984215/.
Full textBraun, Tina Verfasser], Paul [Gutachter] Dierkes, and Annette [Gutachter] [Scheersoi. "Efficacy of outdoor environmental education : a cross-national comparative research study investigating nature connectedness, environmental attitudes, knowledge and behavior / Tina Braun ; Gutachter: Paul Dierkes, Annette Scheersoi." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2019. http://d-nb.info/1178726061/34.
Full textClausen, Bernd. "„Vielfalt“ in musikbezogenen Diskursen." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3195/.
Full textJank, Birgit. "Grundsätzliche Strategien und methodische Wege des Umgangs mit (sich bildenden) eigenen und fremden kulturellen Identitäten der Schülerinnen und Schüler im Musikunterricht." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3210/.
Full textRodríguez-Quiles, y. García José A. "Vergleichende Musikpädagogik am Beispiel der Länder Spanien und Deutschland." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3211/.
Full textRodríguez-Quiles, y. García José A. "¿Están los alemanes interesados por el flamenco? : una aproximación a la cultura flamenca en la República Federal." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3213/.
Full textRodríguez-Quiles, y. García José A. "Haben die Deutschen Interesse am Flamenco? : eine Annäherung an die Flamencokultur in der Bundesrepublik Deutschland." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3214/.
Full textOliveira, Pinto Tiago de. "Kulturen im Karneval und ’Karneval der Kulturen’ : ethnomusikologische Betrachtungen zu einer Veranstaltung in Berlin und in Pernambuco." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3215/.
Full textJank, Birgit. "Zeitgeschichtliche Dimensionen musikalischen Lernens und musikpädagogischer Forschung : einige Überlegungen zur Aufarbeitung der DDR-Musikerziehung nach der politischen Wende in Deutschland." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3216/.
Full textJank, Birgit. "Jüdische Musik als Gegenstand interkultureller Musikpädagogik." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3217/.
Full textJank, Birgit. "Zur notwendigen Förderung interkultureller Kompetenz an deutschen Hochschulen in den Bereichen der Musik." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3218/.
Full textRodríguez-Quiles, y. García José A., and Birgit Jank. "Perspektiven einer Interkulturellen Musikpädagogik." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/2915/.
Full textBarcenas, Jaimez Gustavo. "Child-Centered Play Therapy (CCPT) with Latina/o Children Exhibiting School Behavior Problems: Comparative Effects of Delivery by Spanish-Speaking and English-Speaking Counselors." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062839/.
Full textBashir-Ali, Khadar. "The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790.
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