Journal articles: 'Comparative and cross-cultural education'

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HAMUTOGLU, Nazire Burcin, Orhan GEMIKONAKLI, Clifford De RAFFAELE, and Deniz Mertkan GEZGIN. "Comparative Cross-Cultural Study in Digital Literacy." Eurasian Journal of Educational Research 20, no. 88 (July 30, 2020): 1–28. http://dx.doi.org/10.14689/ejer.2020.88.6.

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Glover, Anne, and Dasia Black-Gutman. "Reflections on Cross-Cultural Research." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 1–5. http://dx.doi.org/10.1177/183693919602100302.

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Cross-cultural research, like all other research, is multi-dimensional. It includes both comparative research, as opposed to research conducted in a single society, and research in which researchers and participants belong to different cultural groups. As a process, it presents numerous challenges. In cross-cultural or comparative studies there are questions related to the validity of the constructs being employed, the appropriateness of measures, and the suitability of methodologies for specific contexts. When researchers and study participants belong to different groups, questions about who determines and defines the research, who owns it, and how the research data is used, all need to be addressed.

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Birkeland, Åsta. "Cross cultural comparative education – fortifying preconceptions or transformation of knowledge?" Policy Futures in Education 14, no. 1 (November 23, 2015): 77–91. http://dx.doi.org/10.1177/1478210315612647.

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Lam, Kelly Ka Lai, and Mingming Zhou. "Grit and academic achievement: A comparative cross-cultural meta-analysis." Journal of Educational Psychology 114, no. 3 (April 2022): 597–621. http://dx.doi.org/10.1037/edu0000699.

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Dimmock, Clive, and Allan Walker. "Comparative Educational Administration: Developing a Cross-Cultural Conceptual Framework." Educational Administration Quarterly 34, no. 4 (October 1998): 558–95. http://dx.doi.org/10.1177/0013161x98034004006.

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Getmanskaya, E. V. "COMPARATIVE ANALYSIS OF CROSS-CULTURAL COMPETENCE AS A CATEGORY OF MULTICULTURAL EDUCATION." Historical and social-educational ideas 9, no. 4/2 (January 1, 2017): 155–62. http://dx.doi.org/10.17748/2075-9908-2017-9-4/2-155-162.

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Rappleye, Jeremy. "Comparative education as cultural critique." Comparative Education 56, no. 1 (December 10, 2019): 39–56. http://dx.doi.org/10.1080/03050068.2019.1701247.

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Foster, Susan, Patricia Mudgett-Decaro, Sangeeta Bagga-Gupta, Lieke De Leuw, Lars-Åke Domfors, Greg Emerton, Venetta Lampropoulou, Sue Ouellette, Jan Van Weert, and Olga Welch. "Cross-cultural definitions of inclusion for deaf students: a comparative analysis." Deafness & Education International 5, no. 1 (February 2003): 1–19. http://dx.doi.org/10.1179/146431503790560745.

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John-Steiner, Vera, and Carolyn Panofsky. "Narrative Competence: Cross-Cultural Comparisons." Journal of Narrative and Life History 2, no. 3 (January 1, 1992): 219–33. http://dx.doi.org/10.1075/jnlh.2.3.03com.

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Abstract In a series of cross-cultural studies of narratives by children and adolescents, we examined thematic variations as well as cohesive devices. Our subjects ranged from 5 to 15 years of age. Our initial study included Black, Hispanic, and Native-American participants. We used a story-retelling task for comparative analysis. We found that children between ages 5 and 8 substantively increased the quantity and accuracy of their retold narratives. We also found thematic differ-ences among stories by children from the different speech communities, which suggested coherent cultural schemas specific to each ethnic group. Native-Amer-ican students, who reconstructed stories on the basis of pictorial cues, also revealed strong cultural and tribal variations in their narratives. In follow-up studies, we examined the relationship between narrative compe-tence and narrative cohesion. Our subjects (ranging in age from 8 to 11) were drawn from public school groups of English-speaking American students and Hungarian public school students. In the retold stories of these two groups, we found that the Hungarian students demonstrated a more artful storytelling style, employing a greater variety of cohesive devices and establishing a more coherent narrative experience than did the American students. (Linguistics, Education)

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Schriewer, Jürgen Karl. "The twofold character of comparative education: Cross-cultural comparison and externalization to world situations." Prospects 19, no. 3 (September 1989): 389–406. http://dx.doi.org/10.1007/bf02207633.

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Pullen, Carrie, and Doris Abrishami. "Comparative Study of Cultural Competency Education." International Journal of Health, Wellness, and Society 9, no. 1 (2018): 31–40. http://dx.doi.org/10.18848/2156-8960/cgp/v09i01/31-40.

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Gayowsky, Alexandra. "Reflections of an Ontario Student Teacher in Scotland: Cultural Language and Cross-Cultural Classroom Management." Journal of Teaching and Learning 13, no. 1 (September 17, 2019): 71–77. http://dx.doi.org/10.22329/jtl.v13i1.5993.

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A new teacher in her initial teacher education (ITE) program is focused on curriculum content, classroom management and pedagogy, and this perspective does not change despite a variation in the cultural context (Hassaram, Robertson, & Garcia, 2019). “Reflections of an Ontario Student Teacher in Scotland” is a narrative of raw, qualitative reflexive data composed during a one-week period of ITE practice teaching placement in Northern Scotland (Clarà, Mauri, Colomina, & Onrubia, 2019). The English teacher-narrator identifies the language differences, comparative abilities in writing, and those one-on-one connections between student teacher and pupils that allow for a rewarding reciprocal learning experience in first year classroom management and teaching.

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Degotardi, Sheila, Feifei Han, and Jiangbo Hu. "Infant educators’ use of mental-state talk in Australia and China: a cross-cultural comparative study." International Journal of Early Years Education 30, no. 1 (November 7, 2021): 87–105. http://dx.doi.org/10.1080/09669760.2021.1997727.

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Enslin, Penny, and Mary Tjiattas. "Liberal feminism, cultural diversity and comparative education." Comparative Education 40, no. 4 (November 2004): 503–16. http://dx.doi.org/10.1080/0305006042000284501.

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Lwin, Soe Marlar. "PROMOTING LANGUAGE LEARNERS’ CROSS-CULTURAL AWARENESS THROUGH COMPARATIVE ANALYSES OF ASIAN FOLKTALES." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 2 (October 4, 2016): 166. http://dx.doi.org/10.15639/teflinjournal.v27i2/166-181.

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With the global spread, the English language has become a lingua franca and a component of basic education in many Asian countries, making Asia one of the regions in the world with the largest number of English speakers. However, due to the rich cultural diversities of Asian societies, using English as a lingua franca in Asia implies that speakers need to develop not only communicative competence but intercultural communicative competence, so as to ensure successful communication among people from different Asian societies. Given that successful intercultural communication requires the speakers’ appreciation of their cultural diversities, while celebrating certain similarities, promoting learners’ cross-cultural awareness has become one of the important objectives of English language teaching in Asia. In this paper, I will draw on some sample analyses of Asian folktales which have been translated into English to (i) identify and explore the features of narrative structures and contents which can be seen as transcultural and others which can be highlighted as culture-specific, and (ii) discuss how such comparative analyses of narrative structures and contents in Asian folktales can be used to promote the cross-cultural awareness of English language learners in Asia. Implications for the socio-cultural-based English language teaching are offered.

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Ahmadi, Leila. "Rhetorical Structure of Applied Linguistics Research Article Discussions: A Comparative Cross-Cultural Analysis." Journal of Language and Education 8, no. 3 (September 30, 2022): 11–22. http://dx.doi.org/10.17323/jle.2022.12750.

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Background. Recent years have seen tremendous research efforts in the development of English for academic and research publication purposes, utilising an established approach to comparative genre analysis. This growing interest is primarily driven by the global dominance of Anglophone writing conventions, which necessitates raising awareness among researchers, particularly in non-Anglophone contexts. Purpose. This study explored and analysed the communicative intents of the discussion sections in research articles in two different contexts to investigate the effect of nativeness on the structural organisation in this genre. The focus of the study was on the rhetorical structure and employment of Moves in the applied linguistics research article Discussions, written in English by Iranian and native English-speaking researchers. Methods. A mixed-methods research study was conducted on two corpora, comprising 40 Discussions written by Iranian scholars and 40 Discussions written by native English-speaking scholars, selected from research articles published in international peer-reviewed journals. Results. The comparison of the two corpora revealed similarities and differences in the frequency, type, structure, sequence, and cyclicity of Moves. While there were significant differences in the frequency and sequence of Moves and Steps, both corpora employed the same types. They featured cyclical structures with no evidence of linear patterns across the Discussions. Both groups of researchers found it essential to provide background information and report and comment on the results in the research article Discussions, however, with notable differences in commenting strategies, i.e., Steps. The results indicated that socio-cultural conventions might have influenced the scholars' under- and over-employment of certain Moves and Steps in the research article Discussions. Implications. The findings of this study provide research-based evidence to practically and pedagogically assist in the context of English for academic and specific purposes, particularly in teaching English for research publication purposes to non-native English-speaking scholars.

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Pook, Laszlo A., and János Füstös. "Information sharing by management: some cross-cultural results." Human Systems Management 18, no. 1 (April 12, 1999): 9–22. http://dx.doi.org/10.3233/hsm-1999-18103.

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The influence of national cultures on managerial styles, information needs, and on information sharing were examined in Bolivia, Hungary, and Poland. Survey data were collected and comparative statistical analysis was performed using analysis of variance. The results shed some light on preferred managerial styles by country, amount of structure in the work environment, information sharing, and some speculations about employees trained under socialism. The analysis focused on the effects of age, gender, education, type of work assignment, organization type, tenure at work, and position at the organization, by national culture. Results indicate that national cultures do indeed influence the availability and dissemination of information. Though Hungarian and Polish workers on the average tended to wish for more structure, there was no evidence to suggest that younger members of the work force would prefer more structure and control in their daily work life than workers with longevity. The data indicate that although the communists may have tried to change work values, they did not succeed; a conclusion corroborated by others. As compared to Bolivia, the significance of gender in Hungarian and Polish work life was found to be greater. The authors make recommendations for Western businesses preparing to enter into multicultural environments overseas.

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Maurice, Marc. "Tanaka Masahiro. The Cross-cultural Transfer of Educational Concepts and Practices: A Comparative Study." Revue française de pédagogie, no. 158 (March 1, 2007): 190–91. http://dx.doi.org/10.4000/rfp.574.

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Orjasniemi, Tarja, and Jóna Margrét Ólafsdóttir. "Do we need cross border education?" Journal of Comparative Social Work 12, no. 1 (April 21, 2017): 65–92. http://dx.doi.org/10.31265/jcsw.v12i1.147.

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The aim of this article is to examine studentsʼ experiences of cross-border education based on a single course carried out in collaboration between two networks, Barents Cross-Border University (BCBU) and the Thematic Network of Social Work (TNSWUA), as well as the experiences of teachers in the course. The course was a part of the curriculum for the Master’s Degree Programme (BCBU) in Comparative Social Work. Most of the students were studying in this Master’s Programme, some of them were exchange students at the University of Lapland (UL) and the rest were social work students at UL and the University of Iceland (UI). The course ran for two weeks in April 2015, and included lectures, discussions and workshops; parts of the course were delivered electronically, while other sections were delivered by teachers on-site. This course provided a broad multi-professional introduction to the field of addiction and substance abuse care. Students learned about screening the alcohol culture and the relationship between society, addiction, gender, family, life phases, ageing, maternity and substance use. The data for this study was collected through focus group discussion, with students reflecting on one question: ‘Do we need cross-border education?’ Data from instructors was collected through discussions during the planning and post-course discussions. Overall, the experiences of students and instructors were positive. The collaboration did not face insuperable challenges. The findings highlighted four main themes: globalization, networking, comparing theory and practice, and using technology. Globalization has set new demands for social work and its professionals. Experts in cultural diversity and international social issues, as well as people with a comparative approach to different societies, are needed the world over. Regarding implications for cross-border education, we would recommend collaboration in the particular field of social work, developing specific courses together supported by both universities and international networks of universities.

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Jaquish, Gail A., and Richard E. Ripple. "A Life-Span Developmental Cross-Cultural Study of Divergent Thinking Abilities." International Journal of Aging and Human Development 20, no. 1 (January 1985): 1–11. http://dx.doi.org/10.2190/rnjj-nbd0-4a3k-0xpa.

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Developmental aspects of ideational fluency, flexibility, and originality were assessed across five age groups (children, adolescents, young adults, adults, middle-aged adults) comparatively in two cultures (Chinese and American). A total of 316 Chinese participants ranging in age from nine to sixty years responded in writing (Cantonese) to presentation of four groups of acoustical stimuli. Responses were scored for fluency, flexibility, and originality of thought. Comparative American data were collected in a previous study. Significant age associated differences in fluency and flexibility were obtained for Chinese respondents. A cross-cultural MANOVA yielded significant main effects for culture; American scores were uniformly higher than Chinese. Developmental trends across age groups demonstrated cross-cultural similarity in the expression of originality.

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Maliutina, Elena A., and Olga G. Oberemko. "The Problem of Developing Cultural Self-Identity in Adults Learning a Foreign Language." Vestnik Tomskogo gosudarstvennogo universiteta, no. 460 (2020): 202–12. http://dx.doi.org/10.17223/15617793/460/24.

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The article deals with the problem of cultural identity in mastering a foreign language by adult students during the lifelong learning process. It reveals the meaning of the terms “self-identity”, “self-identification”, “cultural identification”. The problems of forming students’ intercultural competence, a deep view of their native culture, and awareness of their own ethno-cultural identity are discussed. The article reveals the potential of the discipline “Foreign Language” for the development of cultural identity, defines the role of linguistic education in enriching the individual picture of the world of students in the comparative context of different cultures. Recommendations on the organization of the pedagogical process in line with the current trends of the Federal Project “Education” are offered. The article highlights the stages of teaching foreign languages within the framework of the intercultural paradigm. According to the authors, cognitive-intellectual, emotional and behavioral components should be included in the educational process aimed at developing cultural self-identity. The authors consider the development of cultural self-identity of adults as a basic principle of continuous self-education. For the purpose of its practical implementation, cross-cultural trainings are used, namely, the creation of communicative situations, role-playing game, webinar, coworking and project. The development of distance education makes it possible to successfully implement webinars in the educational process, which make it possible to reach a wide audience and attract native speakers more easily. The co-working technology helps to create a creative atmosphere, quickly helps participants establish contact and establish friendships. The project activity allows one to thoroughly work out and analyze a specific task, search for conditions and methods aimed at achieving a practical result. The authors conducted experimental training in two blocks at Nizhny Novgorod Dobrolyubov State Linguistic University and OJSC “GAZ” in order to test the possibility of using various cross-cultural trainings for the formation and development of self-identity of adults when they master a foreign language. The results were evaluated by tests on the skills and abilities of cross-cultural communication, as well as a questionnaire of the audience’s evaluation of their ability to enter into intercultural interaction and develop self-identity. Thus, the authors come to the conclusion that mastering a foreign language from the point of view of the development of cultural identity of adults should be built on a contrast-comparative basis using various cross-cultural trainings that include materials of a comparative nature.

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Litualy, Samuel Jusuf, and Henderika Serpara. "COMPARATIVE LITERARY WORKS, LANGUAGE LEARNING AND CHARACTER BUILDING OF LEARNERS." JURNAL TAHURI 18, no. 2 (August 18, 2021): 14–23. http://dx.doi.org/10.30598/tahurivol18issue2page14-23.

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This paper aims to express efforts to use comparative literary works as a medium in language learning, and at the same time as a means for the formation of the character of learners. The benefits of comparative literature, among others: (1) as the basis of the study of cross-cultural literary works, (2) as the basis or basis of language skills learning (Sprachfertigkeiten) namely: listening (Hӧrverstӓndnis-Sprechfertigkeit), reading-writing (Leseverstӓndnis-Schreibfertigkeit), (3) as a means of strengthening character education. As the basis for cross-cultural text studies, comparative literary works can be used to compare cultures between nations. As the basis of language learning, comparative literary works, has a uniqueness that is not possessed by other linguistic teaching materials, because the language of literary works has a connotative characteristic (figurative), contains majas, and prioritizes the characteristics of narrative discourse. Language in literary works prioritizes its main function, which is communicative function and suitable to be used to teach language skills. Furthermore, as a means of strengthening character education, literary works are worthful, which can be used to provide value strengthening for learners as the future generation of the nation.

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HERMAN, Lyudmyla, Vira SHASTALO, and Iryna HLADKYH. "National cultural codes: comparative aspect." Humanities science current issues 1, no. 39 (2021): 168–72. http://dx.doi.org/10.24919/2308-4863/39-1-27.

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Dimmock, Clive. "Connecting research and knowledge on educational leadership in the West and Asia: adopting a cross-cultural comparative perspective." Comparative Education 56, no. 2 (December 15, 2019): 257–77. http://dx.doi.org/10.1080/03050068.2019.1703393.

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Haight, Wendy L., and James E. Black. "A Comparative Approach to Play: Cross-Species and Cross-Cultural Perspectives of Play in Development." Human Development 44, no. 4 (2001): 228–34. http://dx.doi.org/10.1159/000057062.

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Alramadan, May Mahdi. "CERTAINTY AND SUBJECTIVITY IN ENGLISH EDUCATION RESEARCH: A CROSS CULTURAL SYSTEMIC FUNCTIONAL ANALYSIS." Journal of Languages and Language Teaching 10, no. 1 (January 5, 2022): 1. http://dx.doi.org/10.33394/jollt.v10i1.4548.

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This study examines the use of epistemic modality (expressions that signal varying degrees of certainty and subjectivity) by writers of English education research. Epistemic modality is a crucial, yet intricate, rhetorical device through which writers qualify their claims and construct a stance towards their texts and readers. Disciplinary and cultural norms influence the rhetorical use of modality in academic texts. To understand the impact of these contextual factors, linguistic descriptions need to examine discourse produced in individual disciplines and even subdisciplines. Using an exploratory comparative approach, the present study analyzes education research that is produced by native-English-speaking and EFL Arab writers: (1) to describe the discipline-specific practices that are adopted by native writers to manipulate the degrees of certainty and subjectivity in their discourse; and (2) to explore how these practices vary cross-culturally. Sixty research papers are analyzed using the finely grained model of Systemic Functional Linguistics. The findings show a disciplinary preference whereby native writers avoided expressing hesitancy and doubt and preferred a moderately confident epistemic stance to create convincing arguments. These writers’ epistemic style was also objective and detached. The EFL texts, in contrast, were less dialogic and had higher levels of confidence, explicitness, and subjectivity. Although advanced in their linguistic and disciplinary proficiency, the non-native writers displayed some patterns that are generally characteristic of other Arab and non-Arab L2 writers/learners, indicating the vital role that culture and nativeness play in rhetorical strategy use. The paper ends by highlighting the need for explicit instruction of epistemic modality in Arab higher education institutions in order for non-native writers to produce academic texts that are persuasively effective from the perspective of the international academic community.

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Hudnall, Monica. "Self-Reported Perspectives on Cultural Competence Education in Speech-Language Pathology." American Journal of Speech-Language Pathology 31, no. 2 (March 10, 2022): 631–38. http://dx.doi.org/10.1044/2021_ajslp-20-00338.

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Purpose: Only 8% of American Speech-Language-Hearing Association (ASHA) members identify as members of an underrepresented racial group (ASHA, 2021); hence, little is known of the lived experiences and perspectives of these members. Critical investigation of cultural competence in the clinical education and training of speech-language pathologists (SLPs) can illuminate problems and solutions with existing frameworks and provide innovative pedagogical approaches to teaching and learning. The researcher's goal was to document the knowledge and lived experiences of SLPs from cross-cultural perspectives to meaningfully critique and evolve practice standards. Method: Using self-reported perspectives in narrative case study approach, four SLPs from cross-cultural backgrounds engaged with the researcher in dialogic interviews. The interview audio recordings were transcribed and coded for themes that reflected the lived experiences and realities of the collaborators. Results: The findings suggest that (a) this group of SLPs had critical and contrary perspectives on instruction and training in cultural competence, (b) their lived experiences through their interpersonal environments largely influence their clinical decision-making, and (c) they learned to navigate cross-cultural perspectives in their graduate education mostly through comparative framings (i.e., language difference vs. language disorder). Conclusion: The data gathered from the self-reported perspectives of SLPs in this study can serve as preliminary reference for future qualitative research on how curriculum and training frameworks may shift to support both underrepresented practitioners of color, the diverse populations SLPs serve and provide guidance for nuanced discussions of systemic factors that can impact research, teaching, and practice in the field.

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Hardcastle, Elinor, Stephanie Pitts, and José Luis Aróstegui. "A cross-cultural comparison of music education experiences and ambitions in two Spanish and English primary schools." International Journal of Music Education 35, no. 3 (September 22, 2016): 381–90. http://dx.doi.org/10.1177/0255761416667471.

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A small-scale comparative study of music education provision in two Spanish and English primary schools was carried out in 2013–14, using questionnaires, interviews and observations. The study investigated the musical experiences of the children in the two schools, their ambitions for their musical futures, and the classroom practices and policy contexts that shaped these encounters with musical learning. Through thematic analysis and comparison of the data from the two schools, we examine music in children’s lives, music in the classroom, and musical ambitions and values, and consider how well the music curriculum serves the children in each setting.

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Berglund, Teresa, Niklas Gericke, Jelle Boeve-de Pauw, Daniel Olsson, and Tzu-Chau Chang. "A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden." Environment, Development and Sustainability 22, no. 7 (October 10, 2019): 6287–313. http://dx.doi.org/10.1007/s10668-019-00478-2.

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Abstract Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies that focus on the broad context of sustainable development and ESD. The current study investigates the sustainability consciousness of grade 12 students (age 18–19) in Taiwan (N = 617) and Sweden (N = 583) and discusses the implications for ESD policy and practice. The findings indicate that significant differences exist between the two samples, both with respect to their sustainability consciousness and within the three sub-constructs of knowingness, attitudes and self-reported behaviors. The differences are considered in light of the cultural value orientations of the East Asian and Western European regions. Implications for ESD are discussed from the perspective of cultural specificity.

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Ivanova, A. E., and I. V. Antipkina. "Reading Skills of First Graders in Russia and Kazakhstan: A Cross-Cultural Study." Психологическая наука и образование 27, no. 5 (2022): 107–20. http://dx.doi.org/10.17759/pse.2022270509.

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This article assesses the intercultural comparability of reading assessment results taking into account the specifics of the test content in relation to the child’s cultural environment. The reading skills of first graders in two countries were assessed using the reading scale of the computerized instrument “Start”. The sample of students from Kazakhstan included 1102 first-graders from Russian-language schools in the city of Almaty. The sample of students from Russia included 2247 first-graders from the city of Novosibirsk. Pearson reliability and Chronbach’s alpha were in the range from 0.89 to 0.96. Subsequently, Differential Item Functioning analysis was carried out on a combined sample in order to investigate whether the scale tasks work identically for the students from Russia and Kazakhstan when the levels of their reading skills are taken into consideration. Logic regression showed that there are no items with DIF effect size reaching beyond 0,13 (under Zumbo-Thomas classification). The research outcomes may be of interest to international comparative studies of reading skills development.

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Shin, Ryan, and Junghee Kim. "A Comparative Cross-Cultural Examination of Community Art Education Programs in South Korea and the United States." Studies in Art Education 55, no. 3 (April 2014): 227–40. http://dx.doi.org/10.1080/00393541.2014.11518932.

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Shi, Yujie, and Xuebo Cui. "A Comparative Analysis of the Cultural Content in Go For It and New Standard English." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1578. http://dx.doi.org/10.17507/tpls.0912.15.

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With the development of globalization, more and more attention has been paid to the cultivation of cross-cultural awareness in English learning. Based on the English Curriculum Standard for compulsory Education (2011), this paper analyzes the cultural content of middle school English materials in “Go For It” and “New Standard English”. Through the comparison of two sets of materials and the investigation of students, this paper sums up the advantages and improvements of two materials, which can provide a reference for the compilation of cultural content and help English teachers’ cultural teaching to enhance students’ cultural awareness.

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Xu, Jun, and Gillian Hampden-Thompson. "Cultural Reproduction, Cultural Mobility, Cultural Resources, or Trivial Effect? A Comparative Approach to Cultural Capital and Educational Performance." Comparative Education Review 56, no. 1 (February 2012): 98–124. http://dx.doi.org/10.1086/661289.

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Van Teijlingen, Edwin, Cecilia Benoit, Ivy Bourgeault, Raymond DeVries, Jane Sandall, and Sirpa Wrede. "Learning from health care in other countries: the prospect of comparative research." Health Prospect 14, no. 1 (July 23, 2015): 8–12. http://dx.doi.org/10.3126/hprospect.v14i1.13036.

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It is widely accepted that policy-makers (in Nepal and elsewhere) can learn valuable lessons from the way other countries run their health and social services. We highlight some of the specific contributions the discipline of sociology can make to cross-national comparative research in the public health field. Sociologists call attention to often unnoticed social and cultural factors that influence the way national reproductive health care systems are created and operated. In this paper we address questions such as: ‘Why do these health services appear to be operating successfully in one country, but not another?’; ‘What is it in one country that makes a particular public health intervention successful and how is the cultural context different in a neighbouring country?’ The key examples in this paper focus on maternity care and sex education in the Netherlands and the UK, as examples to highlight the power of cross-national research. Our key messages are: a) Cross-national comparative research can help us to understand the design and running of health services in one country, say Nepal, by learning from a comparison with other countries, for example Sri Lanka or India. b) Cultural factors unique to a country affect the way that reproductive health care systems operate. c) Therefore,we need to understand why and how services work in a certain cultural context before we start trying to implement them in another cultural context.

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Jones, Brian, and Norma Iredale. "Enterprise and entrepreneurship education: towards a comparative analysis." Journal of Enterprising Communities: People and Places in the Global Economy 8, no. 1 (March 4, 2014): 34–50. http://dx.doi.org/10.1108/jec-08-2012-0042.

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Purpose – This paper states the case for adopting a comparative method of analysis to the study of enterprise education. Adopting a comparative approach can provide fresh insights and opportunities for researching from different perspectives. It develops understanding of the concept by reexamining its origins and history. By default its purpose, development operation and rationale are also briefly discussed through reference to literature and policy. Design/methodology/approach – This paper draws on the literature around enterprise and entrepreneurship education. It argues that comparative analysis of enterprise education is an important methodological tool that can enrich, deepen and inform research processes, findings and outcomes. Comparative analysis can take a number of forms and can include within country, cross-country, historical, temporal, longitudinal, spatial, pedagogical, policy or other types of comparison. Findings – This paper unpacks and teases out some of the points of difference and similarity between enterprise education concepts, policies and practices; and the way they are introduced to, applied and operate in different contexts. The main focus and point for comparison is the UK. Enterprise education is distinct from and should not be confused with business and economics. Teacher training in the techniques of enterprise education and resources designed to suit social and cultural requirements is crucial to achieve successful project outcomes. Originality/value – The comparative analysis of enterprise education programmes and policies advocated here adds value and provides additional insight to these concepts and practices.

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Koltunov, E. I., V. G. Gryazeva-Dobshinskaya, Ya A. Dmitrieva, N. V. Markina, J. Zhi, and E. S. Naboichenko. "Value foundations of experiencing stress and adaptation of students: Cross-cultural study." Education and science journal 24, no. 2 (February 12, 2022): 138–68. http://dx.doi.org/10.17853/1994-5639-2022-2-138-168.

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Introduction. Present work is dedicated to an urgent problem that has emerged as a result of a global trend – an increase in the number of young people moving to other countries in search for a higher education, which often leads to stress during the process of cultural adaptation.In the current research, the authors conducted a comparative analysis of the normative and individual values of students from China and Russia, studying at the Russian university. The relevance of the research is based on the existing need for distinguishing psychological resources that could be helpful in the process of cultural adaptation and experiencing stress during the contact with the new cultural environment. Value foundations are considered as one of such potential resources, capable of affecting process of experiencing stress and adaptation.The aim of the present article was to conduct a cross-cultural analysis of the normative and individual values of students from China, who experience stress and adapt to stressful situations in a new culture, and students from Russia studying with them.Methodology and research methods. The research uses a comparative analysis of values of different cultures and a complex analysis of value foundations in the context of experiencing stress and adaptation to stressful situations among migrant students.Results and scientifi novelty. In the course of the research, it was found out that values corresponding to the cultural specifi of the native countries of the students (China and Russia) are statistically more pronounced among students with a low level of stress. Among students with a high level of stress, values, which are not that part of the normative of their native culture, are more pronounced. Hedonistic values hamper the process of cultural adaptation both for Russian and Chinese students. A comprehensive study of the relationship between adaptation to stressful situations and stress experience revealed the groups of students with a cross-cultural specifiof the value foundations for experiencing stress. The data obtained both correlate with the existing studies of changes in values of students from China and Russia, and provide a basis for further research in the direction of studying stress and adaptation among students from both countries.Practical significance. The research results can be used in the analysis of stress exposure among students from Russia and China and the subsequent development of adaptational strategies. The discovered specificities of cultural value foundations could be employed to form potential resources of preadaptation to stressful situations among student youth.

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KARIMOV, Rakhmat, Oleg NAUMENKO, Kamola SAIDOVA, Ruslan ELMURATOV, and Rauf BEKBAEV. "The Phenomenon of Education in the Context of an Intercultural Philosophical Approach." WISDOM 24, no. 4 (December 25, 2022): 84–90. http://dx.doi.org/10.24234/wisdom.v24i4.941.

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The article discusses the principles of coordination of intercultural philosophy with the main vectors of development of modern spheres of education. The mechanisms of the formation of intercultural philosophy since the end of the 20th century have been investigated. The etymological analysis of the concepts of “dialogue”, “discussion”, “contact”, “interaction”, “polylogue”, “speech of many” and “multiple contacts” is carried out. The authors analyze the processes of correlation, mutual influence and communication of cross-cultural discourse in the context of comparative philosophy and synthesis of cultures both from a general theoretical and methodological perspective. Special attention is paid to the prospects of studying the phenomenon of intercultural and interregional interactions of the philosophy of education, comparative and intercultural philosophy.

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Lee, Yuen Ting. "A Comparative Analysis of China and India: Ancient Patriarchy, Women’s Liberation, and Contemporary Gender Equity Education." African and Asian Studies 14, no. 1-2 (March 27, 2015): 134–53. http://dx.doi.org/10.1163/15692108-12341244.

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Scholars have become increasingly fascinated with cross-cultural approaches to various disciplines in order to understand the concept of globalization. However, a joint historical and comparative approach to gender equity education in China and India is adopted much less in the academic world. This article aims to fill this lacuna by looking at both countries across time and culture in order to develop a holistic perspective. It argues that both countries are optimistically targeting “greater” gender equality in education. The rate of progress in each country varies in accordance with the influences of the country’s own patriarchal system, cultural and gender beliefs, and efforts to change such beliefs. It concludes that China better performs at achieving gender equality in education than India.

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Kolomiets, Svetlana, Irina Saveleva, and Elena Medvedeva. "Challenges of Interaction in Multicultural Class of Future Mining Engineers within Computer Supported Collaborative Learning." E3S Web of Conferences 278 (2021): 03011. http://dx.doi.org/10.1051/e3sconf/202127803011.

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The inclusion of computer mediation and distance education has influenced the training of future mining engineers in Kuzbass universities. This study investigates the issues of students’ interaction in multicultural groups within Computer Supported Collaborative Learning. CSCL served as a conceptual framework to guide the presented study. Forty-eight Russian and Indian students participated in the experiment. To assess the peer interaction in multicultural groups four questionnaires were designed. The authors used comparative analysis to analyze the interviews of the participants. To process the data, the Pearson’s correlation analysis was performed. In the result of comparative analysis of the participants’ interviews some conclusions on students’ interaction in multicultural class were done. Foreign students demonstrate positive attitude towards collaborative learning activities while one in two Russian students displays reluctance and frustration in relation to cross-cultural collaborative learning environment. The results suggest that the main challenges for implementation of CSCL in higher education institutions of Kuzbass are insufficient cross-cultural skills of students and even teachers and the lowquality digital infrastructure of universities.

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Nappo, Daniel John, Sophia A. McClennen, and Earl E. Fitz. "Comparative Cultural Studies and Latin America." Hispania 88, no. 4 (December 1, 2005): 771. http://dx.doi.org/10.2307/20063195.

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Mahadevan, Jasmin. "Intercultural engineering beyond stereotypes." European Journal of Training and Development 38, no. 7 (July 29, 2014): 658–72. http://dx.doi.org/10.1108/ejtd-10-2013-0107.

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Purpose – This article aims to suggest implementing an integrated approach – named intercultural engineering – at university level. Engineering today often takes place across cultures, locations and organizations. As a result, many companies have included cross-cultural training activities into their internal human resource development program. However, current practice neglects the engineering context and might enable sophisticated stereotyping. Design/methodology/approach – This article presents the case of a German bachelor study program in International Industrial Engineering and the theoretical foundations of its design. Findings – Engineering education needs to move beyond simplistic comparative cross-cultural management theory. It needs to acknowledge cultural complexity in engineering through an integrated development of competencies for utilizing the benefits of cultural diversity. Originality/value – The contribution of this article lies in providing a practical example of how to develop integrated competencies for cultural diversity in engineering, as based on latest theory.

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WARCHOŁ, Adam. "The culture-induced creativity of metaphors. A comparative corpus-based study." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (June 30, 2020): 109–32. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.7.

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Conceptual metaphors vary along two major dimensions: intercultural (cross-cultural) and intracultural (within-culture). Taking John Henry Newman’s (1801-1890) vision of university education, formulated almost two centuries ago in his The Idea of a University (1858), the paper aims at establishing which of Newman’s metaphors conceptualizing university are still “valid” today to refer to contemporary university education. Besides the time divergence, the research checks whether the same metaphors occur in completely two different countries, namely in Newman’s Ireland and in contemporary Poland. The results obtained in the Corpus-based study indicate that some of Newman’s metaphors seem to be valid in a different culture-specific context, in Poland.

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Ying, Jieqiong, and Gang Hong. "A Cross-cultural Comparative Study of Requests Made in Chinese by South Korean and French Learners." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 54. http://dx.doi.org/10.17507/jltr.1101.07.

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This study aims to examine the differences of pragmatic strategies of requests made in Chinese by South Korean and French learners, in comparison to those made by Chinese native speakers (CNS). Using a Discourse Completion Test (DCT) questionnaire as the research tool, 20 Chinese, 20 French students and 20 South Korean students from the Shanghai International Studies University (SISU) were randomly selected to complete the questionnaire. The response data from the Chinese student questionnaires were used as the baseline data for comparison as well as generating a modified coding scheme. The results show that Chinese speakers and South Korean learners tend to be more direct by using “query preparatory” and “mood derivable” as head acts, while French learners tend to be indirect by primarily using “query preparatory.” In terms of sociopragmatics, the results show that Korean learners and Chinese tend to be hierarchical and collectivistic, while French students are prone to be egalitarian and individualistic. L2 transfer, inductive/deductive mindset, unfamiliarity, and varied perceptions of politeness could be possible reasons for the differences in request strategies. This study concludes with suggestions for future research and pedagogy.

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Pavlova, Olena, Olena Afonina, Iryna Vilchynska, Olena Khlystun, and Lesia Smyrna. "Cultural and artistic education strategies." Linguistics and Culture Review 5, S4 (November 13, 2021): 1288–300. http://dx.doi.org/10.21744/lingcure.v5ns4.1778.

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The relevance of this study is conditioned by the dual standards of institutionalisation of artistic and educational practices, must meet the principles of creating cultural objects as material products of high culture and aesthetic level, but, at the same time, must meet the requirements of the time, standards and educational tendencies of its time. Thus, a conflict of artistic vision and the standards of accumulated artistic experience is formed, which must be resolved in a process of dialogue and permanent collaboration of the two practices: educational and artistic. The purpose of this article is to investigate the basic vectors of the institutionalisation of educational and artistic practices, identifying priority ways of institutionalising both practices and the space for their interaction in scientific research. The main scientific methods for researching the topic are the basic general scientific theoretical methods of analysis, synthesis, induction, deduction, comparative to deduce the main regularities and characteristic features in the processes of institutionalisation of artistic practices, as well as systematisation and classification methods to form the structure of the main educational artistic strategies based on common and unique features.

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Lisnychenko, Alla, Tamara Glazunova, Tamila Dovhaliuk, Svitlana Kuzmina, and Hanna Podosynnikova. "Facebook Movie-Based Discussions: Bringing Down Intercultural Barriers in English Language Education." Arab World English Journal 13, no. 3 (September 24, 2022): 429–44. http://dx.doi.org/10.24093/awej/vol13no3.28.

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The paper’s main aim is to highlight the importance of underpinning English language education with intercultural competence. The authors describe and analyze the experience of the cross-cultural exchange in Facebook movie-based discussions as an innovative approach to English teacher preparation in Ukraine. The study examines the perceptions of American films regarding various social, educational, and cultural issues by American and Ukrainian participants. The authors address the following questions: 1. What are the intercultural differences in the perception of American movies manifested by the representatives of the American and Ukrainian cultures during movie club discussions? 2. What are the participants’ attitudes to online discussions in a Facebook group? The research engages 83 participants, including university professors, their family members, and prospective teachers majoring in teaching English as a foreign language. The study applies Hofstede’s cultural dimensions model and descriptive, comparative, and qualitative methods. Since the research is empirical and an exciting outcome of international academic collaboration in teacher preparation, its findings have proven the significance of cross-cultural communication for educational purposes. The emphasis on strengthening English language teacher preparation with intercultural awareness, values, and skills for service in the multicultural world has evident benefits for the quality of teacher training in the Ukrainian context. The research also signifies Facebook as a platform for future online educational collaboration.

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Sarkar Arani, Mohammad Reza. "An examination of oral and literal teaching traditions through a comparative analysis of mathematics lessons in Iran and Japan." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 196–211. http://dx.doi.org/10.1108/ijlls-07-2015-0025.

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Purpose – The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom in different cultural contexts. Emphasis is here placed on Iranian oral and Japanese literal teaching traditions. Design/methodology/approach – Qualitative research methods were employed for data collection, including cross-cultural lesson analysis meetings in Iran and Japan and semi-structured interviews with the participants of the meetings. In doing this, the study plans to make apparent the structure of meaning hidden in lesson practice – a so-called cultural script of teaching – by comparing this practice in cultural context, through the eyes of educators from different socio-cultural perspectives. Findings – The findings are intended to clarify the mathematical communication approach used in Iran and Japan. Mathematical communication proceeds through speaking rather than writing in Iran, discussing before summarizing and taking notes (speaking/listening), while in Japan, it proceeds through writing before telling and speaking (writing/reading). Research limitations/implications – This study delivers a transnational learning opportunity for educators to learn how to provide evidence-based analysis of a lesson for professional learning to raise the quality of teaching. However, as this is a case study, it opens up the possibility for comparative lesson analysis of more sample lessons, and how active learning and dialogic teaching can be designed in different educational contexts. In addition, it may be interesting for educators to see how this comparative lesson analysis helps practitioners to revise their teaching. These are very important research questions which the researcher hopes to cover in his next manuscript. Practical implications – Comparative lesson analysis has the potential to expand more “research in practice” for designing mathematics lessons from the perspective of the students – so-called “customized teaching.” In addition, how the silent process of each individual student in the lesson has impacted on their learning and understanding – so-called “personalized learning” – is one of the issues arising from the case studies. Social implications – The value of comparative lesson analysis as a lens is in its ability to reveal to educators their own unconscious teaching script. It provides an opportunity for evidence-based critiques of our own teaching traditions that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value – This study combines careful measurement with “insider” and “outsider” perspectives to provide a deeper understanding of the real world of the classroom and the cultural context of teaching.

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Hu, Ceelsan, Parmod Chand, and Elaine Evans. "The Effect of National Culture, Acculturation, and Education on Accounting Judgments: A Comparative Study of Australian and Chinese Culture." Journal of International Accounting Research 12, no. 2 (April 1, 2013): 51–77. http://dx.doi.org/10.2308/jiar-50507.

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ABSTRACT We examine the influence of national culture on the judgments of Australian and Chinese tertiary accounting students when they are interpreting selected International Financial Reporting Standards (IFRSs) that contain uncertainty expressions. To extend prior cross-cultural research, we also examine whether cultural values of individuals can change because of acculturation and accounting education, and measure their potential impact on accounting judgment. The results provide strong support for the notion that Chinese accounting students are more conservative than Australian accounting students in assigning probabilities to in-context uncertainty expressions contained in IFRSs. A unique finding of this study is that the cultural values of individuals can change because of acculturation and accounting education, and this could potentially improve the comparability of financial reports by moderating differences in the interpretation of accounting standards caused by cultural differences between accountants. Data Availability: The complete version of the research instrument is available from the second author.

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Kazakeviciute, Agne, Renata Urbone, and Monika Petraite. "Curriculum development for technology-based entrepreneurship education." Industry and Higher Education 30, no. 3 (June 2016): 202–14. http://dx.doi.org/10.1177/0950422216656050.

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University-based entrepreneurship education is facing a paradigm shift between the classical ‘business school’ and the contemporary cross-disciplinary ‘technology venturing’ approach, mainly advocated by engineering schools and other communities outside business schools. The conflict is between structured ‘business planning and executing’ following a tradition of management education, and ‘opportunity search and exploitation’, following Schumpeterian entrepreneurial thought and reflecting the method common to cross-disciplinary discoveries in science, thus reflecting the nature of entrepreneurship. In the latter approach, the entrepreneurship curriculum is built as a platform for the interaction of a variety of disciplines to enhance cross-disciplinary thinking. Based on a comparative analysis of internationally acknowledged entrepreneurship education programmes, this article presents the cross-disciplinary and cross-cultural approach to the technology entrepreneurship curriculum development for undergraduates at Kaunas University of Technology in Lithuania. The method relies on the sequential development of individual, team-based and business skills. These three levels of competence development build the framework for the curriculum design and course didactics, which focus on mixed group work, international curriculum design and teaching, and participation in international innovation challenges. The efficiency of the method was assessed using student entrepreneurial attitude testing (at the start and end of the course) and international student achievement testing (achievements in the international business idea contest). The article offers an insight into the development of a technology-based entrepreneurship curriculum which is relevant to universities in Europe and worldwide.

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Ružena Popović, Evdokia Samouilidou, Jasna Popović, and Milan Dolga. "Assessment of the Quality of Life, Health, and Social Wellness in Upper Elementary School Students: Cross-Cultural and Gender Specificity." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 1 (February 6, 2020): 127–42. http://dx.doi.org/10.33258/biohs.v2i1.158.

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The objective of this study is a comparative analysis of the possibilities of physical education (PE) inclusion in children with health problems, and the current status in upper elementary school boys and girls. Understanding the concept of impaired health is a precondition for the realization of the training process and possible integration in the process of PE, according to the structure of health disadvantages. Method. Quality of life was assessed with the Questionnaire (Q), and analysis was done at three levels, with adequate methods of evaluation. Results. Comparative analysis, regarding the cultural and gender specificities is elaborated, based on MANOVA and DISCRA analysis, within the Introductory part, and 11 scales of the Q. Conclusion. Analysis of data points out on the significant cross-cultural differences, considering survey results, with a special overview of total samples of respondents (boys/girls) from diverse cultural, and social backgrounds.

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Zhang, Yi-Hai, Hongyu Peng, Hin Wah Chris Cheung, King Man Eric Chong, and Chin Fung Philip Chow. "Doing educational research in Chinese societies: Hong Kong SAR & China." Asian Education and Development Studies 8, no. 3 (July 8, 2019): 340–50. http://dx.doi.org/10.1108/aeds-06-2017-0051.

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Purpose The purpose of this paper is to explore the differences between Hong Kong Special Administrative Region (SAR) and Mainland in terms of education and also the influence of it on doing comparative educational research. Hong Kong SAR is ruled by the Chinese Government under the framework of “One country, two systems.” It makes Hong Kong SAR different from other Mainland cities based on different aspects including, education. The finding of this paper provides a systematic review about the differences between these two Chinese societies in terms of education and also implication for conducting comparative educational research in these two societies and also generating some implications for cross-national and cross-cultural study in education. Design/methodology/approach This paper made references from the framework proposed by Bray and Thomas (1995) in relation to comparative educational research to make comparison between Hong Kong SAR and Mainland China. Multi-level comparison is conducted between two societies in terms of education, especially aspects relating to conducting educational research sat social, school and individual levels. Findings This paper identified the influence of “One county, two systems” on education at different levels such as ideology, school management system and use of languages in teaching. Such differences affect the choice of topics, sampling strategy, research design, data analysis and interpretation and also ethical considerations when conducting comparative research between Hong Kong SAR and Mainland China. Originality/value This paper is an integrated analysis of conducting educational research in two Chinese societies and provides insights for further discussions and possible research about this topic.

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Journal articles on the topic 'Comparative and cross-cultural education'

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