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Published: 26 July 2024

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1

Chimbindi, Felisia. "Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4948.

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Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from curriculum implementation approaches used by the lecturers. This study therefore, sought to find out how students with diverse academic backgrounds are catered for in the provision of TCD programmes in the two sampled universities of technology in Zimbabwe, with a view to assist the students and to enhance the quality of TCD provision. The study adopted a post-positivism paradigm and used a mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. A questionnaire, interviews and document analysis were used to collect data from respondents. Purposive sampling procedure was used to select 36 TCD lecturers, 2 universities’ quality assurance directors, 2 TCD faculty deans of studies, and 2 department chairpersons. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that catering for students with diverse academic backgrounds was practiced in the two universities despite the absence of a curriculum implementation policy to guide the provision of TCD programmes to students with diverse academic backgrounds at university level. It emerged that catering for students with diverse academic backgrounds in implementing TCD curricular at the two sampled universities was faced with various challenges that include lack of lecturer training with regard to catering for students from diverse academic backgrounds and inadequate lecturer training in depth TCD subject content knowledge and ICT teaching technology packages. The study also revealed that there is not enough university and stakeholder participation with regards to supporting and monitoring curriculum implementation process to cater for students with diverse academic backgrounds. Although there were challenges encountered in catering for students with diverse academic backgrounds, the study reveals that there are pockets of good practice in some curriculum implementation strategies implemented by the two institutions such as use of student centered teaching and instructional approaches, university support and lecturer commitment to assist the students. The study findings conclude that although catering for TCD students with diverse academic backgrounds was being practiced in the two universities of technology, there are very critical issues observed over the programmes implementation process that include absence of curriculum implementation policy, lack of training of lecturers and inadequate participative TCD stakeholder involvement. Based on the study findings and reviewed literature, the researcher suggests an alternative curriculum implementation framework for catering for students with diverse academic backgrounds that may help improve effectiveness of university programmes implementation.
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Ocampo, Atheneus C. "Towards a Community College Pin y Praxis| Creating an Inclusive Cultural Space." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139326.

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Darder (2012), in Culture and Power in the Classroom, argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educators to challenge prevalent power structures and re-imagine the process of schooling as a more inclusive form of pedagogy, geared towards establishing and sustaining cultural democracy in the classroom.

This study responded to the call to work with a Pilipino/a student organization in creating an inclusive space in the schooling experience. The learning process for many Pilipino/a students has historically been steeped in a colonialist mentality and directed toward assimilating these students into the practices of mainstream culture in order to survive. This qualitative research intended to address the unjust issues rooted in the dominant structure of schooling and the persistence of a form of colonizing education that fails to incorporate Pilipino/a sociohistorical knowledge and practices of knowing. More specifically, it addresses issues and tensions related to the process of biculturalism, which Pilipino/a students are required to manage in order to utilize their voice and lived experiences as a basis for action. The methodology of this study was influenced by Pagtatanung-tanong—a Pilipino/a equivalent to participatory action research. In utilizing this approach, the study was formulated through the voices of Pilipino/a students at a community college engaged in community building actions toward cultural affirmation.

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3

Soares, Marcia Torres Neri. "Programa Educação Inclusiva Direito à Diversidade: estudo de caso sobre estratégia de multiplicação de políticas públicas." Universidade Federal da Paraí­ba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4918.

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The multiplication strategy within the range of inclusion public policies from the Education Ministry - MEC, object of the present study, has been widely used in Brazil as a way of reaching all boroughs in this country of continental dimensions. According to the international guidelines, through different programs, the Education Ministry has adopted this strategy, in order to organize the multipliers formation, from boroughs that are situated in the five regions of the country. The research field of this study is specifically the Program Inclusive Education: the right to diversity - PEI: DD, established in Brazil by The Special Education Secretary Seesp-since 2003. Although this strategy has been current practice in the political actions of the federal government, the studies that hold the genesis, monitoring and knowledge of the multiplication process results in Brazil are still unknown. This investigation, conducted in the field of Cultural Studies and Inclusive Education, adopted the methodology Case Study and Grounded Theory for the theoretical construction based on data collected in the research field. Five boroughs, chosen as pole, were investigated : Salvador, Feira de Santana, Juazeiro, Vitoria da Conquista and Barreiras, from 2003 to 2008. The work was grounded on the qualitative research through the case study methodology. A total of 15 municipal representatives, one representative from the state and five, from the federal level participated in the research. The focus was a wide variety of evidences, as research techniques, besides the semi-structured interview, a survey of official documents and the change timeline were used by the participants who judged that there had been significant changes in their practice that could be associated to the Program, Media and the Research Diary- PDS, in which sensations and information were recorded under the researcher view in her research itinerary. The data were analyzed through similarities, contrasts and barriers among the boroughs that are field of the research. Considering the territorial dimension of our country, the findings indicate that there are similarities in the actions realized by the PEI boroughs: DD and the innumerable barriers inherent to the own administrative policy from the federal government that ties the multiplication agents. It also illuminates the urgency of the implementation of evaluative and comparative studies from the results of the multiplication strategy application to the public policies of inclusion, aiming to analyze its effectiveness at the national level and reset it to the local and regional reality, in addition to helping ensure the optimization of investment in improving the quality of education for all, including those with disabilities. The study also is expected to contribute to the advancement of the debate and knowledge on the area of public policies and, more specifically, the strategies of dissemination of inclusion educational policies in Brazil.
A estratégia de multiplicação no âmbito de políticas públicas de inclusão do Ministério da Educação MEC, objeto do presente estudo, vem sendo amplamente utilizada no Brasil como forma de alcançar todos os municípios de um país de dimensão continental. Em consonância com diretrizes internacionais, por meio de diferentes programas, o MEC adota essa estratégia, a partir da qual organiza a formação de multiplicadores de municípios localizados nas cinco regiões do país. O presente estudo tem como campo de pesquisa especificamente o Programa Educação Inclusiva: direito à diversidade PEI: DD, implantado no Brasil desde o ano de 2003 pela Secretaria de Educação Especial Seesp. Muito embora tal estratégia constitua prática corrente nas ações políticas do governo federal, ainda são desconhecidos os estudos que se detenham à gênese, acompanhamento e conhecimento dos resultados do processo de multiplicação no Brasil. Esta investigação, realizada no campo dos Estudos Culturais e Educação Inclusiva, adotou a metodologia Estudo de Caso e a Teoria Fundamentada para a construção teórica a partir dos dados colhidos no campo de pesquisa. Foram investigados cinco municípios-polo, a saber: Salvador, Feira de Santana, Juazeiro, Vitória da Conquista e Barreiras, no período de 2003-2008. O trabalho alicerçou-se na pesquisa qualitativa através da metodologia de estudo de caso. Participaram da pesquisa um total de 15 representantes da esfera municipal, um representante da esfera estadual e cinco representantes da esfera federal. Primando pela ampla variedade de evidências, como técnicas de pesquisa, além da entrevista semiestruturada, foram utilizados levantamento de documentos oficiais, a linha de tempo da mudança preenchida apenas pelos participantes que julgaram ter havido mudanças significativas em sua prática que pudessem estar associadas ao Programa, meios de comunicação e o Diário de Pesquisa DPq, no qual foram registradas sensações e informações colhidas sob o olhar da pesquisadora em seu itinerário de pesquisa. Os dados foram analisados através de semelhanças, contrastes e barreiras entre os municípios campo da pesquisa. Dada a dimensão territorial do país, os achados indicam que há similaridades nas ações realizadas pelos municípios do PEI: DD e inúmeras barreiras, inclusive, inerentes à própria política administrativa do governo federal, que engessam os agentes de multiplicação. Também ilumina a urgência da implementação de estudos avaliativos e comparativos dos resultados da aplicação da estratégia de multiplicação de políticas públicas de inclusão visando a analisar sua efetividade no âmbito nacional e reajustá-lo à realidade local e regional, além de contribuir para assegurar a otimização do investimento na melhoria da qualidade da educação para todos, incluindo aqueles com deficiência. Com o estudo, espera-se contribuir para o avanço do debate e conhecimento na área de políticas públicas e, mais especificamente, das estratégias de disseminação de políticas educacionais de inclusão no Brasil.
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Monteiro, Maria Rosangela Carrasco. "Todos os alunos podem aprender : a inclusão de alunos com deficiência no III Ciclo a inclusão de alunos com deficiência no III Ciclo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27045.

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A presente dissertação tem como objetivo apresentar e analisar práticas de Educação Inclusiva que se desenvolvem, através de um projeto intitulado Docência Compartilhada, em uma escola pública municipal de Porto Alegre/RS. Para efetivar essa pesquisa, investigo como as práticas de inclusão propostas em uma das turmas regulares do segundo ano do III Ciclo, na qual estão inseridos os alunos com deficiência mental e transtorno global de desenvolvimento, vêm eliminando espaços de segregação e possibilitando aprendizagens. Para tanto, é conferida a ênfase ao conceito de Educação Inclusiva, entendido como um processo educativo que deve ser desenvolvido nas escolas de ensino regular. Nesse estudo utilizei-me de uma perspectiva pós-estruturalista, aliada aos pressupostos teóricos dos Estudos Culturais em Educação. Quanto à metodologia de pesquisa, empreguei estratégias de cunho etnográfico, como, observações das práticas escolares, entrevistas com professores e alunos da referida turma e seleção e leitura de documentos produzidos na instituição. O trabalho investigativo foi organizado a partir de três unidades analíticas: Acolhimento das diferenças; Educação Inclusiva e possibilidades de aprendizagens; Constituição da docência na contemporaneidade – docência compartilhada como uma possível alternativa. O estudo indica que as práticas de inclusão escolar produzidas na escola, através do projeto da Docência Compartilhada, estão possibilitando questionar classificações que naturalizam e legitimam padrões produzindo determinadas identidades, as quais posicionam os alunos de forma negativa em relação às suas reais condições de aprendizagem. E, ainda, resumo que tais práticas têm promovido outras relações de ensino e de aprendizagem.
The present dissertation aims to present and analyze practices for Inclusive Educational which are developed through a project entitled Docência Compartilhada (Shared Teaching) in a public school in Porto Alegre/RS. In order to accomplish the research it was investigated how the inclusion practices proposed in one of the regular class of the second year from Cycle III, in which are placed students mentally deficient and with global developmental disorder that have been eliminating segregation spaces and making it possible learning. Due to this it is given emphasis to Inclusive Education concept which is understood as an educational process that must be developed in schools of regular teaching. In this study it was used a post-structuralist perspective related to theoretical assumptions of Cultural Studies in Education. Regarding the research methodology it was used strategies such as ethnographic as observations of school practices, interviews with teachers and students of the chosen class and selection and reading of documents produced in the institution. The investigate work was organized from three analytical units: Gathering of the differences, Inclusive Education and learning possibilities and Contemporary Teaching Constitution – shared teaching as an alternative choice. The study indicates that inclusive school practices produced in schools through the Docência Compartilhada (Shared Teaching) project, are enabling to question classifications which naturalize and legitimize patterns creating certain identities which positionate students in a negative way of their true learning conditions. Moreover, to sum up such practices have promoted others relations of teaching and learning.
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5

Thobela, Nompapa Regina. "The perceptions of principals and teachers of learners with HIV/Aids." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1909.

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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The National Department of Education declared itself a central player in addressing the many challenges presented by HIV/AIDS. An important challenge relates to an increase in learners that experience barriers to learning and development in schools and classrooms. Education White Paper 6 of 2001 (Department of Education, 2001) emphasised that the implementation of inclusive education in schools should take the incidence and impact of HIV/AIDS into consideration and that learners with HIV/AIDS should be included into schools and given the necessary support to ensure quality learning. To successfully include and support learners with HIV/AIDS, principals and teachers should hold positive perceptions on the inclusion of these learners in schools and classrooms. Before strategies and techniques on how to support learners with HIV/AIDS can therefore be developed effectively, principals' and teachers' perceptions on the inclusion of these learners should be explored. This qualitative study was designed to explore the perceptions of principals and teachers on the inclusion of learners with HIV/AIDS in mainstream schools and classrooms. The research was done within an interpretative paradigm. A qualitative research methodology was employed with purposive sampling of participants, semi-structured individual interviews and constant comparative analysis. Research findings indicate that learners with HIV/AIDS as a chronic illness were accommodated in mainstream schools and classrooms in the community under investigation. The findings also suggest that positive attitudes would result in meaningful relationships between teachers, learners and parents. The findings furthermore indicate that certain teachers, especially those working in schools in the senior and further education phases in the specific community, should develop more positive perceptions of learners with HIV/AIDS in order to render appropriate support and care. Knowledge and training were found to be lacking. The transdisciplinary approach to support with its emphasis on collaboration across boundaries was seen as the most appropriate approach in addressing the diverse needs of all learners with HIV/AIDS. v
AFRIKAANS OPSOMMING: Die MIV/vigs-pandemie skep baie uitdagings vir die onderwys in Suid-Afrika. Die Nasionale Departement van Onderwys het verklaar dat dit sentrale rolspeler is in die aanspreek van die vele uitdagings wat MIV/vigs bied. Een belangrike uitdaging in skole en klaskamers hou verband met toename in leerders wat hindernisse tot leer en ontwikkeling ervaar. Die Onderwyswitskrif 6 van 2001 (Departement van Onderwys, 2001) het beklemtoon dat in die implementering van inklusiewe onderwys in skole, die voorkoms en impak van MIV/vigs in aanmerking moet neem en dat leerders met MIV/vigs in skole ingesluit moet word. Dit beveel voorts aan dat hulle die nodige ondersteuning moet kry om gehalte-onderwys te verseker. Ten einde leerders met MIV/vigs suksesvol in te sluit en hulle te ondersteun moet skoolhoofde en onderwysers positiewe persepsies huldig oor die insluiting van hierdie leerders. Voordat strategieë en tegnieke om leerders met MIV/vigs in skole en klaskamers te ondersteun effektief ontwikkel kan word, moet skoolhoofde en onderwysers se persepsies omtrent die insluiting van hierdie leerders eers ondersoek word. Hierdie kwalitatiewe ondersoek is ontwerp om die persepsies van skoolhoofde en onderwysers oor die insluiting van leerders wat met MIV/vigs geïnfekteer is in hoofstroomskole en -klaskamers te ondersoek. Die navorsing is binne interpretatiewe paradigma gedoen. Kwalitatiewe navorsingsmetodologie is gebruik met doelgerigte steekproefneming van deelnemers, semi-gestruktureerde individuele onderhoude en konstant-vergelykende analise. Navorsingsbevindings het aangetoon dat die gemeenskap wat ondersoek is leerders met MIV/vigs as chroniese siekte in hoofstroomskole en-klaskamers akkommodeer. Dit het ook uit die bevindings geblyk dat positiewe houding betekenisvolle verhoudings tussen onderwysers, leerders en ouers tot gevolg sou hê. Die bevindings het verder aangetoon dat sekere onderwysers, veral diegene wat in skole in die senior en voortgesette onderwysfases in die besondere gemeenskap werk, meer positiewe persepsies moet ontwikkel van leerders met MIV/vigs ten einde toepaslike ondersteuning en sorg te verskaf. Daar is bevind dat kennis en opleiding ontbreek. Die transdissiplinêre benadering tot ondersteuning, met sy klem op samewerking oor grense heen, is gesien as die toepaslikste benadering in die aanspreek van die diverse behoeftes van alle leerders met MIV/vigs.
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Sciame, Michelle E. 1958. "Adolescent adjustment to parenthood: A cross-cultural perspective." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.

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This naturalistic research describes adjustment to parenthood in an ethnically diverse group of out-of-school adolescent mothers enrolled in an educational program. The process of adjustment was investigated, as well as what factors impede or enhance adjustment for these mothers. Ethnic differences were considered along with the role of the educational program. Implications for program planning are discussed. Data collection consisted of interviews, observations, a Life Events Checklist, and a review of program files. Difficult home lives and the frequency of stressful events prior to pregnancy led to a relatively easy adjustment to parenthood for these mothers. Adjustment was enhanced by support; most frequently provided by the program, partners, and families. Partners and families also were the most frequent cause of difficulties that impeded adjustment. The major differences between ethnic groups were in family structure and support systems. The educational program served as a major source of relational support for these mothers.
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Mun, Jae Hong Daniel. "Transformation of cross-cultural Korean leaders in Taiwanese churches." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619662.

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Taiwan and Korea have been categorized in the same cluster of Confucian and hierarchical cultures. However, Korean missionary pastors in Taiwan experience significant cross-cultural differences that directly affect the effectiveness of their leadership among Taiwanese congregants.

This study discloses the four factors contributing to the effectiveness of select Korean missionary pastors: (a) personal traits, (b) interaction on cross-cultural issues, (c) trust, and (d) spirituality. Working as a whole, four key factors result in a four-fold transformation of leadership: (a) leaders responded to cross-cultural encounters with cognitive discernment, (b) which resulted in movement from authoritarian to servant leadership, (c) which fostered trust among followers, (d) which resulted in movement from servant to transformational leadership.

The theory in this study on the effectiveness of cross-cultural leaders in Taiwanese context is derived from the ground theory study using in-depth semi-structured interviews, and participant observation.

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Morrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.

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Institutions of higher education in the United States are becoming more and more diverse and nationwide efforts to provide educational access and equity to underrepresented groups of people will only help to increase that diversity. Increased diversity combined with the need for institutions to produce graduates who are capable of living and working in a global society, has created the need for students to possess a set of cognitive and behavioral skills to aide in successful intercultural interactions. Using the Developmental Model of Intercultural Sensitivity and the theory of Cultural Intelligence as frameworks, this research attempts to assess the effect of domestic experiences on intercultural competency and cultural intelligence of first year students at the University of the Pacific. Interview participants were chosen from a sample of eighty-seven students who took the Intercultural Development Inventory and were selected for displaying a great deal or lacked of intercultural sensitivity and cultural intelligence. From these interviews, key lines of thought and experiences were determined to have had positive or negative influences on competency. These results are presented in the form of biographical sketches and supplemented with a discussion of the skills essential to developing greater competency in intercultural sensitivity and cultural intelligence through the curriculum and co-curricular involvements.
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Man, Daisy Wailing. "Cross-cultural study of test-wiseness." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28772.

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The objectives of this study were to investigate the cultural differences in test-wiseness between Chinese and Canadian students; to study the impact of test-wiseness on British Columbia Grade 12 provincial examination results among Chinese students in British Columbia; and to examine the relationship of test-wiseness, and four correlates (verbal ability, achievement motivation, length of residency in Canada, multiple choice experience) among the Chinese students. The Test of Test-wiseness and Student Survey questionnaire were administered to 41 Grade 12 foreign Chinese students who wrote the provincial examinations in January 1990. Completed test data were compared with the same data from Canadian and Chinese immigrant students who wrote the provincial examination in June 1989. The data were analyzed by a linear regression model. The results indicated that ethnicity accounted for a significant amount of variance in test-wiseness. Foreign Chinese students were significantly less test-wise than both Canadian and Chinese immigrant students. Foreign Chinese students scored significantly lower than the other two groups in absurd-options, different-options, stem-options link and guessing subtests in the Test of Test-wiseness. The results also showed that test-wiseness did not account for a significant amount of variance in provincial examination scores (English 12 and Algebra 12). The four correlates together accounted for very little variance in test-wiseness. None of them significantly correlated with test-wiseness, except that length of residency in Canada correlated positively with test-wiseness. Finally, the three ethnic groups showed no significant differences in achievement motivation but foreign Chinese students scored significantly lower than Chinese immigrant students who scored in turn lower than Canadian students in verbal ability. The findings imply that language plays a crucial part in test-taking situations. With inadequate English language skills, foreign Chinese students were unable to satisfactorily comprehend the test questions, and hence their test performance were very close to what would be expected from random guessing. It is suggested that these students require examination coaching skills as well as improvement in English language skills.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Hussain, Afraa Salah. "UAE Preschool Teachers' Attitudes toward Inclusion Education by Specialty and Cultural Identity." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10598968.

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Inclusion of children with special education needs into public classrooms in United Arab Emirates applied in 2006. The application of inclusion programs started in high schools, and followed by elementary schools and preschools. Teachers’ attitudes toward inclusion evaluated among high school and elementary teachers but not among preschool teachers. The effect of the cultural background of teaching staff on inclusion education not evaluated in a UAE preschool. The purpose of this quantitative study was to examine the effect of educational specialty and culture on teachers’ attitudes toward an inclusion education system in United Arab Emirates. The theory of planned behavior of Ajzan (1991) used in this study to explain teachers’ attitudes. This quantitative study evaluated teachers’ attitudes toward inclusion education through a distributed questionnaire, including a demographics form and a STATIC scale for evaluating teachers’ attitudes. A two-factor ANOVA used to test the effects of teachers’ specialty and cultural background on STATIC scores. Findings showed a main effect of preschool teachers’ cultural identity on their attitudes toward inclusion education. Teachers with Asian identity showed better attitudes toward inclusion education than Gulf identity or African identity teachers. No differences found between preschool teachers’ specialty (general and special education teachers) on their attitudes toward inclusion education. This study will contribute to social change by providing valuable knowledge about UAE preschool teachers’ attitudes toward the application of inclusion education to improve the inclusion classrooms settings and environment.

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Zhou, Ning, and 周宁. "Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45690625.

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Schaus, Lam E. "Implementing multicultural music education in the elementary schools' music curriculum." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111519.

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The study examined the benefits of implementing multicultural music education into an elementary school's music curriculum. Conducted in a region with a culturally diverse student population, the study surveyed in-service music teachers and elementary students' parents on their perceptions of multicultural music education. Meanwhile, a set of experimental classes focused on Chinese music was taught to a diverse class of Grade 5 students to study their reactions and learning outcomes when studying non-Western music. Results indicate that (a) multicultural music needs to be better implemented in Ontario's music curriculum, (b) students receive non-Western music with enthusiasm, and (c) if taught responsibly, learning music from non-Western cultures can expand individual students' musical and cultural horizons, help eliminate stereotypes and discrimination in society, and possibly elevate the status of music education in schools.
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Mensah, Anthony Kofi [Verfasser], and Matthias [Akademischer Betreuer] Gruenke. "Cross-cultural Analysis of Teacher Perspectives and Preparedness for Inclusive Education in Ghana and Germany:Implications for Teacher Education / Anthony Kofi Mensah. Gutachter: Matthias Gruenke." Köln : Universitäts- und Stadtbibliothek Köln, 2016. http://d-nb.info/1082030449/34.

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王革 and Ge Wang. "Understanding ethnic multilingual learners at tertiary level : an ethnographic case study in Yunnan, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/193062.

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Existing research on multilingual acquisition indicates that multilingual learners confront challenges not only in mastering new linguistic forms, but also in forming new identities, and especially when the languages concerned are socially and linguistically distant. This study shows that ethnic minority students in China (referred in particular as ‘ethnic multilingual learners’ or EMLs in this study) at universities can face more challenges than the ethnic majority, Han, when they choose to study English as their major subject. The Han’s content and method in English learning are straitjacketed upon them. The environment is unfamiliar to EMLs, and the EMLs are often regarded as “strangers” to the place. Their problems include the national examination system, medium of instruction, learning difficulties, psychological issues and cultural exclusion. The current educational policies in China intend to protect the educational rights of ethnic minorities, but ignore the role of education in inheriting and capitalizing their ethnic cultures. The current university curricula mainly focus on subject knowledge building and patriotic education. As a result, the “cultural self-consciousness” and “cultural capital” of EMLs are less emphasized and encouraged. Data are collected on two female ethnic minority students at Yunnan University of Nationalities (YUN) through ethnographic interview, autobiography, oral narrative, online chatting and field observation. It provides information at a micro level, on how the two students, who have successfully navigated through Chinese education system to the tertiary level, try their best to excel in the education system of YUN with English language as their major subject and construct their multiple identities, and what important factors are affecting such identity construction. The findings suggest that they negotiate their multiple identities successfully through their active engagements on and off the university campus to become legitimate participants in various “communities of practice”. These identities are shaped partly by their own heritage and partly by the present sociopolitical realities in China. Drawing mainly on poststructuralist and multicultural education theories, the study also examines the power relationship exercised in YUN and discusses the impact of this power relationship on the identities formation of the target informants. The national and local policies as well as the curriculum structures of YUN are analyzed to identify the implicit power relationship that mainly causes tensions to the education and language learning of EMLs. It is argued that multiculturalism, as a discourse of education, may help to ease the tension between being an ethnic minority and a Chinese national, and reduce the danger of assimilation and marginalization of these EMLs. To achieve the goal of multilingual education based on the notion of multiculturalism, a “collaborative” power relationship which facilitates the empowerment rather than disempowerment of EMLs should be the goal in China according to the framework of “ethnic diversity within national unity”. It is envisaged that with such multicultural mentality, EMLs will be more able to act not only as manpower for raising productivity of the country, but also as agents for social transformation and in the end become citizens of the cosmopolitan world.
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Education
Doctoral
Doctor of Philosophy
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LADORES, MINERVA M. "A CROSS-CULTURAL STUDY OF TWO TEACHER EDUCATION TECHNOLOGY CLASSES: UNITED STATES AND THE PHILIPPINES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116276758.

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Kalian, Sharae. "Enriching Cross-Cultural Health Care Curriculum with Elements of Social Psychology." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573469.

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The need for equality has become one of the most deeply talked about subjects in the health care field. One challenge in this area is to reduce health care disparities and improve access to high-quality health care for diverse patients. There is a vast amount of literature on the implementation of cross-cultural competence in health care to reduce health care disparities. Cultural competence strategies include a racial and linguistic staff, culturally competent education and training, and integrated culturally translated signage. The cultural competence approach that is being investigated in this thesis considers the concepts of sociological factors that contribute to a complete understanding of one's culture. This thesis will examine two separate literatures: first, research on the historical culture context, sociocultural behavior and ethnic identity; and second, research on the cultural competence approach in the health care industry.

A literature review expands this research by applying a theoretical framework based on Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, Institute of Medicine Principals of Quality, and Minority Populations and Health. A cross-cultural curriculum model through which to consider social psychology variables is presented.

Keywords: disparities, race, social psychology factors, cross-cultural curriculum, health care.

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Johnson, Dione Nicole. "Project design of the multicultural education and training structured interview for cultural formulation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2117.

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18

Bailey, Arthur Allan. "Misunderstanding Japan : language, education, and cultural identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.

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19

Cheng, Wing-yi Rebecca, and 鄭穎怡. "Effects of social goals on student achievement motivation: the role of self-construal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B33709245.

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20

Dempsey, Alison. "Cross-cultural Interactions of Chinese Graduate Students at a Midsized U.S. University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336069244.

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21

Rainer, Jennifer Brooke. "Can Cross-Race Mentoring Help Minority Students and Break Down Prejudice? Mentoring Experiences in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/912.

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Cross-race mentoring relationships are of interest to the theory and practice of mentoring and they also speak to a longstanding problem in the sociological study of prejudice. The mentoring literature reveals some disagreement regarding the advisability of cross-race matching for young protégés. Some researchers stress same-race matching, while others emphasize the problem this creates for minority's facing a dearth of mentors. Sociologists and psychologists, on the other hand, have amassed evidence showing support for a contact hypothesis, which states frequent intergroup contact between equal-status members can lead to improved perceptions of the Other. However, to date, the contact hypothesis has not been explored in the context of mentoring relationships between white adults and minority youth. This Thesis hopes to fill these gaps in the literature. The purpose of this Thesis is to better understand the perceptions and understandings mentors and protégés attach to their cross-race mentoring relationship. It is primarily concerned with identifying the conditions that lead to successful outcomes of interracial mentoring experiences. Specifically, this study explores the perceptions of white adult mentors and black and Latino protégés of their activities, interactions, and their views on the advantages and drawbacks of their cross-race mentoring relationship. This study explores mentors and protégés in cross-race mentoring relationships to grasp a better idea of the meanings each mentoring partner attaches to their mentoring experience. Respondents are sampled from one formal mentoring program at a four-year university. Nine mentors and eleven protégés are interviewed following a semi-structured format. From this sample of twenty participants, six complete pairs participated. The remaining seven respondents make up the supplemental data group, as their mentoring partner did not participate in this study. This study suggests that the intergroup contact theory is useful in explaining the outcomes of these cross-race mentoring relationships. Not only does this Thesis support the intergroup contact theory, it also broadens our understanding by painting a more complete picture of how the optimal conditions emerge and work to strengthen and reinforce one another. Additionally, this research highlights how important understanding both the in-group and out-group member's perceptions are when exploring cross-race mentoring relationships and the intergroup contact theory. Finally, this study supports the notion that a mentoring program's structure is an important feature that can greatly enhance or inhibit mentoring bonds between mentors and protégés.
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Strickland, Anita. "A Cross-Cultural Comparison of Selected Medical Students' Perceptions of Issues Related to Battered Women." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539626016.

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23

Köhly, Nicolette. "An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003416.

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Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
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Terrell, Brian Selway 1948. "A cross-cultural study of the school performance of children being raised by their grandparents." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289127.

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As of 1998 an estimated 4.0 million children under the age of 18 years old are being raised in their grandparents' homes because of various conditions and circumstances in the children's families. The findings of previous research have been mixed as to the academic achievement and school behavior of students being raised by grandparents. Fifty-seven volunteer caregiver-child pairings participated in this study, including 31 grandparent families, 14 single-parent and 12 two-parent families. Using a self-report questionnaire, the caregivers provided information on family structure, grandparent ethnicity, the conditions and circumstances surrounding grandparent involvement, and family relationship. The children were tested individually using standardized measures both for academic achievement (Wide Range Achievement Test 3), and for school behavior (Devereux Behavior Rating Scale--School Form). The Kaufman Brief Intelligence Test was used to control for the intellectual level of the children. The children's teachers rated their classroom behavior. The findings were compared across three family structures: children raised by grandparents, by single parents, and by two parents; and also across three ethnic groups: Black, Hispanic, and White. No significant differences in school performance were observed related to either family structure or to grandparent ethnicity. Several significant differences were found in family relationship across the three family structure groups. Only a few significant correlations were observed between school performance and the conditions and circumstances surrounding grandparent involvement. A number of significant correlations were found between school performance and family relationship. Present findings suggest that the family relationship between the caregiver and the child (more than family structure, ethnicity, conditions and circumstances, or household income) may be related to children's school performance.
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Chavez-Haroldson, Maria Teresa. "LatinX Diversity Officers in Higher Education: Capacitating Cultural Values as Champions of Equity, Diversity, and Inclusion." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1583658860303437.

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26

Hampson, Eric. "The relationship between specific language variables and mental ability in the treatment of information by adults." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31108.

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The main focus of this research was to determine the functional relationship that exists when mental ability and language competence are separately and simultaneously measured with regard to their influence on the effective treatment of verbal information. The subject sample comprised 100 men and women, aged 20-60 years, who were chosen to be representative of the employable population of the Greater Vancouver area. The assessment of language in these subjects included skill in .syntax, exemplified by verb-form competence, the variety of clausal structures employed, and the presence of other modifying devices common to adult language. The procedures for assessing these competencies were originally developed by the author from raw data supplied by Koopman (1985). Comprehension was measured by means of a standard reading comprehension test, which comprised a series of graded paragraphs. Multiple-choice questions were posed on specific information regarding the characters and events, inferences and implications of the content, and recall of the actions and settings presented in the paragraphs. Intelligence was measured by a non-verbal intelligence test, which called for the identification of geometrical patterns and learned skills in matching, analogies, classifications, intersections, and progressions. Skill in processing verbal information was assessed from the subjects' written productions. Six controversial topics were presented to the subjects by means of questions and related collages. The subjects were asked to present, in writing, a solution to one of the issues. The time suggested for this task was approximately fifteen minutes. The compositions were scored for quality of argument and maturity of judgment. All scores were analyzed by regression and multiple regression procedures. Demographic data were investigated by canonical correlation analysis. The main finding of this present research was that skill in syntax is the major component in English composition, particularly in exercises which call for critical analysis and the making of sound judgments. This finding suggests that the assessment procedures used in this research may be a feasible means of judging the quality of adults' written language. The results also indicated that skill in the use of language is of greater significance than is mental ability in the treatment of verbal information. The demographic variables of the subjects do not serve to differentiate between high and low performance in language in any reliable way, although level of education has some bearing on ability in language and category of occupation among the middle and upper age-groups. Finally, practical application of these assessment procedures in education and suggestions for further research directly concerned with this study and with issues in related fields are discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Maganga, Stewart Martin. "An anthropological study of the experiences of exchange students in Port Elizabeth, South Africa." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1007.

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This research study aims to investigate the exchange students' experiences with living in a foreign environment. Twenty students took part in this study and were made up of two categories namely study abroad students and student interns. The twenty students who took part in this study were mostly from industrialized countries namely Germany, the United States of America, Belgium, the Netherlands and Sweden. Data were collected by means of individual semi-structured interviews as well as observational methods namely participant and simple observations. The results indicate that if sojourners are to gain a better understanding the South African culture, it is important that they interact with the host nationals. Given that most of the students highlighted the issue of crime as their main concern, their knowledge on how to survive in a crime-ridden country like South Africa would be essential.
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ALHAJJI, 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.

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29

Tian, Xiaoling. "Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/470.

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This study explored preschool teachers' perspectives on caring relationships and their perceptions of how such relationships affect children's autonomy and motivation in preschool in two cultural settings: one city in China and another in the U.S. Data was collected from preschool teachers in both locations using a qualitative interviewing research strategy. The study found that consensus exists among preschool teachers from the two cities about the importance of caring relationships, in which trust, acceptance, equality, and mutual respect were viewed as these relationships' primary characteristics. There were also shared values regarding teachers' roles and their effective strategies for establishing social skills and caring and sharing among children. Nevertheless, some underlying assumptions about caring, especially teachers' understandings of autonomy and motivation, differed somewhat in relation to the social, cultural, philosophical, or practical influences in the two cultural contexts. The results of the study provide opportunities for early childhood teachers and teacher educators in both contexts to reflect on their own assumptions about these values, as well as insights for preparing caring teachers in both cultural settings.
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Chow, 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.

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31

Xiong, Zhao Ning. "Cross-cultural adaptation and academic performance : overseas Chinese students on an international foundation course at a British university." Thesis, University of Bedfordshire, 2005. http://hdl.handle.net/10547/287381.

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The aim of the present research study was to examine the cross-cultural adaptation experiences of overseas Chinese students studying on an International Foundation Course (hereafter IFC) at Luton University, in an attempt to: 1) gain a better understanding of the sociocultural adjustment difficulties and psychological adjustment problems experienced by the Chinese students and their perceived importance in adapting to sociocultural events in the new environment; 2) to examine factors that are related to the students' sociocultural adjustment, psychological adjustment and academic performance; 3) to explore the strategies used by the students for handling obstacles; 4) to integrate research perspectives from different fields (e.g. cultural adaptation, international education), and to re-assess current theoretical models in the light of this. To gain new insights into the dynamic and multi-dimensional nature of cross-cultural adaptation, this two-phase, sequential mixed method study was designed firstly to obtain quantitative results from a sample of the IFe Chinese students and then to follow up a few of the students and their teachers to explore those results in greater depth. In the first phase, a total of 126 of the students participated in the cross-cultural adaptation survey. In the second phase, twenty of the respondents of the earlier survey and seven of the IFC teachers were invited for a semi-structured in-depth interview. Results of the survey indicated that the IFC respondents regarded themselves as having "slight to moderate difficulty" in coping with the new culture, more specifically, interactions with people of other nationalities were perceived as more difficult than the academic demands, which in turn were seen as more difficult than daily life demands. With regard to psychological adjustment, most of the IFC students did not have clinical depression symptoms. Psychological adjustment was found to affect academic performance (measured by GPA). An examination of the students' GPA showed that more than half of the students had a GPA in the 'bare pass' category and half of the respondents had negative perceptions of the university, many of whom regarded the university to be worse than they expected. Results of the in-depth interviews from the students and teachers corroborated and added some further insights to the findings of the survey. After discussing the empirical findings in relation to the relevant theories and research studies, a number of recommendations are offered respectively for international students, for staff working with international students and for university authorities.
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McCrary, Robin Micah. "Toward a Cultural Competence in Creative Writing Pedagogies." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055.

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Liu, Celia L. "Global friendship in the U.S. higher education environment| The cross-cultural friendship opportunities with the growing number of Chinese international students." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158530.

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A fast-growing number of international students is entering the U.S. higher education system, making our college campuses more multicultural and multinational in recent years. This phenomenon represents a new mission for American colleges and universities—to promote global citizenship and a new 21st-century worldview.

The increase of Chinese international students not only brings in revenue for the American higher education system but also enhances the diversity of the student body. Many institutions assert that, by having more international students on campus, they can bring awareness of global competitiveness and promote a 21st-century worldview to their students.

To achieve the educational goal of bringing multicultural diversity and global awareness to U.S. campuses, interaction among domestic and international students is a fundamental factor in making this globalization phenomenon beneficial for all students. However, it is commonly observed that Chinese international students and U.S. domestic students often encounter difficulty in cross-group interaction.

This study investigates the interaction patterns among U.S. domestic students and Chinese international students at two four-year universities with large numbers of Chinese international students. These two institutions, one public and one private, each hosts more than 4,500 international students, with more than 10% of their total student population from overseas and more than 40% of them from China. The objective of this research is to highlight the importance of cross-cultural and cross-national friendship by understanding students’ interaction patterns and identifying both friendship initiators as well as barriers.

The research uncovers the social distance and stereotypes between the two groups as the common barriers to friendship. Conversely, the initiators of friendship are the shared experience and equal status between the Chinese international students and domestic students. Institutions should prepare the way for global interconnectedness by promoting inclusive, world-ready classrooms; implementing a campus climate that explicitly welcomes international participants; and advocating the concept of cross-national global friendship as a part of 21st-century education.

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Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.

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Errata inserted facing t. p. Bibliography: leaves 406-457. A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.
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Treese, Donn. "Cross-cultural program evaluation of Nepali architecture course through qualitative research of alumni." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/785.

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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.

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Diese Dissertation sucht eine Lücke in der Forschung zur interkulturellen Kommunikation (IKK) zu schließen, bietet damit eine umfassende interdisziplinäre Darstellung und Evaluation westlicher und chinesischer Werteforschung und beschreibt die Ergebnisse von in China durchgeführten Wertestudien, die die Wertetheorie von Schwartz erproben und erweitern. Band 1 enthält (1.) einen historischen Überblick über die Werteforschung und grundlegende Kulturkonzepte in verwandten Disziplinen; (2.) eine Kriterien basierte Analyse der Werteforschung; (3.) eine Abgrenzung des Wertekonzepts und Unterscheidung von anderen verwandten psychologischen Domänen; (4.) eine Neubetrachtung des Spannungsverhältnisses zwischen Moderne und Tradition hin zu einer cluster-basierten Wertematrix; (5.) einen Beitrag zur Bedeutung von Werten vor dem Hintergrund eines beschleunigten sozialen Wandels; (6.) einen historischen Überblick über die Beschreibung von chinesischen Werten aus verschiedenen Perspektiven und ihren Bezügen zur internationalen Forschung, sowie (7.) einen Überblick der aktuellen Werteforschung aus China. Band 2 beinhaltet eine multi-methodisch angelegte Stichprobenuntersuchung, die qualitativ und explorativ Sprache und Kultur anhand von chinesischen Begrifflichkeiten, Ausdrucksweisen und Sprichwörtern untersucht. Mittels einer statistischen Analyse von indigenen Daten wird eine quasi quantitative Untersuchungsmethode konstruiert, die eine Verbindung indigenen emischen Daten mit dem allgemeinen Untersuchungsrahmen für die Abbildung von Wertrelationen nach Schwartz herzustellen vermag. Als wichtigste Ergebnisse der Untersuchung sind: (1) Das universelle Model nach Schwartz wurde mit kleineren kontextbezogenen Modifikationen anhand der chinesischen Daten bestätigt, ebenso (2.) das stetige Auftreten von zehn „dichten kulturellen Clustern“ sowohl auf der Ebene der Kultur als auch des Individuums, womit eine Erweiterung der sieben Bereiche von Schwartz. (3.) Auf der theoretischen Ebene müssen neue Cluster/ Dimensionen beachtet werden, wobei empirisch belegbar eine Teilung von „Embeddedness“ und Egalitarianismus vorgeschlagen wird und es Hinweise darauf gibt, dass es Überschneidungen von Mastery und Hierarchiewerten gibt.
This 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.
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Grabosky, Tomoko Kudo Pearson Richard E. "The encounter with self through the process of cross-cultural transition the perspective of Japanese women who study in higher education institutions in the United States /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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Wang, L. "'2+1' Chinese business students' methods of case-study group discussion in British university seminars." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/4892c4ef-3f00-4cd0-9f96-3bd0dd656ef6/1.

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The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.
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Hung, Hui-Lin. "Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students' academic challenges." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1226779218.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Jan. 25, 2010). Advisor: Eunsook Hyun. Keywords: International/multicultural education; cross-cultural cognition/metacognition; English for academic purposes; inclusive curriculum and pedagogy. Includes bibliographical references (p. 278-301).
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Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.

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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest residential based schools for the Deaf and in South Korea 310 teachers (26 teachers who are Deaf, 284 teachers who are Hearing) from all eleven residential based schools for the Deaf participated.Two-factor ANOVA procedures with repeated measures on one factor were utilized to analyze the teachers' attitudes toward Deaf culture in America and South Korea from a 30-question survey using a five-point Likert scale.This study concluded that: (a) Deaf culture was a subculture in mainstream society whether it was a multi- or singular cultural society--although attitudes toward Deaf culture were accepted more negatively in a singular society than those in a multi-cultural society; (b) Deaf culture was accepted by teachers of schools for the Deaf who are Deaf more readily than those who are Hearing in both multi- or singular cultural societies; and (c) there was no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle or secondary school.
Department of Special Education
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Horng, Meei-Ling. "The influence of a teacher's international/cross-cultural experiences on teaching elementary social studies from a global perspective : a case study in Taiwan, Republic of China." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1219854152.

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Ferguson, 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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Science is curiosity about the natural world translated into knowledge; it serves to identify laws and validate hypotheses. The quest for knowledge is influenced by the paradigm of the scientist. The primary object of this study is to examine Quantum Mechanics and Sacred/Native science for similarities and differences. This will be accomplished through an extensive use of authorities from both Western and Native sciences in an in depth examination of the paradigms upon which their foundations are based. This study will explore language and how language used leads the scientist down a particular pathway. This study will conclude in a summary fashion, an exploration of a few select key concepts from both Native and Western sciences from a comparative perspective.
ix, 135 leaves ; 29 cm.
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Tao, Hsu-hwa, and 道書華. "Cross-border higher education in China: case study of learners' perspectives of a graduate business programme inShanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40887662.

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Ilosvay, Kimberly K. "A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/233.

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Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010). Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom populations become socially, ethnically, racially, and linguistically more diverse, it is increasingly important for teachers to have an understanding of how to address diversity in schools and for educators to understand how language use and the teachers' role in the classroom impacts learning. This paper explored the existing language beliefs and linguistic knowledge of preservice teachers as they prepare to enter linguistically and culturally diverse classrooms. The increasing prominence of cross-cultural interactions creates a necessity for teachers to develop intercultural competence. Employing a conceptual framework of intercultural communicative competence theory, this qualitative study investigated experiences and knowledge in linguistics that influence teacher speech acts. Research in fields of applied linguistics such as psycholinguistics, neurolinguistics, sociolinguistics, and educational linguistics revealed basic language knowledge that teachers need before they enter diverse classrooms including knowledge of language acquisition, phonology, syntax, semantics, pragmatics, culture, instruction language, and how the brain processes language. The literature from these fields was used to create an instrument that included a demographics questionnaire, beliefs survey, linguistic knowledge assessment, and interview questions. Twenty-three preservice teachers participated in the study to describe their language beliefs and knowledge. Many of the findings in this study reflected key-findings in the literature; however, this study also found several significant findings that extend existing research. The results revealed significant impacts of 1) individual experiences with culture and linguistic contact, 2) the language used in classrooms, specifically languages other than Standard English and the deep and surface structure of language, 3) linguistic knowledge, specifically phonology, 4) meta-cognitive behavior and reflection, and 5) differences between monolingual and multilingual preservice teachers. The data also indicated that the majority of preservice teachers were concerned about preparedness in teaching in diverse classrooms. Implications for teachers working in culturally and linguistically diverse classrooms and for teacher preparation programs are discussed.
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Ali, Jinnat. "Developing a theoretically-based, psychometrically sound, multidimensional measure of student motivation for use in diverse cultural settings." Thesis, Click here to access full text, 2006. http://handle.uws.edu.au:8081/1959.7/13471.

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Critics of currently available school motivation research consistently identify shortcomings such as the lack of a theoretical basis for defining and interpreting the construct and the poor quality of instruments used to measure it. There is a dearth of reliable, valid, theoretically informed, and cross-culturally comparable standardised measures of motivation. Whilst a number of theorists have proposed that motivation may be a multidimensional construct and may also be hierarchical in nature, partly due to the lack of available multidimensional measurement instruments, there has been limited research testing such theoretical propositions. The present investigation comprised two inter-related study components. The purposes of Study 1 were to (1) develop a valid and reliable multidimensional measure of school motivation based on Maehr’s Personal Investment Theory that was robust in diverse cultural settings; and (2) test the multidimensional and hierarchical structure of school motivation to elucidate the nature and structure of student motivation cross-culturally and further extend motivational theory and research. The purpose of Study 2 was to (1) test the relation of multidimensional components of student motivation and academic achievement in cross-cultural contexts, to further elucidate the relations amongst these constructs; and (2) to identify similarities and differences in motivational profiles for different cultural groups in order to support the validity and usefulness of the multidimensional motivation instrument in educational settings. Confirmatory factor analysis was used to validate the psychometric properties of the measures, and reliability tests were conducted to establish the internal consistency for each scale. Factorial invariance analysis was conducted to examine the equivalence of the data structure across cultural groups, and structural equation modelling (SEM) was conducted to examine the structural relations between eight ISM motivation factors and four outcome measures (Math, English, GPA, School attendance). Multivariate analysis of variances was conducted to examine statistical difference among the seven cultural groups in relation to eight ISM scales.
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Cabler, Kendra. "Exploring the impact of diversity training on the development and application of cultural competence skills in higher education professionals." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5791.

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In recent years the terms diversity and inclusion have become major buzzwords across industries and fields of study. Within the field of education broadly, and higher education in particular, a shifting student demographic can be seen across the country. Issues of equity and inclusion have become central complexities for present day educational strategists, and organizations committed to cultivating a culture of inclusion must do so with intentionality. In the context of higher education, this often requires the intentional development of professionals within a particular college or university. There has been a great deal of research concerning the development of cultural competence in traditional aged college students, but far fewer studies address development in higher education professionals. This project seeks to fill that gap. This study explores how higher education professionals develop and demonstrate cultural competence in their professional roles. Through a mixed methods case-study approach (Jupp, 2006), the current study generally addresses how perceived levels of cultural competence in higher education professionals is shaped by participation in an extended diversity training program. Additionally, this study addressed implications for individual career trajectories as a result of program completion and implementation of new learning. In-depth interviews were conducted to explore how participants of an extended diversity training program at a large urban institution conceive of their development of cultural competence. The objective of the program was to prepare participants to facilitate diversity education workshops across campus for their peers. One-on-one interviews explored ways in which participants’ individual development and application of cultural competence skills fits into the context of Social Cognitive Career Theory (Creswell, 2007; Lent, Brown, & Hackett, 2002). Additionally, secondary data analysis was conducted to assess participants’ perceived levels of cultural competence throughout the training experience. Study findings indicate that participants anticipate lasting effects from the training experience. The training introduced and ignited a reconfiguration of what it means to engage and work in spaces where institutional and organizational commitments are aligned with personal commitments. Following training, all participants expressed deep commitment to intentionally and actively cultivating a sense of belonging and inclusion in the workplace through shared language, shifts in policy, and more thoughtful interpersonal interactions with colleagues and peers.
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Johnson, Robin Margarett. "Exploring Ethnic Differences in the Predictors and Outcomes of Academic Engagement During Middle School." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/577.

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Guided by a motivational framework derived from self-determination theory, a study was conducted to examine the role of academic engagement in helping to explain and ameliorate ethnic differences in school achievement. Building on decades of research that documents both the importance of engagement to learning in European American students as well as its malleability, this study relied on an ethnically diverse sample of 6th and 7th grade students to examine three questions (1) Are achievement differences across ethnic groups due to differences in engagement? (2) Does engagement predict achievement similarly or differently across ethnic groups? and (3) Are the predictors of engagement suggested by the motivational model the same or different for students from different ethnic groups? Participants were 194 African-American, Hispanic/Latino/a, Asian/Pacific Islander, and European American middle school students who provided information about their engagement, self-system processes (SSPs) of relatedness, competence, and autonomy, and their experiences with teachers in school; information about students' cumulative achievement (GPA) was extracted from school records. First, analyses revealed few ethnic differences in achievement (only Asian/Pacific Islander students' levels of achievement were higher than students from other ethnic groups), and no ethnic differences in engagement. In analyses designed to examine if controlling for variations in engagement would cause achievement differences between ethnic groups to disappear, a test of the simple main effects demonstrated that ethnic differences in achievement were found only at the lowest level of engagement (again Asian/Pacific Islander students outperformed all other student groups). However, at medium and high levels of engagement, there were no significant differences in achievement across the four ethnic groups. Second, analyses designed to examine whether engagement predicts achievement differently across ethnic groups, revealed that although engagement was an important predictor of achievement for all students, it was even more important for non-European American (compared to European-American) students. Third, analyses designed to examine whether potential facilitators (SSPs and contextual constructs) predicted students' engagement similarly or differently across ethnic groups revealed no group differences: All predictors were positively and significantly associated with engagement for students from all four ethnic groups. These findings are considered in the context of the study's strengths and limitations and the larger literatures on engagement and achievement in ethnic minority students. A important implication of the current study is that with a more comprehensive understanding of how to support the engagement of students from ethnic minority backgrounds, schools and teachers will be better equipped to address the engagement gap, and in so doing also eliminate the achievement gap.
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Rich, Nancy Leigh. "Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306369229.

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Ni, Young-Chih. "American parents' and Taiwanese parents' perceptions of quality standards for early childhood programs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001184.

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The purpose of this study was to investigate and compare the perceptions of urban parents of two countries concerning standards of selected criteria of high quality standards of early childhood programs developed by the National Academy of Early Childhood Programs (NAECP).Two hundred and forty nine parents ( U. S. = 129, Taiwan = 120) participated in the study. The effects of country, sex, and educational background were examined.The study was conducted by using the questionnaire survey. The instrument was constructed by the researcher based on the Accreditation Criteria and Procedures of the National Academy of Early Childhood Programs.A three-way.MANOVA on 10 dependent variables with independent factors of country, sex, and educational background was used to test Hypothesis I at the .05 level of significance. The Hypothesis I was rejected.To test Hypothesis II, a Spearman's Rho rank order correlation coefficient was computed using the mean ranks of the 10 criteria. Significance was examined at the .05 level. The Hypothesis II was accepted.These findings leading to the following conclusions:1. American and Taiwanese parents shared the similar perceptions that supported the quality standards developed by the NAECP. Most of the statistically differences that existed between American and Taiwanese parents were the differences of the degree of acceptance of the quality standards.2. The only criterion that caused parents' selections to lean toward negative responses was the staffing standards.3. Whenever there was a statistically significant difference between American and Taiwanese parents, the Taiwanese parents were always agreed more than the American parents.4. Regardless of factors of sex and educational background, both American and Taiwanese parents shared similar values in that they ranked health-and-safety and teacher-child interactions as the first or second important factors.5. Regardless of the factors of sex and educational background, both American and Taiwanese parents shared the same values in that they ranked administration and evaluations as the two least important factors when selecting an early childhood program for their children.
Department of Elementary Education
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Koller, Brenda Joyce. "Practitioners' insights on intercultural predeparture training : design and practices." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/723.

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This research presents practitioners' insights on the concepts, theories, models, assessments tools, and other training practices that are currently considered when creating a two-day predeparture intercultural training (ICT) specifically for Americans departing for at least a one-year international assignment. This study reports data gathered by using a web-based survey that was completed by 25 practitioners from the intercultural communication field who provide predeparture ICT. The current literature in the field of ICT is presented as well as a sample outline of a two-day predeparture ICT program based on the results of this study and the literature. The outline indicates the primary content elements, one possible sequencing of such a program, as well as descriptions of how the elements are delivered and what tools are used to support the delivery. The motivation for this study was to provide a bridge between theory and practice in the field of ICT as there is an abundance of literature regarding the theory of the field, but very little has been written about how practitioners are employing the theories in their work.
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