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Academic literature on the topic 'Mainstreaming in education – cross-cultural studies'

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Journal articles on the topic "Mainstreaming in education – cross-cultural studies"

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Hossain, Syed Arman, and Abdullah Al Fahad. "Mainstreaming video games: A cultural response." International Journal of Emerging Trends in Social Sciences 16, no. 2 (June 5, 2024): 32–41. http://dx.doi.org/10.55217/103.v16i2.781.

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This paper examines the integration of video games into Dhaka's cultural landscape in Bangladesh, considering the impact of sociocultural and economic factors. Through ethnographic research and the application of theoretical frameworks such as the theory of attainment, this study investigates the factors contributing to the popularity of video games in Dhaka. The research explores how vocational expectations in education and a focus on specific career outcomes shape the cultural narrative surrounding video games. Video games serve as sources of entertainment and social validation, filling the void created by limited recreational spaces and changing social norms. The commercial aspect of video games also facilitates peer bonding and social interaction, aligning with the prevailing neoliberal ethos in Dhaka's society. The theory of attainment helps explain the motivations underlying the widespread adoption of video games, linking it to the pursuit of predefined objectives within the neoliberal paradigm. As Dhaka undergoes neoliberal transformations, video games have become central to its cultural landscape, functioning as coping mechanisms and sources of identity and connectivity in the face of limited leisure spaces and changing social configurations. This article seeks to understand the popularity of video games in Dhaka by exploring the interplay of culture, technology, and socioeconomic factors. It presents video games as both reactions to and reflections of the city's evolving environment, shedding light on the dynamics shaping leisure practices in urban Bangladesh. This research can contribute to further investigations and studies on online gaming within the sociocultural context of Bangladesh.
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Dietz, Gunther. "Intercultural universities in Mexico: empowering indigenous peoples or mainstreaming multiculturalism?" Intercultural Education 20, no. 1 (February 2009): 1–4. http://dx.doi.org/10.1080/14675980802700623.

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James, Carl E., and Schecter R. Sandra. "Mainstreaming and marginalization: two national strategies in the circumscription of difference." Pedagogy, Culture & Society 8, no. 1 (March 2000): 23–41. http://dx.doi.org/10.1080/14681360000200078.

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Muthanje, Anastasia Kamwitha. "Mainstreaming Instructional Materials for Early Childhood Education and its Influence on Children’s Participation Rates in Public Primary Schools in Embu County, Kenya." Journal of Studies in Education 13, no. 2 (March 10, 2023): 30. http://dx.doi.org/10.5296/jse.v13i2.20767.

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Mainstreaming instructional materials in Early Childhood Education (ECE) is of paramount importance in the teaching and learning process. The purpose of this research was aimed at discovering how availability of instructional materials influences participation rates, an aspect of internal efficiency. The study was guided by correlation design and adopted stratified and simple random sampling techniques. A total of 39 public primary schools were sampled; in addition to 39 and 156 primary school headteachers and teachers respectively and 39 ECE teachers. Data for the study was collected through the use of questionnaires and documentary analysis guide. SPSS and Pearson correlation was used to analyse data and results were presented in percentages, frequencies, means, and standard deviations. Data analysed revealed that there was a positive correlation between ECE instructional materials and internal efficiency in public primary schools (r = .703, n = 37, p< .01). The study concluded that there is a positive correlation between ECE instructional materials and children’s participation rates. Therefore, there is need for headteachers in collaboration with the county government and parents to avail adequate instructional materials to enhance children’s participation rates.
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Ewa, Moses Apie. "Social Inclusion, a Pathway for Educating All Pupils in Mainstream Primary Schools in Cross River State, Nigeria." East African Journal of Education Studies 7, no. 2 (May 24, 2024): 309–22. http://dx.doi.org/10.37284/eajes.7.2.1944.

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This survey investigated whether social inclusion influences education for all pupils in state mainstream schools in Cross River State, Nigeria. Two research questions, and hypotheses, were posed for the study. 704 pupils were drawn from eight public primary schools located across the education zones of the state to participate in the study. The social inclusion and mainstream schooling questionnaire (SIMSQ) were utilised to generate data. Following the social inclusion theory, data was analysed using the Pearson product-moment correlation coefficient via SPSS software. Findings revealed that policy on inclusion and learner engagement significantly influence education for all pupils in mainstream schools within the context. It is therefore recommended that: the government of Nigeria should revise the national policy on education to properly emphasise mainstream schooling for inclusion to be effective in general schools; special schools should be abolished to give way to mainstream schools; the idea of parity in education can be broadened to inclusion of all children in education; awareness campaigns should be conducted regularly to educate stakeholders about general schools based on social inclusion, and to get their support; pro inclusion laws should be enacted to give legal backing to mainstream schooling; Nigeria should give force to inclusion to make it compulsory for all pupils to receive education in mainstream schools; substantial empirical studies have to be conducted in Nigeria to spark a policy change in the direction of mainstreaming in the country
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Salsabila, Unik Hanifah. "A Preliminary Analysis: Digital Inclusion Domain in Islamic Education." International Journal of Education and Learning 1, no. 1 (June 1, 2019): 12–18. http://dx.doi.org/10.31763/ijele.v1i1.23.

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One of the environmental changes that have successfully influenced the world of education universally is the pace of digital technology. In the context of education, the emergence of the concept of developing modern technology based on Internet of Things (IoT) and distance learning, certainly demands the optimization of technological utilization. Islamic Education is a catalyst for cross-generation spiritual literacy developers who should not be ignorant of any changes that occur. Responding to the increasingly unpredictable rate of digital technology, an attitude of awareness needs to be done, one of which is through mainstreaming digital inclusion in learning so that the advancement of digital technology can be restored to its role as a medium to increase the effectiveness of knowledge not as a barrier to the learning process. This study tries to identify several domains from digital inclusion into Islamic Education for higher education through a literature review. Some of the digital inclusion domains detected in this study are social networking, entertainment applications, information search engines, websites, and e-learning. This research is a preliminary analysis of the utilization and involvement of digital technology in the learning of Islamic Education and has produced several information regarding the identification of several digital inclusion domains, accompanied by strategies and techniques of implementation in learning activities. The study also includes academic advice for future studies.
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Caro González, Francisco J., Virginia Guarinos, and Sergio Cobo-Durán. "Gender competences in undergraduate studies in Spanish public universities. Case study of the University of Seville." Journal for Multicultural Education 15, no. 4 (October 8, 2021): 358–73. http://dx.doi.org/10.1108/jme-05-2021-0057.

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Purpose Accordingly, this paper aims to perform a diagnosis on the inclusion of gender skills in all of its official degree programmes, for the purpose of drafting a best practices guide that may serve as motivation to include mainstreaming and specific skills in “teaching practice”. Design/methodology/approach This research analyses how European standards have been transferred to the teaching programmes of a Spanish university with more than 60,000 students, the University of Seville (US), the third largest in Spain. A content analysis of 4,643 undergraduate degree programmes has been carried out for all branches of knowledge. Findings The authors have established the scant presence of the gender perspective in the teaching projects of the US. Over 80% of them do not comply with the regulations in this regard. The second hypothesis, namely, that there are differences between fields of knowledge when complying with the mandatory transversal application of the gender perspective, has also been substantiated. This is especially the case in the natural sciences and engineering and architecture. Originality/value The results illustrate the little echo of the regulations in the teaching projects and the existence of important differences when it comes to the gender perspective according to the branches of knowledge. To the best of the authors’ knowledge, this is the first research to carry out a study of this nature in all the degrees taught at a university and provide evidence of the need to modify equality policies in the university environment.
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Dube, Musa W. "Behold, the Global Translated Bible(s)! Research and Pedagogical Implications." Journal of Biblical Literature 143, no. 1 (March 15, 2024): 5–25. http://dx.doi.org/10.15699/jbl.1431.2024.1b.

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Abstract Mother Earth is home to an unprecedented number of translations of the Bible, making it the most widely translated book in the world. The pages of this book have traversed a variety of physical and metaphorical borders, navigating diverse geographical, political, economic, cultural, linguistic, and religious intersections. Across space, time, and cultures, millions of readers have found various reasons to read it through diverse lenses. The Bible was frequently translated and brought to the colonized territories with colonial movements. Regrettably, it was often utilized as a tool for subjugation and dominance. However, the colonized people also used this resource for their own goals. Do contemporary biblical studies have the courage to look upon the tomes and tons of translated Bibles lying upon the surface of Mother Earth? What responsibilities and opportunities does the Global Translated Bible(s) lay upon academic biblical studies? What research questions, challenges, and opportunities for collaboration does it open? What are the pedagogical obligations and implications of acknowledging the Global Translated Bible(s)? In other words, what does faithfulness and unfaithfulness to the translated biblical corpus entail, imply, and demand? This lecture proposes and emphasizes the imperative of mainstreaming the Global Translated Bible(s) into academic biblical studies.
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Zubair, Asni, Hamzah Hamzah, and Satriadi Satriadi. "Living Religious Moderation within the Sipakatau, Sipakainge’, and Sipakalebbi Cultures of the Bugis Community." Walisongo: Jurnal Penelitian Sosial Keagamaan 30, no. 2 (November 30, 2022): 195–214. http://dx.doi.org/10.21580/ws.30.2.13048.

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This study aims to identify indicators of religious moderation in the internalization of Sipakatau, Sipakainge’, and Sipakalebbi cultures among the Bugis community in Mallari Village, Awangpone District, Bone Regency. It employs qualitative research in the form of case studies and interpretive methods. Data collection involves observation and interviews, with the analytical theory of indicators of religious moderation in Indonesia. The findings revealed several indicators of religious moderation in the mentioned cultures. Firstly, Sipakatau culture demonstrates tolerance and the accommodation of local values, as seen in socio-political life, emphasizing respect for political differences and upholding deliberation. Secondly, Sipakainge’ culture is committed to national values, evident through community compliance with village regulations and educational activities aligned with national education orientation. Lastly, the value of humanism is observed in the internalization of Sipakalebbi culture, as reflected in village government policies that empower individuals with disabilities. Theoretical implications suggest that religious moderation can be integrated into local wisdom through socio-political, educational, and cultural activities. However, the study’s limitations include not examining obstacles or challenges in mainstreaming religious moderation within the Sipakatau, Sipakainge’, and Sipakalebbi cultures in Mallari Village.
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Chowdhury, Morseda, and Imran Chowdhury. "Mainstreaming and Scaling Up Nutrition Best Practices in a Nation-Wide Primary Healthcare Model of Bangladesh: Implementation Lessons Learned." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 170. http://dx.doi.org/10.1093/cdn/nzaa043_021.

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Abstract Objectives The objective of the implementation research was to evaluate the effectiveness of a maternal and child nutrition-focused multi-component intervention, and assess the feasibility of incorporating it into an existing PHC program. Methods A cluster randomized impact evaluation compared the impact in terms of coverage of intervention, consumption of diversified foods and macro- and micronutrients during pregnancy, and early breastfeeding practices. A similar study was conducted among pregnant (n = 600) and recently delivered women (n = 2000) which examined factors influencing maternal nutrition practices. Cross-sectional surveys (2015 & 2016) were (n = 1000 women & 700 husbands) conducted to document the impact of husbands’ support on women's supplement intake and dietary diversity. Three subsequent cross-sectional studies (2013, 2014 & 2015) were conducted to evaluate the impact of a large scale SBCC program aimed at maternal dietary behavior and IYCF practices. A cRCT among 900 pregnant women assessed the relationship between maternal nutrition education and infant birthweight. Results Results showed that good nutrition knowledge was the key maternal factor associated with higher consumption of IFA (β = 32.5, 95% CI: 19.5, 45.6) and calcium (β 31.9, 95% CI: 20.9, 43.0) and diverse diet (OR = 1.8, 95% CI: 1.0 ± 3.1). The mean dietary diversity score of pregnant women increased from 4.28 + 1.08 to 4.76 + 1.16. About 83% of the respondents-initiated breastfeeding within an hour of childbirth, which was 62% at baseline. Less than a fifth (18%) of the children were eating a minimally acceptable diet at baseline, which reached to 52% by endline. Study showed that husbands support played a critical role for the women to increase supplement intake and dietary diversity. Nutrition counselling during pregnancy increased mean birthweight by 127.5 g (95% CI: 11.1 to 243.9; P = 0.032) and the risk of LBW was reduced by 54% (relative risk (RR): 0.43; 95% CI: 0.25 to 0.75; P = 0.003). Conclusions Integration of nutrition intervention into the existing health programme was feasible and well-implemented. Although differences in coverage and counselling quality most explained most impacts, all intervention elements particularly CHW training and performance were likely important to achieving impact. Funding Sources BRAC.
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Dissertations / Theses on the topic "Mainstreaming in education – cross-cultural studies"

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Cavan, Joanna Stoughton. "A cross-cultural narrative inquiry into language, culture, and identity development of three high school female immigrant stduents and their mainstream schooling experience in Atlanta, Georgia." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/joanna%5Fc%5Fdawson/cavan%5Fjoanna%5Fs%5F200601%5Fedd.pdf.

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Thesis (Ed. D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 243-273).
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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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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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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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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.
published_or_final_version
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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Books on the topic "Mainstreaming in education – cross-cultural studies"

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Len, Barton, and Armstrong Felicity, eds. Policy, experience and change: Cross-cultural reflections on inclusive education. Dordrecht, The Netherlands: Springer, 2007.

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Hans, Maren, and Antje Ginnold. Integration von Menschen mit Behinderung: Entwicklungen in Europa. Neuwied: Luchterhand, 2000.

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Special populations in gifted education: Working with diverse gifted learners. Boston: Allyn and Bacon, 2003.

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W, Meijer Cor J., Pijl S. J, and Hegarty Seamus, eds. New perspectives in special education: A six-country study of integration. London: Routledge, 1994.

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Keith, Ballard, ed. Inclusive education: International voices on disability and justice. London: Falmer Press, 1999.

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Judith, Kleinfeld, and University of Alaska Fairbanks. Center for Cross-Cultural Studies., eds. Cross-cultural teaching tales. Fairbanks, Alaska: Center for Cross-Cultural Studies, College of Rural Alaska, University of Alaska Fairbanks, 1989.

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Korhonen, Vesa. Cross-cultural lifelong learning. Tampere: Tampere University Press, 2010.

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1939-, Eldering Lotty, and Leseman Paul, eds. Effective early education: Cross-cultural perspectives. New York: Falmer Press, 1999.

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Robinson-Pant, Anna. Cross-cultural perspectives on educational research. Maidenhead [England]: Open University Press, 2005.

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Parsons, Deborah. Childrenneed education. Hove: Wayland, 1988.

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Book chapters on the topic "Mainstreaming in education – cross-cultural studies"

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Hinton-Smith, Tamsin, Fawzia Haeri Mazanderani, Nupur Samuel, and Anna CohenMiller. "Co-Creating Cross-Cultural Approaches to Gender Mainstreaming in Higher Education." In Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream, 259–79. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003286943-20.

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Yang, Lili, Soyoung Lee, and Yusuf Ikbal Oldac. "Agency and Student Development in Higher Education: A Cross-Cultural and Cross-Disciplinary Exploration." In Palgrave Studies in Global Higher Education, 67–87. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44885-0_3.

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McCabe, Louise, and Heather Comstock. "Delivering Multidisciplinary and Cross-Cultural Education in Dementia Studies." In Dementia Care, 71–84. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3864-0_5.

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He, Jia, Janine Buchholz, and Jessica Fischer. "Cross-Cultural Comparability of Latent Constructs in ILSAs." In International Handbook of Comparative Large-Scale Studies in Education, 1–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38298-8_58-1.

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He, Jia, Janine Buchholz, and Jessica Fischer. "Cross-Cultural Comparability of Latent Constructs in ILSAs." In International Handbook of Comparative Large-Scale Studies in Education, 845–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88178-8_58.

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Chen, Hsiao-Lan Sharon, and Pei-Tseng Jenny Hsieh. "Implications for Cross-Cultural Comparative Studies of Teaching and Learning." In Quality Teaching in Primary Science Education, 309–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_13.

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Kūle, Maija. "Life Experience, Values and Education." In Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures, 205–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25724-2_13.

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Biesheuvel, Simon. "A Model for Preschool Education of Environmentally Disadvantaged Children in a Divided Society." In Cross-Cultural Studies of Personality, Attitudes and Cognition, 185–205. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_8.

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de Albuquerque Moreira, Ana Maria, Jean-Jacques Paul, and Nigel Bagnall. "The Contribution of Comparative Studies and Cross-Cultural Approach to Understanding Higher Education in the Contemporary World." In Intercultural Studies in Higher Education, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15758-6_1.

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Lim, Woong, and Ji-Won Son. "Cross-Cultural Lesson Planning Between the United States and South Korea." In What Matters? Research Trends in International Comparative Studies in Mathematics Education, 199–213. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51187-0_11.

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Conference papers on the topic "Mainstreaming in education – cross-cultural studies"

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Sapoetra, J. "Cross-Cultural Studies and Pragmatic Awareness." In Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG. EAI, 2019. http://dx.doi.org/10.4108/eai.26-1-2019.2282940.

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Kurbakova, Svetlana, Elena Kulikova, Oksana Savkina, and Alexander Kurbakov. "CROSS-CULTURAL STUDIES AND INTERCULTURAL COMMUNICATION: NEW CHALLENGES AND OPPORTUNITIES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1671.

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An, Jing, and Caixia Lv. "Research on Multi-ethnic Cross-cultural Education Guided by National Communication and Integration." In 2nd International Conference on Education Studies: Experience and Innovation (ICESEI 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211217.024.

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Bernal Navarro, Juana C., Esther Nebot DÍaz, and Jose A. Madrid GarcÍa. "Mendeley, el gestor de referencias bibliográfico y su aplicación en la docencia de Conservación y Restauración de Bienes Culturales, vista desde la transversalidad de la perspectiva de género (gender mainstreaming)." In IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15900.

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The investigation of scientific documents in the area of knowledge of the conservation and restoration of cultural assets forms an intrinsic part, as defined in its title, the subject of the Master's Degree in Conservation and Restoration of Cultural Heritage, "Resources for research and scientific documentation”. It is intended to activate reflection and critical analysis in the subject in an incipient way in the study of the relationship between the conservation and restoration of cultural assets and gender, after the interpretation of the resources used in scientific research, in this way it is undertaken initiate and provide students with new tools where the role of women restorers and their scientific contributions in the field of conservation and restoration of cultural assets are identified and valued. To carry out this initiative, a specific practice will be developed through the reference manager, Mendeley, where the search for female authors will be addressed to value their studies through the corpus of their texts, monographs, articles, reports, manuals of reference, in relation to the theme or period of study of the activity in question requested as a learning object.
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Zheng, Chunyan. "Cross-Cultural Literary Translation Studies - In the Translation of Works of Mo Yan, For Example." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.238.

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Fu, Jun, and Sue Jacobs. "Perception of Expectation States and Teaching Diversity in Higher Education: Insights from a Qualitative Study." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2020. http://dx.doi.org/10.4087/cvur8489.

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There are many benefits from fostering interaction among students of diverse backgrounds in classrooms. To enhance students’ potential psycho-social and intellectual development, instructors need to do more than foster group interaction. They need to encourage and teach skills for diverse students to be able to genuinely communicate their differences in knowledge, perspectives, and expectation states. An expectation state is defined as an anticipation of the quality of group members’ future task performances and is shaped by socially ascribed characteristics. Researchers who based their studies on Expectation States Theory found ample evidence that expectation states exert multi-level effects on social dynamics, competence beliefs, and outcome perceptions between individuals with different cultural, ethnic, or socio-economic backgrounds. The present study was a qualitative exploration into the perception of expectation states and teaching of diversity in faculty at two higher-education institutions in the south-central United States. The sample consisted of ten faculty members. The methods employed comprised a combination of qualitative techniques. The focus was to identify <em>how</em> and <em>where</em> the themes of expectation states arose in the teaching and learning of diversity, <em>what</em> the attitudes were toward these themes and topics, and <em>how</em> these attitudes informed faculty’s pedagogy. A thematic analysis of the data collected revealed four main themes: 1) considering broader contextual factors to understand potential challenges in group learning involving diverse learners, 2) recognizing expectation states stemming from socially ascribed attributes, 3) striving to break presumed or preconceived expectations, and 4) incorporating experiential learning strategies towards effective diversity education. The implications of these findings for diversity training and multicultural education are discussed.
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Vranes, Aleksandra, Ljiljana Markovic, and Milica Jelic Mariokov. "INTEGRATING CROSS-CULTURAL STUDIES WITHIN THE LANGUAGE, LITERATURE, CULTURE STUDY PROGRAM OF THE FACULTY OF PHILOLOGY, UNIVERSITY OF BELGRADE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0332.

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Wang, Yue, and Fan Yang. "Case Analysis of Cross-cultural Communication Film The Origin of Female Personality in "The Color Purple"." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.181.

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Glazer, Sharon, Nina Hamedani, Kristina Kayton, and Amy Weinberg. "Culture Research Landscape Throughout the United States Department of Defense." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2014. http://dx.doi.org/10.4087/ojek1854.

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This contribution delineates the U.S. Department of Defense (DoD) regional expertise and culture (REC) research landscape from 2005 through 2011, including major research efforts and topics of study, key contributors and publications, collaborative practices, and future research opportunities. Through interviews and survey responses, subject matter experts (SMEs) in REC research noted the need for better REC research coordination, more social science expertise and personnel, and greater collaborative practices. Key contributors to REC research across the DoD are located at AFCLC, ARI, ARL, AFRL, CAOCL, NAWCTSD, TRADOC, and the HSCB Modeling program. Opportunities for future research include: (1) Validation studies for 3C requirements; (2) Validation studies of REC training and education programs; (3) Role of technology in culture training; (4) Mitigating Cognitive Dissonance: Crossing the Culture Divide; (5) Navigating Culture During a High Stakes Mission; (6) Team cohesion in a multinational context.
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Talaei, Amirreza, and Catherine Kwantes. "Money Attitudes Among Iranians: A Test of Yamauchi and Templer’s Money Attitudes Scale." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/draw3061.

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The factor structure of Yamauchi and Templer’s (1982) attitudes toward money scale was explored in Iran. While some items loaded on the same factors as found in western contexts, some unique factors were also found, reflecting particular cultural and economic impacts on money attitudes in Iran. Both etic and emic factors emerged. Saving was the only factor that emerged with the original scale items found in western cultures. Two of the original Anxiety items loaded onto a single factor, labelled Bargain-Conscious consistent with a small number of previous studies. Some of the Anxiety and Distrust items together loaded on the same factor in this research, as has been found in some existing studies in non-western cultures. Three sub-dimensions of Power were found in this sample, as opposed to one major Power dimension in the original scale, which may reflect specific contextual factors. Further, and contrary to previous findings, no significant correlations were found between any of the scale factors and gender, age, education, job level or salary.
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Reports on the topic "Mainstreaming in education – cross-cultural studies"

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Minkanic, Michelle, and Emily Tran. Socioeconomic and Cultural Factors Influencing Type of Hormonal Contraceptive Use in Women in Developed vs Under-Developed Geographic Areas. Science Repository, April 2024. http://dx.doi.org/10.31487/j.cei.2024.01.01.

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The intent of this study is to identify and compare sociocultural barriers in various geographic regions that impede access, type and use of hormonal contraception, and methods to improve restrictions in access. Understanding and addressing sociocultural barriers to hormonal contraception on a larger intercontinental scale can create a more effective and inclusive healthcare system. A search using PubMed, Cochrane, and Embase was conducted on current and past literature performed in various developmental countries. Terms such as “birth control access AND developed nations”, “barriers of hormonal contraception AND low-income countries” were used. Studies included ranged from RCTs, cross-sectional studies, literature reviews, and meta-analyses. Countries reviewed with lower levels of development in Africa, the Middle East, Southeast Asia, and Latin America have demonstrated a rise in long-acting hormonal contraception (LARCs) after injectables. Barriers in these regions include misconceptions fertility and contraception use, access to modern contraceptives (these include oral and emergency contraceptive pills, implants, injectables, contraceptive patches and rings, intrauterine devices, female and male sterilization, vaginal barrier methods and female condoms), stigma and patriarchal settings that result in male influence on women’s reproductive choices. More developed regions of the world like the United States and Europe demonstrated a range of contraceptive options with the most compliance for intrauterine implants (IUDs) in younger reproductive women. The greatest hindrances for developed regions were cost, difficulty obtaining appointments, and fallacies for future fertility. Contraceptive education and culturally sensitive counseling should be emphasized for healthcare employees serving women with ease of access, and to strengthen reproductive support services. Advocating to provide underdeveloped regions with better contraceptive resources highlights an importance to give women globally the empowerment to choose the direction of their own reproductive journey.
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Mehmood, Hamid, Surya Karthik Mukkavilli, Ingmar Weber, Atsushi Koshio, Chinaporn Meechaiya, Thanapon Piman, Kenneth Mubea, Cecilia Tortajada, Kimberly Mahadeo, and Danielle Liao. Strategic Foresight to Applications of Artificial Intelligence to Achieve Water-related Sustainable Development Goals. United Nations University Institute for Water, Environment and Health, April 2020. http://dx.doi.org/10.53328/lotc2968.

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The report recommends that: 1) Policymakers should conduct holistic assessments of social, economic, and cultural factors before AI adoption in the water sector, as prospective applications of AI are case- specific. It is also important to conduct baseline studies to measure the implementation capacity, return on investment, and impact of intervention. 2) To ensure positive development outcomes, policies regarding the use of AI for water-related challenges should be coupled with capacity and infrastructure development policies. Capacity development policies need to address the AI and Information and Communications Technology (ICT) needs for the AI-related skill development of all water-related stakeholders. Infrastructure development policies should address the underlying requirements of computation, energy, data generation, and storage. The sequencing of these policies is critical. 3) To mitigate the predicted job displacement that will accompany AI-led innovation in the water sector, policies should direct investments towards enabling a skilled workforce by developing water sector-related education at all levels. This skilled workforce should be strategically placed to offset dependency on the private sector. 4) Water-related challenges are cross-cutting running from grassroots to the global level and require an understanding of the water ecosystem. It is important for countries connected by major rivers and watersheds to collaborate in developing policies that advance the use of AI to address common water-related challenges. 5) A council or agency with representation from all stakeholders should be constituted at the national level, to allow for the successful adoption of AI by water agencies. This council or agency should be tasked with the development of policies, guidelines, and codes of conduct for the adoption of AI in the water-sector. These key policy recommendations can be used as primary guidelines for the development of strategies and plans to use AI to help achieve water-related SDGs.
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