Thèses sur le sujet « Inclusive education – cross-cultural studies »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleures thèses pour votre recherche sur le sujet « Inclusive education – cross-cultural studies ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les thèses sur diverses disciplines et organisez correctement votre bibliographie.
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.
Texte intégralOcampo, 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.
Texte intégralDarder (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.
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.
Texte intégralCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
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.
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.
Texte intégralThe 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.
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.
Texte intégralENGLISH 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.
Sciame, Michelle E. 1958. « Adolescent adjustment to parenthood : A cross-cultural perspective ». Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.
Texte intégralMun, Jae Hong Daniel. « Transformation of cross-cultural Korean leaders in Taiwanese churches ». Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619662.
Texte intégralTaiwan 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.
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.
Texte intégralMan, Daisy Wailing. « Cross-cultural study of test-wiseness ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28772.
Texte intégralEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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.
Texte intégralInclusion 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.
Zhou, Ning, et 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.
Texte intégralSchaus, 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.
Texte intégralMensah, Anthony Kofi [Verfasser], et 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.
Texte intégral王革 et 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.
Texte intégralpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
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.
Texte intégralKalian, Sharae. « Enriching Cross-Cultural Health Care Curriculum with Elements of Social Psychology ». Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573469.
Texte intégralThe 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.
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.
Texte intégralBailey, 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.
Texte intégralCheng, Wing-yi Rebecca, et 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.
Texte intégralDempsey, 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.
Texte intégralRainer, 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.
Texte intégralStrickland, 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.
Texte intégralKöhly, 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.
Texte intégralTerrell, 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.
Texte intégralChavez-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.
Texte intégralHampson, 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.
Texte intégralEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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.
Texte intégralALHAJJI, 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.
Texte intégralTian, 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.
Texte intégralChow, Kwok-lim, et 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.
Texte intégralXiong, 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.
Texte intégralMcCrary, Robin Micah. « Toward a Cultural Competence in Creative Writing Pedagogies ». Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055.
Texte intégralLiu, 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.
Texte intégralA 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.
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.
Texte intégralTreese, 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.
Texte intégralKulich, 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.
Texte intégralThis 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.
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.
Texte intégralWang, 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.
Texte intégralHung, 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.
Texte intégralTitle 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).
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.
Texte intégralDepartment of Special Education
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.
Texte intégralFerguson, Elizabeth, et 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.
Texte intégralix, 135 leaves ; 29 cm.
Tao, Hsu-hwa, et 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.
Texte intégralIlosvay, 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.
Texte intégralAli, 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.
Texte intégralCabler, 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.
Texte intégralJohnson, 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.
Texte intégralRich, 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.
Texte intégralNi, 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.
Texte intégralDepartment of Elementary Education
Koller, Brenda Joyce. « Practitioners' insights on intercultural predeparture training : design and practices ». Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/723.
Texte intégral