Littérature scientifique sur le sujet « Transnational teaching »
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Articles de revues sur le sujet "Transnational teaching"
Rupp, L. J. « Teaching about Transnational Feminisms ». Radical History Review 2008, no 101 (1 avril 2008) : 191–97. http://dx.doi.org/10.1215/01636545-2007-045.
Texte intégralSheptycki, James. « Teaching and Learning Guide for : Transnational Crime and Transnational Policing ». Sociology Compass 3, no 6 (22 octobre 2009) : 1029–33. http://dx.doi.org/10.1111/j.1751-9020.2009.00246.x.
Texte intégralJelača, Dijana. « Teaching transnational cinema : politics and pedagogy ». Feminist Media Studies 17, no 4 (6 juin 2017) : 697–99. http://dx.doi.org/10.1080/14680777.2017.1331000.
Texte intégralde Nie, Michael, Mo Moulton, Ciaran O'Neill et Enda Delaney. « Roundtable Discussion : Teaching Transnational Irish History ». Éire-Ireland 51, no 1--2 (2016) : 266–76. http://dx.doi.org/10.1353/eir.2016.0012.
Texte intégralPimpa, Nattavud. « ENTREPRENEURSHIP EDUCATION : THE LEARNING CONUNDRUM IN THE TRANSNATIONAL CONTEXT ». Humanities & ; Social Sciences Reviews 7, no 5 (10 octobre 2019) : 503–9. http://dx.doi.org/10.18510/hssr.2019.7557.
Texte intégralChapman, Anne. « Teaching and Learning in Australian University Transnational Education ». International Journal of Learning : Annual Review 16, no 1 (2009) : 315–22. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46079.
Texte intégralWang, Qian, et Jiajun Liu. « Teaching for the future : a transnational university practice ». On the Horizon 28, no 2 (13 avril 2020) : 85–92. http://dx.doi.org/10.1108/oth-11-2019-0078.
Texte intégralCarolan, L., et L. Wang. « Reflections on a transnational peer review of teaching ». ELT Journal 66, no 1 (15 avril 2011) : 71–80. http://dx.doi.org/10.1093/elt/ccr023.
Texte intégralFletcher, Y. S. « Teaching the History of Global and Transnational Feminisms ». Radical History Review 2005, no 92 (1 avril 2005) : 155–63. http://dx.doi.org/10.1215/01636545-2005-92-155.
Texte intégralTrahar, Sheila. « Learning and teaching on transnational higher education programmes in Hong Kong ». Learning and Teaching 8, no 1 (1 mars 2015) : 95–112. http://dx.doi.org/10.3167/latiss.2015.080106.
Texte intégralThèses sur le sujet "Transnational teaching"
Wakefield, Kelly. « Transnational Higher Education Networks for Learning and Teaching (TNLTs) in Geography ». Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/11849.
Texte intégralArunasalam, Nirmala. « A defining moment : Malaysian nurses' perspectives of transnational higher education ». Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/11561.
Texte intégralSolmaz, Osman. « Multilingual Students' Management of Transnational Identities in Online Participatory Sites ». Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560921.
Texte intégralBeutel, Mirja [Verfasser]. « Teaching Cosmopolitanism through Transnational Literature in English : An Empirical Evaluation of Studentsʼ Competence Development in a Life-Writing Approach to Teaching Literature / Mirja Beutel ». Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1173661115/34.
Texte intégralSilvester, Katherine. « LITERACIES IN MOTION : TRANSNATIONAL LIVES AND LIFELONG LEARNING IN THE US AND NEPAL ». Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/555859.
Texte intégralWirza, Yanty. « Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users : A Narrative Study ». The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.
Texte intégralMartinez, Martha Yamilett. « Estudiantes con Experiencia Educativa Previa en los Estados Unidos de América Inscritos en las Escuelas de Sonora : Su Capital Académico ». Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/347095.
Texte intégralKeegan, Patrick Joseph. « Places of Civic Belonging Among Transnational Youth ». Thesis, 2017. https://doi.org/10.7916/D8TH8TN4.
Texte intégralLU, YU-LING, et 呂侑陵. « The Study of Communicative Strategies by Two Transnational Vietnamese-Taiwanese Students in Individualized CSL Teaching Classes ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4j43x2.
Texte intégral國立高雄師範大學
華語文教學研究所
105
More and more new immigrant children transfer between Taiwan and other countries’ education systems because of the family factors. When they come to Taiwanese school settings, they will face challenges either in learning or interpersonal relationships because of their language proficiency of Chinese as a second language (CSL). Chun (2017) defines children who have been educated for a certain period of time outside the Taiwanese education system, or have been transferred for several times between Taiwan's education system and other countries’ education systems, are called “transnational students”. It is common that these students are usually sent to a lower grade or into the counseling classes if their language proficiency cannot catch up their peer’s regular classroom performance. However, the teacher training system in Taiwan does not include the ideas of CSL teaching. Therefore, for teachers, the communicative difficulty often leads to a sense of helplessness; for students, the unfamiliarity with Chinese and the barriers to communication make them feel anxious about learning Chinese. The purpose of this study is to analyze the communicative strategies used by the Transnational Vietnamese-Taiwanese students in the individualized CSL classrooms and the influencing factors of communicative strategies. This is an ethnographic study. Participants are two transnational students with Vietnamese background in two different junior high schools locate at southern Taiwan and two of their teachers. The data collection includes video recordings, field notes, and semi-structured interviews. The strategies of communication collected from participants are divided into three categories based on Dörnyei and Scott (1995, 1997): Direct Strategy, Interaction Strategy, and Indirect Strategy. And then the researcher cross-checked the data in order to answer the research questions. The study found that the communicative strategies used by students were scattered among these three categories and the Interaction Strategy is the most widely used. Two students show their preference in communicative strategy respectively. The reasons related to the communicative strategies difference also involve the factors between teachers and students. The factors associated with teachers are teaching goals and teacher's language use. The factors associated with students are personality, language anxiety, and learning motivation. This study also reveals the diversity of transnational Vietnamese-Taiwanese students' communicative strategies. Three conclusions in this study are: (1) transnational Vietnamese-Taiwanese students' communicative strategies are not entirely related to the lack of language proficiency; (2) individualized Chinese classes have a considerable impact on the performance of communicative strategies for transnational Vietnamese-Taiwanese students (3) CSL teachers can help transnational Vietnamese-Taiwanese students to improve their communicative strategy. Three teaching suggestions are provided for future researchers and teachers: (1) CSL teachers need to observe the transnational Vietnamese-Taiwanese students’ communicative strategies in order to properly facilitate his/her teaching process. (2) CSL teachers need to give transnational Vietnamese-Taiwanese students immediate feedback and differentiated learning tasks; (3) CSL teachers need to conduct a multi-dimensional assessment to better accommodate the transnational Vietnamese-Taiwanese students’ learning contexts.
Naidoo, Vasanthrie. « Guidelines for the implementation of transnational nursing education : a collective case study approach of institutional perspectives and practices ». Thesis, 2017. http://hdl.handle.net/10321/2552.
Texte intégralBackground In recent times, the internationalization of nursing education and the collaboration with international academic partners has become a priority of academic institutions’ strategic plans and visions. This coupled with the fact that the world has entered a critical period in terms of addressing health and preparing nurses to address health needs has made this study timeous. In view of these historical challenges, nursing education institutions, nursing colleges and universities with nursing faculties in South Africa have, in recent years, engaged in international partnerships. These collaborative partnerships have influenced the delivery and facilitation of transnational nursing education (TNE) or cross-border nursing programmes, both nationally and internationally. Challenges raised with regards to TNE delivery systems are often related to issues revolving around academic design and implementation. Further issues such as the differences between the host institution’s general goals, the academic programs, student characteristics and social and cultural dimensions as compared to the awarding institution, add to these challenges. Aim The aim of this study was to explore the perspectives and practices and experiences of nursing education institutions, academic leaders and graduates, who were involved in TNE. Based on the findings of this study, the ultimate aim was to develop guidelines for the implementation of TNE in NEIs. Methodology A qualitative multiple case-study approach was employed to explore institutional perspectives and practices related to TNE. The population comprised nursing education institutions, academic leaders and nursing graduates that were involved in TNE programs. In order to draw comparison between South African TNE practices and perspectives with international best operating practices relating to TNE, other global academic leaders and institutions involved in this type of education were invited to participate in the study. Institutional records were analysed for descriptions and patterns related to conceptual issues, structures and processes that are known to impact either negatively or positively on TNE. Results The study findings revealed that access to ‘importing’ and ‘exporting’ of nursing programs are still faced with many challenges by all stakeholders. It was also revealed that the lack of guidance during TNE ventures allude to cross-border nursing education being a ‘for profit’ arrangement. From the findings the researcher was able to propose and develop guidelines for the implementation of TNE for nursing education institutions, academic leaders and students. It is hoped that these guidelines will be considered as a tool to improve TNE delivery in terms of quality assurance, accreditation, registration, and qualification recognition.
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Livres sur le sujet "Transnational teaching"
Marciniak, Katarzyna. Teaching Transnational Cinema. New York : Routledge, 2016. : Routledge, 2016. http://dx.doi.org/10.4324/9781315681733.
Texte intégralAssociação Brasileira de Estudos Canadenses. Congresso Internacional. Perspectivas transnacionais = : Perspectives transnationales = Transnational perspectives. [Belo Horizonte, Brazil] : ABECAN, 2005.
Trouver le texte intégralAssociação Brasileira de Estudos Canadenses. Congresso Internacional. Perspectivas transnacionais = : Perspectives transnationales = Transnational perspectives. [Belo Horizonte, Brazil] : ABECAN, 2005.
Trouver le texte intégralJ, Hebel Udo, dir. Transnational American studies. Heidelberg : Universitätsverlag Winter, 2012.
Trouver le texte intégralSchmidt, Clea, et Jens Schneider, dir. Diversifying the Teaching Force in Transnational Contexts. Rotterdam : SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-663-7.
Texte intégralConference, on Educating Lawyers for Transnational Challenges (2004 Oahu Hawaii). Educating lawyers for transnational challenges. Washington, D.C : Association of American Law Schools, 2004.
Trouver le texte intégralKitchen, Richard S. Transnational and borderland studies in mathematics education. New York : Routledge, 2010.
Trouver le texte intégralGuyver, Robert. Teaching history and the changing nation state : Transnational and intranational perspectives. New York : Bloomsbury Academic, 2016.
Trouver le texte intégralOnsman, Andrys. Cross-border teaching and the globalization of higher education : Problems of funding, curriculum quality, and international accreditation. Lewiston, N.Y : Edwin Mellen Press, 2010.
Trouver le texte intégralOnsman, Andrys. Cross-border teaching and the globalization of higher education : Problems of funding, curriculum quality, and international accreditation. Lewiston : Edwin Mellen Press, 2009.
Trouver le texte intégralChapitres de livres sur le sujet "Transnational teaching"
Lee, Ming-Yeh, David Hemphill et Jacob Perea. « Teaching in Transnational Spaces ». Dans Spotlight on China, 203–18. Rotterdam : SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-669-9_12.
Texte intégralLiu, June Yichun. « The Affordances of Facebook for Teaching ESL Writing ». Dans Transnational Writing Education, 203–21. New York : Routledge, 2018. | Series : ESL & applied linguistics professional series : Routledge, 2018. http://dx.doi.org/10.4324/9781351205955-12.
Texte intégralCockayne, David, et Heather Cockayne. « Chalk and Talk ? Teaching Practice and Innovation in Transnational Education ». Dans Exporting Transnational Education, 151–75. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74739-2_9.
Texte intégralTharapos, Meredith, et Brendan T. O’Connell. « Teaching Strategies Employed in Transnational Education ». Dans Transformations in Tertiary Education, 89–100. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_8.
Texte intégralFlorence, Namulundah. « A Matter of Habit : Unraveling the Teaching/Learning Knot ». Dans Transnational Africa and Globalization, 213–44. New York : Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137011961_10.
Texte intégralLi, Yongyan, et Xiaohao Ma. « Teaching English Academic Writing to Non-English Major Graduate Students in Chinese Universities ». Dans Transnational Writing Education, 222–43. New York : Routledge, 2018. | Series : ESL & applied linguistics professional series : Routledge, 2018. http://dx.doi.org/10.4324/9781351205955-13.
Texte intégralBrown, Byron, David Graham, Juliet Hinrichsen et Paddy Turner. « Developing Collegial Approaches to Teaching Quality in TNE Partnerships : The Case of Professional Recognition ». Dans Importing Transnational Education, 29–45. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43647-6_3.
Texte intégralLi, Guofang. « Teaching Superdiverse Students in a Transnational World ». Dans Superdiversity and Teacher Education, 19–35. New York, NY : Routledge Taylor & Francis, 2021. : Routledge, 2021. http://dx.doi.org/10.4324/9781003038887-3.
Texte intégralBurbules, Nicholas C. « 8. Ubiquitous Learning and the Future of Teaching ». Dans Teacher Education in a Transnational World, sous la direction de Rosa Bruno-Jofre et James Scott Johnston, 177–88. Toronto : University of Toronto Press, 2014. http://dx.doi.org/10.3138/9781442619999-012.
Texte intégralSantoro, Ninetta. « The Cultural Diversification of the Scottish Teaching Profession ». Dans Diversifying the Teaching Force in Transnational Contexts, 1–13. Rotterdam : SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-663-7_1.
Texte intégralActes de conférences sur le sujet "Transnational teaching"
Xeni, N., R. Ghannam, F. Adamu-Lema, O. Badami, V. Georgiev et A. Asenov. « The Use of Tcad Simulations in Semiconductor Devices Teaching ». Dans 2020 Transnational Engineering Education using Technology (TREET). IEEE, 2020. http://dx.doi.org/10.1109/treet50959.2020.9189752.
Texte intégralMiliszewska, Iwona. « Is it fully On or partly Off ? The Case of Fully-Online Provision of Transnational Education ». Dans InSITE 2007 : Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3073.
Texte intégralSu, Jingyao, et Jing Jiang. « The Application of Digital Teaching Platform Moodle in Transnational Teaching and Management ». Dans 2021 International Conference on Transformations and Innovations in Business and Education (ICTIBE 2021). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210809.025.
Texte intégralZhu, Yan, Ying Zhang et Minjuan Wang. « Transnational Interactive Blended Learning -a Learning Community of Practice ». Dans 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615179.
Texte intégralWohlgemuth, Veit, Tine Lehmann et Christina Saulich. « Transnational student consultancy – an integrated approach to business students’ learning ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7983.
Texte intégralWohlgemuth, Veit, Christina Saulich et Tine Lehmann. « Internationalising education – Cross-country co-teaching among European higher education institutions ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9185.
Texte intégralRukspollmuang, Chanita, Fuangarun Preededilok, Suwithida Charungkaittikul et Sornnate Areesophonpichet. « Transnational Education Policy and Trends in the Globalized Age : Thailand as a Case Study ». Dans 2015 Global Conference on Teaching and Learning with Technology. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814733595_0002.
Texte intégral« Teaching Instructivist Educated Digital Natives Using a Constructivist Learning Theory in Transnational Education ». Dans iConference 2014 Proceedings : Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14354.
Texte intégralLiu, Dan, et Wenzhong Zhu. « Students’ Perceptions and Experiences of Teaching and Learning in Transnational Higher Education in China ». Dans ICEMT 2020 : 2020 The 4th International Conference on Education and Multimedia Technology. New York, NY, USA : ACM, 2020. http://dx.doi.org/10.1145/3416797.3416800.
Texte intégralLehmann, Tine, Veit Wohlgemuth et Annette Ammeraal. « Challenges in Higher Education Teaching Collaborations – a CAGE distance framework analysis ». Dans Sixth International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11135.
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