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1.
Dilys Schoorman Maria Cristina Acosta Sister Rachel Sena Traci Baxley 《Multicultural Perspectives》2013,15(4):194-200
In this article the authors discuss how the perspectives of Paulo Freire were instructive in addressing the challenges of HIV-AIDS education in Guatemalan Maya immigrant communities with minimal formal education and literacy. The forging of a community-based, collaborative, educational program offers several implications for effective teaching and learning among marginalized communities. 相似文献
2.
《Multicultural Perspectives》2013,15(1):33-37
This article presents the results of a research study that investigated the mathematical experiences of two African American female college students. The study examined the students' perceptions of and responses to their mathematical experiences. The study sought to determine how these students viewed their experiences in mathematics classrooms, particularly their interactions with mathematics teachers and sought to identify factors that contributed to their succeeding in mathematics. The students' stories suggest a need to raise questions about traditional teaching practices that may be oppressive for African American mathematics students. Their stories also engender hope due to the support of caring educators whom they called "good teachers" and who contributed to their success with school mathematics. 相似文献
3.
《Multicultural Perspectives》2013,15(3):37-46
Resistance to multicultural curriculum transformation has long been assumed to be a function solely of faculty racism, sexism, classism, and so forth, especially in the fields of "advanced" mathematics and "hard" sciences. Although this may account for a percentage of that resistance, it is a small percentage. In fact, most faculty are interested in multiculturally transforming their curriculum. The problem is that few know how to go about doing it. Until recently, few, if any, doctoral programs included coursework on how to teach one's discipline, much less how to teach it from a multicultural perspective. Faculty need opportunities to learn how to develop multiculturally oriented curricula content, pedagogical approaches, and methods of evaluating student learning and teaching effectiveness. Faculty also need opportunities to learn how to build positive relationships with increasingly diverse bodies of students, and how to create more supportive educational environments for that interaction to occur. This article provides faculty with an overview of effective approaches to multicultural curriculum transformation, applicable across disciplines vis-á-vis content, pedagogy, evaluation, relationship building, and environment creation. 相似文献
4.
ABSTRACTDue to budget constraints, schools in the United States have increasingly turned to community arts organizations for support. School-community arts partnership stakeholders collaborate because of shared missions to provide students with valuable arts learning experiences. Investigations of these initiatives indicate that these partnerships improve arts learning opportunities and increase public support and resources for arts education. However, not much is known about the experiences and perspectives of the arts organizations that participate in these partnerships. Coordinating collective efforts with a multitude of institutions and interests poses challenges. In this study, we examine survey data collected from arts organization administrators who participated in a large-scale school-community arts partnership initiative. We find that these organizations are generally positive about their impacts on students’ educational outcomes, but there is substantial variation in these views. We also find that organizations differ in their levels of support for these collective efforts. Sources of this variation appear to be attributable to organizations’ preexisting resources and extent to which they are established. While this difference in levels of support is potentially inevitable, we find evidence that the operations handled by the “backbone” organization, i.e. the initiative’s facilitators and overseers, can significantly influence organizations’ levels of support for these efforts. Organizations are more likely to support these collaborative efforts when they believe the backbone organization ensures transparency with initiative operations, provides regular, effective communication, and effectively resolves competing priorities. 相似文献
5.
ABSTRACTThis paper reflects on approaches to collaborative knowledge exchange projects between UK universities and the creative economy. It develops a preliminary account of cultural ecology as a systematic approach to producing impact in the creative economy. It argues that such an approach is a powerful way to aggregate micro-businesses and small and medium sized enterprises in a meaningful network of new relationships. The paper uses social network analysis software to begin to visualise the pattern of relationships that constitute the ecosystem. The paper reports on the work of the Research and Enterprise for Arts and Creative Technologies Hub, one of four Knowledge Exchange Hubs for the Creative Economy established by the Arts and Humanities Research Council. 相似文献
6.
Michael Dornoo 《Multicultural Perspectives》2015,17(2):81-86
Students learn through connections when understanding is enhanced by a more holistic view of the content. When mathematics is presented from diverse perspectives, students with diverse backgrounds, expectations, histories, and experiences benefit greatly. In this article the author addresses the need to teach mathematics with cultural competency that meets the needs of all diverse learners. 相似文献
7.
We studied the interplay of intercultural competence, intercultural experiences, and creativity among Russian students from Moscow (N = 272). We expected the students from culturally diverse groups, attending the courses on cultural issues, to be more creative. We based our expectation on the idea that cultural diversity and cultural learning are associated with a higher level of intercultural competence that might contribute to students’ creativity. We measured the intercultural experiences by cultural diversity of study groups (a number of foreign students in the groups and the intensity of friendly contacts with them) and by cultural learning (a number of culture-related courses that students attended). We measured creativity by the “Many Instances Game” from the Runco Creativity Assessment Battery (rCAB). We measured intercultural competence by the adapted scale of Fantini and Tirmizi. We discovered positive associations of intercultural experiences in the university with students’ creativity. Such components of intercultural competence as attitudes and skills (the adaptability of behavior), played an important role in the students’ creativity. The attitudes were positive and the skills were negative, related to the creativity. We also revealed that these two components of intercultural competence mediated the relationship between the intercultural experiences and creativity of students. Based on the results, we discussed the factors of the educational environment which may enhance or prohibit creativity. 相似文献
8.
Gordon E Finley 《Int J Intercult Relat》1979,3(1):5-13
Although the topic of research collaboration receives infrequent comment, a well functioning collaborative process is crucial to the substantive success of intercultural research enterprises. The present report addresses this topic and focuses on two major sets of collaborative issues, the personal/ personnel and the structural/organizational. The issues are organized around the phases of the project at which they optimally should be considered and resolved. 相似文献
9.
R.Michael Paige 《Int J Intercult Relat》1979,3(3):333-364
In October, 1976, a survey was conducted among 1,621 sixth grade pupils located in 30 rural and 30 urban randomly selected East Javanese elementary schools. The purpose of the study was to determine the effects of pupil background characteristics, the home learning environment, school and classroom organizational characteristics, the physical environment of the classroom and the school, teacher characteristics, the classroom learning environment and rural-urban factors upon the acquisition of modern orientations among Indonesian elementary schoolchildren. The study was also designed to develop reliable and valid measures of the key variables used in the conceptual model. The results indicated that reliable and valid instruments could be generated from survey data; specifically, satisfactory scales were developed for the measurement of the following concepts: the home learning environment, the school physical environment, the classroom physical environment, teacher pedagogy, teacher quality, individual modernity, and fifteen characteristics of the classroom learning environment. Correlational and multiple regression analyses showed that individual modernity, the learning outcome, was influenced by both social and educational learning determinants. The most powerful predictors of modernity in the positive direction were class size, the home learning environment, the personal development and relationship dimensions of the classroom learning environment, and the school physical environment. Pupil age and teacher pedagogy (innovativeness) were negatively associated with the criterion. The results also show that modernizing forces are disproportionately concentrated in the urban area. In the multiple regression, the learning determinants accounted for a large enough portion of the variance in the learning outcome (R2 = .262) to be statistically significant from zero at the .001 level. The study shows that the learning of modern culture is a complex phenomenon which is influenced by a wide variety of factors. 相似文献
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11.
This study examines the role that culture plays in the way individuals learn. Experiential learning theory is used to describe the learning process and the Kolb Learning Style Inventory is used to assess differences in how individuals learn. Using the framework for categorizing cultural differences from the Global Leadership and Organizational Effectiveness (GLOBE) study, national cultures are examined by cultural clusters and individual cultural dimensions. The first part of the study assesses the relative influence of culture in comparison to gender, age, level of education and area of specialization of 533 respondents born in and currently residing in 7 nations. We found that a significant portion of the variance in the preference for abstract conceptualization was explained by culture, gender, level of education and area of specialization. The variability in preference for active experimentation over reflective observation was accounted for by age and area of specialization. The impact of culture was only marginally significant. In the second part of the study where we examined the influence of individual culture dimensions in shaping the learning style preferences, we discovered that individuals tend to have a more abstract learning style in countries that are high in in-group collectivism, institutional collectivism, uncertainty avoidance, future orientation and gender egalitarianism. Individuals may have a more reflective learning style in countries that are high in in-group collectivism, uncertainty avoidance and assertiveness. 相似文献
12.
Zachary W. Goldman San Bolkan Alan K. Goodboy 《Journal of Intercultural Communication Research》2014,43(1):45-63
This study investigates the relationship between teacher confirmation behaviors (i.e., responding to questions, demonstrating interest, interactive teaching style) and student learning outcomes (i.e., affective learning, student motivation) across three cultures: Turkey, China, and the United States. Results indicates the confirmation-learning relationship was significantly stronger in the United States and China than it was in Turkey. The findings from this study suggest that teacher confirmation is an effective teaching behavior that transcends cultures, yet the magnitude of its importance on student learning appears more relevant in America, and to a lesser extent in China, than it is in Turkey. 相似文献
13.
《Cultural and Social History》2013,10(1):31-49
ABSTRACTThe article analyses a debate that preoccupied the Russian press in the winter of 1878/9. Writers, journalists and scientists discussed whether mathematics could explain spiritualist séance phenomena. At its core, this was an assessment of social change and a debate about the ambiguity of modern life. While spiritualists hoped to bridge the divide between science and religion, subjectivity and objectivity, their opponents feared that séance phenomena and modern mathematics undermined a rationalist world-view that was endowed with reliability and universal truth. That no agreement could be reached indicates that the post-reform public sphere had become truly pluralist and modern. 相似文献
14.
Yoonjung Choi 《Multicultural Perspectives》2013,15(1):12-18
Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning. 相似文献
15.
《Journal of Intercultural Communication Research》2013,42(1):1-2
The present study was designed to test and compare the four existing immediacy-learning models, namely the learning model, the motivation model, the affective learning model, and the integrating model, in US, Chinese, German, and Japanese college classrooms. Altogether 695 college students from the four cultures completed the questionnaire, and the results from structural equation modeling indicate that the integrating model produces the best fit to the four-cultural data. Teacher immediacy has both a direct path and indirect paths mediated through affective learning and motivation to cognitive learning. The findings are consistent with both the relevant theories pertinent to immediacy, cognition, and behavior, and previous empirical findings regarding the immediacy-learning relationship. 相似文献
16.
Every person has his or her own individual way to learn and to solve problems in day-to-day situations. These personal cognitive strategies, acquired in a long socialization process are called “learning styles” and may differ depending on gender, age or culture.In this study, the learning styles of over 300 students in business administration in France, Germany and Quebec are examined with the Learning Style Inventory (LSI). Representative and significant learning differences where found. This is why the LSI can be used in a first step for the illustration and comparison of typical patterns of learning. In a second step the results may be of use to international trainers in making decisions about course design and methods of cross-cultural training in relation to the learning profiles of the participants. 相似文献
17.
Michelle Cirillo Katherine Richardson Bruna Beth Herbel-Eisenmann 《Multicultural Perspectives》2013,15(1):34-41
In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. 相似文献
18.
The purpose of this study is to shed light on the relationship between team members’ demographic dissimilarity (race/ethnic origin and nationality) from their team and their learning in the team. Drawing from social identity theory and self-categorization theory, it is argued that relational identification with team members and perceived value dissimilarity moderate this relationship. Hypotheses were tested using a survey of individual team members in multiple organizations. Race/ethnic origin dissimilarity negatively influenced learning when relational identification with team members was lower. Race/ethnic origin dissimilarity and national dissimilarity were more negatively related to learning under higher perceived value dissimilarity. Finally, national dissimilarity most negatively influenced learning under lower relational identification with team members and higher perceived value dissimilarity. 相似文献
19.
The empirical research has not provided definitive answers to questions about how to assess and report academic adjustment and whether or not it influences psychological and sociocultural adjustments. This study is a longitudinal investigation into the relationship between academic and psychological adjustment of international students from South Asian countries in a cross-cultural learning context who partied in Teaching Chinese to Speakers of Other Languages (TCSOL) teacher education programs in Chinese universities. Using Zun's Self-Rating Depression Scale and the self-developed Scale of Academic Adaptation, the first test in December 2017 (T1) and the second in December 2019 (T2) were conducted to measure depression, learning motivation, learning behavior, learning efficacy, academic achievement, and satisfaction of South Asian students. The paper discovered significant positive correlations between five variables, indicating an interaction between the five aspects showing how involved and effective overseas students were in learning in China and a cross-lagged relationship between depression and academic adjustment. This longitudinal empirical study of international students in China aimed to help expand the application of cross-cultural adjustment theory in different educational backgrounds, and provide diverse samples and methods different from the traditional western perspective. 相似文献
20.
The purpose of this paper was to explore interethnic perception in an ethnically mixed society, and to examine the relationship between the degree of stereotyping toward certain ethnic groups and interethnic interpersonal communication and social capacity variables, such as education, age, occupational status, length of stay in the U.S., and English fluency. The study focused on three major aspects of stereotyping: homogeneity, polarity, and favorableness of interethnic attitudes. Homogeneity was defined as the degree to which an individual differentiates dimensions of perception, while polarity was the degree of extremity—either positive or negative—of perception. Favorableness was the degree of positive attitude toward other ethnic groups.The study was based upon a random survey conducted from 1978 to 1979 of five ethnic groups in Hawaii, including 401 Koreans, 203 Japanese, 200 Caucasians, 199 Samoans, and 208 Filipinos. Six bipolar dimensions of perception were explored: responsible-irresponsible, friendly-unfriendly, independent-dependent, good-bad, hard working-lazy, and wise-foolish. The results indicated that interethnic interpersonal communication had the strongest relationship with the level of favorableness. The hypothesized relationships between the social capacity variables and stereotyping were statistically significant, although the magnitude of the relationships were small. 相似文献