Additional cross-cultural validity testing of the Intercultural Development Inventory     

Mitchell R. Hammer 《Int J Intercult Relat》2011,35(4):474-487

Intercultural competence/sensitivity is increasingly recognized across the global spectrum of educational institutions, corporations, government agencies and non-government organizations as a central capability for the 21st century. The Intercultural Development Inventory (IDI) is an assessment tool that measures the level of intercultural competence/sensitivity across a developmental continuum for individuals, groups, and organizations and represents a theoretically grounded measure of this capability for perceiving cultural differences and commonalities and modifying behavior to cultural context. This study represents additional cross-cultural validity testing of the IDI, building on the previous work of Paige, Jacobs-Cassuto, Yershova, and DeJaeghere (2003) and Hammer, Bennett, and Wiseman (2003). The 50 items from IDI v2 were administered to 4763 individuals from 11 distinct, cross-cultural samples. Confirmatory factor analysis confirms the following basic orientations toward cultural difference originally explicated by [Bennett, 1986] and [Bennett, 1993] in the Developmental Model of Intercultural Sensitivity (DMIS): Denial, Defense, Reversal, Minimization, Acceptance, and Adaptation. In addition, it also identifies Cultural Disengagement as an additional scale within the IDI; but one that is not located along the developmental continuum. Second, the inter-scale correlations support the theoretically proposed, developmental formulation from Denial through Adaptation. Third, the current analysis offers strong support for an overall Developmental Orientation (DO) scale and an overall Perceived Orientation (PO) scale. Fourth, Minimization is found to be a transitional orientation toward cultural differences and commonalities, between the more monocultural (ethnocentric) orientations of Denial and Polarization (Defense, Reversal) and the more intercultural mindsets of Acceptance and Adaptation. Fifth, readability analysis indicates the IDI is appropriate for high (secondary) school students (age 15 or above) or individuals with a 10th grade reading level. Finally, criterion validity of the IDI was assessed. The results indicate that the IDI has strong predictive validity toward bottom-line goals within organizations; namely, the achievement of diversity and inclusion goals in the recruitment and staffing function. These findings complement previous results that demonstrated that the IDI also possesses strong content and construct validity across culture groups.  相似文献   

From childhood to senior professional football: elite youth players’ engagement in non-football activities     

Mathias Haugaasen  Tynke Toering  Geir Jordet 《Journal of sports sciences》2014,32(20):1940-1949

Abstract

Despite the large amount of research available on how engagement in football practice relates to future performance level among football players, similar information about the contribution of non-football activities is scarce. Based on data from 745 elite youth players this study aimed to identify the characteristics and contribution of diverse participation towards elite youth and senior professional status. The data were collected using a retrospective questionnaire where the players reported the amount of time spent in other sports than football, in addition to their perceived contribution of different non-football activities for developing football skills. The accumulated hours of time spent in other sports of players who had obtained a senior professional contract were compared to non-professional players, using multilevel modelling (n = 558), while a t-test compared the activity ratings to each other. No significant differences were identified between professional and non-professional players’ engagement history, but overall, the players rated sports similar to football to be significantly more relevant for developing football skills than other sports. The results suggests that spending time in non-football activities did not contribute to present differences in performance attainment in football, but also that potential advantages of such activities may be related to their characteristics.  相似文献   

Video Modeling and Explicit Instruction: A Comparison of Strategies for Teaching Mathematics to Students with Learning Disabilities     

Rajiv Satsangi  Rachel Hammer  Christina D. Hogan 《Learning disabilities research & practice》2019,34(1):35-46

As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital‐based instructional strategy with a limited research base for students with a learning disability is video modeling. Through a single subject alternating treatments design, this study compared the use of video modeling to face‐to‐face explicit instruction for teaching geometry word problems to three secondary students with a learning disability in mathematics. Across 10 sessions of intervention, all three students demonstrated improved performance on all dependent variables with both interventions, while the explicit instruction condition produced slightly greater accuracy scores for two of the three students. The results and their implications for the field of mathematics are discussed.  相似文献   

Fair Use Guidelines     

Mathias Lejeune 《TechTrends》2009,53(5):14-15

Mentoring of Media

Fair Use Guidelines  相似文献   

Facing up to the challenge: why is it so hard to develop graduate attributes?   总被引：4，自引：4，他引：0  

Wendy Green  Sarah Hammer  Cassandra Star 《高等教育研究与发展》2009,28(1):17-29

Debate continues regarding the nature and desirability of graduate attributes, driven partly by stakeholder expectations that universities will prepare employees for the knowledge economy and partly by higher education academics and learning specialists. While universities appear to have accepted their new vocational role, there is considerable confusion over how these things – graduate skills, attributes or capabilities – should be defined and implemented. Conceptual confusion combined with a range of external pressures and internal management issues have the potential to derail this important project. To date, stakeholders such as government and business, as well as universities have seriously underestimated the kind of cultural, institutional and policy changes required to implement the graduate skills agenda. This paper outlines the issues that will need to be addressed by the higher education sector if universities are to play a proactive rather than reactive role in shaping this agenda.  相似文献   

Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning     

Olia E. Tsivitanidou  Costas P. Constantinou  Peter Labudde  Silke Rönnebeck  Mathias Ropohl 《European Journal of Psychology of Education - EJPE》2018,33(1):51-73

The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two, after having completed hands-on experiments in the laboratory. Then, they submitted their models and anonymously assessed the model of another peer group. The students were given a four-point rating scale with pre-specified assessment criteria, while enacting the peer-assessor role. After implementation of the peer assessment, students, as peer assessees, were allowed to revise their models. They were also asked to complete a short questionnaire, reflecting on their revisions. Data were collected by (i) peer-feedback reports, (ii) students’ initial and revised models, (iii) post-instructional interviews with students, and (iv) students’ responses to open-ended questions. The data were analyzed qualitatively and then quantitatively. The results revealed that, after enactment of the peer assessment, students’ revisions of their models reflected a higher level of attainment toward their model-construction practices and a better conceptual understanding of additive and subtractive color mixing. The findings of this study suggest that reciprocal peer assessment, in which students experience both the role of assessor and assessee, facilitates students’ learning in science. Based on our findings, further research directions are suggested with respect to novel approaches to peer assessment for developing students’ modeling competence in science learning.  相似文献   

Narcissism and partial lack of reality testing (denial) in incestuous fathers     

Mathias Hirsch M.D. 《Child abuse & neglect》1986,10(4):547-549

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Dimensions of intercultural effectiveness: An exploratory studyLas dimensiones la eficacia intercultural: Un estudio exploratorioLes dimensions de la compétence interculturelle: Une étude exploratoire     

Mitchell R Hammer  William B Gudykunst  Richard L Wiseman 《Int J Intercult Relat》1978,2(4):382-393

The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness.  相似文献   

The missing disciplinary substance of formative assessment     

Janet E. Coffey  David Hammer  Daniel M. Levin  Terrance Grant 《科学教学研究杂志》2011,48(10):1109-1136

We raise concerns about the current state of research and development in formative assessment, specifically to argue that in its concentration on strategies for the teacher, the literature overlooks the disciplinary substance of what teachers and students assess. Our argument requires analysis of specific instances in the literature, and so we have selected four prominent publications for consideration as examples. These, we show, pay little attention to the student reasoning they depict, presume traditional notions of “content” as correct information, and treat assessment as distinct from other activities of learning and teaching, even when they claim the contrary. We then offer an alternative image of formative assessment centered on attention to disciplinary substance, which we illustrate with an example from a high school biology class. Assessment, we contend, should be understood and presented as genuine engagement with ideas, continuous with the disciplinary practices science teaching should be working to cultivate. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1109–1136, 2011  相似文献   

Consortia Taking Responsibility for their Technology Ecosystem: Cultivating Agency with Emerging Community Owned Solutions     

Jill Morris  Sebastian Hammer 《图书馆管理杂志》2019,59(1):74-85

In an era where market consolidation is becoming the norm for proprietary library content and technology services, library consortia are left wondering what they can do to mitigate or counteract the resulting negative consequences. This article explores challenges with respect to market consolidation, and the approaches taken in recent collaborative community-owned projects, including CC-PLUS and FOLIO, in which the authors are involved. These projects may impede market consolidation effects and serve as examples, providing new models for consortial collaboration and those interested in cultivating agency in the provision of core library technology services.  相似文献