東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Cross-cultural experiences of interc...

Davis, Ann.

Linked to FindBook

Google Book

Amazon

博客來

Cross-cultural experiences of intercultural expatriate teachers: From cultural difference within disorienting dilemmas to shared meaning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cross-cultural experiences of intercultural expatriate teachers: From cultural difference within disorienting dilemmas to shared meaning./
Author:	Davis, Ann.
Description:	170 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1617.
Contained By:	Dissertation Abstracts International67-05A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217459
ISBN:	9780542688218

Cross-cultural experiences of intercultural expatriate teachers: From cultural difference within disorienting dilemmas to shared meaning.
Davis, Ann.

Cross-cultural experiences of intercultural expatriate teachers: From cultural difference within disorienting dilemmas to shared meaning. - 170 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1617.

Thesis (Ph.D.)--Fielding Graduate University, 2006.

This interpretive inquiry identified factors that enhance discursive space for the co-construction of shared meaning from cultural difference. The adult and higher education lens for transformative learning, cross-cultural adaptation and intercultural communication provide the theoretical grounding for this research. Transformative learning occurs when shifts in awareness of self, consciousness, growth and adaptation take place. This study builds on the research of Jack Mezirow who examined perspective transformation and on the writings of Cranton and Roy, Daloz and Kovan and Dirkx. This study's conceptual framework is consistent with Kim who described the ways in which one views the world and the self in relation to the world. This study also examined the communication process within the integral, practical theory of the Coordinated Management of Meaning (CMM), focusing on who we are, what it means to live a life and how that relates to particular instances of communication. These theories require us to adapt and also construct and reconstruct the identities, episodes, relationships and cultures we encounter and know to foster transformative learning.

ISBN: 9780542688218Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Cross-cultural experiences of intercultural expatriate teachers: From cultural difference within disorienting dilemmas to shared meaning.
LDR:02660nmm 2200301 4500 001 1829227
005 20071029083116.5
008 130610s2006 eng d
020 $a 9780542688218
035 $a (UMI)AAI3217459
035 $a AAI3217459
040 $a UMI $c UMI
100 1 $a Davis, Ann. $3 889509
245 1 0 $a Cross-cultural experiences of intercultural expatriate teachers: From cultural difference within disorienting dilemmas to shared meaning.
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1617.
500 $a Adviser: Leonard N. Baca.
502 $a Thesis (Ph.D.)--Fielding Graduate University, 2006.
520 $a This interpretive inquiry identified factors that enhance discursive space for the co-construction of shared meaning from cultural difference. The adult and higher education lens for transformative learning, cross-cultural adaptation and intercultural communication provide the theoretical grounding for this research. Transformative learning occurs when shifts in awareness of self, consciousness, growth and adaptation take place. This study builds on the research of Jack Mezirow who examined perspective transformation and on the writings of Cranton and Roy, Daloz and Kovan and Dirkx. This study's conceptual framework is consistent with Kim who described the ways in which one views the world and the self in relation to the world. This study also examined the communication process within the integral, practical theory of the Coordinated Management of Meaning (CMM), focusing on who we are, what it means to live a life and how that relates to particular instances of communication. These theories require us to adapt and also construct and reconstruct the identities, episodes, relationships and cultures we encounter and know to foster transformative learning.
520 $a This study used thematic analysis of semi-structured life world interview texts. Study participants were intercultural, expatriate teachers who self reported their cross-cultural lived experiences. The major findings supported learning and growth related to change in one's perspectives and individualization. Based in communication, a link was made between Transformative Learning Theory and An Integrative Theory of Communication and Cross-Cultural Adaptation to support the use of CMM models.
590 $a School code: 1503.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Higher. $3 543175
690 $a 0282
690 $a 0516
690 $a 0745
710 2 0 $a Fielding Graduate University. $3 1020525
773 0 $t Dissertation Abstracts International $g 67-05A.
790 1 0 $a Baca, Leonard N., $e advisor
790 $a 1503
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217459