東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Students' Intercultural Development During Faculty-Led Short-Term Study Abroad: A Mixed Methods Exploratory Case Study of Intercultural Interventions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students' Intercultural Development During Faculty-Led Short-Term Study Abroad: A Mixed Methods Exploratory Case Study of Intercultural Interventions./
作者:	Cressy, Kimberly C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	144 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544055
ISBN:	9798534688917

Students' Intercultural Development During Faculty-Led Short-Term Study Abroad: A Mixed Methods Exploratory Case Study of Intercultural Interventions.
Cressy, Kimberly C.

Students' Intercultural Development During Faculty-Led Short-Term Study Abroad: A Mixed Methods Exploratory Case Study of Intercultural Interventions. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 144 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (D.Ed.)--University of Minnesota, 2021.

This item must not be sold to any third party vendors.

The purpose of this case study was to examine the ways in which an instructor's interventions and guided reflections influenced students' intercultural development during a short-term study abroad experience in Oaxaca, Mexico The research questions were: (a) What was the impact of the study abroad program on the level of intercultural sensitivity and cultural intelligence of participants? (b) How did the instructor intervene to facilitate students' intercultural development? (c) In what ways did the interventions influence students' intercultural development? A mixed methods approach was employed, using both quantitative and qualitative methods to triangulate data, achieve deeper understanding, and further explain the quantitative findings. The population consisted of 10 students from one 4-year public higher education institution in the United States who participated in a faculty-led study abroad program. This study's findings suggest that a short-term, faculty-led study abroad program can have a positive impact on students' intercultural development. The major finding from the quantitative research is that students increased their scores on the Intercultural Development Inventory and the Cultural Intelligence Scale. The two major findings from the qualitative data are (a) guided reflections played a critical role in students' intercultural development, particularly their culture-general learning, and (b) interactions with host nationals played an important role in students' culture-specific and comparative learning. The findings have important implications for the design of short-term study abroad programs and for the instructors leading such programs.

ISBN: 9798534688917Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Faculty-led

Students' Intercultural Development During Faculty-Led Short-Term Study Abroad: A Mixed Methods Exploratory Case Study of Intercultural Interventions.
LDR:03009nmm a2200421 4500 001 2343513
005 20220512065826.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798534688917
035 $a (MiAaPQ)AAI28544055
035 $a AAI28544055
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cressy, Kimberly C. $3 3682085
245 1 0 $a Students' Intercultural Development During Faculty-Led Short-Term Study Abroad: A Mixed Methods Exploratory Case Study of Intercultural Interventions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 144 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Fry, Gerald.
502 $a Thesis (D.Ed.)--University of Minnesota, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this case study was to examine the ways in which an instructor's interventions and guided reflections influenced students' intercultural development during a short-term study abroad experience in Oaxaca, Mexico The research questions were: (a) What was the impact of the study abroad program on the level of intercultural sensitivity and cultural intelligence of participants? (b) How did the instructor intervene to facilitate students' intercultural development? (c) In what ways did the interventions influence students' intercultural development? A mixed methods approach was employed, using both quantitative and qualitative methods to triangulate data, achieve deeper understanding, and further explain the quantitative findings. The population consisted of 10 students from one 4-year public higher education institution in the United States who participated in a faculty-led study abroad program. This study's findings suggest that a short-term, faculty-led study abroad program can have a positive impact on students' intercultural development. The major finding from the quantitative research is that students increased their scores on the Intercultural Development Inventory and the Cultural Intelligence Scale. The two major findings from the qualitative data are (a) guided reflections played a critical role in students' intercultural development, particularly their culture-general learning, and (b) interactions with host nationals played an important role in students' culture-specific and comparative learning. The findings have important implications for the design of short-term study abroad programs and for the instructors leading such programs.
590 $a School code: 0130.
650 4 $a Higher education. $3 641065
650 4 $a Educational psychology. $3 517650
650 4 $a Multicultural education. $3 526718
650 4 $a Educational sociology. $3 519608
650 4 $a Study abroad. $3 3557623
650 4 $a Teaching. $3 517098
650 4 $a Language. $3 643551
650 4 $a Culture. $3 517003
650 4 $a Intervention. $3 3435307
650 4 $a Foreign language learning. $3 3436780
650 4 $a Student organizations. $3 3682086
650 4 $a Core curriculum. $3 3559991
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Interviews. $3 856777
650 4 $a Case studies. $2 itrt $3 996239
650 4 $a Accountability. $3 3435301
650 4 $a Hypotheses. $3 3560118
650 4 $a Immersion programs. $3 3682087
650 4 $a Experiential learning. $3 532317
650 4 $a Peers. $3 3435329
650 4 $a Participation. $3 1555180
650 4 $a College campuses. $3 3562806
650 4 $a Service learning. $3 843567
650 4 $a Consortia. $3 2129924
650 4 $a Data collection. $3 3561708
650 4 $a Cultural differences. $3 3548285
653 $a Faculty-led
653 $a Guided reflections
653 $a IDI
653 $a Intercultural Development
653 $a Interventions
653 $a Short-term Study Abroad
690 $a 0745
690 $a 0455
690 $a 0525
690 $a 0340
690 $a 0444
690 $a 0679
710 2 $a University of Minnesota. $b Organizational Leadership, Policy, and Development. $3 2098497
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 0130
791 $a D.Ed.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544055