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Bridging Western-based Classrooms and Chinese Student Expectations through Appreciative Inquiry.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Bridging Western-based Classrooms and Chinese Student Expectations through Appreciative Inquiry./
Author:	Duckins, Melody Antoinette.
Description:	1 online resource (297 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438002845

Bridging Western-based Classrooms and Chinese Student Expectations through Appreciative Inquiry.
Duckins, Melody Antoinette.

Bridging Western-based Classrooms and Chinese Student Expectations through Appreciative Inquiry. - 1 online resource (297 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Southwestern College (Kansas), 2017.

Includes bibliographical references

A number of Western-based faculty travel abroad to China each year to teach university-level Chinese students (Ozturgut, 2007) including the researcher of this study. Western and Eastern cultural differences were a main factor attracting faculty, but also prompted the need for effective communication and awareness (Durant & Shepherd, 2009). This study explored the dynamics of a Sino-U.S. joint educational program in China and the attitudes, expectations, and academic outcomes of faculty and students within a dual culture classroom setting. The study also investigated the gaps between Western and Eastern teaching and learning and assessed the adaptation and integration of culturally based curriculum. A qualitative design was used to analyze the gap that existed in teaching and learning related to Eastern and Western cultural differences. An appreciative inquiry 4-D Cycle was used as the methodology. Triangulation methods were used to collect and analyze data using interviews and focus groups. The study took place in southeast China at a Sino-U.S. university. The participants in the study consisted of approximately five Western-based faculty and 11 Chinese students from the university. The researcher worked with Western-based faculty and Chinese students applying intercultural competence and appreciative inquiry theories. This study detailed findings related to faculty and learner beliefs, understandings, challenges, and reactions within a culturally diverse learning environment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438002845Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Bridging Western-based Classrooms and Chinese Student Expectations through Appreciative Inquiry.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Teresa San Martin.
502 $a Thesis (Ed.D.)--Southwestern College (Kansas), 2017.
504 $a Includes bibliographical references
520 $a A number of Western-based faculty travel abroad to China each year to teach university-level Chinese students (Ozturgut, 2007) including the researcher of this study. Western and Eastern cultural differences were a main factor attracting faculty, but also prompted the need for effective communication and awareness (Durant & Shepherd, 2009). This study explored the dynamics of a Sino-U.S. joint educational program in China and the attitudes, expectations, and academic outcomes of faculty and students within a dual culture classroom setting. The study also investigated the gaps between Western and Eastern teaching and learning and assessed the adaptation and integration of culturally based curriculum. A qualitative design was used to analyze the gap that existed in teaching and learning related to Eastern and Western cultural differences. An appreciative inquiry 4-D Cycle was used as the methodology. Triangulation methods were used to collect and analyze data using interviews and focus groups. The study took place in southeast China at a Sino-U.S. university. The participants in the study consisted of approximately five Western-based faculty and 11 Chinese students from the university. The researcher worked with Western-based faculty and Chinese students applying intercultural competence and appreciative inquiry theories. This study detailed findings related to faculty and learner beliefs, understandings, challenges, and reactions within a culturally diverse learning environment.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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