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Bridging Western-based Classrooms an...
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ProQuest Information and Learning Co.
Bridging Western-based Classrooms and Chinese Student Expectations through Appreciative Inquiry.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Bridging Western-based Classrooms and Chinese Student Expectations through Appreciative Inquiry./
作者:
Duckins, Melody Antoinette.
面頁冊數:
1 online resource (297 pages)
附註:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:
Dissertation Abstracts International79-10A(E).
標題:
Higher education. -
電子資源:
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.
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