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首页> 外文学位 >Facilitating Intercultural Development during Study Abroad: A Case Study of CIEE's Seminar on Living and Learning Abroad.
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Facilitating Intercultural Development during Study Abroad: A Case Study of CIEE's Seminar on Living and Learning Abroad.

机译：在出国留学期间促进跨文化发展：以CIEE的“留学与生活”研讨会为例。

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摘要

This study examines a relatively new phenomenon in study abroad: the practice of intervening in students' intercultural learning during their experience abroad. In this paper, I refer to this type of intentional and focused action taken by educators to facilitate student learning abroad as a 'study abroad intervention.' This study focuses specifically on a study abroad intervention that is taught on-site while students are participating in a semester abroad. Created and implemented by the Council on International Educational Exchange (CIEE), the Seminar on Living and Learning Abroad (`the Seminar') is a for-credit intercultural seminar that is offered at numerous CIEE sites around the world. It is one of the largest, if not the largest, study abroad interventions currently in existence.;This mixed-methods case study not only examines the outcomes of participation in the Seminar on Living and Learning Abroad, but it also explores the process involved in facilitating students' intercultural development through such a course. The researcher visited two sites where the Seminar was being taught—one in Western Europe and one in Africa—in fall 2010, where she observed several sessions of the Seminar, interviewed the instructors multiple times, and interviewed the participants. The primary data sources include these observations and interviews, in addition to interviews with the Seminar administrators at CIEE's headquarters and students' pre-/post-test scores from the Intercultural Development Inventory (IDI).;The findings demonstrate that the students participating in the Seminar on Living and Learning Abroad at these two sites made significantly greater gains in their intercultural sensitivity than would be expected if they were not participating in a study abroad intervention. Furthermore, the findings illustrate that the process of facilitating students' intercultural learning during study abroad can be highly complex, and they highlight the importance of having skilled facilitators teach such courses. This study also sheds light on the applicability of several pedagogical theories—including the Intercultural Development Continuum (Hammer, 2009, 2012), the challenge/support hypothesis (Sanford, 1966), and Experiential Learning Theory (Kolb, 1984)—to this process.
机译：这项研究考察了出国留学中一个相对较新的现象：在学生出国学习期间干预学生的跨文化学习的实践。在本文中，我将教育工作者为促进学生出国学习而采取的这种有意和集中的行动称为“出国学习干预”。这项研究特别侧重于出国留学干预，该干预是在学生参加国外学期时在现场教授的。由国际教育交流理事会（CIEE）创建和实施的“国外生活与学习研讨会”（“ The Seminar”）是一种以学分制为基础的跨文化研讨会，在世界各地的众多CIEE站点都提供。它是目前最大的，甚至不是最大的国外研究干预措施之一。;这种混合方法的案例研究不仅检查了参加“国外生活与学习研讨会”的结果，而且还探讨了参与其中的过程。通过该课程促进学生的跨文化发展。这位研究人员于2010年秋季访问了两个正在讲习班的地方-一个在西欧，一个在非洲-在那儿，她观察了几次研讨会，多次采访了讲师，并采访了参与者。主要数据来源包括这些观察和访谈，以及对CIEE总部研讨会管理人员的访谈和学生跨文化发展清单（IDI）的测试前/测试后成绩。在这两个地点举行的“国外生活与学习”研讨会在跨文化敏感性方面的收益大大超过了如果他们不参加出国留学干预所预期的收益。此外，研究结果表明，在出国留学期间促进学生跨文化学习的过程可能非常复杂，并且他们强调了由熟练的促进者教授此类课程的重要性。这项研究还阐明了几种教学理论在此过程中的适用性，包括跨文化发展连续体（Hammer，2009，2012），挑战/支持假设（Sanford，1966）和体验学习理论（Kolb，1984）。 。

著录项

  • 作者

    Harvey, Tara Alicia.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Education Higher Education Administration.;Education Higher.;Education Multilingual.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 325 p.
  • 总页数 325
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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