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Articles 1 - 4 of 4
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Intercultural Partnerships That Foster Cultural Competence Among Undergraduate Students, Elizabeth J. Sandell
Intercultural Partnerships That Foster Cultural Competence Among Undergraduate Students, Elizabeth J. Sandell
Elementary and Literacy Education Department Publications
Welcome to my poster presentation: Intercultural Partnerships that foster cultural competence among undergraduate students. Higher education institutions are increasingly committed to fostering equitable access; incorporating global perspectives into teaching, learning, and research; building international and intercultural competence among students, faculty, and staff; and establishing relationships and collaborations with people and institutions throughout the world. Since 2010, I have collected data with the Intercultural Development Inventory (Hammer, 2003; 2011) to assess the course’s impact on students’ developmental orientation to cultural differences.
Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero
Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article examines how a group of elementary and secondary preservice teachers engaged in understanding “culture” and culturally responsive teaching while enrolled in an early program course. We analyze how culturally-related experiences, emotions, and perspectives contribute to the overall understanding of cultural competency training in teacher education. Preservice teachers varied in their use of individual- and structural-orientations, in isolation and in combination, as they developed and progressed as socially just teachers. These findings reveal that despite attempts to develop and shift toward asset-based perspectives, far more culturally embedded coursework and practicum experiences are necessary. This paper includes a reflection on …
An Exploration Of The Reasons And Purposes Of Non-Japanese Undergraduate Students For Taking A Beginners’ Japanese Language Course, Asuka H. Mashav
An Exploration Of The Reasons And Purposes Of Non-Japanese Undergraduate Students For Taking A Beginners’ Japanese Language Course, Asuka H. Mashav
FIU Electronic Theses and Dissertations
This study took place at Florida International University (FIU), a large public research university in Miami, Florida and one of largest Hispanic serving institutions in the United States. The purpose of this study was to explore the motivations of non-Japanese undergraduate students for taking a beginners’ Japanese language course. In-depth one-hour semi-structured interviews were conducted with 12 participants before the fall semester of 2014 (Phase I) and 10 after the semester (Phase II). Two major themes emerged from the inductive analysis of the data: attraction to Japanese culture and utility of using the Japanese language. Sub-themes for attraction to Japanese …
Integrating Mathematical Modeling For Undergraduate Pre-Service Science Education Learning And Instruction In The Middle School Classroom, William H. Robertson, David Carrejo
Integrating Mathematical Modeling For Undergraduate Pre-Service Science Education Learning And Instruction In The Middle School Classroom, William H. Robertson, David Carrejo
William H. Robertson
El Paso is a bicultural, bilingual community with a 76.6% Hispanic population. Combining El Paso’s population with that of its sister city, Ciudad Juárez, Mexico, our community is the largest metropolitan area on any international border in the world. Students at the University of Texas at El Paso (UTEP) are mostly female, and 50% of the total student population is made up of first-generation college students. These demographics are accompanied by low socioeconomic and educational factors: 23.6% of local families live below the poverty level, compared to 12.5% nationally; 32.9% of 25-year-olds have not graduated from high school; 19% of …