Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention

Science.gov (United States)

Bennett, Jessica G.; Gardner, Ralph, III; Cartledge, Gwendolyn; Ramnath, Rajiv; Council, Morris R., III

2017-01-01

This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance…

Impact of Culturally Relevant Contextualized Activities on Elementary and Middle School Students' Perceptions of Science: An Exploratory Study

Science.gov (United States)

González-Espada, Wilson; Llerandi-Román, Pablo; Fortis-Santiago, Yaihara; Guerrero-Medina, Giovanna; Ortiz-Vega, Nicole; Feliú-Mójer, Mónica; Colón-Ramos, Daniel

2015-01-01

Although researchers have argued that textbooks should be customized to local cultures and experiences, they rarely are. Ciencia Puerto Rico, a non-profit group interested in promoting science literacy and education among Latino(a)s/Hispanics, identified a need to provide schools with culturally relevant materials. The result was the publication…

Developing Quality Assurance Culture for Sustainable University Education in Nigeria

Science.gov (United States)

Ibara, Emmanuel Chisa

2015-01-01

The relevance of any university education depends on quality parameters that should be specified, adhered to and sustained. The development of quality assurance culture in Nigerian university education is imperative, considering the fact that globalization, mobility of labour, competition and the quest for best practices have subjected…

The Power of Digital Storytelling as a Culturally Relevant Health Promotion Tool.

Science.gov (United States)

Briant, Katherine J; Halter, Amy; Marchello, Nathan; Escareño, Monica; Thompson, Beti

2016-11-01

Digital storytelling is an emergent method in health promotion. It addresses health inequities by combining technology with the voices of members of vulnerable, often underrepresented populations. The overall goal of this pilot project was to explore if digital storytelling could be a culturally relevant health promotion tool for Hispanics/Latinos to share their experiences with cancer, or other diseases. Promotores participated in a train-the-trainer workshop. Community members worked with trained promotores to create digital stories through community workshops. We conducted one-on-one interviews with digital story creators to elicit perspectives and assess their experience. One overarching theme among storytellers was the power of storytelling. Supporting subthemes that emerged in the interviews were (1) connection and communication, (2) lack of opportunities and barriers to telling stories, and (3) potential for disease prevention awareness and education. This study found digital storytelling to be culturally relevant for Hispanics/Latinos of Mexican origin. For these storytellers it was a uniquely valuable tool for sharing personal stories of overcoming or managing health issues. Participants found the digital story experience to be positive and beneficial. It provided a healing outlet to reflect on a difficult experience and find support within one's own community. © 2016 Society for Public Health Education.

Education and Culture. Routledge Research in Education

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Quinn, Jocey

2011-01-01

Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture. Cultural perspectives and rich empirical data from a wide range of research with learners in…

Mechanisms of Formation of Human Culture in Education

Directory of Open Access Journals (Sweden)

Baboshina Helen B.

2017-12-01

Full Text Available The relevance of the research problem lies in the necessity of an axiological approach to the formation of the personality in education and the task of strengthening the ideal image of the function. The aim of this article is studying and understanding the culture of personality formation mechanisms in relation to future specialists. The leading method of research was the theoretical analysis of philosophical and cultural approaches to the cultural formation of the personality and to the content of human culture. Content analysis was based on the philosophical and cultural concepts of V. S. Bibler, M. Buber, J. G. Herder, I. Kant, L. N. Kogan, D. S. Likhachev, A. Schweitzer, M. Scheler, and others. The experiment method was the experimental realization of formation stages of the future specialist as a person of culture, which allowed revealing the positive role of cultural mechanisms in this process. The result is the stages of human culture formation as well as mechanisms for their implementation. The article may be useful for specialists of the educational sphere, social philosophers, and culturologists.

The Cultural Relevance of Mindfulness Meditation as a Health Intervention for African Americans

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Woods-Giscombé, Cheryl L.; Gaylord, Susan A.

2014-01-01

African Americans experience a disproportionate rate of stress-related health conditions compared to European Americans. Mindfulness meditation has been shown to be effective for managing stress and various stress-related health conditions. This study explored the cultural relevance of mindfulness meditation training for African Americans adults. Fifteen African American adults with past or current experience with mindfulness meditation training were interviewed. Participants felt that mindfulness meditation helped them with enhanced stress management, direct health improvement, and enhanced self-awareness and purposefulness. They felt that they would recommend it and that other African Americans would be open to the practice but suggested that its presentation may need to be adapted. They suggested emphasizing the health benefits, connecting it to familiar spiritual ideology and cultural practices, supplementing the reading material with African American writers, increasing communication (education, instructor availability, “buddy system,” etc.), and including African Americans as instructors and participants. By implementing minor adaptations that enhance cultural relevance, mindfulness meditation can be a beneficial therapeutic intervention for this population. PMID:24442592

Culture care theory: a framework for expanding awareness of diversity and racism in nursing education.

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Lancellotti, Katherine

2008-01-01

As American society becomes increasingly diverse, and the nursing profession does not, there has been a focus on promoting both cultural competence and diversity within the profession. Although culture and diversity are widely discussed in nursing education, the issue of racism may be avoided or suppressed. Institutionalized racism within nursing education must be acknowledged and discussed before nursing education may be transformed. Madeleine Leininger's Culture Care Theory is an established nursing theory that emphasizes culture and care as essential concepts in nursing. Theoretical frameworks abound in nursing, and Culture Care Theory may be underutilized and misunderstood within nursing education. This article examines the issue of racism in nursing education and recommends Culture Care Theory as a relevant framework for enhancing both cultural competence and diversity.

The National Heritage of Ki Hadjar Dewantara in Tamansiswa about Culture-Based Education and Learning

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Towaf, Siti Malikhah

2016-01-01

Global interdependence is a reality; in the security, economics, politics, socio-culture, and especially in the education of a nation;. Relevant to the need for an international dialog on education, this study tries to explore: 1) the concepts of culture-based education and learning of Ki Hadjar Dewantara (KHD) in Tamansiswa, 2) the results of…

Globalization and the cultural impact on distance education.

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McPhee, W; Nøhr, C

2000-09-01

With the delivery of distance (or flexible) learning in today's society, the changing roles of both the teacher and the learner need to be seriously considered. This is particularly relevant with the use of new technologies to deliver courses in locations with entirely different cultural and academic traditions. International education of this kind currently faces difficulties in facilitating cross-cultural learning. While problems of limited communications technologies, lack of teacher training, inadequate competence of university administration and general cultural differences may be known, global changes call for the development of new pedagogies with new communication technologies in ways, which are sensitive to issues of cultural diversity.

Culturally relevant science: An approach to math science education for hispanics. Final technical report

Energy Technology Data Exchange (ETDEWEB)

Montellano, B.O. de

1996-11-14

This progress report summarizes results of a teacher workshop. A letter sent to 17 teachers who had participated in the workshop requested a report of any activities undertaken and copies of lesson plans and materials developed. Only nine responses were received, and not all of them demonstrated a satisfactory level of activity. Teachers who submitted materials showing the most promise were invited to participate in the Summer Writing Workshop. A partial first draft of a companion volume for the teacher`s manual was written which provides a rationale for culturally relevant science and presents the cultural and scientific background needed. The outline of the book is presented in Appendix 1. Appendix 2 is a sample chapter from the book.

The Politics of Implementing Local Cultures in Music Education in Taiwan

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Ho, Wai-Chung

2006-01-01

The purpose of the present study was to investigate how the national development of Taiwan has shaped the context of music learning through the development of local cultures in current education reform. Through the examination of relevant literature, official documents, websites and a selection of music education publications that are commonly…

Developing Culturally Targeted Diabetes Educational Materials for Older Russian-Speaking Immigrants.

Science.gov (United States)

Van Son, Catherine R

2014-07-01

Older adults who immigrate late in life face many challenges adapting to a new country. Immigrants bring their cultural beliefs and behaviors with them, which can influence their ability to make dietary changes required when they have type 2 diabetes. Culturally targeted patient education materials are needed to improve immigrants' health literacy and abilities to self-manage diabetes. Currently, there is a scarcity of diabetes patient education materials to meet the educational needs of the Russian-speaking immigrant group. The purpose of this article is to describe a project in which culturally targeted diabetes education materials for older Russian-speaking immigrants were designed and developed. Culturally targeted patient education materials are essential if they are to be accepted and used by clients from different ethnic minority populations. The creation of culturally relevant materials requires a team effort and community stakeholder input. The availability of materials on the internet facilitates access and use by health care providers. Culturally targeted education materials are an important component in addressing health literacy in ethnic minority populations. Next steps require that these materials be evaluated to test their impact on diabetes self-management behaviors and clinical outcomes such as adherence, amount of physical activity, and blood glucose levels. © 2014 The Author(s).

Culture, Pedagogy and Equity in a Meritocratic Education System: Teachers' Work and the Politics of Culture in Singapore

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Lim, Leonel; Tan, Michael

2018-01-01

Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students' cultural backgrounds and its relevance for teaching are interpreted, negotiated, and ultimately drawn upon to engage students in the low-progress academic tracks.…

Viewpoint: Cultural competence and the African American experience with health care: The case for specific content in cross-cultural education.

Science.gov (United States)

Eiser, Arnold R; Ellis, Glenn

2007-02-01

Achieving cultural competence in the care of a patient who is a member of an ethnic or racial minority is a multifaceted project involving specific cultural knowledge as well as more general skills and attitude adjustments to advance cross-cultural communication in the clinical encounter. Using the important example of the African American patient, the authors examine relevant historical and cultural information as it relates to providing culturally competent health care. The authors identify key influences, including the legacy of slavery, Jim Crow discrimination, the Tuskegee syphilis study, religion's interaction with health care, the use of home remedies, distrust, racial concordance and discordance, and health literacy. The authors propose that the awareness of specific information pertaining to ethnicity and race enhances cross-cultural communication and ways to improve the cultural competence of physicians and other health care providers by providing a historical and social context for illness in another culture. Cultural education, modular in nature, can be geared to the specific populations served by groups of physicians and provider organizations. Educational methods should include both information about relevant social group history as well as some experiential component to emotively communicate particular cultural needs. The authors describe particular techniques that help bridge the cross-cultural clinical communication gaps that are created by patients' mistrust, lack of cultural understanding, differing paradigms for illness, and health illiteracy.

Cultural relevance of a fruit and vegetable food frequency questionnaire.

Science.gov (United States)

Paisley, Judy; Greenberg, Marlene; Haines, Jess

2005-01-01

Canada's multicultural population poses challenges for culturally competent nutrition research and practice. In this qualitative study, the cultural relevance of a widely used semi-quantitative fruit and vegetable food frequency questionnaire (FFQ) was examined among convenience samples of adults from Toronto's Cantonese-, Mandarin-, Portuguese-, and Vietnamese-speaking communities. Eighty-nine participants were recruited through community-based organizations, programs, and advertisements to participate in semi-structured interviews moderated in their native language. Data from the interviews were translated into English and transcribed for analysis using the constant comparative approach. Four main themes emerged from the analysis: the cultural relevance of the foods listed on the FFQ, words with multiple meanings, the need for culturally appropriate portion-size prompts, and the telephone survey as a Western concept. This research highlights the importance of investing resources to develop culturally relevant dietary assessment tools that ensure dietary assessment accuracy and, more important, reduce ethnocentric biases in food and nutrition research and practice. The transferability of findings must be established through further research.

The Relevance of Cultural Factors in Predicting Condom-Use Intentions among Immigrants from the Netherlands Antilles

Science.gov (United States)

Kocken, P. L.; van Dorst, A. G.; Schaalma, H.

2006-01-01

A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex education and machismo beliefs on gender and power…

The Impact of Arab American Culture on Diabetes Self-management Education.

Science.gov (United States)

Bertran, Elizabeth A; Fritz, Heather; Abbas, Malak; Tarakji, Sandra; DiZazzo-Miller, Rosanne; Pociask, Fredrick D; Lysack, Catherine L; Arnetz, Judith; Jaber, Linda A

2015-12-01

The purpose of this study was to better understand barriers and facilitators of diabetes self-management education (DSME) among Arab American patients with diabetes. Little is known about the impact of Arab culture on DSME. Arab American adults (N = 23) with medically managed diabetes participated in 1 of 3 focus groups. An Arabic-speaking, trained moderator conducted video-recorded sessions. Verbatim Arabic transcripts were translated into English. Transcripts underwent a qualitative content analysis approach. Arab American cultural traditions such as food sharing, religious beliefs, and gender roles both facilitated and at times impeded DSME. Patients also held conflicting views about their interactions with their providers; some participants praised the authoritative patient-physician relationship style while others perceived the gaps in communication to be a product of Arab culture. Participants expressed that lack of available educational and supportive resources are key barriers to DSME. Arab American culture affects DSM activities, and culturally sensitive educational resources are lacking. Development of DSME programs tailored to address relevant aspects of Arab culture might improve DSME outcomes in Arab American population. © 2015 The Author(s).

How to offer culturally relevant type 2 diabetes screening: lessons learned from the South asian diabetes prevention program.

Science.gov (United States)

van Draanen, Jenna; Shafique, Ammara; Farissi, Aziz; Wickramanayake, Dilani; Kuttaiya, Sheela; Oza, Shobha; Stephens, Neil

2014-10-01

The literature on diabetes mellitus in the South Asian population clearly states the high-risk status of this group, yet there is a lack of effective models of culturally relevant, community-based screening and education programs for such a group. The South Asian Diabetes Prevention Program (SADPP) was developed to enhance equitable access to diabetes prevention resources for the South Asian communities in Toronto by offering language-specific and culturally relevant services. The SADPP model works through 3 participant education sessions plus an additional attachment and enrolment component. The screening tool that SADPP uses to provide participants with their individual risk score at the first education session is derived from the multiculturally validated Canadian Diabetes Risk Assessment Questionnaire (CANRISK), which has been modified to reflect the distinctive characteristics of the South Asian population. After analyzing the risk scores, 32% of participants were at increased risk, 40% were at high risk, 21% were at very high risk and only 7% were found to be at low risk of diabetes development. Evaluations of the program conducted in 2010 and 2013 revealed that the program is achieving its objectives and that participants increase their knowledge and self-efficacy related to diabetes prevention after program participation. Participants reported that the presentation from the nurse and dietitian, the question-and-answer time, the healthy eating demonstration, the multiple languages of delivery and the convenient location were especially beneficial. Those working in the field are encouraged to adapt this model and to contribute to the development of culturally relevant, community-driven diabetes prevention programs. Copyright © 2014 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

Science.gov (United States)

Christ, Tanya; Sharma, Sue Ann

2018-01-01

Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

Science.gov (United States)

Stevens, Sally; Andrade, Rosi; Page, Melissa

2016-12-01

Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

Culturally relevant science: An approach to math science education for Hispanics. Final technical report

Energy Technology Data Exchange (ETDEWEB)

Ortiz de Montellano, B.

1996-11-14

As planned a letter was sent out to 17 teachers who had participated in a Summer 1994 workshop on ``Culturally Relevant Science for Hispanics`` at Michigan State. These teachers were supposed to have spent the intervening time developing lesson plans and curricula. The letter requested a report of any activities undertaken and copies of lesson plans and materials developed by February 1996 with a stipend of $400 for satisfactory reports. It was a disappointment to only get 9 responses and not all of them demonstrating a satisfactory level of activity. Diana Marinez, Dean of Science at Texas A and M University, Corpus Christi, who is the other developer of this curriculum and the author reviewed the submitted materials and chose those showing the most promise to be invited to participate in the Summer Writing Workshop. Spring of 1996 and particularly in May--June, the author wrote a partial first draft of a companion volume for the teacher`s manual which would provide a rationale for doing culturally relevant science, present the cultural and the scientific background that teachers would need in order to be able to teach. One of the goals of this curriculum is that it should be off-the-shelf ready to teach and that teachers would not have to do extra research to encourage its adoption. The outline of the book is appendix 1. The Writing Workshop was held at Texas A and M University, Corpus Christi from July 14 to July 27, 1996. Participating teachers chose topics that they were interested in developing and wrote first drafts. These were distributed to all participants and critiqued by the workshop directors before being rewritten. Some teachers were more productive than others depending on their science background. In total an impressive number of lesson plans were written. These lesson plans are listed in Appendix 3. Appendix 4 is a sample lesson. Work still needs to be done on both the source book and the teachers` manual.

A pilot project to design culturally-relevant curriculum for Movima indigenous students in the Bolivian Amazon

OpenAIRE

Lai, Cristina Afán

2010-01-01

The legacy of a colonialist, assimilationist educational system in countries such as Bolivia is the under-representation of the indigenous in the large sphere encompassed by the schools - knowledge, teachers, and modes of instruction. Many indigenous students feel alienated from schooling and experience limited academic success. The calculated intervention of transforming traditional knowledge into culturally-relevant curriculum material has been suggested as a way to fortify their identities...

Poverty culture and education

Directory of Open Access Journals (Sweden)

Koković Dragan

2012-01-01

Full Text Available An individual and social groups do not have to be only affected by poverty in economic way, but in a cultural way as well. There is an expression 'poverty culture', which leads to the development of the theory of cultural deprivation. The use of the term poverty culture implies that behavioral patterns of the poor are adopted through education; adopted behavioral patterns are resistant to changes - and, as it is known, education of people, among other, should imply accepting changes. The inveteracy of the poverty culture implies living your own life, which is secluded from identified and dominant life of the ruling culture. Enforcement of poverty and social-economic conditioning influence the tendencies for specific behavioral patterns.

Culture in Engineering Education

DEFF Research Database (Denmark)

Hoffmann, Birgitte; Jørgensen, Ulrik; Christensen, Hans Peter

2011-01-01

As engineers today often work in intercultural projects and contexts, intercultural competences must be part of the learning objectives in engineering educations. Cultural aspects of engineering education should not just be treated as a question of appropriate communication and teaching: cultural...... aspects are basically part of engineering discipli¬nes, work challenges as well as the contextual elements in engineering curriculum [1,2]. This is reflected in the aims of the CDIO programme [3,4]; however, the programme, as well as the teaching practises, undoubtedly needs to further develop approaches...... to cultural aspects in engineering education. Hence the key-question of this paper is how CDIO support the development of intercultural competences in engineering education. The paper explores the implementation of CDIO in an intercultural arctic engineering programme in Greenland that since 2001 has been...

Identifying Socio-Cultural Factors That Impact the Use of Open Educational Resources in Local Public Administrations

OpenAIRE

Julia Stoffregen; Jan M. Pawlowski; Eric Ras; Snezana Scepanovic; Dragica Zugic

2016-01-01

The goal of this paper is to define relevant barriers to the exchange of Open Educational Resources in local public administrations. Building upon a cultural model, eleven experts were interviewed and asked to evaluate several factors, such as openness in discourse, learning at the workplace, and superior support, among others. The result is a set of socio-cultural factors that shape the use of Open Educational Resources in public administrations. Significant factors are, in...

Exploring Educational Quality and Relevance through Integrating ...

African Journals Online (AJOL)

Exploring Educational Quality and Relevance through Integrating Environmental and Social Issues in Science Education. ... However, the new contextualised concept of learning and teaching was applied only to one of them. A post-test was ...

Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

Science.gov (United States)

Goldston, M. Jenice; Nichols, Sharon

2009-04-01

This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.

Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue.

Science.gov (United States)

Zaidi, Zareen; Verstegen, Daniëlle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

We live in an age when education is being internationalized. This can confront students with 'cultural hegemony' that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is 'critical consciousness'. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.

Outsiders in nursing education: cultural sensitivity in clinical education.

Science.gov (United States)

Debrew, Jacqueline Kayler; Lewallen, Lynne Porter; Chun, Edna

2014-01-01

Cultural competence is a stated value of nursing and nursing education. However, some institutional and traditional practices in nursing education can unintentionally impede nurses from achieving cultural competence. Both the literature and interviews with nurse educators show that despite educators' intentions to treat all students the same, nontraditional students may feel singled out and may in fact be singled out for closer scrutiny because of their difference from the demographic norms of nursing students. To ensure that the nursing profession reflects the composition of the patient population it serves, nurse educators must first acknowledge the Eurocentric culture of nursing education and, then, work to change the environment in which students are recruited, learn, and take on the role of beginning practicing nurses. © 2014.

From Learning Cultures to Educational Cultures: Values and Judgements in Educational Research and Educational Improvement

Science.gov (United States)

Biesta, Gert

2011-01-01

This article outlines a new approach to the study of learning and the improvement of education. The approach consists of two elements: a theory of learning cultures and a cultural theory of learning. Learning cultures are different from learning contexts or learning environments in that they are to be understood as the social practices through…

Encouraging Family Involvement through Culturally Relevant Pedagogy

Science.gov (United States)

Goodman, Kela; Hooks, Laura

2016-01-01

The purpose of this article is to describe one teacher education program's experience using an integrated approach to provide preservice teachers with both knowledge of and experience with diverse cultures. Included are three important components within this program that strive to assist preservice teachers as they develop an understanding of…

Digital Culture, Education and Public Sphere

Directory of Open Access Journals (Sweden)

Luiz Roberto Gomes

2016-02-01

Full Text Available In the context of the so-called digital culture, this paper discusses the issue of education and the political implications of the distance learning expansion movement in Brazil. In addition to the advances in the democratization of the access to information through the mediation of information and communication technologies (ICTs, which should be recognized as an effort to spread a certain “political culture”, this does not necessarily mean, as Habermas (2003b recalls, that the effective political participation of citizens is assured, especially in light of recurrent dislocation between the political public sphere and civil society. What are the interests behind the phenomenon of digitization of culture? And what is the purpose of education in this new cultural context? As an expression of contemporary social life, digital culture generates structural changes, not only in the form of transmission and access to culture, but also in the very concept and attitude towards culture, with decisive political implications for education. That leads us to think, for example, about the differences between the concepts of education present in the classical Greek Paideia culture, in the modern culture of Bildung, and in the contemporary educational model increasingly subservient to the ICTs we now have.

Beyond the Melting Pot and Salad Bowl Views of Cultural Diversity: Advancing Cultural Diversity Education of Nutrition Educators.

Science.gov (United States)

Setiloane, Kelebogile Tsametse

2016-10-01

This article outlines how the melting pot and salad bowl views of cultural diversity have influenced the cultural training of nutrition educators and other health professionals. It explores how these views are changing in reaction to the changing demographics and health disparities seen in the US today and how the cultural training of nutrition educators has not kept up with these changing views. Suggestions for how this cultural education could be modified include placing a greater emphasis on both the cultural self-awareness of nutrition educators and the sociopolitical historical factors that influence the cultural orientation of nutrition educators and their clients. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making

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Griffiths, Morwenna

2014-01-01

The overall question addressed in this article is,"What kind of philosophy of education is relevant to educational policy makers?" The article focuses on the following four themes: The meanings attached to the term philosophy (of education) by philosophers themselves; the meanings attached to the term philosophy (of education) by policy…

Contemporary Culture and Aesthetic Education

DEFF Research Database (Denmark)

Friberg, Carsten

2011-01-01

relation to a specific cultural context, and our acquisition of it comes from being acquainted with cultural products. Aesthetics is thus closely related to hermeneutics, to how we interpret specific situations we find ourselves in. Key words: education, sensorial, judgement, hermeneutics, Kant...... century, a focus we on aesthetic education and communication. Important were arts and letters which still are important but very much on the defensive in our contemporary culture also because aesthetics often is a debate about criticism rather than about the sensorial and bodily aspect of cultural...

Nurse Miss Sahib: colonial culture-bound education in India and transcultural nursing.

Science.gov (United States)

Basuray, J

1997-01-01

This paper explores the relevancy of ethnohistory as a context in understanding the nature of social oppression in colonized countries. Colonization affects the social, political, and cultural fabric significantly. Nightingale's model of nursing prevailed through European colonial and post colonial period. Nurse Miss Sahib in the title is intended as an icon of the juxtaposition of caring and social oppression in a culture-bound education process in India. Leininger's Theory of Cultural Care Diversity and Universality (1991) opens the door for understanding caring in the United States, and other countries where many recipients of caring have experienced various forms of social oppression, causing them to perceive and interpret actions of the care giver through the oppressed individual's lenses. Theory of oppression as conceptualized by Freire is drawn upon to examine how caring filters through each person's cultural lenses. Complex social phenomenon of education and health care in India illustrates the colonial cultural pattern as a dominant force. The nurse providing culturally congruent care must advocate empowering the care receiver through the nurse's awareness of the powerful impact of social oppression on health beliefs and practices which are guided by individuals' recollections and perceptions.

Cross-curricular goals and raising the relevance of science education

DEFF Research Database (Denmark)

Belova, Nadja; Dittmar, Johanna; Hansson, Lena

2017-01-01

‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science...... education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions...

Being Maori: Culturally Relevant Assessment in Early Childhood Education

Science.gov (United States)

Rameka, Lesley Kay

2011-01-01

Concern has been raised about the under-achievement of Maori children in education. The problem has tended to be located with Maori children rather than with assessments. Clearly if one takes a sociocultural perspective achievement is situated. Although studies in early childhood education have examined and developed assessment tools and…

Health Professionals' Attitudes towards AOD-Related Work: Moving the Traditional Focus from Education and Training to Organizational Culture

Science.gov (United States)

Skinner, Natalie; Roche, Ann M.; Freeman, Toby; Mckinnon, Anna

2009-01-01

Aim: This article presents a critical review of research on health professionals' attitudes towards alcohol and other drug (AOD)-related work relevant to both researchers and practitioners. It moves beyond education and training programs to examine the relevance of organizational culture in influencing attitudes. Method: A review of research…

Popularity and Relevance of Science Education and Scientific Literacy

DEFF Research Database (Denmark)

Graeber, Wolfgang; Blonder, Ron; Bolte, Claus

2008-01-01

A consortium of researchers from 8 European nations has successfully applied to the EU commission for funding the PARSEL (Popularity and Relevance in Science Education for Scientific Literacy) project, which aims at raising the popularity and relevance of science teaching and enhancing students...... of a range of personal and social skills (including cognitive skills associated with investigatory scientific problem solving and socio-scientific decision making) and clarify the relevancy of science education for the 21st century. This symposium will introduce and discuss the project PARSEL ideas within...

Identity text: an educational intervention to foster cultural interaction.

Science.gov (United States)

Zaidi, Zareen; Verstegen, Daniëlle; Naqvi, Rahat; Dornan, Tim; Morahan, Page

2016-01-01

Sociocultural theories state that learning results from people participating in contexts where social interaction is facilitated. There is a need to create such facilitated pedagogical spaces where participants can share their ways of knowing and doing. The aim of this exploratory study was to introduce pedagogical space for sociocultural interaction using 'Identity Text'. Identity Texts are sociocultural artifacts produced by participants, which can be written, spoken, visual, musical, or multimodal. In 2013, participants of an international medical education fellowship program were asked to create their own Identity Texts to promote discussion about participants' cultural backgrounds. Thematic analysis was used to make the analysis relevant to studying the pedagogical utility of the intervention. The Identity Text intervention created two spaces: a 'reflective space', which helped participants reflect on sensitive topics such as institutional environments, roles in interdisciplinary teams, and gender discrimination, and a 'narrative space', which allowed participants to tell powerful stories that provided cultural insights and challenged cultural hegemony; they described the conscious and subconscious transformation in identity that evolved secondary to struggles with local power dynamics and social demands involving the impact of family, peers, and country of origin. While the impact of providing pedagogical space using Identity Text on cognitive engagement and enhanced learning requires further research, the findings of this study suggest that it is a useful pedagogical strategy to support cross-cultural education.

Is Enterprise Education Relevant to Social Enterprise?

Science.gov (United States)

Bridge, Simon

2015-01-01

Purpose: Both enterprise education and social enterprise have become fashionable but what, if any, should be the connections between them? The purpose of this paper is to explore those connections and to reflect on what relevance the two concepts might have for each other. Design/methodology/approach: Both enterprise education and social…

The Relevance of Cosmopolitanism for Moral Education

Science.gov (United States)

Merry, Michael S.; de Ruyter, Doret J.

2011-01-01

In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends-in-themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken…

Transforming Cultural Competence into Cross-cultural Efficacy in Women's Health Education.

Science.gov (United States)

Nunez, Ana E.

2000-01-01

Discusses the importance of changing cross cultural competence to cross cultural efficacy in the context of addressing health care needs, including those of women. Explores why cross cultural education needs to expand the objectives of women's health education to go beyond traditional values and emphasizes the importance of training for real-world…

Perceptions and Practices of Culturally Relevant Science Teaching in American Indian Classrooms

Science.gov (United States)

Nam, Younkyeong; Roehrig, Gillian; Kern, Anne; Reynolds, Bree

2013-01-01

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher…

Cultural Diversity and the Changing Culture of Education

Science.gov (United States)

Nderu-Boddington, Eulalee

2008-01-01

The paper will examine the change in schools brought about by cultural diversity and examines the theories that surround the topic. I will evaluate and examine ways in which schools can accommodate cultural diversity. References will be made to cultural and social changes in our schools and how education is affected by such changes. The issue of…

Gender, religion, and sociopolitical issues in cross-cultural online education.

Science.gov (United States)

Zaidi, Zareen; Verstegen, Daniëlle; Naqvi, Rahat; Morahan, Page; Dornan, Tim

2016-05-01

Cross-cultural education is thought to develop critical consciousness of how unequal distributions of power and privilege affect people's health. Learners in different sociopolitical settings can join together in developing critical consciousness-awareness of power and privilege dynamics in society-by means of communication technology. The aim of this research was to define strengths and limitations of existing cross-cultural discussions in generating critical consciousness. The setting was the FAIMER international fellowship program for mid-career interdisciplinary health faculty, whose goal is to foster global advancement of health professions education. Fellows take part in participant-led, online, written, task-focused discussions on topics like professionalism, community health, and leadership. We reflexively identified text that brought sociopolitical topics into the online environment during the years 2011 and 2012 and used a discourse analysis toolset to make our content analysis relevant to critical consciousness. While references to participants' cultures and backgrounds were infrequent, narratives of political-, gender-, religion-, and other culture-related topics did emerge. When participants gave accounts of their experiences and exchanged cross-cultural stories, they were more likely to develop ad hoc networks to support one another in facing those issues than explore issues relating to the development of critical consciousness. We suggest that cross-cultural discussions need to be facilitated actively to transform learners' frames of reference, create critical consciousness, and develop cultural competence. Further research is needed into how to provide a safe environment for such learning and provide faculty development for the skills needed to facilitate these exchanges.

On negotiating White science: a call for cultural relevance and critical reflexivity

Science.gov (United States)

Bettez, Silvia Cristina; Aguilar-Valdez, Jean Rockford; Carlone, Heidi B.; Cooper, Jewell E.

2011-12-01

This article is a response to Randy Yerrick and Joseph Johnson's article "Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains". They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman's (1986) work on "domains of teacher knowledge" and Ladson-Billings' (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman's work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick's classroom from a critical lens. Thus we examine Yerrick and Johnson's work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but also users and critics of such knowledge.

Cultural competence in medical education

DEFF Research Database (Denmark)

Sørensen, Janne; Jervelund, Signe Smith; Nørredam, Marie Louise

2017-01-01

the survey, and 199 responded. The response rate is 14%. Data were analysed through descriptive calculations, and answers to open-ended questions were coded using content analysis. Results: Results showed that 82.4% of the informants agreed or strongly agreed that the medical education programme should...... in receiving training on cultural competence. Conclusions: Generally, there is interest in and acknowledgement of the importance of cultural competence in Danish medical education among teachers at the University of Copenhagen. This creates an opportunity to implement cultural competence in the medical...

Cultural complexity, post-colonialism and educational change: Challenges for comparative educators

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Hickling-Hudson, Anne

2007-01-01

This study explores various elements in the struggle for a post-colonial refashioning of cultural identity through education. Drawing on experiences in Australia and the Caribbean, the author illustrates how educational systems undergoing decolonisation reflect socio-cultural tensions of race and power. The author discusses the complexities for comparative educators in engaging with suppressed knowledge, recognising the yearnings of the marginalised, challenging the conditions that lead to poverty, and refashioning education for social justice in an era when the achievement of justice seems increasingly difficult. She argues that comparative educators can benefit from using post-colonial thinking to understand cultural complexity and promote lifeaffirming practices in educational change.

Learning Cultures in Further Education

Science.gov (United States)

Hodkinson, Phil; Anderson, Graham; Colley, Helen; Davies, Jenny; Diment, Kim; Scaife, Tony; Tedder, Mike; Wahlberg, Madeleine; Wheeler, Eunice

2007-01-01

This paper examines the nature of learning cultures in English Further Education (FE), as revealed in the Transforming Learning Cultures in FE (TLC) research project. In it, we describe four characteristics of a generic FE learning culture: the significance of learning cultures in every site; the significance of the tutor in influencing site…

Cross-cultural undergraduate medical education in North America: theoretical concepts and educational approaches.

Science.gov (United States)

Reitmanova, Sylvia

2011-04-01

Cross-cultural undergraduate medical education in North America lacks conceptual clarity. Consequently, school curricula are unsystematic, nonuniform, and fragmented. This article provides a literature review about available conceptual models of cross-cultural medical education. The clarification of these models may inform the development of effective educational programs to enable students to provide better quality care to patients from diverse sociocultural backgrounds. The approaches to cross-cultural health education can be organized under the rubric of two specific conceptual models: cultural competence and critical culturalism. The variation in the conception of culture adopted in these two models results in differences in all curricular components: learning outcomes, content, educational strategies, teaching methods, student assessment, and program evaluation. Medical schools could benefit from more theoretical guidance on the learning outcomes, content, and educational strategies provided to them by governing and licensing bodies. More student assessments and program evaluations are needed in order to appraise the effectiveness of cross-cultural undergraduate medical education.

Conceptualizing the Research Culture in Postgraduate Medical Education: Implications for Leading Culture Change.

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O'Brien, Jennifer M

2015-12-01

By recognizing symbols of research culture in postgraduate medical education, educators and trainees can gain a deeper understanding of the existing culture and mechanisms for its transformation. First, I identify symbolic manifestations of the research culture through a case narrative of a single anesthesia residency program, and I offer a visual conceptualization of the research culture. In the second part, I theorize the application of Senge's (1994) disciplines of a learning organization and discuss leverage for enhancing research culture. This narrative account is offered to inform the work of enhancing the broader research culture in postgraduate medical education.

Cultures Around the World: A Unique Approach to Youth Cultural Diversity Education

Directory of Open Access Journals (Sweden)

Justen O. Smith

2007-09-01

Full Text Available Increasingly diverse cultural trends have significant implications for the educational needs of American youth. Learning about and valuing diverse cultures will help prepare youth to become better citizens in an ever-changing society. Cultures Around the World was developed to meet the educational needs of youth in the area of cultural diversity. The Cultures Around the World program brings to life exciting cultures and customs from countries all over the world. Countries are presented in a unique format by teaching youth (ages 10 to 18 a specific country’s history, culture, food, music, dance, language, religion, and current issues. The Cultures Around the World program can be used by any youth educator. The program comes in a ready to use CD containing presentations, handicraft instructions, language guides, and resource guides for nine different countries (Armenia, Australia, Ecuador, Egypt, England, France, Ghana, Slovakia and Mexico.

Age differences in attention toward decision-relevant information: education matters.

Science.gov (United States)

Xing, Cai; Isaacowitz, Derek

2011-01-01

Previous studies suggested that older adults are more likely to engage in heuristic decision-making than young adults. This study used eye tracking technique to examine young adults' and highly educated older adults' attention toward two types of decision-relevant information: heuristic cue vs. factual cues. Surprisingly, highly educated older adults showed the reversed age pattern-they looked more toward factual cues than did young adults. This age difference disappeared after controlling for educational level. Additionally, education correlated with attentional pattern to decision-relevant information. We interpret this finding as an indication of the power of education: education may modify what are thought to be "typical" age differences in decision-making, and education may influence young and older people's decision-making via different paths.

Re-thinking the relevance of philosophy of education for educational policy making

OpenAIRE

Griffiths, Morwenna

2014-01-01

The overall question addressed in this article is,‘What kind of philosophy of education is relevant to educational policy makers?’ The article focuses on the following four themes: The meanings attached to the term philosophy (of education) by philosophers themselves; the meanings attached to the term philosophy (of education) by policy makers; the difference place and time makes to these meanings; how these different meanings affect the possibility of philosophy (of education) influencing po...

Organisational Culture of Further Education Colleges Delivering Higher Education Business Programmes: Developing a Culture of "HEness"--What Next?

Science.gov (United States)

Feather, Denis

2016-01-01

This paper draws on the views of lecturers working in and delivering college-based higher education (CBHE) in the UK. There have been numerous works on the culture of higher education in further education (HE in FE). However, as noted by some literati, the culture of further education (FE) is not easy to define, and does not readily lend itself to…

The Mutual Reciprocity of Education, Non-Formal Cultural Education and Social Capital

Directory of Open Access Journals (Sweden)

Igaune Edīte

2016-12-01

Full Text Available Human knowledge and creative potential has become one of the most important driving forces of humanity progress. In the context of the twenty-first century, in order to create a high-quality culture environment, it requires a paradigm shift in education - the transition to education, which stimulates the imagination, intuition, emotions and creative ideas and develops critical thinking. Non-formal education and the skills and knowledge gained in it is still in evaluation and recognition phase in Latvia. It is still developing; therefore, it is important to create a clear understanding of the importance and social role of non-formal cultural education. The paper aims to explore the role of non-formal cultural education in strengthening social capital as well as to identify what social capital indicators can be attributed to non-formal cultural education programmes. The topicality of the study is determined by the fact that non-formal cultural education and social capital in the context of Latvia are little explored areas, as well as there is lack of research on mutual reciprocity. The study uses qualitative research methodology. Research analyses non-formal cultural education programmes of 10 subordinated institutions of Latvian Ministry of Culture (museums, theatres, concert institutions and opera and on the basis of 19 in-depth and semi-structured interviews. Study contains new, theoretically based evaluation model of social capital and characterizes of indicators in the context of non-formal education. The study confirms that there is a mutual reciprocity between social capital and non-formal cultural education programmes, and these programmes have a positive and supportive role in strengthening both the individual and collective social capital.

Cultural Education and the Voluntary Provision of Cultural Goods: An Experimental Study

OpenAIRE

Massimo Finocchiaro Castro

2004-01-01

We study the effect that the possibility of investing in cultural education has on the voluntary contributions to a cultural good. This is done in a two-stage public-good experiment. We also provide treatments with different context in order to control for a possible framing effect. Our results show the absence of an effect of cultural education on the contributions to the cultural good and a slight increase in the allocations of subjectsÂendowments to the cultural good when the cultural cont...

Cross-curricular goals and raising the relevance of science education

DEFF Research Database (Denmark)

Belova, Nadja; Dittmar, Johanna; Hansson, Lena

2016-01-01

education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely education for sustainability, critical media literacy, innovation competence, vocational orientation, and employability. It relates them to the idea of relevant chemistry and science education. Directions...... for research and curriculum development will be suggested that emerge from taking into account cross-curricular goals on the science curriculum more thoroughly....

Identity text: an educational intervention to foster cultural interaction

Directory of Open Access Journals (Sweden)

Zareen Zaidi

2016-11-01

Full Text Available Background: Sociocultural theories state that learning results from people participating in contexts where social interaction is facilitated. There is a need to create such facilitated pedagogical spaces where participants can share their ways of knowing and doing. The aim of this exploratory study was to introduce pedagogical space for sociocultural interaction using ‘Identity Text’. Methods: Identity Texts are sociocultural artifacts produced by participants, which can be written, spoken, visual, musical, or multimodal. In 2013, participants of an international medical education fellowship program were asked to create their own Identity Texts to promote discussion about participants’ cultural backgrounds. Thematic analysis was used to make the analysis relevant to studying the pedagogical utility of the intervention. Result: The Identity Text intervention created two spaces: a ‘reflective space’, which helped participants reflect on sensitive topics such as institutional environments, roles in interdisciplinary teams, and gender discrimination, and a ‘narrative space’, which allowed participants to tell powerful stories that provided cultural insights and challenged cultural hegemony; they described the conscious and subconscious transformation in identity that evolved secondary to struggles with local power dynamics and social demands involving the impact of family, peers, and country of origin. Conclusion: While the impact of providing pedagogical space using Identity Text on cognitive engagement and enhanced learning requires further research, the findings of this study suggest that it is a useful pedagogical strategy to support cross-cultural education.

Establishing a culture for patient safety - the role of education.

Science.gov (United States)

Milligan, Frank J

2007-02-01

This paper argues that the process of making significant moves towards a patient safety culture requires changes in healthcare education. Improvements in patient safety are a shared international priority as too many errors and other forms of unnecessary harm are currently occurring in the process of caring for and treating patients. A description of the patient safety agenda is given followed by a brief analysis of human factors theory and its use in other safety critical industries, most notably aviation. The all too common problem of drug administration errors is used to illustrate the relevance of human factors theory to healthcare education with specific mention made of the Human Factors Analysis and Classification System (HFACS).

Improving the Science and Mathematic Achievement of Mexican American Students Through Culturally Relevant Science. ERIC Digest.

Science.gov (United States)

Marinez, Diana I.; Ortiz de Montellano, Bernardo R.

There are many ways in which science can be made culturally relevant: archeoastronomy, mathematics, geology, ethnobotany, chemistry, and art can all be taught from a perspective celebrating the accomplishments of Mexican American and American Indian science and encouraging exploration. A culturally relevant curriculum provides teachers with…

CULTURE AS A CREATIVE BASE OF EDUCATION

Directory of Open Access Journals (Sweden)

C. Z. Goncharov

2014-01-01

Full Text Available The paper denotes the vital need for the human-centered projects of education updates and develops the idea of the culture adequacy raised by Y. V. Larin in «Education in search of the adequacy principle». The author regards culture as a creative basis for upbringing the young generation and provides the detailed analysis of its semantic content; in his opinion, culture contains neither the value neutral nor destructive connotations. The world of culture incorporates the model samples of human subjectivity, based on the main criterion of perfection. By transmitting the model samples of cultural heritage to a student, a teacher develops the general cultural qualities of an individual, professional and citizen. Consequently, the author proves that socio-economic and political problems, including the renovation of social institutions and production spheres, can be solved by cultivating and developing the human universality and integrity of productive and creative forces. Additionally, the paper highlights the impossibility of separate fostering of the general cultural and professional qualities in educational process. In conclusion, the author emphasizes the negative consequences of implementing the Bologna process in Russian education; the criticism mainly concerns the adoption of inferior samples and standards of the western education.

Cross-Cultural Studies of Personality Traits and their Relevance to Psychiatry

Science.gov (United States)

Terracciano, Antonio; McCrae, Robert R.

2009-01-01

Aims This article provides a brief review of recent cross-cultural research on personality traits at both individual and culture levels, highlighting the relevance of recent findings for psychiatry. Method In most cultures around the world, personality traits can be clearly summarized by the five broad dimensions of the Five-Factor Model (FFM), which makes it feasible to compare cultures on personality and psychopathology. Results Maturational patterns and sex differences in personality traits generally show cultural invariance, which generates the hypothesis that age of onset, clinical evolution, and sex differences in the prevalence of psychiatric disorders might follow similar universal patterns. The average personality profiles from 51 cultures show meaningful geographical distributions and associations with culture-level variables, but are clearly unrelated to national character stereotypes. Conclusions Aggregate personality scores can potentially be related to epidemiological data on psychiatric disorders, and dimensional personality models have implications for psychiatric diagnosis and treatment around the world. PMID:17128620

Inclusive Education under Collectivistic Culture

Science.gov (United States)

Futaba, Yasuko

2016-01-01

This paper addresses how inclusive education under collective culture is possible. Inclusive education, which more-or-less involves changing the current schools, has been denied, doubted or distorted by both policy-makers and practitioners of general and special education in Japan. Main reason for the setback in inclusive education can be…

Organisational culture of further education colleges delivering higher education business programmes: developing a culture of ‘HEness’ – what next?

OpenAIRE

Feather, Denis

2016-01-01

This paper draws on the views of lecturers working in and delivering college-based higher education (CBHE) in the UK. There have been numerous works on the culture of higher education in further education (HE in FE). However, as noted by some literati, the culture of further education (FE) is not easy to define, and does not readily lend itself to the incorporation of a higher education (HE) culture. This could be due to the large number of changes FE has had to adopt owing to various governm...

Cultural Leadership: The Culture of Excellence in Education.

Science.gov (United States)

Cunningham, William G.; Gresso, Donn W.

Changing the system of rules, roles, and relationships that determine how the components of school redesign are addressed is the challenge that confronts administrators who seek to create a culture of excellence in schools. This book examines the role of effective leadership in achieving significant educational improvement, arguing that culture,…

Culture in Sustainability--Defining Cultural Sustainability in Education

Science.gov (United States)

Laine, Marja

2016-01-01

The definition of cultural sustainability in education is explored in this article by looking into conceptions of cultural sustainability collected through expert queries and focus group engagement. These conceptions are compared with the scientific and especially pedagogical discourse on the matter as well as Soini and Birkeland's theory of story…

ACTIVATING THE MORAL SELF-DEVELOPMENT IN THE PROCESS OF ETHICS EDUCATION AND CULTURE STUDIES

Directory of Open Access Journals (Sweden)

A. S. Frants

2014-01-01

Full Text Available The paper considers the problem of young people’s moral education with the reference to the system of secondary vocational education; the relevance of the study being enhanced by the greater independence of vocational college students compared to their high school peers. In addition, the paper describes the psychological and pedagogical difficulties in developing the moral norms, behavior principles, and life position in adolescence, when a mere moral declaration has little effect. Taking into consideration the students’ psychological and age characteristics, the authors suggest the active methods of dialogical interactions and recommend the system of ethical education and culture studies based on a differentiated understanding of specificity of the domestic moral culture, and axiological analysis of its educational potential. The multi-variant moral norms coexisting in modernRussiainclude the traditional, aristocratic, pragmatic and other types of values; all of them can be introduced in the series of educational discussions. The paper lists the approximate topics for such ethical and cultural debates, and demonstrates the expected effect of students’ moral self-assessment related to their life position and behavior patterns. The recognized moral values are likely to make a foundation for the students’ proper behavior both in college and in their future work.

Restoring local spiritual and cultural values in science education: The case of Ethiopia

Science.gov (United States)

Faris, Solomon Belay

has little relationship to Ethiopian spiritual and cultural norms and is, therefore, in need of restoration. Findings showed that efforts to recapture local spiritual and cultural values in the curriculum may encounter obstacles and tensions. Clearly, the future of a more prosperous Ethiopia depends on the extent to which curriculum stakeholders can overcome these obstacles and put in place a relevant, contextual, and holistic education.

Lift Every Voice and Sing: Constructing Community through Culturally Relevant Pedagogy in the University of Illinois Black Chorus

Science.gov (United States)

Chadwick, Sheelagh

2011-01-01

For Gloria Ladson-Billings, culturally relevant pedagogy is characterized by three criteria: academic success, cultural competence and critical consciousness. Those engaged in culturally relevant pedagogy are connected by how they see themselves as teachers and how they see their students, how they view knowledge and how they structure social…

Popular Culture in Mainland Chinese Education

Science.gov (United States)

Ho, Wai-Chung

2006-01-01

The policy and practice of school education in mainland China have changed in response to the political and economic reformations and opening-up of the late 1970s. This paper argues that, despite the introduction and emphasis on popular culture in some areas of school education, traditional Chinese culture and values continue to consolidate the…

"It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

Science.gov (United States)

Charity Hudley, Anne H.; Mallinson, Christine

2017-09-01

Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

Science.gov (United States)

Howard, Tyrone C.; Rodriguez-Scheel, Andrea

2017-01-01

In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse…

Educating Somali Immigrant and Refugee Students: A Review of Cultural-Historical Issues and Related Psychoeducational Supports

Science.gov (United States)

Walick, Christopher M.; Sullivan, Amanda L.

2015-01-01

Somali immigrants and refugees have entered the United States with increasing frequency due to civil war-induced violence and instability in their native country. The resultant increase of Somali students is of particular relevance to educators and school psychologists because Somali youth possess unique cultural backgrounds. In addition, refugee…

CULTURE AS A CREATIVE BASE OF EDUCATION

OpenAIRE

C. Z. Goncharov

2014-01-01

The paper denotes the vital need for the human-centered pro jects of education updates and develops the idea of the culture adequacy raised by Y. V. Larin in «Education in search of the adequacy principle». The author regards culture as a creative basis for upbringing the young generation, and provides the detailed analysis of its semantic content; in his opinion, culture contains neither value neutral nor destructive connotations. The world of culture incorporates the model samples of human ...

CULTURE AS A CREATIVE BASE OF EDUCATION

OpenAIRE

C. Z. Goncharov

2014-01-01

The paper denotes the vital need for the human-centered projects of education updates and develops the idea of the culture adequacy raised by Y. V. Larin in «Education in search of the adequacy principle». The author regards culture as a creative basis for upbringing the young generation and provides the detailed analysis of its semantic content; in his opinion, culture contains neither the value neutral nor destructive connotations. The world of culture incorporates the model samples of huma...

A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

Science.gov (United States)

Underwood, Janice Bell

Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

Moving beyond a destructive past to a decolonised and inclusive future: The role of ubuntu-style education in providing culturally relevant pedagogy for Namibia

Science.gov (United States)

Biraimah, Karen L.

2016-02-01

Namibia has one of the most dehumanising and destructive colonial pasts of any nation in Africa, or, for that matter, the world. Before colonisation, the area now known as Namibia was home to diverse cultural groups. The successive colonial regimes of Germany and South Africa inflicted genocide, brutality and apartheid on the region. Namibia finally fought for and won its independence in 1990 - over three decades after Ghana became the first independent sub-Saharan nation in 1957. Today, Namibia strives to leave behind its troubled past and harness the power of education to provide greater equality of opportunity and quality of life for all of its citizens. The concept of ubuntu, with its emphasis on inclusiveness, equity and equality, is central to Namibia's pursuit of this goal. Significant challenges stand in its way, including extreme poverty, an emerging economy struggling with drought and a competitive world market, and a populace with multiple mother tongues and cultural traditions. After a brief summary of Namibia's colonial past, this study examines these challenges, noting that the same factors that provide Namibia with a rich and diverse cultural tapestry also pose great difficulties for educators determined to provide equitable education for all. Current inequities in Namibian education are assessed, with a particular focus on the divide between urban and rural Namibia and between the four major ethnic and cultural groupings: the White Afrikaans speakers, the Black African majority, the Coloured population, and the Basters. The study concludes by suggesting multiple ways in which education could be brought closer into line with ubuntu values. The author argues that the very same factors that currently pose challenges to the quality and equity of Namibian education (ethnicity, urban/rural location, gender and socioeconomic class) might, if seen from a new perspective, become the basis for educational transformation.

The relevance of cosmopolitanism for moral education

NARCIS (Netherlands)

Merry, M.S.; de Ruyter, D.J.

2011-01-01

In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends-in-themselves. We argue that

Educational Theories, Cultures and Learning: A Critical Perspective. Critical Perspectives on Education

Science.gov (United States)

Daniels, Harry, Ed.; Lauder, Hugh, Ed.; Porter, Jill, Ed.

2011-01-01

"Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…

CULTURE AS A CREATIVE BASE OF EDUCATION

Directory of Open Access Journals (Sweden)

C. Z. Goncharov

2014-01-01

Full Text Available The paper denotes the vital need for the human-centered pro jects of education updates and develops the idea of the culture adequacy raised by Y. V. Larin in «Education in search of the adequacy principle». The author regards culture as a creative basis for upbringing the young generation, and provides the detailed analysis of its semantic content; in his opinion, culture contains neither value neutral nor destructive connotations. The world of culture incorporates the model samples of human subjectivity, based on the main criterion of perfection. By revealing the model samples of cultural heritage to students, a teacher develops their general cultural competences and the related individual, professional and civic qualities. Consequently, the author argues that socio-economic and political problems, including the renovation of social institutions and industrial spheres, can be solved by cultivating and developing the universality and integrity of productive and creative human forces. Additionally, the paper proves the impossibility of separate development of the general cultural and professional competences in educational process. 

Reflections on the Cultural Dimensions of Educational Administration.

Science.gov (United States)

Berrell, Mike; Gloet, Marianne

1999-01-01

Draws on social anthropology, educational administration, and neoinstitutionalism studies to explore educational administration in a cross-cultural setting. Discusses effects of cultural differences on organizational behavior in an Australian-Malaysian collaboration in higher education in Malaysia. The Australian subculture failed to become…

EDUCATION AND CULTURE (CONCERNING THE PROBLEM IN SEARCH THE PRINCIPLE OF EDUCATION ADEQUACY

Directory of Open Access Journals (Sweden)

Elena N. Yarkova

2015-01-01

Full Text Available This article develops a theme raised in the study «Education in Search of the Adequacy principle» by Yu. V. Larin, whereas the topical principle of modern education is the principle of cultural adequacy.The aim of the study is the analysis of value-semantic content of the principle of cultural adequacy of education. Methods of the study are formed by appeal to cultural approach connecting methods of ideal typing and value-semantic reconstruction.Results. In general, there are three types of culture based on the explication of the three modality human relations to the world: «the world is a condition», «the world is a tool», «the world is a purpose»; and, accordingly, three types of pedagogical culture: traditional, utilitarian, creative.Traditional pedagogical culture focuses on education homo traditional – traditional man, the individual, the obedient executor of the culture value semantic, regulatory policies and regulations, subordinating its activity transmitted from generation to generation tradition. The semantic space of traditional pedagogical culture principle of cultural adequacy education is defined as the principle of consistency with established tradition.Pedagogical culture of utilitarian type directs a homo utilitarian – utilitarian man, individuality, interpreting the culture value semantic, legal and regulatory requirements and on the basis of situational use, fully to the publication of his life publicly or individually beneficial activities. The utilitarian type principle of cultural adequacy of education is defined as the principle of consistency with the social and/or individual use in the semantic space of pedagogical culture.Pedagogical culture of creative types is aimed at nurturing homo creator – creative person whose existence is self-organization in the space between tradition and innovation, absolute and relative, universal and particular meanings of human existence, between social and individual

Interdisciplinary: Cultural competency and culturally congruent education for millennials in health professions.

Science.gov (United States)

Hawala-Druy, Souzan; Hill, Mary H

2012-10-01

The increasingly diverse multicultural and multigenerational student population in the United States requires that educators at all levels develop cultural knowledge, awareness, and sensitivity to help diverse learners fulfill their potential and to avoid cultural misunderstandings that can become obstacles or barriers to learning. The purpose of this study was to design and implement eclectic, creative, evidence-based interdisciplinary educational activities, along with culturally congruent teaching strategies, within a semester-long university course that promoted positive and culturally competent learning outcomes for culturally diverse, largely millennial students. The interdisciplinary course would prepare health professional students with the requisite knowledge and skills, through transformative learning that produces change agents, to provide culturally congruent and quality team-based care to diverse populations. This was a qualitative and quantitative study, which measured students' level of cultural awareness, competence, and proficiency pre and post the educational intervention. Instruments used for data collection included the Inventory for Assessing The Process of Cultural Competence-Student Version (IAPCC-SV) by Campinha-Bacote, course evaluations, students' feedback, and portfolio reflections. The study was conducted at a private academic institution located in the Mid-Atlantic region and the sample population included inter-professional students (N=106) from various health professions including nursing, pharmacy, and allied health sciences. Results from the pre- and post-test IAPCC-SV survey revealed that mean scores increased significantly from pre-test (60.8) to post-test (70.6). Thus, students' levels of cultural competency (awareness, knowledge, skills, desire, encounter) improved post-educational intervention, indicating that the teaching methods used in the course might be applied on a larger scale across the university system to cater to the

Design culture and design education

DEFF Research Database (Denmark)

Riisberg, Vibeke; Bang, Anne Louise

2014-01-01

to change the education of future designers. This is an emerging field at a number of design schools across the world, among these Design School Kolding in Denmark. In this paper we understand and discuss design education as part of a cultural phenomenon. The aim of our research is to develop new dialogue...... tools for teaching fashion and textile students in order to stimulate new ways of thinking and engaging with users. By employing participatory design methods in the field of fashion and textiles, we seek to develop an alternative transformational strategy that may further the design of products....... In this paper we discuss ways in which design education might contribute in changing the current professional culture in order to meet the need for more sustainable futures....

Conquest, Colonial Education and Cultural Uprootedness in Africa ...

African Journals Online (AJOL)

Notwithstanding the benefits of Western education to the Africans it had the major negative effect on the Africans of culturally uprooting the Africans from their autochthonous culture consciously or otherwise, into a foreign and alien Western culture.. The argument of this paper is that colonial education was and is still ...

Culturally Relevant Literature: What Matters Most to Primary-Age Urban Learners

Science.gov (United States)

Cartledge, Gwendolyn; Keesey, Susan; Bennett, Jessica G.; Ramnath, Rajiv; Council, Morris R., III.

2016-01-01

The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A…

Engaging First Nation and Inuit communities in asthma management and control: assessing cultural appropriateness of educational resources.

Science.gov (United States)

Latycheva, O; Chera, R; Hampson, C; Masuda, J R; Stewart, M; Elliott, S J; Fenton, N E

2013-01-01

Asthma is a growing concern in First Nations and Inuit communities. As with many health indicators and outcomes, Aboriginal peoples living in remote areas experience greater disparities in respiratory health compared with non-Aboriginal Canadians. Therefore, it is critically important to take into account their unique needs when developing asthma educational materials and resources. The purpose of this study is to assess the cultural relevance of existing asthma education materials for First Nations and Inuit peoples. Five First Nations and Inuit communities from across Canada participated in the project. A combination of quantitative evaluations (eg surveys) and qualitative approaches (eg open discussion, live chats) were used to assess printed and web-based asthma education materials. Participants represented First Nations and Inuit communities from across Canada and were selected on the basis of age and role: 6 to 12 years old (children), 12 and over (youth), parents and grandparents, community leaders and teachers, and community advisory group members. In general, the results showed that although participants of all age categories liked the selection of asthma educational materials and resources, they identified pictures and images related to First Nations and Inuit people living and coping with asthma as ways of improving cultural relevance. This reinforces findings that tailoring materials to include Aboriginal languages, ceremonies and traditions would enhance their uptake. Our findings also demonstrate that visually based content in both printed and virtual form were the preferred style of learning of all participants, except young children who preferred to learn through play and interactive activities. Asthma is a growing concern in First Nations and Inuit communities. Given this concern, it is essential to understand cultural needs and preferences when developing asthma education materials and resources. The findings from this research emphasize the need

The challenge of quality and relevance in South African education: a ...

African Journals Online (AJOL)

Within a changing South African socio-political context, quality education and schooling mean radically ... in education, necessitate a closer look at the role and meaning of quality and relevance in education. ... AJOL African Journals Online.

Cultural hegemony? Educators? perspectives on facilitating cross-cultural dialogue

OpenAIRE

Zaidi, Zareen; Verstegen, Dani?lle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

Background: We live in an age when education is being internationalized. This can confront students with ‘cultural hegemony’ that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is ‘critical consciousness’. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with c...

Cultural Factors relevant to Korean Americans in Health Research: A Systematic Review.

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Shin, Cha-Nam; Keller, Colleen; Sim, Jeongha

2018-04-01

To eliminate health disparities in the United States, identifying cultural contexts salient to the target populations in an intervention study is critical; however, little research has been conducted on the identification of cultural contexts among Korean Americans who have significant risk factors for chronic diseases. This systematic review identifies critical cultural contexts central to the literature discussed in health research on Korean Americans. We examined 14 research reports of 801 potentially eligible articles published between 2000 and 2016 and analyzed their contribution to cultural contexts among Korean Americans based on the PEN-3 model. This review highlights how cultural contexts impact health and health behaviors of Korean Americans, and may contribute to health disparities in the United States. The key cultural contexts highlighted in this review include social support/social network, family, gender role expectations, and a holistic view of health and illness. These cultural contexts should be incorporated in designing culturally relevant, effective, and sustainable health interventions for Korean Americans, which will contribute to eliminating health disparities for this ethnic group who experience great obstacles to healthcare access and healthy behaviors.

Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy

Science.gov (United States)

Borrero, Noah; Ziauddin, Asra; Ahn, Alexandra

2018-01-01

This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

Visual culture as a strategy of reflection in education

DEFF Research Database (Denmark)

Buhl, Mie

2004-01-01

Visual culture is an issue in the current research field of visual arts education. this article investigates how the emergence of the concept of visual culture comes about and how it is usable in an educational contekxt. From at system theory approach, the author investigates how the concept...... of visual culture articulates af phase of art and visual arts education. This phase makes it possible to reconsider the concept of aesthetics as a mode of cognition. Likewise, the phase reflexivly constitutes a viewing on visual phenomena. This viewing requires a reconsidering of the notions of what art...... education means and how visual culture can be performed as a special approach to all areas of education....

A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

Science.gov (United States)

Redman, Elizabeth Horst

This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

A Relevant Education for African Development—Some ...

African Journals Online (AJOL)

Education in Africa has been and mostly remains a journey fuelled by an exogenously induced and internalised sense of inadequacy in Africans, and endowed with the mission of devaluation or annihilation of African creativity, agency and value systems. Such cultural estrangement has served to reinforce in Africans ...

Heat transfer education : Keeping it relevant and vibrant.

Energy Technology Data Exchange (ETDEWEB)

Khounsary, A. M.

1998-08-14

The motivation for a fresh look at heat transfer education, both in content and in methodology, is generated by a number of trends in engineering practice. These include the increasing demand for engineers with interdisciplinary skills, rapid integration of technology, emergence of computerized and interactive problem-solving tools, shortening time of concept-to-market, availability of new technologies, and an increasing number of new or redesigned products and processes in which heat transfer plays a part. Examination of heat transfer education in this context can be aided by considering the changes, both qualitatively and quantitatively, in the student, educator, and researcher populations, employment opportunities, in the needs of corporations, government, industry, and universities, and in the relevant technical problems and issues of the day. Such an overview provides the necessary background for charting a response to the difficult question of how to maintain excellence and continuity in heat transfer education in the face of rapid, widespread, and complex changes. The present paper addresses how to make heat transfer education more relevant and stimulating. This paper represents a written summary of a 1996 panel discussion at the 1996 International Mechanical Engineering Conference and Exhibition (IMECE) of the American Society of Mechanical Engineers (ASME) in Atlanta, Georgia, on ''Heat Transfer Education: Keeping it Relevant and Vibrant,'' with significant expansion and amplification by the authors and the panelists in the 1997-98 period. The consensus of the participants is that the steps necessary to ensure the desired outcome in heat transfer education should include: (1) a better understanding of the interaction between the student, course content, and market needs; (2) an appreciation of the need in multidisciplinary industrial environments for engineers trained with a broad background: (3) a revision of the introductory heat

Marketing to increase participation in a Web-based continuing medical education cultural competence curriculum.

Science.gov (United States)

Estrada, Carlos A; Krishnamoorthy, Periyakaruppan; Smith, Ann; Staton, Lisa; Korf, Michele J; Allison, Jeroan J; Houston, Thomas K

2011-01-01

CME providers may be interested in identifying effective marketing strategies to direct users to specific content. Online advertisements for recruiting participants into activities such as clinical trials, public health programs, and continuing medical education (CME) have been effective in some but not all studies. The purpose of this study was to compare the impact of 2 marketing strategies in the context of an online CME cultural competence curriculum (www.c-comp.org). In an interrupted time-series quasi-experimental design, 2 marketing strategies were tested: (1) wide dissemination to relevant organizations over a period of approximately 4 months, and (2) Internet paid search using Google Ads (5 consecutive 8-week periods--control 1, cultural/CME advertisement, control 2, hypertension/ content advertisement, control 3). Outcome measures were CME credit requests, Web traffic (visits per day, page views, pages viewed per visit), and cost. Overall, the site was visited 19,156 times and 78,160 pages were viewed. During the wide dissemination phase, the proportion of visits requesting CME credit decreased between the first (5.3%) and second (3.3%) halves of this phase (p = .04). During the Internet paid search phase, the proportion of visits requesting CME credit was highest during the cultural/CME advertisement period (control 1, 1.4%; cultural/CME ad, 4.3%; control 2, 1.5%; hypertension/content ad, 0.6%; control 3, 0.8%; p advertisement periods. The incremental cost for the cultural advertisement per CME credit requested was US $0.64. Internet advertisement focusing on cultural competence and CME was associated with about a threefold increase in requests for CME credit at an incremental cost of under US $1; however, Web traffic changes were independent of the advertisement strategy. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical

Reason and Culture in Cosmopolitan Education

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Waks, Leonard J.

2009-01-01

In this essay, Leonard Waks reviews three recent books on cosmopolitan education: Kwame Anthony Appiah's "Cosmopolitanism: Ethics in a World of Strangers"; Neil Burtonwood's "Cultural Diversity, Liberal Pluralism, and Schools: Isaiah Berlin and Education"; and Thomas Popkewitz's "Cosmopolitanism and the Age of School Reform: Science, Education and…

Perceived usefulness and culture as predictors of teachers attitudes towards educational technology in South Africa

Directory of Open Access Journals (Sweden)

Samantha Anne Hart

2015-11-01

Full Text Available The use of educational technology (ET worldwide is increasing rapidly, and South Africa is no exception. Grouped amongst the emerging economies of the world, South Africa's information and communication technology (ICT infrastructure is often mentioned as one of the key factors leading to the growth of the country. Integrating ICT into education has become a priority for the South African government. However, it is necessary to move beyond merely providing physical access to ICT's in order for integration to be successful. The integration of ET in schools is greatly influenced by teachers' attitudes towards the technology. The aim of this study was to investigate teachers' attitudes towards educational technology and the factors that are thought to influence teachers' attitudes, namely, perceived usefulness, perceived cultural relevance, perceived competence and access to ET. A convenience sample of 117 teachers in the Johannesburg area, from both public and private schools, across foundation, intermediate and senior phase, completed the Attitudes Towards Computer Scale. Teachers' attitudes were generally positive. The strongest predictor of teachers' attitudes was perceived usefulness followed by perceived cultural relevance. Thus, it is evident that when integrating ET into schools, attention must be paid to teachers perceptions of the utility of ET in order for integration to be successful. Having access to ET and the competence to use ET are not enough for the successful integration of ET in schools.

Did cultural and artistic education in the Netherlands increase student participation in high cultural events?

NARCIS (Netherlands)

Damen, M.-L.; van Klaveren, C.

2010-01-01

This study examines whether Cultural and Artistic Education that was implemented by the Dutch Ministry of Education, Culture and Science in 1999 caused students to participate more in high cultural events. A unique feature of the intervention was that students were free to choose the type of

Unravelling Quality Culture in Higher Education: A Realist Review

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Bendermacher, G. W. G.; oude Egbrink, M. G. A.; Wolfhagen, I. H. A. P.; Dolmans, D. H. J. M.

2017-01-01

There is a growing belief that higher education institutions should nurture a "quality culture" in which structural/managerial and cultural/psychological elements act in synergy to continuously improve education. Notwithstanding the positive connotation of the "quality culture" concept, its exact configuration remains subject…

Religiosity in Wedhatama by KGPAA Mangkunagara IV: An Education Model A La Javanese Culture

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Esti Ismawati

2017-08-01

Full Text Available This research purpose is to describe religious values in Wedhatama by and its relevance to today’s life. The method used is descriptive inferential, by describing religious values in Wedhatama which is in form of Pangkur, Sinom, Pucung,andGambuh, and after that, summarizing it. The analysis results in conclusion that Wedhatama by Mangkunagara IV contains high religious values, which is manifested in a belief that human beings depend on God and God is a source of salvation, so human beings should be close to or surrender deeply to God. Religious person is imagined in Wedhatama as prime being, who loves solitude, tawadu’, always be humble (he is not angry when someone calls him stupid, has less desire, puts his trust in God and sincere, knows the end, learns the essence of desolation, responses well to his wishes, sensitive, kind hearted, and loves to meditate until he finds some divine revelations, and imitates behaviors like in fiqh. This is education model a la Javanese culture, which is still relevance to be done by all people in this world. How to CiteIsmawati, E. (2016. Religiosity in Wedhatama by KGPAA Mangkunagara IV: An Education Model A La Javanese Culture. International Journal of Active Learning, 1(1. 

Cultural Protestantism and Nordic Religious Education

DEFF Research Database (Denmark)

Buchardt, Mette

2015-01-01

Is there a Nordic model for Religious Education? The article explores how Cultural Protestantism and Liberal Theology influenced the ways in which Religious Education developed in Sweden, Denmark and Norway from the late 19th century until the mid-20th century as part of the transformation...... of the relations between church and state. Situated between history of education and curriculum, church history and transnational welfare state history, the article focuses on three transnationally acting theologians, early historians and psychologists of religion and public debaters who involved themselves...... in the question of education, namely Nathan Söderblom (1866-1931), Edvard Lehmann (1862-1930) and Eivind Berggrav (1884-1959), who serve as prisms for the transnational historical analysis of what takes place between states and social fields. The article suggests that Nordic Cultural Protestantism contributed...

Social Reconstructionism: Reciprocal Influences of Culture and Education

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Hanna Kostyło

2012-11-01

Full Text Available The fact that culture has an impact, both in conceptual and practical sense, on education is undoubtable. But when we state that interaction between the two areas is mutual, namely, that also education has an influence on culture, then we express an original and controversial idea. Therefore, we acknowledge that education is a power which can change society. That idea was pushed forward for many years by Theodore Brameld, the founder of reconstructionst philosophy of education. In his view each educational theory and practice effectively affects culture, changes and reconstructs it. In this text I present the assumptions of Theodore Brameld’s social reconstructionism. The starting point for my considerations are three other philosophies of education indicated by by Brameld: perenialism, essentialism, and progressivism. In the conclusion I point out how each of the philosophies of education relates to social change. The terms “society” and “culture” are used interchangeably in this text.

Is the Appropriateness of Emotions Culture-Dependent? The Relevance of Social Meaning

Directory of Open Access Journals (Sweden)

Welpinghus Anna

2018-02-01

Full Text Available This paper contributes to the question to what extent the socio-cultural context is relevant for the appropriateness of emotions, while appropriateness of an emotion means that the emotion entails a correct, or adequate, evaluation of its object. In a first step, two adequacy conditions for theories of emotions are developed: the first condition ensures that the socio-cultural context is not neglected: theories must allow for the fact that appropriateness often depends on the social meaning of the emotion’s particular object. The second condition rules out implausible forms of cultural determinism. In a second step, an account that meets both conditions is presented: the Acceptance within Social Context account.

A Cultural Immersion Field Experience: Examining Pre-Service Music Teachers' Beliefs about Cultural Differences

Science.gov (United States)

VanDeusen, Andrea J.

2017-01-01

With the intent of informing music teacher education practices and developing more culturally responsive and relevant teachers, the purpose of this research was to explore pre-service music teachers' understandings of culture and diversity, and to examine the impact of a short-term cultural immersion field experience on pre-service music teachers'…

EDUCATION AND CULTURE (CONCERNING THE PROBLEM IN SEARCH THE PRINCIPLE OF EDUCATION ADEQUACY)

OpenAIRE

Elena N. Yarkova

2015-01-01

This article develops a theme raised in the study «Education in Search of the Adequacy principle» by Yu. V. Larin, whereas the topical principle of modern education is the principle of cultural adequacy.The aim of the study is the analysis of value-semantic content of the principle of cultural adequacy of education. Methods of the study are formed by appeal to cultural approach connecting methods of ideal typing and value-semantic reconstruction.Results. In general, there are three types of c...

Educational Spaces of Cultural Capitalism: The Concept of Consumer Culture as a New Framework for Contemporary Educational Research

Science.gov (United States)

Knobloch, Phillip D. Th.

2016-01-01

This article introduces a specific concept of consumer culture into the international and European discussion about new concepts and categories in comparative education. Basic meanings of consumer culture are presented in reference to consumer research, consumer culture theory, and a revisited concept of world polity. In addition to general…

Identifying Socio-Cultural Factors That Impact the Use of Open Educational Resources in Local Public Administrations

Directory of Open Access Journals (Sweden)

Julia Stoffregen

2016-12-01

Full Text Available The goal of this paper is to define relevant barriers to the exchange of Open Educational Resources in local public administrations. Building upon a cultural model, eleven experts were interviewed and asked to evaluate several factors, such as openness in discourse, learning at the workplace, and superior support, among others. The result is a set of socio-cultural factors that shape the use of Open Educational Resources in public administrations. Significant factors are, in this respect, the independent choice of learning resources, the spirit of the platform, the range of available formats and access to technologies. Practitioners use these factors to elaborate on the readiness of public administrations towards the use of open e-Learning systems. To academic debates on culture in e-Learning, the results provide an alternative model that is contextualized to meet the demands of public sector contexts. Overall, the paper contributes to the lack of research about open e-Learning systems in the public sector, as well as regarding culture in the management of learning and knowledge exchange.

Clinically applied medical ethnography: relevance to cultural competence in patient care.

Science.gov (United States)

Engebretson, Joan

2011-06-01

Medical anthropology provides an excellent resource for nursing research that is relevant to clinical nursing. By expanding the understanding of ethnographic research beyond ethnicity, nurses can conduct research that explores patient's constructions and explanatory models of health and healing and how they make meaning out of chronic conditions and negotiate daily life. These findings can have applicability to culturally competent care at both the organizational or systems level, as well as in the patient/provider encounter. Individual patient care can be improved by applying ethnographic research findings to build provider expertise and then using a cultural negotiation process for individualized patient care. Copyright © 2011. Published by Elsevier Inc.

International education for peace in higher education : promoting cultures of peace in Japan

OpenAIRE

中村, 耕二; Koji, Nakamura

2006-01-01

The kernel of international education is to create peace-loving citizens capable of participating in building a peaceful and sustainable society. Integrated and systematic education for peace can achieve a shared culture of peace. In the new millennium, as the world has become increasingly interdependent and interactive, peace education seeks to harness the power and intellect of future generations in the hope of building a sustainable culture of peace together. International education for pe...

Festival of Pacific Arts: Education in Multi-Cultural Encounters

Science.gov (United States)

d'Hauteserre, Anne-Marie

2011-01-01

Can acts of support and/or revival of Pacific cultures serve to educate international tourists about Indigenous cultures? This paper examines, from a postcolonial perspective and using a qualitative methodology, whether the Festivals of Pacific Arts, to which all nations send delegations, can educate visitors about Indigenous cultures of the…

The Role of Relevance in Education Research, as Viewed by Former Presidents

Science.gov (United States)

Snow, Catherine E.

2016-01-01

American Educational Research Association presidents' presidential addresses have only intermittently considered relevance as a criterion of quality for education research. A few, though, argued that education research could only distinguish itself from research in the disciplines through attention to improving educational outcomes. David…

The relevance and role of homestays in medical education: a scoping study.

Science.gov (United States)

Hughes, Bonnie Olivia; Moshabela, Mosa; Owen, Jenni; Gaede, Bernhard

2017-01-01

The community-based medical education curriculum is growing in popularity as a strategy to bring universal health coverage to underserved communities by providing medical students with hands-on training in primary health care. Accommodation and immersion of medical students within the community will become increasingly important to the success of community-based curricula. In the context of tourism, homestays, where local families host guests, have shown to provide an immersive accommodation experience. By exploring homestays in the educational context, this scoping study investigates their role in providing an immersive pedagogical experience for medical students. A scoping review was performed using the online databases ScienceDirect and the Duke University Library Database, which searches Academic Search Complete, JSTOR, LexisNexis Academic, Web of Science, Proquest, PubMed and WorldCat. Using the inclusion term 'homestays' and excluding the term 'tourism', 181 results were returned. AClose assessment using inclusion criteria narrowed this to 14 relevant articles. There is very little published research specific to the experience of medical students in community homestays, indicating a gap in the literature. However, the existing educational outcomes suggest homestays may have the potential to serve a significant role in medical education, especially as a component of decentralised or community-based programmes. The literature reveals that educational homestays influence language learning, cultural immersion, and the development of professional skills for health science careers. These outcomes relate to the level of engagement between students and hosts, including the catalytic role of community liaisons. Homestays offer a unique depth of experience that has the potential to enrich the education of participating students, and require further research, particularly in the context of distributed and decentralised training platforms for medical and health sciences

Personalized Education Approaches for Chemical Engineering and Relevant Majors

Directory of Open Access Journals (Sweden)

Zhao Feng-qing

2016-01-01

Full Text Available Personalized education has drawn increasing attention in universities these years. With the purpose of improving the studentss’ comprehensive ability and developing teaching strategies to ensure students’ education is tailored to their needs, we proposed Three-Stage Approach (TSA to enhance personalized education for chemical engineering and relevant majors: professional tutorial system--equipping with professional guidance teachers for freshman students to guide their learning activities and provide professional guidance; open experimental project--setting up open experimental projects for sophomore and junior students to choose freely; individualized education module--setting up 10 different individualized education modules for senior students to select. After years of practice, the personalized education model is improved day by day and proved effective and fruitful.

Exploring Culture-Specific Learning Styles in Accounting Education

Science.gov (United States)

Sikkema, Seth E.; Sauerwein, Joshua A.

2015-01-01

Purpose: The purpose of this paper is to review whether culture affects accounting students' learning processes to identify practical guidance for accounting educators facing a culturally diverse classroom. In spite of a significant literature thread in accounting education on student learning, relatively, little emphasis has been placed on…

Culture and Cognition in Information Technology Education

Science.gov (United States)

Holvikivi, Jaana

2007-01-01

This paper aims at explaining the outcomes of information technology education for international students using anthropological theories of cultural schemas. Even though computer science and engineering are usually assumed to be culture-independent, the practice in classrooms seems to indicate that learning patterns depend on culture. The…

Cultural Emergence: Theorizing Culture in and from the Margins of Science Education

Science.gov (United States)

Wood, Nathan Brent; Erichsen, Elizabeth Anne; Anicha, Cali L.

2013-01-01

This special issue of the Journal of Research in Science Teaching seeks to explore conceptualizations of culture that address contemporary challenges in science education. Toward this end, we unite two theoretical perspectives to advance a conceptualization of culture as a complex system, emerging from iterative processes of cultural bricolage,…

Cultural Diversity in Nursing Education: Perils, Pitfalls, and Pearls

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Bednarz, Hedi; Schim, Stephanie; Doorenbos, Ardith

2010-01-01

Increasing diversity in the classroom challenges nursing educators to identify issues that complicate teaching (perils), analyze barriers for themselves and their students (pitfalls), and select new strategies for working with nontraditional students (pearls). This article identifies concerns arising from attitudes and values within nursing and common approaches to diversity education, and then discusses key issues in nursing education that relate to human nature, culture, faculty workload, and student demographics. Finally, some strategies are proposed for increasing the effectiveness of professional preparation with diverse students through a focus on culturally congruent education and development of faculty cultural competence. PMID:20143759

Influence of culture and religion on HIV and sexuality education ...

African Journals Online (AJOL)

Influence of culture and religion on HIV and sexuality education among South African ... the prevailing religious and cultural tolerance sexuality education is receiving. ... was mainly driven by their own cultural and religious values and beliefs.

Age Differences in Attention toward Decision-Relevant Information: Education Matters

Science.gov (United States)

Xing, Cai; Isaacowitz, Derek

2011-01-01

Previous studies suggested that older adults are more likely to engage in heuristic decision-making than young adults. This study used eye tracking technique to examine young adults' and highly educated older adults' attention toward two types of decision-relevant information: heuristic cue vs. factual cues. Surprisingly, highly educated older…

Geoheritage + dark cultural heritage= dark geo-cultural heritage. A platform for effective outreach and education?

Science.gov (United States)

Riede, Felix

2017-04-01

In cultural heritage studies the term 'dark heritage' - defined as the tangible remains of now unwanted, unsavoury, uncomfortable or unpleasant pasts - has attracted much attention. It has been noted that despite the problematic nature of 'dark heritage' sites (e.g. Auschwitz, Chernobyl, Robben Island), these attract large number of visitors and so serve as effective platforms of addressing the attendant issues. Consequently, many theoretical, conceptual and empirical studies of such 'dark heritage' sites have been conducted. In studies of geoheritage, however, most effort has so far been placed on unproblematic sites. In this paper, I suggest that previous work on dark cultural heritage could be wedded to the emerging notion of geoheritage to more directly address the dark side of geoheritage - or rather geo-cultural heritage - sites. This is particularly pertinent when it comes to sites of past natural hazards that have affected human communities, and to sites of environmentally destructive resource extraction. I draw on two examples (the Laacher See eruption 13ka BP in Germany and the former lignite mine of Søby in Denmark) to illustrate the approach and to make the argument that the insights of cultural heritage studies should be brought to bear on geoheritage matters. By bringing humans into the equation, education and outreach related to, for instance, natural hazards and the consequences of mining attain and increased degree of immediacy. Such an interdisciplinary coupling of geological and cultural heritage is particularly relevant in relation to the problems surrounding the Anthropocene and its associated proposition that humans are now an ecological and geological force in themselves.

Integrating social factors into cross-cultural medical education.

Science.gov (United States)

Green, Alexander R; Betancourt, Joseph R; Carrillo, J Emilio

2002-03-01

The field of cross-cultural medical education has blossomed in an environment of increasing diversity and increasing awareness of the effect of race and ethnicity on health outcomes. However, there is still no standardized approach to teaching doctors in training how best to care for diverse patient populations. As standards are developed, it is crucial to realize that medical educators cannot teach about culture in a vacuum. Caring for patients of diverse cultural backgrounds is inextricably linked to caring for patients of diverse social backgrounds. In this article, the authors discuss the importance of social issues in caring for patients of all cultures, and propose a practical, patient-based approach to social analysis covering four major domains--(1) social stress and support networks, (2) change in environment, (3) life control, and (4) literacy. By emphasizing and expanding the role of the social history in cross-cultural medical education, faculty can better train medical students, residents, and other health care providers to care for socioculturally diverse patient populations.

Educational innovation, learning technologies and Virtual culture potential'

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David Riley

2002-12-01

Full Text Available Learning technologies are regularly associated with innovative teaching but will they contribute to profound innovations in education itself? This paper addresses the question by building upon Merlin.Donald's co-evolutionary theory of mind, cognition and culture. He claimed that the invention of technologies for storing and sharing external symbol systems, such as writing, gave rise to a 'theoretic culture' with rich symbolic representations and a resultant need for formal education. More recently, Shaffer and Kaput have claimed that the development of external and shared symbol-processing technologies is giving rise to an emerging 'virtual culture'. They argue that mathematics curricula are grounded in theoretic culture and should change to meet the novel demands of 'virtual culture' for symbol-processing and representational fluency. The generic character of their cultural claim is noted in this paper and it is suggested that equivalent pedagogic arguments are applicable across the educational spectrum. Hence, four general characteristics of virtual culture are proposed, against which applications of learning technologies can be evaluated for their innovative potential. Two illustrative uses of learning technologies are evaluated in terms of their 'virtual culture potential' and some anticipated questions about this approach are discussed towards the end of the paper.

Cultural, Social and Political Perspectives in Science Education

DEFF Research Database (Denmark)

education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values. Attention is not only on the individual learner but on the cultural, social and political......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...... to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science...

Constructivism in cultural competence education.

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Hunter, Jennifer L; Krantz, Steven

2010-04-01

A graduate course on cultural diversity, based in constructivist theory and structured on the Process of Cultural Competence in the Delivery of Healthcare Services model, was developed and taught through classroom and online methods. The following research questions were explored: 1) Can an educational experience, built on constructivist learning theory tenets, change students' perceptions, attitudes, knowledge, and skills in the area of cultural competence? 2) Does the delivery method, online or traditional classroom, influence the degree of change? The study used a quasi-experimental, pretest-posttest control group design using the Inventory for Assessing the Process of Cultural Competence Among healthcare Professionals Revised. Findings showed significant changes (p<0.001) in cultural competence scores and subscores for all learners with both teaching modalities based on interval scale and in categories of cultural knowledge, skills, desire, and overall competence based on a nominal scale. The untaught construct of cultural desire showed the most significant improvement.

Cultural Differences, Learning Styles and Transnational Education

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Heffernan, Troy; Morrison, Mark; Basu, Parikshit; Sweeney, Arthur

2010-01-01

Australian universities have been active participants in the transnational education market over the past twenty years. Many Australian universities have structured various forms of franchising arrangements with universities and other education providers, particularly with educational institutions in China. However, the cultural differences…

Diabetic Foot Care: Developing Culturally Appropriate Educational Tools for Aboriginal and Torres Strait Islander Peoples in the Northern Territory, Australia.

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Watson, Jennifer; Obersteller, Elizabeth A.; Rennie, Linda; Whitbread, Cherie

2001-01-01

Participatory research in Australia's Northern Territory sought opinions from nurses, general practitioners, Aboriginal health workers, and Aboriginal and Torres Strait Islanders on the development of culturally relevant foot care education for Indigenous people with diabetes. They decided to use a visual approach (posters and flip charts) to…

Notes toward an African Cultural Studies of Education

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Wright, Handel Kashope

2006-01-01

In this paper, the author attempts to sketch out both an argument for and the outlines of what might be termed an African cultural studies of education. This formation would actually be composed of several fields and discourses that are often taken up as quite distinct, namely critical approaches to education, cultural studies, and African…

Democratization of Education as Prerequisite for Social Economic and Cultural Progress in a Multi-Cultural Society

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Madumere, S. C.; Olisaemeka, B. U.

2011-01-01

This paper focuses on democratization of education as a prerequisite for social, economic and cultural progress in a multi-cultural society, such as Nigeria. Attempt was made to define and explain the major concepts in the paper. Education was explained as an instrument of democracy and as function of socialization, culture and economic…

Formation of the basics of management culture in masters – future leaders of educational institutions

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A. B. Pan

2017-01-01

Full Text Available The article examines the issues of administrative culture, its relevance and formation of the foundations of this culture in future heads of educational institutions. Changes in the life of society reveal many problems. Most of them are connected with the search for mechanisms that increase the effectiveness of social processes regulation, including their management. In conditions of change, there is a great need for a leader capable of implementing such management, which is aimed at harmonizing personal values and meanings, rights and duties of team members, and harmonizing relations among the participants in the process. The notion of "management culture" is opened and a literary review on the work of Russian and foreign teachers is made. According to the authors, management activities require specific personal qualities, since management is always connected with people and can be directed both to oneself and to another person or group of people. As a research task, the authors defined an attempt to assess the problem of forming a management culture among undergraduates as future heads of educational institutions. Described work experience aimed at developing their reflective sphere as the basis of administrative culture. Authorship and approbated questionnaires were used during the research. Diagnostic materials are presented, as well as a special questionnaire related to determining the level of formation of the foundations of a management culture among undergraduates of pedagogical areas of training. The dynamics of work with undergraduates is traced and a comment is given, taking into account the peculiarities of the direction of master's training. The image of a successful leader with the eyes of undergraduates of future heads of educational institutions was also defined.

THE CULTURAL RELEVANCE OF INDONESIAN PHRASEOLOGICAL UNITS AS CONTRASTED WITH POLISH

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Przemysław Wiatrowski

2015-06-01

Full Text Available This article discusses Indonesian set phrases, a research area not previously investigated by Polish scholars. The aim is to analyze expressions which reveal the cultural specificity of the Indonesian speech community. Specifically, the author is concerned with two categories of multiword expressions. One of them is lexical combinations which preserve observations characteristic of the Indonesian speech community. These are reflected in a system of lexical connotations drawn upon in the process of semantic motivation of idioms. The other is expressions made up of units which are specific to Indonesian culture. The cultural relevance of Indonesian multi-word combinations is examined against the background of the Polish language. By examining research material derived from dictionaries of phrases and collocations and general dictionaries of the Indonesian language, the author provides insights into the way of thinking and responding to reality which is embedded in the language and in the collective experience of members of the Indonesian community.

Cultural Memory Banking in Preservice Science Teacher Education

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Handa, Vicente C.; Tippins, Deborah J.

2012-01-01

This study focused on the exemplification of cultural memory banking as an ethnographic tool to understand cultural practices relevant to science teaching and learning in a rural coastal village in a central island of the Philippine archipelago. Using the collaborative action ethnography as a research methodology, 10 prospective science teachers…

Building Learning Communities for Research Collaboration and Cross-Cultural Enrichment in Science Education

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Sparrow, E. B.

2003-12-01

The GLOBE program has provided opportunities for environmental science research and education collaborations among scientists, teachers and K-12 students, and for cross-cultural enrichment nationally and abroad. In Alaska, GLOBE has also provided funding leverage in some cases, and a base for several other science education programs that share a common goal of increasing student interest, understanding, process skills and achievement in science, through involvement in ongoing research investigations. These programs that use GLOBE methodologies (standardized scientific measurements and learning activities developed by scientists and educators) are: Global Change Education Using Western Science and Native Knowledge also known as "Observing Locally, Connecting Globally" (OLCG); Alaska Earth System Science Education Alliance: Improving Understanding of Climate Variability and Its Relevance to Rural Alaska; Schoolyard Long Term Ecological Research; Alaska Rural Research Partnership; Alaska Partnership for Teacher Enhancement; Alaska Lake Ice and Snow Observatory Network; Alaska Boreal Forest Council Education Outreach; Calypso Farm and Ecology Center; Environmental Education Outreach; and also GLOBE Arctic POPs (persistent organic pollutants) a program that involves countries in the circumpolar North. The University of Alaska GLOBE Partnership has collaborated with the BLM Campbell Creek Science Center Globe Partnership in facilitating GLOBE Training Workshops and providing teacher support. GLOBE's extensive website including data entry, archive, analysis and visualization capabilities; GLOBE Teacher Guide, videos and other materials provided; excellent GLOBE science research and education staff, training support office, GLOBE help desk, alignment of GLOBE curriculum with national science education standards and GLOBE certification of teachers trained on even just one GLOBE investigation, have made it easier to implement GLOBE in the classroom. Using GLOBE, whole

Rethinking Culture and Education

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Stambach, Amy

2012-01-01

The author reviews three books that provide complementary and thought-provoking insights. The three books under review are: (1) "Reproducing class: education, neoliberalism, and the rise of the new middle class in Istanbul," by Henry J. Rutz and Erol M. Balkan; (2) "Technology, culture, family: influences on home life," by…

Drug education in bolivian schools: A feasibility study for cross-cultural application of a preventive curricular unit

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Gonzalez, Gerardo M.; Moreno, Veronica Kaune

1995-11-01

The purpose of this study was to test the feasibility of adapting and implementing in La Paz, Bolivia a drug education course originally developed for use in the middle schools in the United States. On the basis of teacher and student evaluations, it was concluded that the unit is a viable, culturally relevant and effective method of drug education in the public and private schools in La Paz. Implications for the prevention of other health-related problems and for implementation of a demandreduction strategy to prevent drug abuse throughout the Americas are discussed.

Development of culturally sensitive dialog tools in diabetes education

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Nana Folmann Hempler

2015-01-01

Full Text Available Person-centeredness is a goal in diabetes education, and cultural influences are important to consider in this regard. This report describes the use of a design-based research approach to develop culturally sensitive dialog tools to support person-centered dietary education targeting Pakistani immigrants in Denmark with type 2 diabetes. The approach appears to be a promising method to develop dialog tools for patient education that are culturally sensitive, thereby increasing their acceptability among ethnic minority groups. The process also emphasizes the importance of adequate training and competencies in the application of dialog tools and of alignment between researchers and health care professionals with regards to the educational philosophy underlying their use.

Beyond homogenization discourse: Reconsidering the cultural consequences of globalized medical education.

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Gosselin, K; Norris, J L; Ho, M-J

2016-07-01

Global medical education standards, largely designed in the West, have been promoted across national boundaries with limited regard for cultural differences. This review aims to identify discourses on cultural globalization in medical education literature from non-Western countries. To explore the diversity of discourses related to globalization and culture in the field of medical education, the authors conducted a critical review of medical education research from non-Western countries published in Academic Medicine, Medical Education and Medical Teacher from 2006 to 2014. Key discourses about globalization and culture emerged from a preliminary analysis of this body of literature. A secondary analysis identified inductive sub-themes. Homogenization, polarization and hybridization emerged as key themes in the literature. These findings demonstrate the existence of discourses beyond Western-led homogenization and the co-existence of globalization discourses ranging from homogenization to syncretism to resistance. This review calls attention to the existence of manifold discourses about globalization and culture in non-Western medical education contexts. In refocusing global medical education processes to avoid Western cultural imperialism, it will also be necessary to avoid the pitfalls of other globalization discourses. Moving beyond existing discourses, researchers and educators should work towards equitable, context-sensitive and locally-driven approaches to global medical education.

A New Paradigm for Higher Education and Culture in East Asia

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Lee, Jeong-Kyu

2006-01-01

This article explores how cultural identity reveals itself in East Asian higher education. The following questions are addressed. First, what is culture and what is the characteristic of East Asian culture? Second, what are cultural situations of East Asian higher education? Third, how does the cultural identity of East Asia reveal itself in…

Corporate culture as the basis for the Ukrainian higher education modernization

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V. P. Kubko

2017-07-01

A higher educational establishment has been defined as a multi-functional, multi-discipline social establishment which co-operates with the state on some defined legal basis and whose main purpose is to transmit scientific knowledge and cultural values in order to train the scientific personnel. The modernization of the education is impossible without development of the principles of a cultural approach and formation of the educational establishment managerial system. In other words, the necessary condition of the transformation of the educational establishment is the implementation and development of a corporate culture model, the main functions of which will be: cognition, development and transmission of the values, personal development and improvement of individuals. Therefore, it has been claimed by the author that the corporate culture of a higher educational establishment is a unique and effective form of its functioning. Due to this fact the following conclusion can be made: it is a self-organized system, developed on the principles of self-worth of knowledge, freedom of education, which is the particular way to implement the ideas of the higher education. Such corporate organization of the educational establishment aims to perform the universal functions of cultural heritage and generate cultural examples. An important part of corporate culture is corporate identity – a high level of awareness of history, values, rules and positive attitude towards the educational establishment, following its rules. Ukrainian higher educational establishments face the necessity to form the corporate culture in order to be stable and partly financially independent. It is necessary to pay attention to this fact while developing corporate culture of the educational establishment in order to make people understand the necessity to donate additional financial resources, necessity to develop an establishment and contribute to its prosperous future. Corporate values play a

Cultural mismatch and the education of Aboriginal youths: the interplay of cultural identities and teacher ratings.

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Fryberg, Stephanie A; Troop-Gordon, Wendy; D'Arrisso, Alexandra; Flores, Heidi; Ponizovskiy, Vladimir; Ranney, John D; Mandour, Tarek; Tootoosis, Curtis; Robinson, Sandy; Russo, Natalie; Burack, Jacob A

2013-01-01

In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of education, which focuses on independence and assertiveness. The participants included virtually all the secondary students (N = 115) in the Naskapi community of Kawawachikamach, Quebec, Canada. We obtained self-reports of identification with Aboriginal and White culture, teacher reports of assertiveness, and official grades. We found that high identification with either Aboriginal or White culture was related to higher grades, regardless of whether the students were perceived as assertive by their teacher. Conversely, at low levels of cultural identification toward Aboriginal or White culture, being perceived as low in assertiveness by one's teacher predicted lower grades. This suggests that both high cultural identification and assertiveness can contribute to enhancing the educational outcomes of Aboriginal students, but that Aboriginal students with low levels of both cultural identification and assertiveness are at particular risk as they are mismatched with the culture of mainstream schools and do not benefit from the protective effects of identity. The relationships among identity, cultural values, and academic performance point to the need to reject the notion of an inherent deficit in education among Aboriginal youths in favor of a different framework in which success can be attained when alternative ways of being are fostered and nurtured in schools.

Palgrave Handbook of Research in Historical Culture and Education

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Carretero, M.; Berger, S.; M.C.R. Grever (Maria)

2017-01-01

textabstractThis handbook provides a broad overview of current research and theories on historical culture and education. It consists of thirty-nine chapters divided into four parts: I. Historical Culture: Conceptualizing the Public Uses of History; II. The Appeal of the Nation in History Education

Foreign Students’ Professional Training in Kazakhstan Higher Educational Institutions: Ethno-cultural Aspect

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Nurmambek Ramashov

2013-01-01

Full Text Available The authors analyze the problem of ethno-cultural education, regulatory documents of Kazakhstan Republic in the sphere of education and define the ethno-cultural aspect of foreign students’ professional training in Kazakhstan higher educational institutions. The analysis of foreign students’ training in Kazakhstan higher educational institutions trends allowed to determine the following requirements: expansion of educational institutions chain and the types, inclusion of ethno-cultural component of youth ideological training in their programs and curricula; review and expansion of curricula and programs, providing the basis for a basic plan, state standards, enhancement and increase of humanitarian and cultural components in accordance with the training profile; introduction of ethnos history and its culture as the regional educational component and addition to the core subjects and courses. The idea of ethnic and cultural enrichment of the entire system of professional education in the country will make it humanized.

Oppositional Culture and Literacy Education: Constructing Curriculum.

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Akre, Philip J.

1991-01-01

Advocates a new conception of literacy education given that most illiterate adults in the United States are Third-World newcomers or educationally/economically disadvantaged U.S. adults. Urges educators to solicit and heed their students' criticisms of the dominant culture. Recommends 13 topics on which to base learning activities related to…

Education as a tool for cultural regeneration and development in ...

African Journals Online (AJOL)

The Federal Republic of Nigeria has acknowledged and therefore encapsulated the importance of cultural regeneration to national development when it spelt out in its National Policy on Education (NPE) one of its objectives of education as to develop and promote the Nigerian culture in the context of the world's cultural ...

Youth Digital Cultural Consumption and Education

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Mónica Pini

2014-12-01

Full Text Available Media and technological devices function as socializing agents during children’s leisure and entertainment time. Drawing from the theory of cultural consumption, a socio educational approach to students’ digital practices, and media literacy, this qualitative study seeks to explore and describe students’ cultural consumption profile. The authors explore the representations and meanings of digital practices of public school students of a predominately working class neighborhood situated in the periphery of Buenos Aires, Argentina. Findings highlight different aspects of youth cultural consumption profile. Two themes were identified: a children use computers for a multiplicity of different activities enacting multitasking practices; and b children develop new forms of digital practices for social digital interaction that are expressed in the “need” to be connected, the production and use of shared codes and the establishment of ambivalent relations with social media platforms. Implications for education are explored.''

An Analysis of the Impact of Traditional Chinese Culture on Chinese Education

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Mingyuan, Gu

2006-01-01

The educational tradition of China has developed from traditional Chinese culture. Without an understanding of the cultural impact on traditional education, it is impossible to comprehend the educational tradition of China and to change its traditional educational ideas. There are fine traditions and feudal remains in Chinese culture which ought…

Cultural Relevance and Working with Inner City Youth Populations to Achieve Civic Engagement

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Ward, Shakoor; Webster, Nicole

2011-01-01

This article helps Extension professionals consider the cultural relevant needs of inner city residents in hopes of achieving ongoing civic engagement and appropriate program activities in these communities. Having a deep understanding of how the various dimensions of marginalized community life among inner city populations affect participation in…

Cross Cultural Comparative Education--Fortifying Preconceptions or Transformation of Knowledge?

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Birkeland, Åsta

2016-01-01

The purpose of this article is to carry out a critical inquiry of comparative education by using an example of a comparative programme within kindergarten teacher education in Norway. The article discusses the inclination, in cross-cultural comparative studies, to emphasise cultural essentialism, to evaluate educational practice from a…

Challenges for tomorrow tourism education

OpenAIRE

Ovsenik, Marija

2015-01-01

The goal of our study was to analyse the impact of Slovenian educations institution culture on the self-assessed tourism relevant skills and competencies. Our study shows that to cope with the rapid changes in the field of tourism new educational approaches for next decades should be developed. Contemporary process is according to our findings strongly result oriented. Organizational culture on the level of the college tourism program does not stimulate the development of relevant skills and ...

Bridging Theory and Practice: Using Hip-Hop Pedagogy As A Culturally Relevant Approach In The Urban Science Classroom

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Adjapong, Edmund S.

This dissertation explores the context of urban science education as it relates to the achievement and engagement of urban youth. This study provides a framework for Hip-Hop Pedagogy, an approach to teaching and learning anchored in the creative elements of Hip-Hop culture, in STEM as an innovative approach to teaching and learning demonstrates the effect that Hip-Hop Pedagogy, as a culturally relevant approach to teaching has on teaching and learning in an urban science classroom. This study establishes practical tools and approaches, which were formed from by theory and research that transcend the traditional monolithic approaches to teaching science. Participants in this study are middle school students who attend an urban school in one of the largest school systems in the country. This research showed that as result of utilizing Hip-Hop pedagogical practices, students reported that they developed a deeper understanding of science content, students were more likely to identify as scientists, and students were provided a space and opportunities to deconstruct traditional classroom spaces and structures.

Culturally Responsive Pedagogy: Reflections on Mentoring by Educational Leadership Candidates

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Genao, Soribel

2016-01-01

Authentic field experience is an important component in educational leadership programs. This article revisits the literature examining the cultural gap that exists in public education, while taking a closer look at what it means to be a culturally responsive leader and teacher. The need to integrate culturally responsive practices to connect and…

The Role of Cultural Capital in Higher Education Access and Institutional Choice

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Iva Košutić

2017-03-01

Full Text Available This paper aims to explore social inequalities in school achievement and educational decision-making of the final-year students of secondary schools in the City of Zagreb and Zagreb County, Croatia (N = 534. The theoretical framework of the paper was Bourdieu’s theory of cultural and social reproduction (1977a. The main objectives were an analysis of the association between the students’ cultural capital and their school achievement and analyses of the predictive power of the cultural capital theory in the context of educational decisions in the transition to tertiary education. In the analysis of school achievement, sequential multiple regression analysis was used, while in the analyses of educational decisions logistic regression analyses were performed (binary and multinomial logistic regression. The results indicated that cultural capital had statistically significant correlation with school performance. Among the cultural capital indicators, statistically significant predictors of the probability of the intention to enrol into vocational higher education were the material dimension of cultural capital and naturalness of higher education aspirations of students. For the prediction of the probability of intention to enrol in university, significant predictors were embodied cultural capital, the naturalness of higher education aspirations of students, and father’s educational level. The study results on a selected sample of graduates tend to support Bourdieu’s theory of cultural reproduction through education.

Exploring the Educational Effectiveness of Culturally-enhanced Serious Game in Education

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Mohd Ariffin Mazeyanti

2017-01-01

Full Text Available The main objective of this study is to explore the efficiency of utilizing a culturally - enhanced serious game in education particularly in Information Technology course. To attain this objective, the academic achievement of 61 participants was measured by using quantitative Quasi- Experimental research design approach. Sets of pre- and post-test questions were administered to all participants, where descriptive analysis and hypothesis evaluation were performed to the collected data. The finding revealed that there were significant increase on the mean values of participants who played culturally-enhanced serious game as compared to those who played contemporary serious game (M = 3.00. Therefore, the study suggested that culturally-enhanced serious game has potential to support education particularly in Information Technology course.

Educational Policy vs. Culturally Sensitive Programs in Turkish Educational System

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Arslan, Hasan

2009-01-01

The purpose of this study is to examine the perceptions of elementary school teachers about the sensitiveness of principals, teachers, and curriculum on multicultural education. Education provides the transmission and the advancement of its culture while it is developing and enhancing the common values, the integrity and the progress of…

Engaging in cultural activities compensates for educational differences in cognitive abilities.

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Soubelet, Andrea

2011-09-01

The goal of the current project was to examine whether engagement in intellectual/cultural activities explains the long-term effects of education on cognitive abilities throughout adulthood, and whether it compensates for educational differences in cognitive abilities throughout adulthood. Participants between 18 and 96 years of age completed a comprehensive questionnaire about intellectual/cultural activities that they participated in and performed a wide variety of cognitive tests. There were no mediation effects of engagement in intellectual/cultural activities on the relationship between education and cognitive functioning. In contrast, engagement in intellectual/cultural activities was found to moderate the relations between education and the level of fluid ability, working memory, speed of processing, and episodic memory. Findings suggest that the risk of cognitive decline in people with less education can be reduced via engagement in intellectual and cultural activities throughout adulthood.

Cross-Cultural School-Based Encounters as Global Health Education

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Bruselius-Jensen, Maria; Renwick, Kerry; Aagaard-Hansen, Jens

2017-01-01

Objective: Drawing on the concepts of the cosmopolitan person and democratic health education, this article explores the merits of primary school-based, cross-cultural dialogues for global health education. Design: A qualitative study of the learning outcomes of the Move/Eat/Learn (MEL) project. MEL facilitates cultural meetings, primarily…

A snapshot of cultural competency education in US dental schools.

Science.gov (United States)

Rowland, Michael L; Bean, Canise Y; Casamassimo, Paul S

2006-09-01

During the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web-based thirty-question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty-six U.S. dental schools, followed up by subsequent email messages. Thirty-four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty-eight; 82 percent) did not have a specific stand-alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two-thirds of schools indicated that their impression of students' acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty-three of the thirty-four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students.

Organization a Culture of Self-Education of Music Teachers

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Dyganova, Elena Aleksandrovna; Yavgildina, Ziliya Mukhtarovna

2015-01-01

The article discusses the culture of self-education of music teacher as a professionally necessary quality of a modern specialist in the field of music education. The author proposes finalized definitions of basic concepts; consistently reveals the essence, structure, criteria and indicators of self-culture of music teacher; reveals the potential…

Cultural Collision and Collusion: Reflections on Hip-Hop Culture, Values, and Schools. Educational Psychology: Critical Pedagogical Perspectives. Volume 14

Science.gov (United States)

Beachum, Floyd D.; McCray, Carlos R.

2011-01-01

"Cultural Collision and Collusion" addresses the complexity of problems that surround youth culture and school culture. By broadening the scholarly dialogue and examining and disseminating relevant research to practitioners, the book seeks to provide insight into youth culture and some manifestations of popular culture (e.g., hip-hop). In…

Teaching History to Adolescents: A Quest for Relevance. Adolescent Cultures, School, and Society. Volume 52

Science.gov (United States)

Beineke, John A.

2011-01-01

"Teaching History to Adolescents: A Quest for Relevance" is an exploration of research, ideas, trends, and practices for educators who teach American history to adolescents from the middle grades through high school. Higher education faculty in history and professional education will also find the book germane to their work. Topics within the…

School Culture: Reflections on Speaking from a sociocultural view of educational psychology

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Eduardo Guzmán Utreras

2015-11-01

Full Text Available The following article discusses the relative importance of school culture as the main element of educational intervention to be considered by the educational psychology, understood in this context as a discipline plays in formal educational settings. From a sociocultural school look, culture and intervention, it seeks to synthesize some basic elements that must be taken into account in developing the practice of psychologists in these areas, giving rise to complex, embedded interventions in a context education and in relation to all participating actors and members of the institutions, thus creating the potential to develop shared changes and transformations between those who build this school culture. The following sections granted emphasize three specific points and tensions highlight and work as proposed: 1 The problem of school culture and the inclusion of educational psychologist; 2 School culture as an object of interest from a sociocultural look; and their interaction with the curriculum; and 3 a description of some basic guidelines for intervention counselors from the school culture, from the perspective of an educational psychologist focused on a cultural paradigm.

Leveraging cultural differences to promote educational equality.

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Brady, Laura M; Germano, Adriana L; Fryberg, Stephanie A

2017-12-01

This paper theorizes that academic interventions will be maximally effective when they are culturally grounded. Culturally grounded interventions acknowledge cultural differences and validate multiple cultural models in a given context. This review highlights the importance of considering culture in academic interventions and draws upon the culture cycle framework to provide a blueprint for those interested in building more efficacious interventions. Specifically, the paper reviews literature in education and psychology to argue: first, when working-class and racial minority students' cultural models are not valued in mainstream academic domains, these students underperform; and second, many current academic interventions intended to improve working-class and racial minority students' academic outcomes could be further enhanced by cultural grounding. Copyright © 2017 Elsevier Ltd. All rights reserved.

Dealing with Culture in Schools: A Small-Step Approach Towards Anti-racism in Finland

NARCIS (Netherlands)

Sommier, M.C.M.; Roiha, A.S.

2018-01-01

textabstractThis chapter discusses anti-racism education by focusing on how culture is used in educational discourses in Finland. More and more studies highlight the pervasive use of culture as a substitute for race, urging scholars to explore how and why cultural claims are made relevant

Promoting collaboration and cultural competence for physician assistant and physical therapist students: a cross-cultural decentralized interprofessional education model

Directory of Open Access Journals (Sweden)

Kathleen De Oliveira

2015-05-01

Full Text Available Purpose: As the United States health care model progresses towards medical teams and the country’s population continues to diversify, the need for health professional education programs to develop and implement culturally specific interprofessional education (IPE becomes increasingly imperative. A wide range of models exists for delivering and implementing IPE in health education, but none have included the cultural components that are vital in educating the health professional. Methods: A cross-cultural decentralized IPE model for physician assistant (PA and physical therapy (PT students was developed. This three-part IPE series was created using an established cultural curricular model and began with the exploration of self, continued with the examination of various dimensions of culture, and concluded with the exploration of the intersection between health and culture. We assessed student satisfaction of the IPE experiences and students’ engagement and attitudes towards IPE using a three-item open-ended questionnaire administered after each cross-cultural activity and the Interprofessional Education Series Survey (IESS upon the completion of the series. Results: IESS responses showed that PA and PT students reported benefits in interprofessional collaboration and cultural awareness and expressed overall satisfaction with the series. Qualitative analysis revealed growth in student response depth consistent with the scaffolded focus of each IPE module in the series. Conclusion: The trends in this three-part series suggest that institutions looking to develop culturally inclusive IPE educational initiatives may have success through a decentralized model mirroring the effective cultural progression focused on addressing exploration of self, examination of various dimensions of culture, and exploration of the intersection between health and culture.

Cultivating character education through transforming school cultural values

Directory of Open Access Journals (Sweden)

Arifin

2017-12-01

Full Text Available This article discusses the transformation of school cultural values in character education. This study aimed to outline the importance regarding the transformation of school cultural values in the management of: a curriculum and learning, b students, c teachers and school practitioners to realize the character education. This study was a qualitative study which employed a case study design. The participants of this study were the principals, teachers, practitioners, and students of Senior High School in Gorontalo Province of Indonesia. The results of the analysis revealed that the habituation of cultural values such as religious values, honesty, togetherness, modesty, and discipline which have formed a systematic and persistent integration with the management of curriculum, of students, of teachers and practitioners, can accomplish the goals of character education that is creating a generation that is emotionally, socially, and spiritually intelligent.

Cross-cultural medical education: conceptual approaches and frameworks for evaluation.

Science.gov (United States)

Betancourt, Joseph R

2003-06-01

Given that understanding the sociocultural dimensions underlying a patient's health values, beliefs, and behaviors is critical to a successful clinical encounter, cross-cultural curricula have been incorporated into undergraduate medical education. The goal of these curricula is to prepare students to care for patients from diverse social and cultural backgrounds, and to recognize and appropriately address racial, cultural, and gender biases in health care delivery. Despite progress in the field of cross-cultural medical education, several challenges exist. Foremost among these is the need to develop strategies to evaluate the impact of these curricular interventions. This article provides conceptual approaches for cross-cultural medical education, and describes a framework for student evaluation that focuses on strategies to assess attitudes, knowledge, and skills, and the impact of curricular interventions on health outcomes.

The impact of culture and education on non-verbal neuropsychological measurements: a critical review.

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Rosselli, Mónica; Ardila, Alfredo

2003-08-01

Clinical neuropsychology has frequently considered visuospatial and non-verbal tests to be culturally and educationally fair or at least fairer than verbal tests. This paper reviews the cross-cultural differences in performance on visuoperceptual and visuoconstructional ability tasks and analyzes the impact of education and culture on non-verbal neuropsychological measurements. This paper compares: (1) non-verbal test performance among groups with different educational levels, and the same cultural background (inter-education intra-culture comparison); (2) the test performance among groups with the same educational level and different cultural backgrounds (intra-education inter-culture comparisons). Several studies have demonstrated a strong association between educational level and performance on common non-verbal neuropsychological tests. When neuropsychological test performance in different cultural groups is compared, significant differences are evident. Performance on non-verbal tests such as copying figures, drawing maps or listening to tones can be significantly influenced by the individual's culture. Arguments against the use of some current neuropsychological non-verbal instruments, procedures, and norms in the assessment of diverse educational and cultural groups are discussed and possible solutions to this problem are presented.

Culture and Language Education

Directory of Open Access Journals (Sweden)

kazem Lotfipour saedi

2012-11-01

Full Text Available There are different views on the relationship between language and culture. Some consider them as separate entities one being a code-system and the other a system of beliefs and attitudes. Some believe in a cause and effect relationship between the two; and yet others argue for a co-evolutionary mode of interrelation. This paper will subscribe to the Hallidayan co-evolutionary view of the relationship (cf. Halliday 1991, presenting the view that language and culture are both integrated into a unique socio-semiotic system always interacting with one another for the successful functioning of the system. It will discuss some aspects of this interaction and the implications for ESL/EFL education programs.

Culture Change in the English Classroom: An Anthropological Approach to the Education of Culturally Disadvantaged Students.

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Farr, Helen Louise Kuster

This library study investigated the problems of (1) what anthropological generalizations are of greatest value for English teachers of culturally disadvantaged students, and (2) how these generalizations are particularly relevant for classroom use. The theoretical and empirical research literature was surveyed and relevant sections were…

A General Education Course in Cultural Astronomy: Exploring the Universe Through Human Eyes

Science.gov (United States)

Larsen, Kristine

2017-01-01

Astronomy courses for non-science majors (often referred to as Astro 101) are the bread and butter of the general education service obligation of astronomy faculty and programs across the US. Their content has traditionally been a general survey of the solar system, stars and galaxies, or even the entire universe. However, because the audience is students who will not be continuing on in astronomy, there is actually no need to cover a broad range of specific topics. Rather, it is more important to concentrate on the scientific process, and hopefully leave the student with an understanding of the relevance of science in everyday life, regardless of his or her major. As a result, some faculty prefer a more interdisciplinary focus for their Astro 101 classes, for example courses on the search for extraterrestrial life. Another option for general education astronomy courses is what has become known as cultural astronomy. Cultural astronomy focuses on the ways in which astronomical knowledge and belief influences human behavior and social structures. Under this umbrella fall two important areas of study, archaeoastronomy (concentrating on ancient cultures) and enthoastronomy (focusing on extant cultures). Such interdisciplinary courses draw heavily upon archaeology, history, anthropology, art, and other fields more traditionally aligned with the humanities and social sciences than the natural sciences, and therefore can be attractive to students in these non-science majors. In such courses, students experience the “humanity” of science: the important connections between science and the human experience, and how experts in myriad fields contribute in meaningful ways to our understanding of how astronomical knowledge has been constructed and disseminated across time and space. This poster describes the content and pedagogy of a general education course in cultural astronomy for non-science majors that stresses hands-on and experiential learning, including the use of

Cultural Integration and National Identity Education for Ethnic Minority College Students

Institute of Scientific and Technical Information of China (English)

LI Yongzheng; WANG Lixia

2014-01-01

Cultural integration is an objective historical phenomenon , and also exists in present society .No matter if seen from history or from the present world , cultural integration is the key to ethnic relations as well as an approach for cultural development .The concept of “nation” is a fairly new product introduced from western countries in modern times.It is a people ’ s cognition, ap-praisal and feelings towards the country where they live.It is mainly represented in the national politi-cal community , the structural level as well as the i-dentity in the common spiritual level of the Chinese nation. School education is a very strong tool during the formation process of a “nation”.Since the Qin and Han periods (2nd Century B.C.), China has formed a large -unified web of Chinese culture . After the creation of the New China , China also has paid attention to the development of education for the ethnic minorities , and has taken the task of training the new generation of ethnic minorities as an important national policy .“Fair Education” is the “core idea” of China ’ s ethnic minorities ’ education. This includes preferential policy for ethnic minority-students’ education chances , the investment of teaching resources in ethnic minority areas, and respect for and protection of the cul-tures of the ethnic minorities .Through these ac-tions, the government ensures that the ethnic mi-nority-students living in remote and poor areas get the chance for a fair education like the Han -Chi-nese students .The policy further enhances the e-qual development of , and exchanges among the va-rious nationalities in the whole country; promotes the common development of the ethnic economies , the common prosperity of their cultures , political stability;and finally ensures the citizen ’ s strong identity of the nation . Culturale integration is the foundation of and precondition for the national identity education of the ethnic minorities .On the one hand

Components of Culture in Health for Medical Students' Education.

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Tervalon, Melanie

2003-01-01

Describes key themes and components of culture in health care for incorporation into undergraduate medical education. These include teaching the rationale for learning about culture in health care; "culture basics"; data on and concepts of health status; tools and skills for productive cross-cultural clinical encounters; characteristics and…

Culturally responsive engineering education: A case study of a pre-college introductory engineering course at Tibetan Children's Village School of Selakui

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Santiago, Marisol Mercado

Culturally responsive teaching has been argued to be effective in the education of Indigenous youth. This approach emphasizes the legitimacy of a group's cultural heritage, helps to associate abstract academic knowledge with the group's sociocultural context, seeks to incorporate a variety of strategies to engage students who have different learning styles, and strives to integrate multicultural information in the educational contents, among other considerations. In this work, I explore the outcomes of a culturally responsive introductory engineering short course that I developed and taught to Tibetan students at Tibetan Children's Village of Selakui (in Uttarakhand, India). Based on my ethnographic research in Tibetan communities in northern India, I examine two research questions: (a) What are the processes to develop and implement a pre-college culturally responsive introductory engineering course? and (b) How do Tibetan culture and Buddhism influence the engineering design and teamwork of the pre-college Tibetan students who took the course? I designed then taught the course that featured elementary lectures on sustainability, introductory engineering design, energy alternatives, and manufacturing engineering. The course also included a pre-college engineering design project through which Tibetan high school students investigated a problem at the school and designed a possible solution to it. Drawing from postcolonial studies, engineering studies, engineering and social justice, Buddhist studies, and Tibetan studies, I provide an analysis of my findings. Based on my findings, I conclude that my culturally responsive approach of teaching was an effective method to help students feel that their cultural background was respected and included in a pre-college engineering course; however, some students felt resistance toward the teaching approach. In addition, the culturally relevant content that connected with their ways of living in their school, Tibetan

Higher Education Sub-Cultures and Open Source Adoption

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van Rooij, Shahron Williams

2011-01-01

Successful adoption of new teaching and learning technologies in higher education requires the consensus of two sub-cultures, namely the technologist sub-culture and the academic sub-culture. This paper examines trends in adoption of open source software (OSS) for teaching and learning by comparing the results of a 2009 survey of 285 Chief…

Promoting collaboration and cultural competence for physician assistant and physical therapist students: A cross-cultural decentralized interprofessional education (IPE) model.

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Oliveira, Kathleen De; North, Sara; Beck, Barbra; Hopp, Jane

2015-01-01

As the United States health care model progresses towards medical teams and the country's population continues to diversify, the need for health professional education programs to develop and implement culturally specific interprofessional education (IPE) becomes increasingly imperative. A wide range of models exists for delivering and implementing IPE in health education, but none have included the cultural components that are vital in educating the health professional. A cross-cultural decentralized IPE model for physician assistant (PA) and physical therapy (PT) students was developed. This three-part IPE series was created using an established cultural curricular model and began with the exploration of self, continued with the examination of various dimensions of culture, and concluded with the exploration of the intersection between health and culture. We assessed student satisfaction of the IPE experiences and students' engagement and attitudes towards IPE using a three-item open-ended questionnaire administered after each cross-cultural activity and the Interprofessional Education Series Survey (IESS) upon the completion of the series. IESS responses showed that PA and PT students reported benefits in interprofessional collaboration and cultural awareness and expressed overall satisfaction with the series. Qualitative analysis revealed growth in student response depth consistent with the scaffolded focus of each IPE module in the series. The trends in this three-part series suggest that institutions looking to develop culturally inclusive IPE educational initiatives may have success through a decentralized model mirroring the effective cultural progression focused on addressing exploration of self, examination of various dimensions of culture, and exploration of the intersection between health and culture.

Culture of Peace: Challenges for the teachers’ education

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Kathia Alvarado

2017-01-01

Full Text Available People’s economic and social advance can only be carried out if they are accompanied by a Culture of Peace: Education has a dual role as a human right to teach human rights and a specific call in building this Culture among the younger generations. The central argument of this paper is how the Culture of Peace in schools is an everyday experience in the classroom. This poses challenges such as training teachers who must prepare to educate new generations to confront the conflict without violence and to develop an alternate way of looking at the differences between people and societies. It is concluded that it is essential that educators must have a lifelong learning processes. This training should contemplate personal knowledge to manage the emotions that arise in every interaction, which will result in the well-being of students in the school.

Cultural Narcissism and Education Reform

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Pajak, Edward F.

2011-01-01

Background/Context: Scholars have described American culture in recent decades as narcissistic, manifested by displays of self-absorption tantamount to a pathological syndrome that has reached epidemic proportions. An education reform movement that is highly critical of public schools, teachers, and students has simultaneously emerged, espousing a…

When Technology, Science and Culture Meet: Insights from Ancient Chinese Technology

Science.gov (United States)

Lee, Yeung Chung

2018-01-01

This paper draws together two important agendas in science education. The first is making science education more inclusive such that students from non-Western or indigenous cultures can benefit from culturally relevant curricula. The second is integrating technology into the curriculum under the umbrella of Science-Technology-Society (STS)…

Determinants of Innovation Culture amongst Higher Education Students

Science.gov (United States)

Roffeei, Siti Hajar Mohd; Yusop, Farrah Dina; Kamarulzaman, Yusniza

2018-01-01

Globalisation has made many higher educational institutions reassess their educational contents and research activities in order to enhance innovation culture amongst students of higher education. Many universities now focus on research activities and research funding in raising their reputation and ranking which in turn will improve student…

Learning Things: Material Culture in Art Education

Science.gov (United States)

Blandy, Doug; Bolin, Paul E.

2018-01-01

This is the first comprehensive book to connect art education to material culture--an evolving pedagogy about the meaning of "things" in the lives of children, youth, and adults. Written by luminaries in the field, this resource explores a range of objects exemplifying material culture, defined as "the human-formed objects, spaces,…

Assessing Culturally Competent Scholarship.

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Mendias, Elnora P.; Guevara, Edilma B.

2001-01-01

Eight criteria for culturally competent scholarship (contextuality, relevance, communication styles, awareness of identity and power differences, disclosure, reciprocation, empowerment, time) were applied to an international education/research nursing program. Appropriate measures for each were developed and ways to improve the program were…

Cultural Pluralism in Education: A Mandate for Change.

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Stent, Madelon D.; And Others

"Having a diversity of cultures within a single country can be a threat, a problem, or an asset." The contributors to this book argue that cultural pluralism rather than cultural homogeneity must be recognized and accepted within our educational institutions--not as a necessary evil, but as a strong positive force. For different does not mean…

Cultural Literacy of a College of Education Faculty.

Science.gov (United States)

Stallings, William; Monaco, Malina

This study sought to analyze the cultural literacy of a college of education faculty and compare it to the cultural literacy of undergraduate and graduate students at the same institution. A 100-item instrument, based upon a New York Times book review of "Cultural Literacy: What Every American Needs to Know" (E. D. Hirsch, Jr., and…

Catalyzing Cross-Disciplinary Research and Education Within and Beyond the Environmental and Geosciences to Address Emerging, Societally-Relevant Issues

Science.gov (United States)

Cak, A. D.; Vigdor, L. J.; Vorosmarty, C. J.; Giebel, B. M.; Santistevan, C.; Chasteau, C.

2017-12-01

Tackling emergent, societally-relevant problems in the environmental sciences is hardly confined to a single research discipline, but rather requires collaborations that bridge diverse domains and perspectives. While new technologies (e.g., Skype) can in theory unite otherwise geographically distributed participation in collaborative research, physical distance nevertheless raises the bar on intellectual dialogue. Such barriers may reveal perceptions of or real differences across disciplines, reflecting particular traditions in their histories and academic cultures. Individual disciplines are self-defined by their scientific, epistemologic, methodologic, or philosophical traditions (e.g., difficulties in understanding processes occurring at different scales, insufficient research funding for interdisciplinary work), or cultural and discursive hurdles (e.g., navigating a new field's jargon). Coupled with these challenges is a considerable deficiency in educating the next generation of scientists to help them develop a sufficient comfort level with thinking critically across multiple disciplinary domains and conceptual frameworks. To address these issues, the City University of New York (CUNY), the largest public urban university in the U.S., made a significant investment in advancing cross-disciplinary research and education, culminating in the opening of the CUNY Advanced Science Research Center (ASRC) in New York City (NYC) in late 2014. We report here on our experiences incubating new collaborative efforts to address environmental science-related research as it is interwoven with the ASRC's five research initiatives (Environmental Sciences, Neuroscience, Structural Biology, Photonics, and Nanoscience). We describe the ASRC's overall structure and function as both a stand-alone interdisciplinary center and one that collaborates more broadly with CUNY's network of twenty-four campuses distributed across NYC's five boroughs. We identify challenges we have faced so

Cultural competence education for health professionals.

Science.gov (United States)

Horvat, Lidia; Horey, Dell; Romios, Panayiota; Kis-Rigo, John

2014-05-05

Cultural competence education for health professionals aims to ensure all people receive equitable, effective health care, particularly those from culturally and linguistically diverse (CALD) backgrounds. It has emerged as a strategy in high-income English-speaking countries in response to evidence of health disparities, structural inequalities, and poorer quality health care and outcomes among people from minority CALD backgrounds. However there is a paucity of evidence to link cultural competence education with patient, professional and organisational outcomes. To assess efficacy, for this review we developed a four-dimensional conceptual framework comprising educational content, pedagogical approach, structure of the intervention, and participant characteristics to provide consistency in describing and assessing interventions. We use the term 'CALD participants' when referring to minority CALD populations as a whole. When referring to participants in included studies we describe them in terms used by study authors. To assess the effects of cultural competence education interventions for health professionals on patient-related outcomes, health professional outcomes, and healthcare organisation outcomes. We searched: MEDLINE (OvidSP) (1946 to June 2012); Cochrane Central Register of Controlled Trials (CENTRAL, The Cochrane Library) (June 2012); EMBASE (OvidSP) (1988 to June 2012); CINAHL (EbscoHOST) (1981 to June 2012); PsycINFO (OvidSP) (1806 to June 2012); Proquest Dissertations and Theses database (1861 to October 2011); ERIC (CSA) (1966 to October 2011); LILACS (1982 to March 2012); and Current Contents (OvidSP) (1993 Week 27 to June 2012).Searches in MEDLINE, CENTRAL, PsycINFO, EMBASE, Proquest Dissertations and Theses, ERIC and Current Contents were updated in February 2014. Searches in CINAHL were updated in March 2014.There were no language restrictions. We included randomised controlled trials (RCTs), cluster RCTs, and controlled clinical trials of

Forming Future Teachers' Aesthetic Culture in Foreign Educational Practice

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Sotska, Galyna

2016-01-01

The article deals with a theoretical analysis of foreign educational experience in solving scientific problems of forming future teachers' aesthetic culture. Given the current socio-cultural situation, it has been noted that a teacher who developed his/her aesthetic culture can make a direct contribution to the social and cultural challenges of a…

The Role of Heroes in Jewish Education

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Resnick, David

2002-01-01

Rosenak has shown that contemporary Jewish education must negotiate the tension between relevance and authenticity. For those who embrace authenticity as a goal, education is often mediated through heroes--who are ideal cultural types. Such education is hampered by the diminution of heroes in contemporary culture: The hero has been replaced by the…

Developmental Psychopathology in a Racial/Ethnic Minority Group: Are Cultural Risks Relevant?

Science.gov (United States)

Wei, Chiaying; Eisenberg, Ruth E; Ramos-Olazagasti, María A; Wall, Melanie; Chen, Chen; Bird, Héctor R; Canino, Glorisa; Duarte, Cristiane S

2017-12-01

The current study examined (a) the mediating role of parenting behaviors in the relationship between parental risks and youth antisocial behaviors (YASB), and (b) the role of youth cultural stress in a racial/ethnic minority group (i.e., Puerto Rican [PR] youth). This longitudinal study consisted of 3 annual interviews of PR youth (N = 1,150; aged 10-14 years at wave 1) and their caretakers from the South Bronx (SB) in New York City and from San Juan, Puerto Rico. Parents reported on parental risks, parenting behaviors, and YASB. Youth also self-reported on YASB and youth cultural stress. A lagged structural equation model examined the relationship between these variables across 3 yearly waves, with youth cultural stress as a moderator of the association between effective parenting behaviors and YASB. Findings supported the positive influence of effective parenting on YASB, independently of past parental risks and past YASB: higher effective parenting significantly predicted lower YASB at the following wave. Parenting also accounted for (mediated) the association between the composite of parental risks and YASB. Youth cultural stress at wave 1 was cross-sectionally associated with higher YASB and moderated the prospective associations between effective parenting and YASB, such that for youth who perceived higher cultural stress, the positive effect of effective parenting on YASB was weakened compared to those with lower/average cultural stress. Among PR families, both parental and cultural risk factors influence YASB. Such findings should be considered when treating racial/ethnic minority youth for whom cultural factors may be a relevant influence on determining behaviors. Copyright © 2017 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Culturally relevant model program to prevent and reduce agricultural injuries.

Science.gov (United States)

Helitzer, D L; Hathorn, G; Benally, J; Ortega, C

2014-07-01

Limited research has explored pesticide injury prevention among American Indian farmers. In a five-year agricultural intervention, a university-community partnership, including the University of New Mexico School of Medicine, New Mexico State University, Shiprock Area Cooperative Extension Service, and Navajo Nation communities, used a culturally relevant model to introduce and maintain safe use of integrated pest management techniques. We applied the Diffusion of Innovations theory and community-based approaches to tailor health promotion strategies for our intervention. In a longitudinal study with repeated measures, we trained six "model farmers" to be crop management experts in pesticide safety, application, and control. Subsequently, these model farmers worked with 120 farm families randomized into two groups: intervention (Group 1) and delayed intervention (Group 2). Measurements included a walk-through analysis, test of knowledge and attitudes, and yield analysis. Both groups demonstrated improvements in pesticide storage behaviors after training. Test scores regarding safety practices improved significantly: from 57.3 to 72.4 for Group 1 and from 52.6 to 76.3 for Group 2. Group 1 maintained their knowledge and safety practices after the intervention. Attitudes about pesticides and communication of viewpoints changed across the study years. With pesticides and fertilizer, the number of corn ears increased by 56.3% and yield (kg m(-2)) of alfalfa increased by 41.2%. The study combined traditional farming practices with culturally relevant approaches and behavior change theory to affect knowledge, safety practices, attitudes, communication channels, and crop yield. Storage behaviors, use of pesticides and safety and application equipment, and safety practice knowledge changed significantly, as did attitudes about social networking, social support, and the compatibility and relative advantage of pesticides for farms.

Enhancing school-based asthma education efforts using computer-based education for children.

Science.gov (United States)

Nabors, Laura A; Kockritz, Jennifer L; Ludke, Robert L; Bernstein, Jonathan A

2012-03-01

Schools are an important site for delivery of asthma education programs. Computer-based educational programs are a critical component of asthma education programs and may be a particularly important education method in busy school environments. The objective of this brief report is to review and critique computer-based education efforts in schools. The results of our literature review indicated that school-based computer education efforts are related to improved knowledge about asthma and its management. In some studies, improvements in clinical outcomes also occur. Data collection programs need to be built into games that improve knowledge. Many projects do not appear to last for periods greater than 1 year and little information is available about cultural relevance of these programs. Educational games and other programs are effective methods of delivering knowledge about asthma management and control. Research about the long-term effects of this increased knowledge, in regard to behavior change, is needed. Additionally, developing sustainable projects, which are culturally relevant, is a goal for future research.

Gifted Education's Reflection of Country-Specific Cultural, Political, and Economic Features

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Frantz, Roger S.; McClarty, Katie Larsen

2016-01-01

Educational policies and practices are influenced by cultural, political, and economic factors, and this is also true of specialized educational approaches such as gifted education. Factors such as a country's cultural tendency toward egalitarianism or meritocracy, whether the political system is centralized or decentralized, and the degree to…

Cross-Cultural Selling: Examining the Importance of Cultural Intelligence in Sales Education

Science.gov (United States)

Delpechitre, Duleep; Baker, David S.

2017-01-01

Cross-cultural selling has become an important factor in sales education. In the current competitive business graduate market, students who enter the workforce in frontline customer service positions are expected to perform sales at a higher level. Students that have acquired an education in sales during their undergraduate program have been found…

Using activity theory to study cultural complexity in medical education

NARCIS (Netherlands)

Frambach, J.M.; Driessen, E.W.; Vleuten, C.P.M. van der

2014-01-01

There is a growing need for research on culture, cultural differences and cultural effects of globalization in medical education, but these are complex phenomena to investigate. Socio-cultural activity theory seems a useful framework to study cultural complexity, because it matches current views on

Using activity theory to study cultural complexity in medical education

NARCIS (Netherlands)

Frambach, Janneke M; Driessen, Erik W; van der Vleuten, Cees P M

There is a growing need for research on culture, cultural differences and cultural effects of globalization in medical education, but these are complex phenomena to investigate. Socio-cultural activity theory seems a useful framework to study cultural complexity, because it matches current views on

Contrasting Perspectives on Organizational Culture Change in Schools

Science.gov (United States)

Connolly, Michael; James, Chris; Beales, Bill

2011-01-01

The concept of organizational culture continues to be widely used for descriptive and explanatory purposes in academic, policy, and managerial debates in education and other contexts. The range of perspectives on its meaning, which are readily apparent in both educational and non-educational literature, is directly relevant to the analysis of…

Are International Students’ Preferred Pedagogy Influenced by Their Educational Culture?

Directory of Open Access Journals (Sweden)

Junko Winch

2015-04-01

Full Text Available The increasing number of international students is studying at British universities. This study investigates multicultural students’ preferences on teaching and learning which was conducted at a university in the South of England during 2009/2010 academic year. In the literature review, the framework used in this study is explained. The study sample was 34 students who were studying Japanese as a non-credit module. Quantitative and qualitative data was collected using questionnaires. The results showed that some students’ preferred pedagogy appeared to be altered and influenced by British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preferred pedagogy are identified into given categories based on the framework of the study. Those who are in the teaching profession are encouraged to take into consideration of the educational cultures and teaching and learning practices from non-Anglophone countries. Keywords: culture, globalisation, higher education, Japanese language teaching, multicultural, power distance index (PDI, uncertainty avoidance index (UAI

Politics and Culture in Croation Higher Education: A Comparative Perspective on Educational Reform.

Science.gov (United States)

Reichard, Max

1992-01-01

Offers a historical overview of a series of reforms of higher education in the former Yugoslavia republic, stressing the cultural importance of "obrazovanje" (formal education/training) and "odgoj" (moral education/personal development) in Croatia. Describes the development of "visa skola," comparable to U.S.…

Did Cultural and Artistic Education in the Netherlands increase Student Participation in High Cultural Events?

NARCIS (Netherlands)

Damen, Marie Louise; Van Klaveren, Chris

2013-01-01

This study examines whether Cultural and Artistic Education in the Netherlands caused students to participate more in high cultural events. A unique feature of the intervention was that students were free to choose the type of cultural event they participated in. So the intervention relied on the

Olympism, physical education and culturally responsive pedagogies ...

African Journals Online (AJOL)

The ubiquitous forces of the globalisation of sport and other social constructs, such as economic and political, create cultural necessities for physical education (PE) to connect and celebrate diversity, yet at the same time, commit to contextualised educative and social purposes. The commitment is the need for an inclusive ...

Critical-Cultural Studies in Research and Instruction.

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Switzer, Les; McNamara, John; Ryan, Michael

1999-01-01

Outlines two paradigms in critical-cultural analysis that seek to identify and explain the meaning of phenomena that make a culture, focusing on their relevance to research and teaching in journalism and mass communication. Identifies key issues and implications for mass communication research and teaching. Suggests ways educators can apply…

Implementation of Mobile Pedagogy During Continuous Education of Physical Culture Teachers

Directory of Open Access Journals (Sweden)

Roman S.

2018-03-01

Full Text Available Introduction: one of the urgent problems in the field of continuous training of future teachers of physical culture is the training of students using mobile devices and innovative educational Internet technologies. The scientific literature has thoroughly studied the introduction of mobile technologies in the professional training of teachers, but the development of foundations for the formation of physical competence based on innovative approaches, such as mobile training, has not been implemented to date. Hence, the necessity of setting the research goal that is to create a methodological model for the continuing education of teachers of physical culture on the basis of the ideas of mobile pedagogy in the cluster “college - university” and the use of experimental methods to substantiate the effectiveness of its implementation in the professional training of students. Materials and Methods: to create a model of continuous education, including the integration of various clusters, components and innovative technologies, the systemic approach is applied to the study with the additional use of competency, activity, qualification, personality-orientedness, culturological and innovation-technological approaches. Systematisation, comparison, comparison and generalisation are used in modeling the continuous education of teachers of physical culture. Results: in the process of research, the integrating resources and the scientific and educational potential of secondary and higher education were revealed. These recourses allowed the systematisation and modeling of the process of continuing education of teachers of physical culture based on the ideas of mobile pedagogy in the cluster “college - university”. At the experimental stage of the study, the effectiveness of the implementation of mobile pedagogy is proved and the author’s approach to the training of future teachers of physical culture is methodologically grounded. Discussion and

Cross-cultural School Based Encounters as Health Education

DEFF Research Database (Denmark)

Bruselius-Jensen, Maria; Renwick, Kerry; Aagaard-Hansen, Jens

2017-01-01

: Qualitative analysis of 18 focus group discussions with 72 Danish and 36 Kenyan students. Results: Cross-cultural dialogues promoted students’ engagement and reflections on their own and peers’ health condition, access to education, food cultures, gender and family structures. Conclusion: Findings indicate...

Antenatal services for Aboriginal women: the relevance of cultural competence.

Science.gov (United States)

Reibel, Tracy; Walker, Roz

2010-01-01

Due to persistent significantly poorer Aboriginal perinatal outcomes, the Women's and Newborns' Health Network, Western Australian Department of Health, required a comprehensive appraisal of antenatal services available to Aboriginal women as a starting point for future service delivery modelling. A services audit was conducted to ascertain the usage frequency and characteristics of antenatal services used by Aboriginal women in Western Australia (WA). Telephone interviews were undertaken with eligible antenatal services utilising a purpose specific service audit tool comprising questions in five categories: 1) general characteristics; 2) risk assessment; 3) treatment, risk reduction and education; 4) access; and 5) quality of care. Data were analysed according to routine antenatal care (e.g. risk assessment, treatment and risk reduction), service status (Aboriginal specific or non-specific) and application of cultural responsiveness. Significant gaps in appropriate antenatal services for Aboriginal women in metropolitan, rural and remote regions in WA were evident. Approximately 75% of antenatal services used by Aboriginal women have not achieved a model of service delivery consistent with the principles of culturally responsive care, with few services incorporating Aboriginal specific antenatal protocols/programme, maintaining access or employing Aboriginal Health Workers (AHWs). Of 42 audited services, 18 Aboriginal specific and 24 general antenatal services reported utilisation by Aboriginal women. Of these, nine were identified as providing culturally responsive service delivery, incorporating key indicators of cultural security combined with highly consistent delivery of routine antenatal care. One service was located in the metropolitan area and eight in rural or remote locations. The audit of antenatal services in WA represents a significant step towards a detailed understanding of which services are most highly utilised and their defining characteristics

The Politics of Cultural Difference in Second Language Education

Science.gov (United States)

Kubota, Ryuko

2004-01-01

Cultural difference is an important topic of discussion in second language education. Yet cultural difference is often conceptualized as fixed, objective, and apolitical based on an essentialist and normative understanding of culture. This article challenges such conceptualizations by examining and politicizing multiple and conflicting meanings of…

Cultural, Social and Political Perspectives in Science Education

DEFF Research Database (Denmark)

This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to resea......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...... to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science...... conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels...

Adjustment of International Graduate Students of Eastern Cultures to the American Popular and Educational Culture : A Qualitative Research

OpenAIRE

稲葉, 美由紀; Inaba, Miyuki

2010-01-01

The number of international students coming into the U.S. for higher education is steadily rising. The ability of these students to perform well in their educational endeavors is related to their degree of success in adjusting to American popular and educational culture. This study uses a naturalistic perspective to understand the factors involved in the adjustment of international graduate students from India and Japan to American popular and educational culture. Implications of these result...

AXIOLOGY PROBLEMS OF THE CULTURE AND EDUCATION OF YOUTH NOWADAYS

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Valentina I. Revyakina

2015-01-01

Full Text Available The aim of the investigation is to justify the priorities of culture and education as a guarantor of moral improvement of the Russian society at the beginning of the XXI century.Methods. Despite the socio-cultural lack of stability of the Russian social medium, quite mature qualities of the youth’s civic consciousness, activity and volunteering for the good of society have been revealed on the basis of the methods of analyzing scientific and publicistic researches, surveys and questionnaire.Results and scientific novelty. The article deals with the problems that generated low level of culture and education amongst teenagers and youth under conditions of modern political regime and lack of former ideological guidelines. Destabilizing factors of the teenagers and students’ motivation decrease towards perception and acquiring cultural-educational ideals are noted. The destructive role of the mass media including television and radio encouraging moral deformation of the coming generation and its intellectual immiseration is shown.It’s underlined that undergraduates and students’ subjective position as a basic index of cultural-educational competence development is expressed in the volunteering movement. The motives of volunteering movement are as follows initiation, independence of goal-setting and planning, self-realization aspiration, ability to put ideas into practice without external pressure. The meaning of education is characterized as reproduction and enriching of people’s life values and ideals providing times connection and continuity of generations. The author’s own thoughts about the role of education in the life of a modern person are accompanied by the analysis of students’ attitudes and judgments on the matter.Practical significance. The research findings appeal to specialist audiences involved in the sphere of education.

Culturally Responsive Education in Music Education: A Literature Review

Science.gov (United States)

Bond, Vanessa L.

2017-01-01

Demographic shifts in public school enrollment within the United States necessitate preparing preservice teachers to teach students with backgrounds that differ from their own ethnically, linguistically, racially, and economically. Culturally responsive education (CRE) is a pedagogy used to validate students' varied experiences, and to teach to…

The culture of peace in the context of university education in Venezuela.

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Elizabeth Coromoto Sánchez

2014-03-01

Full Text Available This investigation addresses the management of the culture of peace in the educational environment, specifically from the context of university education. The aim is to present the treatment of this subject, from different theoretical and the realization of a culture of peace in science teaching, from the educational space, valuing the inclinations from the optics, of holism, interdisciplinary, integration of education, contemporary critical approach on violence and conflict, and analysis of adaptation to the concrete realities to the cultural, social and geographical.

Reason, Culture, and Education

DEFF Research Database (Denmark)

Brock, Steen

2017-01-01

On the basis of first a critique of Bakhurst view on (respectively) the notion of “ the space of reasons”, “second nature” and “formation”, and second, Wittgenstein´s view on culture and education, I go into details about how one might apply Wittgensteinian thought within a new assessment...... but each person appropriates the platform differently to the effect that the actuality of being “at B” is different from person to person....

Managing Transnational Education: Does National Culture Really Matter?

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Eldridge, Kaye; Cranston, Neil

2009-01-01

This article reports on an exploratory study that examined the effect of national culture upon the management of Australia's provision of transnational higher education in Thailand. In particular, using Hofstede's national cultural value dimensions as an analytical tool, interviews with managers responsible for Australia's provision of…

Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

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Burden, Joe W., Jr.; Columna, Luis; Hodge, Samuel R.; Mansilla, Patricia Martinez de la Vega

2013-01-01

People from diverse cultures interpret languages and gestures differently (Columna & Lieberman, 2011). It is not surprising, therefore, that communication differences may have negative implications for teachers and English language learners in K-12 physical education environments. To address this issue, we advocate preparing physical education…

An analysis of cultural diversity in spanish educational legislation: a historical overview

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Alicia Peñalva Vélez

2014-10-01

Full Text Available In this paper we analyze the Educational Laws approved in Spain since 1990, with the aim of identifying any references about cultural diversity. All these laws have come into force within a new multicultural Spanish reality, which has already been existing in other European countries for decades. However, the Spanish legal system (including educational law still focuses on cultural differences of those migrants that are non EU members. Our Social Imaginary is composed of distorted images of what cultural diversity is, and what it means. We should introduce intercultural educational model at schools, as interculturality pursues the renovation of monocultural scholar curricula. Its objective is to promote the diverse cultural groups at schools, apart from trying to achieve cultural feedback within society. The most important problem we have currently faced in the educational system is that cultures, far from being clearly defined as global, dynamic and open, are being constrained to ethnic, geographical or religious features

Modern education of future teacher of physical culture in the conditions of informatization of educational space

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Dragnev Y.V.

2012-03-01

Full Text Available The informatization of the educational space is determined by the organizational, scientific-technical, educational processes, which update the creation of the unified information and educational space for the comprehensive use of information technologies in educational process of a future teacher of physical culture at the higher school. Stated that the integration and expansion of the educational space of the orients the higher school not only in the preparation of the literate student on the issues of information culture, but also to help the younger generation in the mastery of basic social abilities and skills in conditions of informatization of the educational space.

Educational activities for the diffusion of scientific culture

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Ferlet, Roger

2015-08-01

Considering there is a divorce between science and culture, we suggest activities such as trails of mathematical/astronomical knowledge and vision of scientific teaching and education, that are aiming ata global, citizen dialogue, at reviving a truly human culture integrating science, and at answering all kinds of obscurantism/fundamentalism.

Quiet or Questioning? Students' Discussion Behaviors in Student-Centered Education across Cultures

Science.gov (United States)

Frambach, Janneke M.; Driessen, Erik W.; Beh, Philip; van der Vleuten, Cees P. M.

2014-01-01

A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural…

On Becoming an Educated Person: Salvadoran Adult Learners' Cultural Model of Educacion/Education

Science.gov (United States)

Prins, Esther

2011-01-01

Background/Context: In contrast to cultural constructs that equate education with cognitive development and formal schooling, the Latin American cultural model of educacion encompasses academic knowledge and social competence. Prior scholarship has mainly investigated parental notions of educacion vis-a-vis childrearing and schooling, primarily…

GENESIS OF KHARKOV MUSIC CULTURE IN THE HIGHLIGHT OF THE CITY’S EDUCATION AND CONCERT LIFE FORMATION

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Olena Kononova

2016-02-01

Full Text Available The article highlights the genesis of Kharkov musical culture from the late 18th to the first half of the 19th century, studying it in terms of two aspects, the formation of education and the emergence of the city’s concert life.The relevance of the research subject chosen by the author is determined by the wish to give the fullest description of the multi-layered process of formation of Kharkov musical culture which played one of the leading roles in the history of Ukrainian culture, and to acquaint the Western public with the most interesting facts of the formation and development of a reputable East-European centre. The main range of issues discussed in the article covers the period of the innitial foundation of artistic education, and its influence on the expansion and perception of music in different social circles, presenting the structures and forms of the nascent musical life of Kharkov. The section "Specific features of the Ukrainian system of education" brings out the facts which indicate the progressive tendencies in education, especially, on the territory of Sloboda Ukraine. The formation of artistic education in the religious schools of the city is covered in the section "Genesis of musical education in Kharkov". One of the most productive periods of the city’s cultivation of concert life associated with the functioning of the University is analyzed in the section "The impact of the University music activities on the city's concert going." The Conclusion emphasizes the interaction of traditional and nontraditional in the musical culture of Kharkov that was clearly manifested in the concert activities of the University, in particular, in popularization of oratorios. Furthermore, it discusses the factors which participated in the development in the field of compositional achievement as well as the performing arts and opened new perspectives in the dynamics of the artistic life of the Ukrainian city.

International Allied Health Education and Cross-Cultural Perspectives.

Science.gov (United States)

Shah, Makhdoom A.; Robinson, Thomas C.; Al Enezi, Naser

2002-01-01

Three issues in global relations should be addressed in international education: societal and academic interdependence, global-centric perspectives, and cultural respect. A model for international allied health education exchange includes the following aspects of both advisors and advisees: history, politics, economics, sociocultural environment,…

A CULTure of Entrepreneurship Education

DEFF Research Database (Denmark)

Farny, Steffen; Frederiksen, Signe Hedeboe; Hannibal, Martin

2016-01-01

High hopes are invested in a rapid institutionalisation of an enterprise culture in Higher Education. This has heightened the importance of entrepreneurship education (EE) in most Western societies; however, how values and beliefs about entrepreneurship are institutionalised in EE remains...... prevalent in EE. We argue for greater appreciation of reflexive practices to challenge normative promotions of beliefs and values that compare with forms of evangelising, detrimental to objectives of Higher Education. Consequently, we call for a more critical pedagogy to counteract a ‘cultification...... relatively unchallenged. This study applies the lens of the cult, in particular three elements Rituals, Deities and the Promise of Salvation, to reflect on the production and reproduction of entrepreneurship in EE. In doing so, the paper addresses uncontested values and beliefs that form a hidden curriculum...

Relevance of the Flexner Report to contemporary medical education in South Asia.

Science.gov (United States)

Amin, Zubair; Burdick, William P; Supe, Avinash; Singh, Tejinder

2010-02-01

A century after the publication of Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching (the Flexner Report), the quality of medical education in much of Asia is threatened by weak regulation, inadequate public funding, and explosive growth of private medical schools. Competition for students' fees and an ineffectual accreditation process have resulted in questionable admission practices, stagnant curricula, antiquated learning methods, and dubious assessment practices. The authors' purpose is to explore the relevance of Flexner's observations, as detailed in his report, to contemporary medical education in South Asia, to analyze the consequences of growth, and to recommend pragmatic changes. Major drivers for growth are the supply-demand mismatch for medical school positions, weak governmental regulation, private sector participation, and corruption. The consequences are urban-centric growth, shortage of qualified faculty, commercialization of postgraduate education, untenable assessment practices, emphasis on rote learning, and inadequate clinical exposure. Recommendations include strengthening accreditation standards and processes possibly by introducing regional or national student assessment, developing defensible student assessment systems, recognizing health profession education as a field of scholarship, and creating a tiered approach to faculty development in education. The relevance of Flexner's recommendations to the current status of medical education in South Asia is striking, in terms of both the progressive nature of his thinking in 1910 and the need to improve medical education in Asia today. In a highly connected world, the improvement of Asian medical education will have a global impact.

Nanoparticle dispersion in environmentally relevant culture media: a TiO2 case study and considerations for a general approach

International Nuclear Information System (INIS)

Horst, Allison M.; Ji, Zhaoxia; Holden, Patricia A.

2012-01-01

Nanoparticle exposure in toxicity studies requires that nanoparticles are bioavailable by remaining highly dispersed in culture media. However, reported dispersion approaches are variable, mostly study-specific, and not transferable owing to their empirical basis. Furthermore, many published approaches employ proteinaceous dispersants in rich laboratory media, both of which represent end members in environmental scenarios. Here, a systematic approach was developed to disperse initially agglomerated TiO 2 nanoparticles (Aeroxide® TiO 2 P25, Evonik, NJ; primary particle size range 6.4–73.8 nm) in oligotrophic culture medium for environmentally relevant bacterial toxicity studies. Based on understanding particle–particle interactions in aqueous media and maintaining environmental relevance, the approach involves (1) quantifying the relationship between pH and zeta potential to determine the point of zero charge of select nanoparticles in water; (2) nominating, then testing and selecting, environmentally relevant stabilizing agents; and (3) dispersing via “condition and capture” whereby stock dry powder nanoparticles are sonicated in pre-conditioned (with base, or acid, plus stabilizing agent) water, then diluted into culture media. The “condition and capture” principle is transferable to other nanoparticle and media chemistries: simultaneously, mechanically and electrostatically, nanoparticles can be dispersed with surrounding stabilizers that coat and sterically hinder reagglomeration in the culture medium.

Education for a Culture of Peace: The Culture of Peace News Network as a Case Study

Science.gov (United States)

Adams, David

2013-01-01

The Culture of Peace News Network, an internet news service, is analyzed in the framework of a general approach to education for a culture of peace. Its format reflects the eight program areas for a culture of peace as adopted by the UN General Assembly. Among its other operating principles are universality of news with all cultures and regions of…

Teaching Design Education for Cultural, Pedagogical, and Economic Aims

Science.gov (United States)

Vande Zande, Robin

2010-01-01

The aims of educating for economic, cultural, and pedagogical purposes have existed since the early inception of art education. Looking at how and why these aims evolved in the early era of art and design education has potential for better understanding how and why design should be incorporated into the art education curricula today. This article…

Popular Culture and Critical Media Literacy in Adult Education: Theory and Practice

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Tisdell, Elizabeth J.

2007-01-01

This chapter introduces the volume, provides an overview of the theory and literature on popular culture and critical media literacy in education, and discusses ways to use popular culture in adult education.

[Differences between generations: relevant for medical education in the Netherlands].

Science.gov (United States)

Busari, Jamiu O; Scheele, Fedde

2015-01-01

Provision of care is increasingly being tailored to patients' wishes, which means that insight into the ideas, norms and values of the care-consumer are required. This approach is also beginning to filter through into medical education. We can differentiate generations on the basis of shared opinions, because groups with shared experiences usually share the same values. This is a useful line of approach if we wish to serve different generations of consumers better. At the moment there are four different generations influencing the setup and division of the healthcare services and relevant to medical education in the coming decades. Future education methods will have to be in line with the wishes of the generation from which new doctors come. In order to achieve better care for patients it is important to give 'thinking in generations' more attention in medical education.

FORMATION OF STUDENTS' MOTIVATION FOR PHYSICAL CULTURE AND SPORTS IN HIGHER EDUCATION

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Е. A. Chelnokova

2018-01-01

Full Text Available Introduction: The appeal to the research topic is caused by the actual problem: in the pedagogical practice of the higher school, the physical culture and health-improving activities in the majority do not contribute to the formation of independent, motivated and sustainable self-improvement activities by students with the help of physical culture. The traditional system of physical education is not characterized by efficiency. The formation of motivation for physical education is one of the most important problems of the modern university.Materials and methods: to assess the value potential of physical culture and sports, we set the task to identify: the attitude of students to physical culture and health, what is the social significance of physical culture, the systematic nature of physical culture and sports, the objective and subjective factors that contribute to increasing interest in physical culture and Sport as a value, the reasons that interfere with attending classes. To solve this problem, we developed a questionnaire and conducted anonymous questioning of students.Results: Having analyzed the data obtained as a result of the questionnaire, we came to the conclusion that students objectively assess their health, which many are not satisfied with; most students are not engaged in physical culture and sports, referring mainly to the lack of free time; students are ready to engage in physical culture in sections for the selected sport, to attend self-educational activities. Students mostly respond positively to the lessons in the discipline "Physical Culture", but a considerable number of students attend these classes only for the sake of credit.Discussion and Conclusions: physical education, based on sports-oriented principles, includes classes in sports sections by sport: volleyball, basketball, aerobics, badminton, football, table tennis, kettlebell lifting, sports dancing, swimming, athletics, gymnastics, and for general physical

A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education

Science.gov (United States)

Adams, Jennifer; Luitel, Bal Chandra; Afonso, Emilia; Taylor, Peter Charles

2008-12-01

This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou. Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices and consider the prospects of creating culturally inclusive science education. We learn that in Mozambique, Nepal and the Caribbean scientism patrols the borders of science education serving to exclude local epistemological beliefs and discourses and negating culturally contextualized teaching and learning. Despite the diverse cultural hybridities of these countries, science education is disconnected from the daily lives of the majority of their populations, serving inequitably the academic Western-oriented aspirations of an elite group who are "living hybridity but talking scientism." The discussants explore their autobiographies to reveal core cultural values and beliefs grounded in their non-Western traditions and worldviews but which are in conflict with the Western Modern Worldview (WMW) and thus have no legitimate role in the standard school/college science classroom. They reflect on their hybrid cultural identities and reveal the interplay of multiple selves grounded in both the WMW and non-WMWs and existing in a dialectical tension of managed contradiction in a Third Space. They argue for dialectical logic to illuminate a Third Space wherein students of science education may be empowered to challenge hegemonies of cultural reproduction and examine reflexively their own identities, coming to recognize and reconcile their core cultural beliefs with those of Western modern science, thereby dissipating otherwise strongly delineated cultural borders.

"Lucha Libre" and Cultural Icons: Identity Formation for Student Success at HSIs

Science.gov (United States)

Natividad, Nicholas D.

2015-01-01

This chapter examines the importance of culturally relevant imagery and representation and identity development curriculum for college students. It calls for higher education institutions to embrace cultural strengths as an asset rather than a deficit.

Key Factors for Developing a Cross-Cultural Education Program

Science.gov (United States)

Yang, Keeyung; Chung, Sock H.

2015-01-01

Purpose: As universities and colleges face an increasingly global environment, internationalization is viewed as a critical aspect of education, a fact that has significant academic and economic implications for higher educational institutions worldwide which need to be current with cultural education to adapt to change. Learning from other…

Why relevance theory is relevant for lexicography

DEFF Research Database (Denmark)

Bothma, Theo; Tarp, Sven

2014-01-01

This article starts by providing a brief summary of relevance theory in information science in relation to the function theory of lexicography, explaining the different types of relevance, viz. objective system relevance and the subjective types of relevance, i.e. topical, cognitive, situational...... that is very important for lexicography as well as for information science, viz. functional relevance. Since all lexicographic work is ultimately aimed at satisfying users’ information needs, the article then discusses why the lexicographer should take note of all these types of relevance when planning a new...... dictionary project, identifying new tasks and responsibilities of the modern lexicographer. The article furthermore discusses how relevance theory impacts on teaching dictionary culture and reference skills. By integrating insights from lexicography and information science, the article contributes to new...

Culturally Responsive Teaching. Second Edition. Multicultural Education Series

Science.gov (United States)

Gay, Geneva

2010-01-01

The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with…

Using activity theory to study cultural complexity in medical education.

Science.gov (United States)

Frambach, Janneke M; Driessen, Erik W; van der Vleuten, Cees P M

2014-06-01

There is a growing need for research on culture, cultural differences and cultural effects of globalization in medical education, but these are complex phenomena to investigate. Socio-cultural activity theory seems a useful framework to study cultural complexity, because it matches current views on culture as a dynamic process situated in a social context, and has been valued in diverse fields for yielding rich understandings of complex issues and key factors involved. This paper explains how activity theory can be used in (cross-)cultural medical education research. We discuss activity theory's theoretical background and principles, and we show how these can be applied to the cultural research practice by discussing the steps involved in a cross-cultural study that we conducted, from formulating research questions to drawing conclusions. We describe how the activity system, the unit of analysis in activity theory, can serve as an organizing principle to grasp cultural complexity. We end with reflections on the theoretical and practical use of activity theory for cultural research and note that it is not a shortcut to capture cultural complexity: it is a challenge for researchers to determine the boundaries of their study and to analyze and interpret the dynamics of the activity system.

Education for a Culture of Peace and Co-Existence

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Silvia Guetta

2016-07-01

Full Text Available Education is a key and fundamental tool required to achieve social change, especially regarding social cohesion and co-existence. Education affects the most critical issues facing humanity, including the proliferation of various forms of violence, environmental degradation, and annihilation of cultures. I argue that the impact of education is equal to that of economics, politics, and technological advances. Therefore, if we wish to see change, educational reform has to be designed to operate in a global-human context, empowering and allowing people to achieve their potential. It should instil in individuals and groups respect for others with whom they interact, in a global as well as local sense. The article draws on the theories of Edgar Morin, Reuven Feuerstein, and Jerome Bruner, and their contributions to the development of educational approaches that encourage a culture of responsible, participatory, and creative coexistence. .

Cross-cultural relevance of the Interpersonal Theory of suicide across Korean and U.S. undergraduate students.

Science.gov (United States)

Suh, Sooyeon; Ebesutani, Chad K; Hagan, Christopher R; Rogers, Megan L; Hom, Melanie A; Ringer, Fallon B; Bernert, Rebecca A; Kim, Soohyun; Joiner, Thomas E

2017-05-01

This study investigated the cross-cultural relevance and validity of the Interpersonal Theory of Suicide (ITS) utilizing young adult samples from South Korea (n =554) and the United States (U.S.; n =390). To examine the ITS, all participants completed self-report questionnaires measuring Thwarted Belongingness, Perceived Burdensomeness, and Capability for Suicide. We examined whether each construct significantly predicted the severity of suicidal risk in both samples. We also determined whether the strength of the effects of Thwarted Belongingness and Perceived Burdensomeness on suicidal ideation differed between the two samples due to the greater degree of importance placed on interpersonal relationships in collectivistic cultures such as South Korea. Structural equation modeling was used to examine these hypotheses. Thwarted Belongingness, Perceived Burdensomeness, and Capability for Suicide significantly predicted elevated suicidal risk. However, there were no significant differences in the paths from Thwarted Belongingness or Perceived Burdensomeness to suicide risk between the South Korean and U.S. These findings support the cross-cultural relevance and applicability of the ITS, whereby Thwarted Belongingness and Perceived Burdensomeness serve as indicators of suicide risk in both Western (U.S.) and East Asian (Korean) samples. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

The Subject of Culture Within the Objective Scope of the Philosophy of Education

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Svitlana Cherepanova

2017-09-01

Full Text Available In the article it is pointed out that European and worldwide integration processes, the informatization and the competitive character of all the spheres of social life require the overcoming of the tendency of “catching up” that is characteristic of Ukraine — in favour of leaving behind the transformation of the educational sphere, especially the pedagogical one. The attitude of a human being to the world contains theoretical (knowledge and ideas and practical aspects. Created in the process of social development new establishments, things, technologies have a human content; implement human subjectivity — knowledge, intellect, feelings, thinking, volition, convictions, objectives etc. Under discordant challenges of globalization, the philosophy of education can provide an adequate answer, approaches and objectives. The philosophy of education functions as a combination of world view theories (ideas, scientific, cultural, value, moral and ethical principles that predetermine not only the content of education but also a certain type of personality… This takes into account the peculiarities of technogenic (western and traditional (eastern cultures, that is the type of personality: individualistic (the West, collectivistic (the East. The methodological prospects are determined by the correlation of humanitarian, dialogical, synergetic paradigms, the philosophic anthropology and ontology with the accent on culture creation as overcoming the boundaries of the possible (cognition, activity creation of the being by means of culture. The humanitarian and culture creating strategies of the philosophy of education are grounded as conceptually reasonable: integrity and interaction of basic being and value concepts (man-science-culture-art-the style of thinking and objectives — the formation of a personality as a subject of culture. The formation of the subject of culture takes place in a certain social community, among moral rules, customs and

Equal Access but Unequal Outcomes: Cultural Capital and Educational Choice in a Meritocratic Society

DEFF Research Database (Denmark)

Jæger, Mads Meier

2009-01-01

conditions must hold: (1. parents must possess cultural capital, (2. they must transfer their cultural capital to children, and (3. children must absorb cultural capital and convert it into educational success. This research develops an empirical model that analyzes the significance of the three effects...... with respect to Danish children's choice of secondary education. Denmark is well-suited for this study because access to secondary education is particularly meritocratic. The empirical analysis shows that all three channels through which cultural capital affects educational success are important....

Cognitive Contours: Recent Work on Cross-Cultural Psychology and Its Relevance for Education

Science.gov (United States)

Davies, W. Martin

2007-01-01

This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith ("Cognition," 65, 15-32, 1997); Nisbett, Peng, Choi, & Norenzayan, "Psychological Review," 108(2), 291-310, 2001; Nisbett, "The Geography of Thought: How Asians and Westerners Think Differently...and Why." New…

The Role of Research Education Coordinators in Building Research Cultures in Doctoral Education

Science.gov (United States)

Brew, Angela; Boud, David; Malfroy, Janne

2017-01-01

The development of cultures of support has become important in programmes for the preparation of research students. The paper draws on in-depth interviews with 21 research education coordinators from Australian and United Kingdom institutions to identify the strategies that they use to build research cultures and integrate research students into…

Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes

Science.gov (United States)

Treagust, David F.; Qureshi, Sheila S.; Vishnumolakala, Venkat Rao; Ojeil, Joseph; Mocerino, Mauro; Southam, Daniel C.

2018-04-01

Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.

Does Teacher Evaluation Mediate the Effect of Cultural Capital on Educational Performance?

DEFF Research Database (Denmark)

Lund, Asta Breinholt; Jæger, Mads Meier

This study analyzes whether teachers' evaluations of children's academic skills mediate the effect of cultural capital on educational performance. We use ECLS-K data with repeated measures on children in 1st, 3rd and 5th grade and apply fixed effects models, that control for unobserved time...... invariant child and family characteristics. The analysis shows that teacher evaluations have positive effect on educational performance, but that cultural capital has no effect on teacher evaluations. Instead cultural capital has a direct positive effect on educational performance....

Neuroscience, Music, and Culture: Finding Pathways to Effective Multicultural Music Education

Science.gov (United States)

Halick, Mary E.

2017-01-01

There is a long-standing belief in U.S. music education that students should learn music from other cultures. Research that incorporates elements of neuroscience, music, and culture can provide evidence teachers need to improve the design and implementation of multicultural music education curricula. The purpose of this short-form literature…

Conserving (not preserving culture: Avoiding the damage to culture of veiled moralism in HIV education

Directory of Open Access Journals (Sweden)

Leigh Price

2009-07-01

Full Text Available Language mechanisms in much HIV discourse insist that a Western-based moralism dominates. These mechanisms include: the use of strategic absences of information about the moral grounding of texts; and slippages of meaning, where one word is used to refer to many meanings. A common slippage of meaning is the use of the word ‘polygamy’ to refer to a range of behaviours, thus hiding low HIV risk sexual practices (polyfidelity under the same umbrella as high risk practices (promiscuity and advocating their general removal. Another dubious method of achieving a moral position is to take a true premise and use it to advance a false conclusion. For example, the true premise that wife inheritance in its historical form is an HIV risk does not automatically lead to the conclusion that wife inheritance ‘must’ be eradicated. This is only one possible conclusion. Another, more culturally sensitive, conclusion could be that wife inheritance should be embarked upon, as should all sexual relationships, in a context of HIV tests, and safer sexual practice. I argue that moralism (such as ‘wife inheritance is morally wrong’ cloaked as science (the claim that science ‘proves’ the moral position that wife inheritance is wrong is a threat to traditional culture and discriminates against up-holders of traditional lifestyles. Drawing primarily from my experience of HIV education in a development setting in Southern Africa, I offer a weak (realist moral relativism as an alternative to, on the one hand, the positivist-based, absolutist morality which threatens to destroy traditional cultures in the name of HIV education and, on the other hand, extreme cultural relativism in which ‘anything goes’. Possibly, HIV educators have not done enough to include some traditional safer sex practices in their professional inventory of acceptable behaviours, such as hlobonga (thigh sex and polygamy interpreted as polyfidelity. My hope is that by being more

The Art of Culture War: (Un)Popular Culture, Freedom of Expression, and Art Education

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Darts, David

2008-01-01

This article examines the culture wars in the United States and considers their impact on the field of art education. Stretching across virtually ever facet of contemporary culture, these ideologically charged battles over opposing moral values and fundamental belief systems are an intrinsic part of the ongoing struggle to define and control U.S.…

Integrating Local Culture to Promote Character Education In Teaching Writing

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Fenny Thresia

2015-04-01

Full Text Available Abstract : Character education plays an important part because it is not only about moral and value education. It has a higher significance of moral education, because it not only teaches what is right and what is wrong. More than that character education inculcate the habit (habituation about good things and wrong, can feel (affective domain good value and used to do (behavioral domain. So the character education linked closely associated with persistent habits practiced or implemented. It is commonly believed that the practices of English language teaching always accompanied by the insertion of foreign cultural values which are not always in line with Indonesia cultural values. The aim of this study is to improve students’ writing skill through integrating local culture material. Therefore this study focuses on designing and evaluating teaching writing material for English department students of University Muhammadiyah Metro. The result of this study shows that students have big interest and motivation in writing a text based on their local culture. The students also get moral value and character building through the material. It influences the students’ character in their daily life. Students become more polite, honest, diligent and religious.                                                                                                         Keywords: local culture, character education, writing.

Working with culture: culturally appropriate mental health care for Asian Americans.

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Park, Mijung; Chesla, Catherine A; Rehm, Roberta S; Chun, Kevin M

2011-11-01

The aim of this study is to describe how mental healthcare providers adapted their practice to meet the unique needs of Asian Americans. As the number of ethnic minorities and multicultural patients and families rapidly increases, cultural competency becomes an essential skill for all healthcare providers. The lack of knowledge about how healthcare providers grapple with diverse cultures and cultural competency limits the ability of others to deliver patient-centred care across cultural lines. Interpretive phenomenology guided the design and conduct of this study. Twenty mental healthcare providers who treated Asian Americans were recruited. Narrative data were collected through face-to-face, in-depth interviews between 2006 and 2007. Three characteristics of culturally appropriate care for Asian Americans were identified. Cultural brokering: providers addressed issues stemming from cultural differences via bicultural skills education. Asian American patients generally received broader education than current literature recommended. Supporting families in transition: providers assisted Asian American families during transition from and to professional care. Using cultural knowledge to enhance competent care: providers' knowledge of Asian culture and flexible attitudes affected the care that they provided. Culturally competent providers were able to identify cultural issues that were relevant to the specific situation, and incorporated cultural solutions into the care provided. Culturally appropriate care is nuanced and context specific. Thus, more sophisticated and broader conceptualizations are necessary to prepare nurses for such complex practice. © 2011 Blackwell Publishing Ltd.

FORMATION OF ECOLOGICAL CULTURE AND EDUCATION OF Schoolchildren

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Rustamova Fakhrida Nazim

2014-11-01

Full Text Available The article describes the formation of ecological culture and education of schoolchildren. The main goal of environmental education in schools - to bring conservationists, environmental knowledge to teach children to be compassionate, to love and protect nature, carefully dispose of its wealth. It is desirable that when teaching ecology students and pupils used a variety of games. This will have a positive impact on their environmental education.

Culture and ethics in medical education: The Asian perspective.

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Shamim, Muhammad Shahid; Baig, Lubna; Torda, Adrienne; Balasooriya, Chinthaka

2018-03-01

The world is geographically divided into hemispheres, continents and countries, with varying cultures in different regions. Asia, the largest of continents, has a variety of philosophically distinctive cultures and lifestyles, informing the norms of societies that are much different from cultures in other continents. These complexities in the societal norms in Asian cultures have created unique issues in development of ethics education in the region. This paper looks in to the distinctions in what is generally referred to as the "non-western" Asian culture, the importance of cultural context and how it influences the ethics curriculum in the region.

Integrating Cultural Humility into Health Care Professional Education and Training

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Chang, E-shien; Simon, Melissa; Dong, XinQi

2012-01-01

As US populations become increasing diverse, healthcare professionals are facing a heightened challenge to provide cross-cultural care. To date, medical education around the world has developed specific curricula on cultural competence training in acknowledgement of the importance of culturally sensitive and grounded services. This article…

Forming Future Teachers’ Aesthetic Culture in Foreign Educational Practice

OpenAIRE

Sotska Galyna

2016-01-01

The article deals with a theoretical analysis of foreign educational experience in solving scientific problems of forming future teachers’ aesthetic culture. Given the current socio-cultural situation, it has been noted that a teacher who developed his/her aesthetic culture can make a direct contribution to the social and cultural challenges of a changing world. Based on the study of scientific and pedagogical literature, normative and legal support and the content of practical courses, the a...

Culturally Relevant Human Subjects Protection Training: A Case Study in Community-Engaged Research in the United States.

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Kue, Jennifer; Szalacha, Laura A; Happ, Mary Beth; Crisp, Abigail L; Menon, Usha

2018-02-01

Non-academic members of research teams, such as community members, can perceive traditional human subjects protection training as lacking in cultural relevance. We present a case exemplar of the development of a human subjects protection training for research staff with limited English proficiency and/or no or limited research experience. Seven modules were adapted for language, cultural examples, etc., from the standard Collaborative Institutional Training Initiative (CITI) human subjects protection training. Non-academic research staff completed a day-long training in human subjects protection (six modules) and our research protocol (one module). We assessed comprehension of content with PowerPoint slides and module quizzes. All participants successfully passed each module quiz with ≥ 80% correct. Questions answered incorrectly were discussed before proceeding to the next module. To meet the increasing demand for collaborative community-engaged research with underserved minority populations, human subjects protection training protocols can be adapted successfully to reflect real-world situations and provide culturally relevant materials to help non-academic research staff better understand the importance and necessity of research ethics.

[Transcultural self-efficacy and educational needs for cultural competence in nursing of Korean nurses].

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Kim, Sun-Hee

2013-02-01

This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.

Educating medical students for work in culturally diverse societies.

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Loudon, R F; Anderson, P M; Gill, P S; Greenfield, S M

1999-09-01

Recent attention has focused on whether government health service institutions, particularly in the United Kingdom, reflect cultural sensitivity and competence and whether medical students receive proper guidance in this area. To systematically identify educational programs for medical students on cultural diversity, in particular, racial and ethnic diversity. The following databases were searched: MEDLINE (1963-August 1998); Bath International Data Service (BIDS) Institute for Scientific Information science and social science citation indexes (1981-August 1998); BIDS International Bibliography for the Social Sciences (1981-August 1998); and the Educational Resources Information Centre (1981-August 1998). In addition, the following online data sets were searched: Kings Fund; Centre for Ethnic Relations, University of Warwick; Health Education Authority; European Research Centre on Migration and Ethnic Relations, University of Utrecht; International Centre for Intercultural Studies, University of London; the Refugee Studies Programme, University of Oxford. Medical education and academic medicine journals (1994-1998) were searched manually and experts in medical education were contacted. Studies included in the analysis were articles published in English before August 1998 that described specific programs for medical students on racial and ethnic diversity. Of 1456 studies identified by the literature search, 17 met the criteria. Two of the authors performed the study selection independently. The following data were extracted: publication year, program setting, student year, whether a program was required or optional, the teaching staff and involvement of minority racial and ethnic communities, program length, content and teaching methods, student assessment, and nature of program evaluation. Of the 17 selected programs, 13 were conducted in North America. Eleven programs were exclusively for students in years 1 or 2. Fewer than half (n = 7) the programs were part of

Field Theory in Cultural Capital Studies of Educational Attainment

DEFF Research Database (Denmark)

Krarup, Troels; Munk, Martin D.

2016-01-01

This article argues that there is a double problem in international research in cultural capital and educational attainment: an empirical problem, since few new insights have been gained within recent years, and a theoretical problem, since cultural capital is seen as a simple hypothesis about...

Field Theory in Cultural Capital Studies of Educational Attainment

DEFF Research Database (Denmark)

Munk, Martin D.; Krarup, Troels Magelund

2012-01-01

This article argues that there is a double recession in international mainstream research in cultural capital and educational attainment: an empirical recession, since few new insights have been gained within recent years, and a theoretical recession, since cultural capital is now seen as a simple...

Leadership and culture of data governance for the achievement of higher education goals (Case study: Indonesia University of Education)

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Putro, Budi Laksono; Surendro, Kridanto; Herbert

2016-02-01

Data is a vital asset in a business enterprise in achieving organizational goals. Data and information affect the decision-making process on the various activities of an organization. Data problems include validity, quality, duplication, control over data, and the difficulty of data availability. Data Governance is the way the company / institution manages its data assets. Data Governance covers the rules, policies, procedures, roles and responsibilities, and performance indicators that direct the overall management of data assets. Studies on governance data or information aplenty recommend the importance of cultural factors in the governance of research data. Among the organization's leadership culture has a very close relationship, and there are two concepts turn, namely: Culture created by leaders, leaders created by culture. Based on the above, this study exposure to the theme "Leadership and Culture Of Data Governance For The Achievement Of Higher Education Goals (Case Study: Indonesia University Of Education)". Culture and Leadership Model Development of on Higher Education in Indonesia would be made by comparing several models of data governance, organizational culture, and organizational leadership on previous studies based on the advantages and disadvantages of each model to the existing organizational business. Results of data governance model development is shown in the organizational culture FPMIPA Indonesia University Of Education today is the cultural market and desired culture is a culture of clan. Organizational leadership today is Individualism Index (IDV) (83.72%), and situational leadership on selling position.

Hispanic Culture and Relational Cultural Theory

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Ruiz, Elizabeth

2005-01-01

Traditional personality theories do not consider the impact of culture on personality development. Yet, to provide culturally relevant services to the increasing Hispanic population in the U.S., more culturally relevant theories must be identified. This paper presents Relational Cultural Theory (RCT) as an alternative model to understanding…

Ethics and patient education: health literacy and cultural dilemmas.

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Marks, Ray

2009-07-01

This article discusses health literacy and cultural factors that have implications for the ethical practice of health education. It specifically focuses on recent data that speaks to the challenges in carrying out patient education from the perspective of comprehension and equitable distribution of health-related information across diverse cultures and communities. It discusses strategies for reducing the negative impact of low health literacy among diverse groups and the importance of acknowledging this pervasive problem in the context of ensuring equity in the optimal delivery of health promotion messages.

Educations of Vision - relational strategies in visual culture

DEFF Research Database (Denmark)

Illeris, Helene

2004-01-01

redescriptions? employs poststructuralist and feminist thinking about visual culture in an attempt to explore alternative understandings of visual education. In the final part ?Educations of vision in late modernity? socialization and self creation are proposed as two different, but supplementary, educational......The article is divided into three parts. Through examples from twentieth century Scandinavian visual arts education the first part ?Epistemological inquiries? discusses how the historical and social construction of dominant modern strategies of vision has occurred. The second part ?Experimentalist...... functions which contemporary visual education inspired by epistemological and experimentalist approaches should aim to fulfill....

PHYSICAL EDUCATION - PHYSICAL CULTURE. TWO MODELS, TWO DIDACTIC

Directory of Open Access Journals (Sweden)

Manuel Vizuete Carrizosa

2014-11-01

The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.

Socio-Cultural Dynamics of Education in the Context of the Post-Non-Classical Science

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V. A. Ignatova

2012-01-01

Full Text Available The paper deals with the interrelations between society, education and culture. Using the comparative analysis of classical approaches to defining the above spheres, the author comes to conclusion that the nature of socio-cultural processes can be explored and described most consistently by applying comprehensive models of the post-non-classical science and considering civilization, education and culture in the context of the unified dynamic flow of socio-cultural genesis. The research investigates the dialectics of socio-cultural processes in the light of systematic synergetic approach, the advancing role of education in socio-cultural dynamics being revealed and substantiated. The author emphasizes its inevitably rising priority due to sustained development of civilization bringing about the new environmentally-oriented meta-culture.The obtained results can be used in pedagogic research methodology, designing and modeling the educational process, its content, technology and organization. 

The Acceptance of Critical-Cultural Scholarship in Mass Communication Education.

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Switzer, Les; Ryan, Michael

2002-01-01

Notes that critical-cultural studies have had little impact on journalism and mass communication education for a number of reasons. Surveys 100 journalism and mass communication programs. Examines how critical-cultural faculty interact with the university community. Finds that scholars, as a whole, were open to critical-cultural perspectives.…

The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles

NARCIS (Netherlands)

Kocken, P.L.; Dorst, A.G. van; Schaalma, H.

2006-01-01

A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex

Challenges in Cross-Cultural Business Education

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Nathan, Alli; Ruggieri, Margaret

2009-01-01

One of the most important and lasting legacies of the 20th century is globalization and the increased integration among countries and economies leading to more interactions among the peoples of different cultures. This effect has also percolated into the business environment and into the realm of business education. We have seen the…

Educating clinicians about cultural competence and disparities in health and health care.

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Like, Robert C

2011-01-01

An extensive body of literature has documented significant racial and ethnic disparities in health and health care. Cultural competency interventions, including the training of physicians and other health care professionals, have been proposed as a key strategy for helping to reduce these disparities. The continuing medical education (CME) profession can play an important role in addressing this need by improving the quality and assessing the outcomes of multicultural education programs. This article provides an overview of health care policy, legislative, accreditation, and professional initiatives relating to these subjects. The status of CME offerings on cultural competence/disparities is reviewed, with examples provided of available curricular resources and online courses. Critiques of cultural competence training and selected studies of its effectiveness are discussed. The need for the CME profession to become more culturally competent in its development, implementation, and evaluation of education programs is examined. Future challenges and opportunities are described, and a call for leadership and action is issued. Copyright © 2010 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Some French Initiatives in Educating the Socially and Culturally Disadvantaged. Recent Educational Policy and Legislative Developments Abroad.

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Wanner, Raymond E.

This report on some efforts being made in France to improve the education of the socially and culturally disadvantaged is presented for such value as it may have to American educational planners in their search for solution to this difficult problem. For the purposes of this study the term "socially and culturally handicapped or…

An Application of Hofstede’s Cultural Dimension among Female Educational Leaders

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Charmaine Bissessar

2018-05-01

Full Text Available With the exponential advancement of technology, global sharing, industrialization and economic development, national and global cultures are becoming more collective. More importantly, this fundamental paradigm shift is affecting national and global educational leadership cultures. Therefore, the power/distance index (PDI; individualism versus collectivism (IDV; uncertainty avoidance index (UAI; masculinity/femininity (MAS; and long-term orientation versus short-term orientation (LTO; are of interest when considering national and global cultures. These cultural dimensions can be exemplified in the responses of eight female educational leaders: three Canadians and one from Jamaica and Trinidad; two Grenadians and one Lebanese. This qualitative methodology in the form of a phenomenological study found that all respondents displayed varying degrees of each aspect of Hofstede’s five cultural dimensions which can be charted along a continuum from high to low index factors. Each dimension is linked to different leadership styles. PDI is linked to servant leadership, IDV is linked to shared/participatory leadership, UAI is linked to transformational leadership and emergent leadership, and MAS is linked to people versus task-oriented leadership. In each case, the slight variances in responses reflect the microcosm of the macrocosm where each country’s particular culture is mirrored. Recommendations are made for a more androgynous leadership style as well as more androgynous socialization processes if national and global educational leadership cultures are to become less gendered and more instrumental and functional based on the demands of the particular environment. It is expected that a focus could be placed on transcultural rather than intercultural studies in leadership and education.

The culture of peace and peace education

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Năstase, Adrian

1983-09-01

In the present world situation, there is an urgent need for new strategies of peace based on the common fundamental interest of mankind, rejecting the use of force, and aimed at creating a new world order. Recognising the close interrelationship between culture and peace, and the extension of international interdependencies in reducing economic disparities, emphasis must be given to developing positive attitudes to peace in the minds of all men: a qualitative change in thinking has to occur before international security can be ensured without resort to military alliances and nuclear deterrence. The dangers inherent in the arms race require that education for disarmament be an integral part of peace education. Likewise, the connections between peace and other international objectives such as development and human rights, need to be stressed. Peace education should lead not only to a greater awareness of problems but also to a sense of responsibility and an active involvement in efforts towards promoting equal rights, economic and social development, and mutual respect and understanding among nations. The power of informed public opinion, internationally, in influencing governments towards peace and disarmament should not be underestimated; therefore, greater attention in peace education needs to be given to identifying and overcoming the structural, conceptual and cultural obstacles to peace. What is being undertaken in Romania, especially amongst young people, by way of education and action for peace, reflects a coherent policy, comprises a powerful and effective educational whole, and is contributing towards the building up of an international `constituency' of peace and disarmament.

Theoretical and Applied Foundations of the Subject of Ethnic Culture

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Gulnaz K. Tleuzhanova

2013-01-01

Full Text Available This article deals with the problem of the relevance of forming the subject of ethnic culture in the educational system on the basis of socio-cultural situation both in Kazakhstan and in the global community, presents views of leading scholars in the field of personality theory, theory of knowledge, gives author's definition of "the subject of ethnic culture"

Cultural, Social and Political Perspectives in Science Education

DEFF Research Database (Denmark)

conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels...... that will be informative to the international science education research community.......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...

Assessing the cultural in culturally sensitive printed patient-education materials for Chinese Americans with type 2 diabetes.

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Ho, Evelyn Y; Tran, Henrietta; Chesla, Catherine A

2015-01-01

Type 2 diabetes affects Chinese Americans at an alarming rate. To address this health disparity, research in the area of cultural sensitivity and health literacy provides useful guidelines for creating culturally appropriate health education. In this article, we use discourse analysis to examine a group of locally available, Chinese- and English-language diabetes print documents from a surface level and deep structure level of culture. First, we compared these documents to research findings about printed health information to determine whether and how these documents apply current best practices for health literacy and culturally appropriate health communication. Second, we examined how diabetes as a disease and diabetes management is being constructed. The printed materials addressed surface level culture through the use of Chinese language, pictures, foods, and exercises. From a deeper cultural level, the materials constructed diabetes management as a matter of measurement and control that contrasted with previous research suggesting an alternative construction of balance. A nuanced assessment of both surface and deeper levels of culture is essential for creating health education materials that are more culturally appropriate and can lead to increased health literacy and improved health outcomes.

Visual Culture as a Strategic Approach to Art Production in Education

DEFF Research Database (Denmark)

Buhl, Mie

2005-01-01

The concept of visual culture challenges tradtitional approaches to art production in education. Art education lacks adequate concepts for understanding contemporary productive processes. The article suggests that the theoretical framework for the productive process should be reconsidered. Visual...... culture as a strategic approach focuses on conditions surrounding viewing rather than on the substance of aesthetic objects A new termonology is needed for use in student and teacher dialogue. The article presents a model for teaching art production bases on a visual culture approach to visual arts...

Cultural competency education in American nursing programs and the approach of one school of nursing.

Science.gov (United States)

Sloand, Elizabeth; Groves, Sara; Brager, Rosemarie

2004-01-01

The importance of cultural competency in all areas of American society is well accepted. Indeed, the evolving demographics of the country make it imperative. A wide range of educational and work settings has addressed the concept, from business and government to education and health. Cultural competency is particularly critical in the realm of healthcare, as the potential impact on quality of health and life is at stake. Nursing is a leader in this field, with a long theoretical and practice history of attention to, and respect for, individual differences. This article reviews cultural competency education in nursing and its respective educational settings. Common threads and different models are discussed. The program components of cultural competency education in one School of Nursing are highlighted. Future directions towards refining cultural competency education are presented.

Narrative Inquiry: A Dynamic Relationship between Culture, Language and Education

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Chan, Esther Yim Mei

2017-01-01

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language…

Enhancing cultural competence in medical education

DEFF Research Database (Denmark)

Sorensen, Janne; Norredam, Marie; Dogra, Nisha

2017-01-01

the project Culturally Competent in Medical Education involving 13 partners from 11 countries.4 The project aimed to support the implementation of CC in medical curricula. First, a Delphi Study involving 34 experts was conducted to develop a framework of core cultural competencies for medical school teachers...... stage of the project was a survey conducted to identify the strengths, gaps, and limitations of CC in the programmes of the 13 medical school project partners. Based on the Delphi study and survey findings, we created guidelines for the development and delivery of CC training at medical schools.4...... The proposed guidelines were presented in September 2015 in Amsterdam at a workshop entitled: “How to integrate cultural competence in medical education”. A range of participants attended the workshop, including the project partners, deans and faculty members of Dutch medical schools, physicians, and students...

Physical culture as a phenomenon of the development of socio-cultural competence of future teachers of physical education

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I.V. Ivanii

2014-04-01

Full Text Available Purpose : to substantiate the phenomenon of formation of physical culture of the individual in terms of theoretical and methodological approaches to the development of socio-cultural competence of future teachers. Material : 22 literary sources analyzed on the issue of formation of physical culture of the individual. Used cultural studies, axiological and competence approach. Results : define the concept of socio-cultural competence of the teacher of physical education. Competence is considered as an integrative motivational tumor - activity sphere of the individual. It determines the focus of an expert on the formation of spiritual values and is the foundation for its further self-development. Disclosed structure sociocultural competence of the teacher in the unity components: cognitive, motivational-value, behavioral. For each component defined system of spiritual values. The system covers the socio- psychological, mental and cultural values of physical culture. Conclusions : the sociocultural competence of the teacher of physical education meaningful and functionally related to the values of the physical culture of the individual. Spiritual, value the personality of the teacher - is the foundation for all of the components of socio-cultural competence. This competence provides social and cultural development of the individual.

Overcoming the Discontinuity of Patriotic Education and Moral Development by Means of Regional Culture

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Tikhonova, Anna U.

2016-01-01

The paper analyzes studies on continuing education, explains the concept of "continuity of patriotic education and moral development by means of regional culture", determines the uniqueness of regional culture as the core of patriotic education and moral development, and characterizes the model of continuity of patriotic education and…

Aproximações da educação física com a indústria cultural

OpenAIRE

Paula Aragão; Luciana Fiamoncini; Bianca Natália Poffo; Andréia Rodrigues de Souza Cardoso

2013-01-01

This paper provides a brief historical background on the critical theory trajectory focusing in discussion of Cultural Industry (CI) and Semi culture, approaching the issue in Physical Education context. The goal is to show how Physical Education studies dialogue with the concept of cultural industry and how relevant this interaction is. This approach was proposed by the relationship between the concept of CI and four Physical Education themes: art, health, leisure and school. We search scien...

Cross-cultural medical education in the United States: key principles and experiences.

Science.gov (United States)

Betancourt, Joseph R; Cervantes, Marina C

2009-09-01

The field of cross-cultural care focuses on the ability to communicate effectively and provide quality health care to patients from diverse sociocultural backgrounds. In recent years, medical schools in the United States have increasingly recognized the growing importance of incorporating cross-cultural curricula into medical education. Cross-cultural medical education in the United States has emerged for four reasons: (1) the need for providers to have the skills to care for a diverse patient population; (2) the link between effective communication and health outcomes; (3) the presence of racial/ethnic disparities that are, in part, due to poor communication across cultures; and (4) medical school accreditation requirements. There are three major approaches to cross-cultural education: (1) the cultural sensitivity/awareness approach that focuses on attitudes; (2) the multicultural/categorical approach that focuses on knowledge; and (3) the cross-cultural approach that focuses on skills. The patient-based approach to cross-cultural care combines these three concepts into a framework that can be used to care for any patient, anytime, anywhere. Ultimately, if cross-cultural medical education is to evolve, students must believe it is important and understand that the categorical approach can lead to stereotyping; it should be taught using patient cases and highlighting clinical applications; it should be embedded in a longitudinal, developmentally appropriate fashion; and it should be integrated into the larger curriculum whenever possible. At the Harvard Medical School, we have tried to apply all of these lessons to our work, and we have started to develop a strategic integration process where we try to raise awareness, impart knowledge, and teach cross-cultural skills over the 4 years of schooling.

Learner Autonomy in Foreign Language Education and in Cultural Context

OpenAIRE

Ivanovska, Biljana

2015-01-01

The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study ...

Collaborative learning in a culturally diverse secondary vocational education

NARCIS (Netherlands)

Dr. Rutger van de Sande; Drs. Kennedy Aquilino Tielman; Dr. S. Bolhuis; Prof. dr. Perry den Brok

2010-01-01

Collaborative learning in a culturally diverse secondary vocational education. By K. Tielman (Fontys), P. den Brok (ESoE), S. Bolhuis (Fontys) and R. van de Sande (Fontys) This contribution discusses a descriptive study on the experiences of students and teachers in secondary vocational education

Organisational Culture and Technology-Enhanced Innovation in Higher Education

Science.gov (United States)

Zhu, Chang

2015-01-01

Higher education institutions are evolving and technology often plays a central role in their transformations. Educational changes benefit from a supportive environment. The study examines the relationship between organisational culture and teachers' perceptions of and responses to technology-enhanced innovation among Chinese universities. A…

INTERACTION BETWEEN HUMAN BEING AND URBAN CULTURE SPACE: ONE OF THE MOTIVATIONS FOR HIGHER EDUCATION INTERNATIONALISATION

Directory of Open Access Journals (Sweden)

Hu Liang Cai

2016-06-01

Full Text Available Introduction: the objective of this paper is to deeply and clearly explain the internationalisation of higher education from the aspect of the integration of human being with urban cultural space. Materials and Methods: the methods used in the research are mainly analytical and descriptive ones enabling to show how the integration of human being and urban cultural space promote and influence the internationalisation of higher education. Results: the motivation for the internationalisation of higher education is closely interrelated with that of urbanisation. Besides the economic and political incentives, modern urban culture, caused by globalisation, also plays a very important role in encouraging higher education internationalisation. Discussion and Conclusions: the appearance of higher education internationalisation is mediated by the alteration of the existing environment of urban culture space against the background of city internationalisation. Human beings’ need for self-assurance in urban culture space helps to stimulate the internationalisation of higher education, and human beings promote the development of modern culture space and their separation in urban culture space accelerates the development of higher education. From the perspective of higher education internationalisation, to sort out the cultural motivation for higher education and find its suitable form for the city’s internationalisation is crucial for adjusting the orientation and guaranteeing the efficacy of higher education internationalisation. From the aspect of human beings’ development, the separation between urban space and human beings caused by the city’s ongoing internationalisation is a pressing problem to be solved. From the aspect of the construction of urban culture space, as an important means of retaining human beings’ equilibrium, urban culture promotes the internationalisation of higher education.

Complicating Culturally Relevant Pedagogy: Unpacking West African Immigrants' Cultural Identities

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Allen, Keisha McIntosh; Jackson, Iesha; Knight, Michelle G.

2012-01-01

This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American…

Cross-cultural medical education: Using narratives to reflect on ...

African Journals Online (AJOL)

Introduction. Educating students in a multi-cultural society is a challenge as teachers, students and the community they serve all tend to represent various social groups. Skills alone are not adequate for competency in understanding cultural aspects of consultations. A combination of knowledge, skills and attitude is the most ...

Field Theory in Cultural Capital Studies of Educational Attainment

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Krarup, Troels; Munk, Martin D.

2016-01-01

This article argues that there is a double problem in international research in cultural capital and educational attainment: an empirical problem, since few new insights have been gained within recent years; and a theoretical problem, since cultural capital is seen as a simple hypothesis about certain isolated individual resources, disregarding…

Cultural Competence of Parenting Education Programs Used by Latino Families: A Review

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Vesely, Colleen K.; Ewaida, Marriam; Anderson, Elaine A.

2014-01-01

The cultural competence of 13 parenting education programs for Latino families with young children was examined in this study. Based on our analyses, we make several recommendations for improving the cultural competence and effectiveness of parenting education programs for Latino families with young children. Specifically, we recommend the…

Benefits of Cultural Immersion Activities in a Special Education Teacher Training Program.

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Minner, Sam; And Others

The Rural Special Education Project (RSEP) is a school-based, special education teacher preparation program located on the Navajo Reservation. The program, which is a partnership between Northern Arizona University and Kayenta Unified School District, immerses Anglo participants in Navajo culture and heightens their awareness of cross-cultural and…

Towards a "Critical Cultural Political Economy" Account of the Globalising of Education

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Robertson, Susan L.; Dale, Roger

2015-01-01

This paper outlines the basis of an alternative theoretical approach to the study of the globalisation of "education"--a Critical, Cultural Political Economy of Education (CCPEE) approach. Our purpose here is to bring this body of concepts--critical, cultural, political, economy--into our interrogation of globalising projects and…

The Effect of the Cultural Revolution on Educational Homogamy in Urban China

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Song, Lijun

2009-01-01

This article demonstrates that the Cultural Revolution led to a temporary decline in educational homogamy in urban China, which was reversed when the Cultural Revolution ended. Previous studies on educational homogamy in China have paid incomplete attention to China's shifting institutional structures. This research applies institutional theory to…

The shanai, the pseudosphere and other imaginings: envisioning culturally contextualised mathematics education

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Luitel, Bal Chandra; Taylor, Peter Charles

2007-07-01

Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher's point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations of Nepali school children.

The Globalization of Higher Education as a Societal and Cultural Security Problem

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Samier, Eugenie A.

2015-01-01

In this article, I propose a theory of the globalization of higher education as societal and cultural security problems for many regions of the world. The first section examines the field of security studies for theoretical frameworks appropriate to critiquing globalized higher education, including critical human, societal and cultural security…

Characteristics of postmodernism and impacts of virtuality on cultural tourism and adult education

OpenAIRE

Vanda Sousa

2013-01-01

In her article the author examines the relationship between postmodern phenomena, the virtuality of new technologies and cultural tourism. She starts by defining cultural tourism and proceeds by giving an account of its different elements and domains. Furtheron, she discusses adult education, the education of cultural tourists on the one hand and local inhabitants on the other, the aim of which is to foster cultural tourism as an important agent in the economic and social development of the p...

East meets West: The influence of language and culture in clinical education.

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Ladyshewsky, Richard

1996-01-01

The marketing of education in South East Asia has become big business for Australian Universities. Physiotherapy programs are not exempt from this marketing push, with increases in foreign student enrollment becoming commonplace. This raises numerous opportunities and dilemmas for those involved in physiotherapy clinical education. This action research project investigated the influence of language and culture on clinical education practices. Nine South East Asian undergraduate physiotherapy students and 11 clinical instructors were involved in this qualitative research project. A variety of issues were identified which have important ramifications for academics and clinical instructors. Cultural membership, issues of authority and respect, and language proficiency were identified as having a direct influence on the clinical education process. Strategies for dealing with these cross cultural teaching and learning challenges are discussed.

Genomic instability of osteosarcoma cell lines in culture: impact on the prediction of metastasis relevant genes.

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Roman Muff

Full Text Available Osteosarcoma is a rare but highly malignant cancer of the bone. As a consequence, the number of established cell lines used for experimental in vitro and in vivo osteosarcoma research is limited and the value of these cell lines relies on their stability during culture. Here we investigated the stability in gene expression by microarray analysis and array genomic hybridization of three low metastatic cell lines and derivatives thereof with increased metastatic potential using cells of different passages.The osteosarcoma cell lines showed altered gene expression during in vitro culture, and it was more pronounced in two metastatic cell lines compared to the respective parental cells. Chromosomal instability contributed in part to the altered gene expression in SAOS and LM5 cells with low and high metastatic potential. To identify metastasis-relevant genes in a background of passage-dependent altered gene expression, genes involved in "Pathways in cancer" that were consistently regulated under all passage comparisons were evaluated. Genes belonging to "Hedgehog signaling pathway" and "Wnt signaling pathway" were significantly up-regulated, and IHH, WNT10B and TCF7 were found up-regulated in all three metastatic compared to the parental cell lines.Considerable instability during culture in terms of gene expression and chromosomal aberrations was observed in osteosarcoma cell lines. The use of cells from different passages and a search for genes consistently regulated in early and late passages allows the analysis of metastasis-relevant genes despite the observed instability in gene expression in osteosarcoma cell lines during culture.

Genomic instability of osteosarcoma cell lines in culture: impact on the prediction of metastasis relevant genes.

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Muff, Roman; Rath, Prisni; Ram Kumar, Ram Mohan; Husmann, Knut; Born, Walter; Baudis, Michael; Fuchs, Bruno

2015-01-01

Osteosarcoma is a rare but highly malignant cancer of the bone. As a consequence, the number of established cell lines used for experimental in vitro and in vivo osteosarcoma research is limited and the value of these cell lines relies on their stability during culture. Here we investigated the stability in gene expression by microarray analysis and array genomic hybridization of three low metastatic cell lines and derivatives thereof with increased metastatic potential using cells of different passages. The osteosarcoma cell lines showed altered gene expression during in vitro culture, and it was more pronounced in two metastatic cell lines compared to the respective parental cells. Chromosomal instability contributed in part to the altered gene expression in SAOS and LM5 cells with low and high metastatic potential. To identify metastasis-relevant genes in a background of passage-dependent altered gene expression, genes involved in "Pathways in cancer" that were consistently regulated under all passage comparisons were evaluated. Genes belonging to "Hedgehog signaling pathway" and "Wnt signaling pathway" were significantly up-regulated, and IHH, WNT10B and TCF7 were found up-regulated in all three metastatic compared to the parental cell lines. Considerable instability during culture in terms of gene expression and chromosomal aberrations was observed in osteosarcoma cell lines. The use of cells from different passages and a search for genes consistently regulated in early and late passages allows the analysis of metastasis-relevant genes despite the observed instability in gene expression in osteosarcoma cell lines during culture.

Cross-cultural education in U.S. medical schools: development of an assessment tool.

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Peña Dolhun, Eduardo; Muñoz, Claudia; Grumbach, Kevin

2003-06-01

Medical education is responding to an increasingly diverse population and to regulatory and quality-of-care requirements by developing cross-cultural curricula in health care. This undertaking has proved problematic because there is no consensus on what elements of cross-cultural medicine should be taught. Further, less is known about what is being taught. This study hypothesized that a tool could be developed to assess common themes, concepts, learning objectives, and methods in cross-cultural education. In 2001, 31 U.S. medical schools were invited to provide the researchers all written and/or Web-based materials related to implementing cross-cultural competency in their curricula. A tool was developed to measure teaching methods, skill sets, and eight content areas in cross-cultural education. A total of 19 medical schools supplied their curricular materials. There was considerable variation in approaches to teaching and in the content of cross-cultural education across the schools. Most emphasized teaching general themes, such as the doctor-patient relationship, socioeconomic status, and racism. Most also focused on specific cultural information about the ethnic communities they served. Few schools extensively addressed health care access and language issues. This assessment tool is an important step toward developing a standard nomenclature for measuring the success of cross-cultural education curricula. On the national level, the tool can be used to compare program components and encourage the exchange of effective teaching tools by promoting a common language, which will be essential for developing and implementing curricula, for comparing programs, and evaluating their effects on quality of care.

Educational stratification in cultural participation: Cognitive competence or status motivation?

NARCIS (Netherlands)

Notten, N.; Bol, Th.; van de Werfhorst, H.G.; Ganzeboom, H.B.G.

2015-01-01

This article examines educational stratification in highbrow cultural participation. There are two contrasting explanations of why cultural participation is stratified. The status hypothesis predicts that people come to appreciate particular forms of art because it expresses their belonging to a

Educational stratification in cultural participation: cognitive competence or status motivation?

NARCIS (Netherlands)

Notten, N.; Lancee, B.; van de Werfhorst, H.G.; Ganzeboom, H.B.G.

2015-01-01

This article examines educational stratification in highbrow cultural participation. There are two contrasting explanations of why cultural participation is stratified. The status hypothesis predicts that people come to appreciate particular forms of art because it expresses their belonging to a

"Taking Culture Seriously": Implications for Intercultural Education and Training

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Ogay, Tania; Edelmann, Doris

2016-01-01

Albeit indispensable to understanding human action, the concept of culture has suffered from excessive enthusiasm in the fields of intercultural education as well as in intercultural teacher training, leading too often to culturalist stances. These excesses of intercultural education and training as well as their contradictory message (between…

Media Literacy Art Education: Logos, Culture Jamming, and Activism

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Chung, Sheng Kuan; Kirby, Michael S.

2009-01-01

Critical media literacy art education teaches students to: (1) appreciate the aesthetic qualities of media; (2) critically negotiate meanings and analyze media culture as products of social struggle; and (3) use media technologies as instruments of creative expression and social activism. In concert with art education practices oriented toward…

Appropriate Management in an African Culture: Implications for Education

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Duze, Chinelo O.

2012-01-01

Following continued search for reasons on the inability of African nations to realize appreciable economic development through education, the researcher investigated the influence of cultural environment on management in industry. Because input/output measures of productivity are not easily measured in education, the industry was used, hoping that…

Re-imagining democratic citizenship education: Towards a culture of ...

African Journals Online (AJOL)

After a decade of implementing liberal conceptions of democratic citizenship education in public schools in South Africa, questions need to be asked about its credibility and success. We commence this article by analysing the Department of Basic Education's (DoBE, 2011) recently produced Building a culture of ...

From research excellence to brand relevance: A model for higher education reputation building

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Nina Overton-de Klerk

2016-05-01

Full Text Available In this article we propose a novel approach to reputation development at higher education institutions. Global reputation development at higher education institutions is largely driven by research excellence, is predominantly measured by research output, and is predominantly reflected in hierarchical university rankings. The ranking becomes equated with brand equity. We argue that the current approach to reputation development in higher education institutions is modernist and linear. This is strangely out-of-kilter with the complexities of a transforming society in flux, the demands of a diversity of stakeholders, and the drive towards transdisciplinarity, laterality, reflexivity and relevance in science. Good research clearly remains an important ingredient of a university's brand value. However, a case can be made for brand relevance, co-created in collaboration with stakeholders, as an alternative and non-linear way of differentiation. This approach is appropriate in light of challenges in strategic science globally as well as trends and shifts in the emerging paradigm of strategic communication. In applying strategic communication principles to current trends and issues in strategic science and the communication thereof, an alternative model for strategic reputation building at higher education institutions is developed.

THE PREPARATION OF A SPECIALIST IN NETWORKING CULTURAL-EDUCATIONAL SPACE OF UNIVERSITY

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Zinaida Kekeeva

2015-12-01

Full Text Available The article deals with specialist preparation problems in networking cultural-educational space of the University. The authors consider the role of networking technologies in quality improvement of educational services in the conditions of the international cooperation. They also substantiate the process of entering the future experts in the working environment, the formation of their professional and personal competencies. The article reveals priority areas of training new generation specialists in the cultural and educational space of the university taking into account modern educational trends in the world.

Reflecting Indigenous Culture in Educational Software Design.

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Fleer, Marilyn

1989-01-01

Discusses research on Australian Aboriginal cognition which relates to the development of appropriate educational software. Describes "Tinja," a software program using familiar content and experiences, Aboriginal characters and cultural values, extensive graphics and animation, peer and group work, and open-ended design to help young…

LANGUAGE AND CULTURE INTERFERENCE IN PLURILINGUAL EDUCATION

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Hackett-Jones, A.V.

2016-09-01

Full Text Available The article deals with interlingual phenomena that occur in the process of multiple language acquisition in a learning environment. The notions of language interference and transfer put forward by the theories of bilingualism, give useful insights when applied to the modern day educational trends. Language and culture interference is an important aspect to be considered with regard to teaching of plurilingual learners, whose communicative competence is formed on the basis of several linguistic and cultural systems that interact with each other and exert mutual influence.

Enhancing Cross-Cultural Competence in Multicultural Teacher Education: Transformation in Global Learning

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Seeberg, Vilma; Minick, Theresa

2012-01-01

Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university,…

Learning Movement Culture: Mapping the Landscape between Physical Education and School Sport

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Ward, Gavin

2014-01-01

This article examines Movement Culture as an approach to support teachers in exploring the integration of Sport as a medium for learning within Physical Education. By avoiding the need to draw clearly defined lines between Physical Education and Sport, Movement Culture embraces both. It acknowledges the need for subject matter in Physical…

Development of Quality Assurance System in Culture and Nation Character Education in Primary Education in Indonesia

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Susilana, Rudi; Asra

2013-01-01

The purpose of national education is to develop skills and build dignified national character and civilization in educating nation life (Act No. 20, 2003). The paper describes a system of quality assurance in culture and character education in primary education. This study employs the six sigma model which consists of the formula DMAIC (Define,…

Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

Science.gov (United States)

Bazzul, Jesse

2012-12-01

This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education.

Characteristics of postmodernism and impacts of virtuality on cultural tourism and adult education

Directory of Open Access Journals (Sweden)

Vanda Sousa

2013-07-01

Full Text Available In her article the author examines the relationship between postmodern phenomena, the virtuality of new technologies and cultural tourism. She starts by defining cultural tourism and proceeds by giving an account of its different elements and domains. Furtheron, she discusses adult education, the education of cultural tourists on the one hand and local inhabitants on the other, the aim of which is to foster cultural tourism as an important agent in the economic and social development of the postmodern society.

CULTURE AND MUSIC EDUCATION IN RUSSIA AT THE TURN OF XX-XXI ST CENTURIES

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Ольга Петровна Козьменко

2015-12-01

Full Text Available The article is devoted to the main problems and perspectives in modern culture and musical education in Russia on the threshold of the 20-21 st centuries, emphasizing visible contradictions and connection between them, ways of their solution and practical realization in the sphere of musical education. The content of education is constantly updated thanks to the cultural heritage of different countries and peoples; industries are constantly evolving science, as well as life and the practical experience of the person. Thorough theoretical analysis pointed out the necessity of structural and contents reconstruction in the work of institutions of musical education, both professional and non-professional. The focus should be on preserving the long-time cultivation and experience of Russian classic academic musical tradition, on the one hand. On the other hand, musical education in the present-day Russia should develop in accordance with the main trends of the social-cultural realities and cultural policy. Musical education is the inseparable part of general education, and institutions of musical education feel responsibility in training a new generation of teachers who can cope with the task of educating a new generation within the changing realities of the contemporary world.

Cultural competence education for practicing physicians: lessons in cultural humility, nonjudgmental behaviors, and health beliefs elicitation.

Science.gov (United States)

Kutob, Randa M; Bormanis, John; Crago, Marjorie; Harris, John M; Senf, Janet; Shisslak, Catherine M

2013-01-01

Although numerous studies have examined cultural competence training, debate still exists about efficacious approaches to this training. Furthermore, little focus has been placed on training and evaluating practicing physicians. A skills-based course on culturally competent diabetes care was developed and subsequently tested in a controlled trial of primary physicians caring for patients enrolled in one state's Medicaid program. We hypothesized that physicians completing the course would show higher levels of self-reported cultural competence as measured by a Cultural Competence Assessment Tool (CCAT) than those in the control group. Differences in CCAT subscale scores were also compared. Ninety physicians completed the study, with 41 in the control and 49 in the intervention group. Most were female (66%), with an average age of 44, and 12 years in practice. There were no significant differences on total CCAT score (212.7 ± 26.7 for control versus 217.2 ± 28.6 for intervention, p = .444) or subscales measuring cultural knowledge. There were significant positive differences on the subscales measuring physicians' nonjudgmental attitudes/behaviors (subscale score 2.38 ± 0.46 for control versus 2.69 ± 0.52 for intervention, p = .004) and future likelihood of eliciting patients' beliefs about diabetes and treatment preferences (3.11 ± 0.53 for control versus 3.37 ± 0.45 for intervention, p = .014). There was, however, a significant negative difference on the subscale measuring cultural self-awareness (3.48 ± 0.36 for control versus 3.26 ± 0.48 for intervention, p = .018). A predominantly skills-based approach to training physicians did not change aggregate measures of cultural competence, but did affect key attitudes and behaviors, which may better reflect the goals of cultural competence training. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME

Mismatch of Cultural Dimensions in an Urban Medical Educational Environment

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Bethany Malone

2013-01-01

Full Text Available Objective. To identify cultural dimensions and their potential mismatches between attending physicians and their residents and medical students. Methods. We surveyed faculty and students, both undergraduates and postgraduate resident physicians, at the SUNY Downstate College of Medicine, using Hofstede’s VSM-08 questionnaire, and calculated cultural dimensions, including the Power-Distance Index (PDI, Individualism (IDV, Masculinity (MAS, Uncertainty Avoidance Index (UAI, and Long-term Outlook (LTO. Correlations between faculty and student demographic data and cultural dimensions were calculated (SPSS. Results. There were 237 student and resident respondents and 96 faculty respondents. Comparing all faculty and student respondents, significant differences were found in four of five cultural dimensions, with faculty scoring higher in MAS, and lower in PDI, IDV, UAI, and LTO. Conclusions. These differences may be important in the design and implementation of a medical educational curriculum, and, particularly, in the measurement and evaluation of educational outcomes.

Educational Achievement in Maori: The Roles of Cultural Identity and Social Disadvantage

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Marie, Dannette; Fergusson, David M.; Boden, Joseph M.

2008-01-01

The present study investigates the roles of Maori cultural identity and socio-economic status in educational outcomes in a New Zealand birth cohort studied from birth to the age of 25. There were statistically significant (all p values less than 0.01) associations between cultural identity and educational outcomes, with those of Maori ethnic…

Beyond Diversity as Usual: Expanding Critical Cultural Approaches to Marginalization in Engineering Education

Science.gov (United States)

Secules, Stephen

In general, what we think of as "diversity work" in undergraduate engineering education focuses in the following ways: more on the overlooked assets of minority groups than on the acts of overlooking, more on the experiences of marginalized groups than on the mechanisms of marginalization by dominant groups, more on supporting and increasing minority student retention than on critiquing and remediating the systems which lead minority students to leave engineering. This dissertation presents a series of arguments which push beyond a status quo understanding of diversity in engineering education. The first approach the dissertation takes up is to problematize educational facts around failure by interrogating their roots in interactions and cultural norms in an engineering classroom. In another argument, the dissertation places the engineering classroom cultural norms of competition, whiteness, and masculinity in a critical historical context of the discipline at large. Finally, I demonstrate how engaging students in a critique of marginalizing educational culture can be an important source of agency. In addition to applying and demonstrating the value of specific novel approaches in engineering education, the dissertation contributes to the research community by discussing the respective affordances between these and other possible scholarly approaches to culture and marginalization in education. I also suggest how a consideration of the taken-for-granted culture of engineering education can be an important tool for instructors seeking to gain insight into persistent educational problems. In addition, this dissertation makes implications for diversity support practice, envisioning new forms of support programming rooted in intersectionality and critical praxis.

Organizational Culture as a Function of Institutional Type in Higher Education

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Kaufman, Jason A.

2013-01-01

The purpose of the present study was to examine whether organizational culture varies as a function of institutional type in higher education, and to identify whether there exists congruence between organizational culture type and leader behavior. Utilizing the Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn…

Some Aspects of Culture Teaching in Foreign Language and ESP Classes: Cultural Scripts and Small Talk

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Ivona Baranovskaja

2011-12-01

Full Text Available The present paper deals with the problem of teaching culture in the foreign language classes at all levels of education. Cultural studies should not be separated from the language syllabus and foreign language learning should not be limited to formal learning of systems of sounds, words, and syntactic structures, but should also include learning the culture of the target language. Success in intercultural communication depends greatly on the understanding of a number of cultural features. The article emphasizes the importance of teaching and learning target culture, as well as introduces the analysis of cultural scripts and small talk in English, Russian and Polish languages. Understanding the cultural differences will benefit and facilitate cross-cultural communication under diverse circumstances. Thereby, this issue is relevant to foreign language and ESP classes focusing on the improvement of both students’ language and cultural skills.

Gender inequality in education : political institutions or culture and religion?

OpenAIRE

Cooray, Arusha; Potrafke, Niklas

2010-01-01

We investigate empirically whether political institutions or culture and religion underlie gender inequality in education. The dataset contains up to 157 countries over the 1991-2006 period. The results indicate that political institutions do not significantly influence education of girls: autocratic regimes do not discriminate against girls in denying educational opportunities and democracies do not discriminate by gender when providing educational opportunities. The primary influences on ge...

Music, Education, and Diversity: Bridging Cultures and Communities. Multicultural Education Series

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Campbell, Patricia Shehan

2018-01-01

Music is a powerful means for educating citizens in a multicultural society and meeting many challenges shared by teachers across all subjects and grade levels. By celebrating heritage and promoting intercultural understandings, music can break down barriers among various ethnic, racial, cultural, and language groups within elementary and…

Learner Self-Regulation in Distance Education: A Cross-Cultural Study

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Al-Harthi, Aisha S.

2010-01-01

This study investigated cultural variations between two samples of Arab and American distance learners (N = 190). The overarching purpose was to chart the underlying relationships between learner self-regulation and cultural orientation within distance education environments using structural equation modeling. The study found significant…

Education: 6. The Influence of Cultural Diversity on Openearedness

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Iușcă Dorina Geta

2018-03-01

Full Text Available Open-earedness theory has repeatedly been confirmed on several populations including American, English, Dutch, German and Finnish people. Nonetheless the influence of cultural diversity on openness towards unfamiliar music has received little attention from researchers and this may create the possibility of adding essential modifications of Albert LeBlanc’s theory. Considering the contemporary context, people’s migration towards economic developed countries becomes a phenomenon with great implications related to the progress of social and cultural characteristics of any national context. Researching the openearedness of people which have been exposed not only to their native culture but also to the adopted one (due to financial necessities may reveal a series of useful aspects for the intercultural field (by disclosing new ways to promote the tolerance towards cultural diversity and also for the educational field (by describing new strategies of learning in a context of adaptation to an unfamiliar musical space. The present article analyses a series of previous experiments that monitored the way different social categories integrated in cultural communities different from their own assimilate or not the elements of the adopted country into their musical identity. The present analysis has educational implications related to the ways students may develop the preference for unfamiliar music.

Health behavior change models and their socio-cultural relevance for breast cancer screening in African American women.

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Ashing-Giwa, K

1999-01-01

Models of health behavior provide the conceptual bases for most of the breast cancer screening intervention studies. These models were not designed for and have not been adequately tested with African American women. The models discussed in this paper are: The Health Belief Model, the Theory of Reasoned Action/Theory of Planned Behavior, and the Transtheoretical Model. This paper will examine the socio-cultural relevance of these health behavior models, and discuss specific socio-cultural dimensions that are not accounted for by these paradigms. It is critical that researchers include socio-cultural dimensions, such as interconnectedness, health socialization, ecological factors and health care system factors into their intervention models with African American women. Comprehensive and socio-culturally based investigations are necessary to guide the scientific and policy challenge for reducing breast cancer mortality in African American women.

Protect your heart: a culture-specific multimedia cardiovascular health education program.

Science.gov (United States)

Shah, Amy; Clayman, Marla L; Glass, Sara; Kandula, Namratha R

2015-04-01

South Asians, the second fastest growing racial/ethnic minority in the United States, have high rates of coronary heart disease. Few coronary heart disease prevention efforts target this population. The authors developed and tested a culture-specific, multimedia coronary heart disease prevention education program in English and Hindi for South Asians. Participants were recruited from community organizations in Chicago, Illinois, between June and October of 2011. Bilingual interviewers used questionnaires to assess participants' knowledge and perceptions before and after the patient education program. The change from pretest score to posttest score was calculated using a paired t test. Linear regression was used to determine the association between posttest scores and education and language. Participants' (N = 112) average age was 41 years, 67% had more than a high school education, and 50% spoke Hindi. Participants' mean pretest score was 15 (SD = 4). After the patient education program, posttest scores increased significantly among all participants (posttest score = 24, SD = 4), including those with limited English proficiency. Lower education was associated with a lower posttest score (β = -2.2, 95% CI [-0.68, -3.83]) in adjusted regression. A culture-specific, multimedia patient education program significantly improved knowledge and perceptions about coronary heart disease prevention among South Asian immigrants. Culturally salient multimedia education may be an effective and engaging way to deliver health information to diverse patient populations.

Comparing Higher Education Practices and Cultural Competences in Kenya and the United States

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Musamali, Kennedy; Martin, Barbara N.

2016-01-01

Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct…

Cultural Diversity in Compulsory Education: An Overview of the Context of Madrid (Spain)

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Jaurena, Ines Gil

2010-01-01

This paper examines educational practices in Spain and in particular Madrid. With this contextual frame as the starting point the following issues are discussed: the "official" conceptualization of cultural diversity, educational policies and resolutions related to cultural diversity, and school programs and resources facilitated by…

The Relevance of Emotional Intelligence for Leadership in a Higher Education Context

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Parrish, Dominique Rene

2015-01-01

This paper reports on a case-study research investigation that sought to identify the relevance of emotional intelligence for effective higher education academic leadership. Semi-structured interviews were conducted, pre and post a leadership capacity development intervention, to gather broad data on participants' experiences, insights, and…

Research Courses in Education Leadership Programs: Relevance in an Era of Accountability

Science.gov (United States)

Bustamante, Rebecca M.; Combs, Julie P.

2011-01-01

Master's degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements,…

A Case Study of Culturally Relevant School-Based Programming for First Nations Youth: Improved Relationships, Confidence and Leadership, and School Success

Science.gov (United States)

Crooks, Claire V.; Burleigh, Dawn; Snowshoe, Angela; Lapp, Andrea; Hughes, Ray; Sisco, Ashley

2015-01-01

Schools are expected to promote social and emotional learning skills among youth; however, there is a lack of culturally-relevant programming available. The Fourth R: Uniting Our Nations programs for Aboriginal youth include strengths-based programs designed to promote healthy relationships and cultural connectedness, and improve school success…

Exploring the relevance of autonomy and relatedness for mental health in healthy and depressed women from two different cultures: when does culture matter?

Science.gov (United States)

Balkir, Nazli; Arens, Elisabeth A; Barnow, Sven

2013-08-01

It is well known that the absence of both autonomy and social support (relatedness) are two important etiologic pathways to major depressive disorder (MDD). However, cross-cultural researchers state that the implications of autonomy and relatedness for mental health vary across cultures. To test these assumptions, the current study investigated the relevance of autonomy and relatedness for mental health in healthy and depressed women from two different cultures (Germans and Turkish immigrants in Germany). One hundred and eight (108) women were evaluated for their levels of autonomy/relatedness satisfaction, for overall psychopathological complaints including depression, for affectivity and for perceived loneliness through self-report measures. Among healthy groups, relatedness satisfaction predicted better mental health in Turkish women, whereas in German women, autonomy satisfaction was the better mental health predictor. Within depressed groups however, cultural differences in mental health outcomes regarding autonomy were no longer evident. Autonomy was associated with higher levels of mental health in Turkish as well as in German patients. Our findings indicate that the relationship between autonomy and mental health is culture-specific in healthy women, but disappears in depressed women. These findings are discussed with consideration of clinical implications and an outlook regarding further research.

Universality of Culture and Neo-Intuitionalism: Do They Make a Difference to Comparative Education?

Science.gov (United States)

Mohammad, Amal Abdel Fattah

2017-01-01

Comparative education (CE) addresses culture through the lens of global culture which increasingly puts so much emphasis on human capital. Also, convergence of educational systems has become one of the main issues of global culture in CE, particularly with so many nationalities melting into the global society to become part and parcel of the…

Cultural Strengths to Persevere: Native American Women in Higher Education

Science.gov (United States)

Waterman, Stephanie J.; Lindley, Lorinda S.

2013-01-01

Beginning with an overview of historical perspectives of Native American women, this article includes some discussion of values and practices of contemporary Native American women, data pertaining to Native American women's participation in higher education, and an introduction of familial cultural capital, community cultural wealth, Native…

75 FR 52582 - Bureau of Educational and Cultural Affairs Request for Grant Proposals: Global Undergraduate...

Science.gov (United States)

2010-08-26

... DEPARTMENT OF STATE [Public Notice 7131] Bureau of Educational and Cultural Affairs Request for... Academic Exchange Programs of the Bureau of Educational and Cultural Affairs announces an open competition... science, criminal justice, economics, education, engineering, environmental management, geology...

On Building Bridges: Cultural Agnosia, HipHopEd, and Urban Education

Science.gov (United States)

Emdin, Christopher

2017-01-01

In this article, the author describes a lens for engaging in research and practice in urban education rooted in deep cultural understandings of the concept of building bridges and the impact of cultural agnosia.

Staff Helping Attain Relevant Education (Project SHARE): Final Evaluation Report, 1992-93. OREA Report.

Science.gov (United States)

Ranadive, Jyoti

Project SHARE (Staff Helping Attain Relevant Education), a project funded by Title VII of the Elementary and Secondary Education Act, was in its third and final year of operation in 1992-93, in eight primary schools in the Bronx, Brooklyn, and Manhattan (New York). The project served 141 limited English proficient students from low-income families…

Repercussions of Isinai Lyric Poetry on Culture-Based Values Education

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Girlie F. Salas

2017-05-01

Full Text Available - Lyric poetry is an important manifestation of the people’s psychology, character, and individuality. Belonging to one of the ethnolinguistic groups of Nueva Vizcaya, Philippines which embraces a rich lyric poetry are the Isinais who inhabit Dupax del Sur, particularly the barangays of Domang, Dopaj, and Balzain, as well as those found in Barangays Buag and Banggot in Bambang. This qualitative study focused on the folksongs as a literary form evolved by the Isinais in the foregoing setting and how these pieces could contribute to a more meaningful culture-based values education among college students of the Nueva Vizcaya State University-Bambang Campus strategically located at the heart of southern Nueva Vizcaya populated primarily by Igorots, Ifugaos, Ilocanos and Isinais. Key informants divulged published and unpublished Isinai folksongs, whose features as to origin, musical structure, cultural and social traits, and implications to values education, were thoroughly investigated in this study. Problems were identified as an attempt to initially help derive a mechanism which can preserve and promote the Isinai lyric poetry. The findings incited better standpoints on preparing prospective teachers of the university by encouraging them to integrate culture in values education; participation of school administrators and local officials in preserving the Isinai culture; involvement of music and literature teachers and researchers of the university in exploring and promoting the Isinai culture; and supporting the program of the provincial government in preserving Isinai dialect, songs and dances.

The Effect of Grandparents' Economic, Cultural and Social Capital on Grandchildren's Educational Success

DEFF Research Database (Denmark)

Møllegaard Pedersen, Stine; Jæger, Mads Meier

This paper analyzes the effects of grandparents’ economic, cultural, and social capital on grandchildren’s educational success. We analyze data from Denmark and hypothesize that grandparents’ economic capital should be of little importance in the Scandinavian context, while their cultural...... and social capital should be relatively more important. Our results partly confirm these hypotheses since, after controlling for parents’ capital, we find that grandparents’ cultural capital (but not their economic and social capital) has a positive effect on the likelihood that grandchildren choose...... the academic track in upper secondary education over the vocational track or no education. These results suggest that, at least in the Scandinavian context, the ways in which grandparents affect grandchildren’s educational success is via transmission of non-economic resources....

How culture matters in educational borrowing? Chinese teachers’ dilemmas in a global era

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Sheng-nan Liu

2015-12-01

Full Text Available Educational borrowing may cause numerous dilemmas that emerge from cross-cultural differences among teachers in the globalization. Through the case study on the flipped classroom introduced from the United States into Chinese middle schools, this article presents an examination of dilemmas that teachers encountered during educational borrowing in the global era. Based on the theoretical literature on cultural-historical activity theory, the study used interviews, field observations, and documents from six secondary schools in mainland China for one and a half years to understand comprehensively the dilemmas that teachers encountered when implementing the flipped classroom. The findings indicate that understandings of knowledge production, transmission, and the goal of education in mainland China differ from those in the west, which is the main reason for the teacher dilemmas. Because of the diversity in social culture, we suggest that teachers should be more culturally sensitive and improve compatibility in the process of educational borrowing.

Forming health culture as part of general education

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Andreeva Irina

2016-01-01

Full Text Available The paper outlines methods of forming health culture in the content of education as a theoretical-methodological area aimed at fostering a positive attitude, sustained motivation for health and personal responsibility for its preservation.

An interprofessional education Russian cultural competence course: Implementation and follow-up perspectives.

Science.gov (United States)

Topping, Daniel

2015-01-01

Health sciences educators are faced with creating meaningful, effective and satisfying experiences in interprofessional education (IPE) and cultural competence (CC) required of both students and professionals in practice. This study evaluated the experience and attitudes of the participants in a course combining IPE and CC. A novel, interprofessional course in the Russian language and culture was developed and delivered to a group of medical, nursing, and pharmacy students. One year after the completion of the course, an anonymous, online survey was sent to the participants. Attitudes, comfort, self-efficacy in working with other cultures/healthcare professionals, and comparison of the course to other IPE activities were assessed. The survey suggested that the course was a satisfying and effective combination of IPE and CC in a pre-professional health educational setting. Further work could be undertaken to evaluate the experiences of similar activities in the professional and continuing education arenas.

Education, Culture and Indigenous Rights: The Case of Educational Reform in Bolivia.

Science.gov (United States)

Comboni Salinas, Sonia; Juarez Nunez, Jose Manuel

2000-01-01

Examines the implementation of intercultural bilingual education throughout Bolivia and its relationship to the linguistic and cultural rights of the majority indigenous population. Discusses institutional and curriculum reforms, particularly in rural schools; a new emphasis on students' learning needs; relationship to indigenous…

The Information Culture of Higher Education Institutions: The Estonian Case

Science.gov (United States)

Lauri, Liia; Heidmets, Mati; Virkus, Sirje

2016-01-01

Introduction: This paper focuses on the information culture of higher education institutions in Estonia. The aim of the study is to explore the relationship between information culture, information management and job satisfaction, leadership style, and self-reported individual performance. Method: A total of 160 faculty members from twelve…

Online cultural competency education for millennial dental students.

Science.gov (United States)

Evans, Lorraine; Hanes, Philip J

2014-06-01

Teaching cultural competence is now an educational requirement for U.S. dental curricula to meet 2013 accreditation standards. The question now is, given time restrictions, limited resources, and budget constraints faced by the majority of dental schools, how can they provide effective cultural competency education to prepare future dental professionals? An additional concern regarding instruction is the recent focus on techniques to engage Millennial learners since this generation is characterized as technologically savvy with a preference for multimedia and general dislike of traditional lectures. With these issues in mind, Georgia Regents University developed Healthy Perspectives, an online, interactive course in cultural competence designed to engage Millennial students. Both before and after the course, the students were asked to complete a modified version of the Clinical Cultural Competency Questionnaire. Of the eighty-eight students in the course (eighty-one first-year dental students and seven entering radiology students), seventy-one completed the questionnaire both before and after the course, for an 81 percent response rate. Seventy-five students also completed the course evaluation. The pre and post questionnaires showed statistically significant gains for students across the four primary areas of self-awareness, knowledge, attitudes, and skills. Student evaluations of the course were generally positive, particularly regarding content, but somewhat surprisingly their assessment of the interactive components (which were designed to meet generational expectations) was ambivalent.

Socio-Cultural Impacts of Educational Tourism on the Residents of Famagusta

OpenAIRE

Rezapouraghdam, Hamed

2013-01-01

Apart from palpable and potent effects of the tourism on the economy and the physical environment, it can be contributed to the socio-cultural vicissitudes in the host communities. Educational tourism as one of the most influential segments of tourism both from the economic and socio-cultural standpoints has an accelerating pace of development in the whole globe. Previous studies mostly have focused on the economic impacts of educational tourism and slightly have gone through the social an...

How Educational Historians Establish Relevance: Rationales Given for Papers Published in the "Journal of the MHES" and "AEHJ," 1972-2007

Science.gov (United States)

King, Kelley

2014-01-01

This essay addresses the question of the relevance of the work of educational historians and the ways in which they, historically, have positioned their work as meaningful. In asking what the relevance of the history of education was or could be, the author arrived at the following questions: (1) How do we, as educational historians, understand…

The Relevance and Consequences of PISA in a Danish Context

DEFF Research Database (Denmark)

Dolin, Jens; Krogh, Lars Brian

2010-01-01

ABSTRACT. This article reports a case study that described and analyzed the changes in the Danish school culture induced and encouraged by the Programme for International Student Assessment (PISA) results. The educational policy and reforms that were temporally connected with the publication of t......, different learning/assessment paradigms). We argue that such differences are crucial when considering curricular relevance, validity, and the use of PISA as an agent of change on the national level....

Daruganora: a model for inclusive inter-cultural education

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Kristina Everett

2014-03-01

Full Text Available This paper is an introduction to a new model for inclusive practice in education. It sprang from a 2010 Learning and Teaching Fellowship which called for strategies to address the under representation of Indigenous and other low Socio Economic Status groups in higher education in Australia. We have since realised that it can be adapted and developed in a wide range of other contexts and could be relevant in many other countries. A monograph publication

Education of children in Polish family in a context of forming health culture

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T.S. IERMAKOVA

2014-11-01

Full Text Available Purpose - analysis of the approaches of family education in a Polish family in the direction of forming a culture of children's health. Material: The analysis of the publications of post-communist countries and Poland scientists. Used the results of a questionnaire on health culture. Results: It was found that healthsaving aspect of family education in Polish family plays a significant role in forming health culture. Highlighted in national traditions of family upbringing of a healthy child. It is noted that social support, as a result of active participation in the religious life, helps to better cope with the challenges of everyday life, reduces anxiety and excessive sadness, increases the feeling of well-being. There is a possibility in the Ukrainian family and the school to ensure the spiritual education of children, the right of parents to ensure the education and upbringing of their children in conformity with their own philosophical convictions. Considered necessary to strengthen the role of the family and school education of students in the context of building a culture of health. The main factors of a healthy lifestyle today's young people are: quality of food, measures to prevent stress, problems of environmental protection, sports, leisure. Conclusions: It is recommended to involve parents in various activities of the societies and volunteers of various organizations. Considered necessary to strengthen the role of the family and school education of students in the context of building a culture of health.

Research Courses in Education Leadership Programs: Relevance in an Era of Accountability

Directory of Open Access Journals (Sweden)

Rebecca M. Bustamante

2011-05-01

Full Text Available Master’s degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements, course titles, and course descriptions. Analysis of course descriptions indicated minimal emphasis on the research skills required for school improvement. Results also suggested a lack of consensus on the importance of developing research skills for school leaders across university education leadership programs. Implications for education leadership preparation programs are discussed with an emphasis on the need for further studies on the research skills required by practicing school leaders.

Heritage, cultural diversity and education school: education in Programa Mais Educação on heritage

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Rodrigo Manoel Dias da Silva

2016-04-01

Full Text Available This article aims to understand the relationship between heritage education and cultural diversity in Brazilian educational politics, with emphasis on analysis of ministerial documents that belong to heritage education as a theme in Programa Mais Educação. The authors analyze two shifts in the production of sense historically attributed to heritage education and its relationship with contemporary schooling processes.

A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education

Science.gov (United States)

Bakken, Jeffrey P.; Smith, Beverly A.

2011-01-01

This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…

A long-term three dimensional liver co-culture system for improved prediction of clinically relevant drug-induced hepatotoxicity

International Nuclear Information System (INIS)

Kostadinova, Radina; Boess, Franziska; Applegate, Dawn; Suter, Laura; Weiser, Thomas; Singer, Thomas; Naughton, Brian; Roth, Adrian

2013-01-01

Drug-induced liver injury (DILI) is the major cause for liver failure and post-marketing drug withdrawals. Due to species-specific differences in hepatocellular function, animal experiments to assess potential liabilities of drug candidates can predict hepatotoxicity in humans only to a certain extent. In addition to animal experimentation, primary hepatocytes from rat or human are widely used for pre-clinical safety assessment. However, as many toxic responses in vivo are mediated by a complex interplay among different cell types and often require chronic drug exposures, the predictive performance of hepatocytes is very limited. Here, we established and characterized human and rat in vitro three-dimensional (3D) liver co-culture systems containing primary parenchymal and non-parenchymal hepatic cells. Our data demonstrate that cells cultured on a 3D scaffold have a preserved composition of hepatocytes, stellate, Kupffer and endothelial cells and maintain liver function for up to 3 months, as measured by the production of albumin, fibrinogen, transferrin and urea. Additionally, 3D liver co-cultures maintain cytochrome P450 inducibility, form bile canaliculi-like structures and respond to inflammatory stimuli. Upon incubation with selected hepatotoxicants including drugs which have been shown to induce idiosyncratic toxicity, we demonstrated that this model better detected in vivo drug-induced toxicity, including species-specific drug effects, when compared to monolayer hepatocyte cultures. In conclusion, our results underline the importance of more complex and long lasting in vitro cell culture models that contain all liver cell types and allow repeated drug-treatments for detection of in vivo-relevant adverse drug effects. - Highlights: ► 3D liver co-cultures maintain liver specific functions for up to three months. ► Activities of Cytochrome P450s remain drug- inducible accross three months. ► 3D liver co-cultures recapitulate drug-induced liver toxicity

A long-term three dimensional liver co-culture system for improved prediction of clinically relevant drug-induced hepatotoxicity

Energy Technology Data Exchange (ETDEWEB)

Kostadinova, Radina; Boess, Franziska [Non-Clinical Safety, Hoffmann-La Roche Ltd, Grenzacherstrasse 124, Building 73 / Room 117b, 4070 Basel (Switzerland); Applegate, Dawn [RegeneMed, 9855 Towne Centre Drive Suite 200, San Diego, CA 92121 (United States); Suter, Laura; Weiser, Thomas; Singer, Thomas [Non-Clinical Safety, Hoffmann-La Roche Ltd, Grenzacherstrasse 124, Building 73 / Room 117b, 4070 Basel (Switzerland); Naughton, Brian [RegeneMed, 9855 Towne Centre Drive Suite 200, San Diego, CA 92121 (United States); Roth, Adrian, E-mail: adrian_b.roth@roche.com [Non-Clinical Safety, Hoffmann-La Roche Ltd, Grenzacherstrasse 124, Building 73 / Room 117b, 4070 Basel (Switzerland)

2013-04-01

Drug-induced liver injury (DILI) is the major cause for liver failure and post-marketing drug withdrawals. Due to species-specific differences in hepatocellular function, animal experiments to assess potential liabilities of drug candidates can predict hepatotoxicity in humans only to a certain extent. In addition to animal experimentation, primary hepatocytes from rat or human are widely used for pre-clinical safety assessment. However, as many toxic responses in vivo are mediated by a complex interplay among different cell types and often require chronic drug exposures, the predictive performance of hepatocytes is very limited. Here, we established and characterized human and rat in vitro three-dimensional (3D) liver co-culture systems containing primary parenchymal and non-parenchymal hepatic cells. Our data demonstrate that cells cultured on a 3D scaffold have a preserved composition of hepatocytes, stellate, Kupffer and endothelial cells and maintain liver function for up to 3 months, as measured by the production of albumin, fibrinogen, transferrin and urea. Additionally, 3D liver co-cultures maintain cytochrome P450 inducibility, form bile canaliculi-like structures and respond to inflammatory stimuli. Upon incubation with selected hepatotoxicants including drugs which have been shown to induce idiosyncratic toxicity, we demonstrated that this model better detected in vivo drug-induced toxicity, including species-specific drug effects, when compared to monolayer hepatocyte cultures. In conclusion, our results underline the importance of more complex and long lasting in vitro cell culture models that contain all liver cell types and allow repeated drug-treatments for detection of in vivo-relevant adverse drug effects. - Highlights: ► 3D liver co-cultures maintain liver specific functions for up to three months. ► Activities of Cytochrome P450s remain drug- inducible accross three months. ► 3D liver co-cultures recapitulate drug-induced liver toxicity

ORGANIZATIONAL CULTURE AND TECHNOLOGY-INFUSED MANAGEMENT IN HIGHER EDUCATION: THEORETICAL AND EMPIRICAL ASPECTS

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Petro M. Boichuk

2017-10-01

Full Text Available The paper provides an overview of the research sources, methodology and main findings of the research of a higher educational institution organizational culture and technology-infused management correlation. Based on the recent research, the authors provided the definition of the organizational culture concept. The research revealed that the current organizational culture of the Lutsk Pedagogical College is more like market culture. The respondents in the present study defined the adhocracy culture as the desirable organizational culture in the College. Notably, the results of the in-depth interview based on expert assessment method indicated that teachers were moderately satisfied with the level of competence of the administrative staff to meet challenges of technology-infused management at their higher educational institution.

The Relevance of Cultural and Media Studies to Theatre and Television in Bali

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Mark Hobart

2011-11-01

Full Text Available Abstract A critical approach to Balinese society presents a starkly different picturefrom the representations that Balinese usually tell themselves, whichare largely myths to disguise a painful reality. Bali no longer belongsto Balinese but to international capital, a process of alienation by whichBalinese energetically commoditize their culture while claiming theopposite. Even the frames of reference for discussing what is happeningare inadequate because they predate the rise of contemporary consumercapitalism and the mass media. That is why critical media and culturalstudies, disciplines designed precisely to address such phenomena, arepotentially so relevant for Indonesian intellectuals.

When technology, science and culture meet: insights from ancient Chinese technology

Science.gov (United States)

Lee, Yeung Chung

2017-10-01

This paper draws together two important agendas in science education. The first is making science education more inclusive such that students from non-Western or indigenous cultures can benefit from culturally relevant curricula. The second is integrating technology into the curriculum under the umbrella of Science-Technology-Society (STS) education to embrace the social aspects of science, with technology serving as a bridge. The advancement of the first agenda is hindered by the pursuance by both Western and non-Western societies of narrow cultural and practical goals without considering the development of science and technology from a cross-cultural perspective. The second agenda is limited by the misconception that technology is applied science, leading to the exclusion from STS discussions of pre-science or indigenous technologies developed by non-Western cultures. Through selected case studies of the evolution of Chinese traditional technologies and their interaction with science, this paper offers a perspective from the Far East, and argues for situating culturally responsive science education in broader historical and cross-cultural contexts to acknowledge the multi-cultural contributions to science and technology. A form of cross-cultural STS education is advanced, encompassing the cultural basis of technological developments, technology diffusion, interactions of traditional technology with science, and the potential development of traditional or indigenous technologies. This approach provides a bridge between the existing universal science education paradigm promoted in the West and the different forms of multi-cultural education advocated by indigenous science educators. To translate theory into practice, a conceptual framework is proposed in which the essential transdisciplinary knowledge base, curricular goals, and pedagogical approaches are embedded.

Exploring Ethnohistory and Indigenous Scholarship: What Is the Relevance to Educational Historians?

Science.gov (United States)

McGregor, Heather E.

2014-01-01

For educational historians involved in the representation of Indigenous contexts and peoples, what is the relevance of ethnohistory as a discipline or methodology, and what is lost or gained in using it? This article reviews ethnohistorical literature, and brings it in conversation with literature by Indigenous scholars on research methodologies,…

The use of educational technologies in the Physical Culture career

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Kaliane Valera-Rodríguez

2018-01-01

Full Text Available The use of information and communication technologies in pedagogical processes is an essential pillar in the current transformations of the different educational levels. This demands, the preparation of the future professor of Physical Culture in the use of different educational technologies from the subjects of the curriculum. However, there are no precisions for professors about this topic, limiting the development of skills of the graduates. The objective of this research is the proposal of methodological recommendations to facilitate the development of the teaching-learning process as a general contribution to the preparation of Physical Culture professors.

Does education engender cultural values that matter for economic growth?

OpenAIRE

Prosper F. Bangwayo-Skeete; Afaf H. Rahim; Precious Zikhali

2009-01-01

Empirical research has shown that cultural values matter for economic growth and has specifically identified the achievement motivation as an aspect of culture that engenders economic growth. If specific cultural values engender economic growth, how then can societies promote them? This paper attempts to answer this question using the 2005 wave of the World Values Survey data for 43 countries. We test the contention that education significantly impacts the relative importance an individual pl...

Violence in the eye of adolescents: education intervention with Culture Circles.

Science.gov (United States)

Brandão Neto, Waldemar; Silva, Marta Angélica Iossi; de Aquino, Jael Maria; de Lima, Luciane Soares; Monteiro, Estela Maria Leite Meirelles

2015-01-01

to apply the methodology of Culture Circles on adolescents as a strategy for health education of nurses in the construction of the collective knowledge of the thematic violence. action research type and qualitative study. Participants were 11 adolescents from a public school in Recife, PE, Brazil. Data production in Culture Circles included the participant observation with field diary, photographic recording and filming, as well as the photovoice technique. The analysis was performed by triangulating data in dialogue with the literature. it was shown that the problematizing action provided by the Culture Circle made possible to create situations in which adolescents felt invited to critically refl ect on the phenomenon of violence in all its complexity. the health education intervention, performed by Culture Circles, added learning and mutual growth subsidizing nursing care actions that excel at leadership and autonomy of adolescents.

Promoting a Culture of Scholarship among Educational Developers: Exploring Institutional Opportunities

Science.gov (United States)

Patel, Fay

2014-01-01

Educational developers tend to be located in centres and units of teaching and learning outside the academic mainstream. They have little opportunity to engage in scholarship. Through an overview of the literature on educational development and educational professional roles and responsibilities, the author suggests that promoting a culture of…

HUMAN DEVELOPMENT, COGNITION AND SCHOOL EDUCATION: REFLECTIONS BELOW THE HISTORICAL-CULTURAL APPROACH

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Solange Maria Alves

2016-07-01

Full Text Available This text is fruit of studies, reflections and dialogues developed with graduate and post-graduate students inteaching and research coordinated by me, allocated in the research group: Human Development, Culture and Education, in rows : Language, Learning and Development and Imaginary Production and Creative Education. Over several years, the task of educational coordinating processes of teaching and research, allowed the construction of synthesis (always provisional, presented here. Having as a foundation the historic-cultural theory of Vygotsky and collaborators, the text reflects about human development, cognition and school education, pursuing the thesis that cognition is human development. To do this, search, in theoretical foundations of historical-cultural conception, the key elements that explain the process by which the biological becomes socio-historical, it takes up more carefully in the explicit about Vygotsky translates as plans or genetic fields of human development, increase the reflection articulating the categories: labor and language.

Culture-Based Arts Education That Teaches against the Grain: A Model for Place-Specific Material Culture Studies

Science.gov (United States)

Bequette, James W.

2014-01-01

When 50 Midwest teachers in two public schools and one Reservation school worked in respectful, knowledgeable, and power-sharing ways with local Indigenous elders, artists, and academics, the outcome was often culture-based arts education that teaches against the grain. This collaboration and the culturally responsive pedagogy it inspired led to…

Liberal Arts Education in Qatar: Intercultural Perspectives

Science.gov (United States)

Rostron, Magdalena

2009-01-01

This paper is an attempt to sketch a historical, cultural and social background of recent educational developments in Qatar, briefly review the traditions of western liberal arts education with its goals and teaching and learning methodologies, explain its benefits and their relevance to Muslim Qatari students of universities in Education City in…

Revisiting the Role of Cultural Capital in East Asian Educational Systems: The Case of South Korea.

Science.gov (United States)

Byun, Soo-Yong; Schofer, Evan; Kim, Kyung-Keun

2012-07-01

The concept of cultural capital has proved invaluable in understanding educational systems in Western countries, and recent work seeks to extend those insights to the diverse educational systems of other geographic regions. We explored cultural capital in South Korea by investigating the relationships among family socioeconomic status (SES), cultural capital, and children's academic achievement using data from the 2000 Programme for International Student Assessment. South Korea was compared with Japan, France, and the United States to understand how institutional features of South Korean education shape the role of cultural capital in academic success. Results showed that family SES had a positive effect on both parental objectified cultural capital and children's embodied cultural capital in South Korea, consistent with evidence from the other countries. Moreover, parental objectified cultural capital had a positive effect on children's academic achievement in South Korea. In contrast to other countries, however, children's embodied cultural capital had a negative effect on academic achievement in South Korea controlling for the other variables. We highlighted several institutional features of South Korean education including a standardized curriculum, extreme focus on test preparation, and extensive shadow education, which may combine to suppress the effect of children's embodied cultural capital on academic achievement.

Professional development of future teacher of physical culture in informatively-educational space: information technologies in educational process

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Dragnev Y. V.

2012-07-01

Full Text Available A role and value of informative educational space in the professional becoming of future teacher of physical culture is considered. It is well-proven that such environment is characterized: by the volume of educational services, power, intensity, set of terms. It is shown that higher professional education requires perfection of the use of information technologies, programmatic and informative providing of educational process. It is set that modern information technologies are the mean of increase of efficiency of management all of spheres of public activity. It is marked that the process of forming of informative culture needs the personally oriented and differentiated going near the choice of the teaching programs. Directions of the use of information technologies in the controlled from distance teaching are selected. The ways of intensification of educational process are recommended through the increase of interest of students to the study of concrete discipline, increase of volume of independent work, increase of closeness of educational material.

The Role of Culture in English Language Education: Key Challenges

Science.gov (United States)

Holliday, Adrian

2009-01-01

English language education is in the process of change regarding teacher identity and the ownership of English. Cultural issues are implicated in this change. Critical cosmopolitan approaches in the social sciences are critiquing the primacy of national cultures which they consider a Western imposition on the emergent identities of the Periphery.…

Investigation of Malaysian Higher Education Quality Culture and Workforce Performance

Science.gov (United States)

Ali, Hairuddin Mohd; Musah, Mohammed Borhandden

2012-01-01

Purpose: The purpose of this study is to examine the relationship between the quality culture and workforce performance in the Malaysian higher education sector. The study also aims to test and validate the psychometric properties of the quality culture and workforce performance instruments used in the study. Design/methodology/approach: A total…

Towards Comparative Educational Administration: Building the Case for a Cross-Cultural School-Based Approach.

Science.gov (United States)

Dimmock, Clive; Walker, Allan

1998-01-01

Advocates a stronger comparative emphasis in the study of educational administration and management while acknowledging comparative educational administration's weak knowledge base. Clarifies the potential import of a comparative, cross-cultural perspective embracing five societal/cultural dimensions: individualism versus collectivism, power…

The Role of Confucian Cultural Values and Politics in Planning Educational Programs for Adults in Korea

Science.gov (United States)

Ryu, Kiung; Cervero, Ronald M.

2011-01-01

Program planning activities are not culturally neutral but are replete with various cultural values and affected by them. This qualitative study was conducted in Korea and examines how cultural values influence educational planning in Korea. Specifically, the study was to examine how Confucian cultural values play out in educational planning in…

Outdoor education in New Zealand: a comparative and cultural perspective

DEFF Research Database (Denmark)

Andkjær, Søren

2009-01-01

relationships linked to identity. Masculine values are dominant and outdoor education in New Zealand can generally be understood as a reproduction of political ideas and values in society. Friluftsliv in Denmark is traditionally closely linked to similar traditions in Sweden and Norway (Tordsson, 1993). However......  This presentation takes general view of understanding outdoor education in New Zealand.  This is seen from an outsider's perspective and is compared with "friluftsliv" in Denmark and the Nordic countries. Analysing and understanding one's culture is never easy, and the main challenge is to focus...... on and question everyday phenomena which seem natural and that reproduce one's own perspective. Cultural analysis and the analysis of social configurations together with a comparative cultural perspective form the research approach.  . The presentation is based on a comparative and qualitative case study (Ragin...

The Relevant Skills for Forensic Accountants – Can the Romanian Accounting Education Programs offer them?

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Bobițan Nicolae

2017-01-01

Full Text Available In Romania for becoming a forensic accountant it is necessary, as preliminary conditions, first,to have a bachelor`s degree in accounting or finance, and second, to attain a certification, aschartered accountant, given by the professional body, CECCAR, and after that, as forensicaccountant. The purpose of this study is to investigate whether the Romanian academic educationand the professional education can assure all the relevant skills for a forensic accountant. In orderto achieve the objective, first, the authors investigated the most important studies which have thepurpose to identify the relevant skills for a forensic accountant. Second, the authors reviewed thecurriculum of the most important faculties with the aim to find and connect different courses withdifferent skills. The purpose was to determine how the forensic accounting education, offered to theprofessional accountants, assures them, all the relevant skills that are necessary in the profession.

Cultural studies of science education

Science.gov (United States)

Higgins, Joanna; McDonald, Geraldine

2008-07-01

In response to Stetsenko's [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present. Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others in the field.

The Role of Global Understanding within Multicultural Teacher Education for Culturally Isolated and Threatened Students.

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Gordon, June A.

The role of international and comparative education in teacher education must be informed by the needs of American students which include overcoming cultural parochialism due to racial and cultural isolation and inadequate schooling. The urgency of economic and cultural survival for certain groups such as African-American, Appalachian, and Latino…

Motivating Young Native American Students to Pursue STEM Learning through a Culturally Relevant Science Program

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Stevens, Sally; Andrade, Rosi; Page, Melissa

2016-01-01

Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics…

Linking Early Childhood Education with Indigenous Education Using Gamification: The Case of Maintaining Cultural Value and Identity

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Ukala, Catherine Chinyere; Agabi, Ogar G.

2017-01-01

Cultural values and identities remain the bench mark for national identity, cohesion, patriotism and harmonious coexistence in any society. The introduction of western education into West Africa created a weak bridge between the indigenous education and the western education which needs to be properly linked using curriculum harmonisation. This…

A cross-cultural comparison of student learning patterns in higher education

NARCIS (Netherlands)

Marambe, Kosala; Vermunt, Jan; Boshuizen, Els

2012-01-01

Marambe, K. N., Vermunt, J. D., & Boshuizen, H. P. A. (2012). A cross-cultural comparison of student learning patterns in higher education. Higher Education, 64(3), 299-316. doi:10.1007/s10734-011-9494-z

Internationalization of Higher Education: Preparing Faculty to Teach Cross-Culturally

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Gopal, Anita

2011-01-01

The need to effectively prepare faculty to teach in a cross-cultural environment has become imperative in the context of globalizing higher education (Deardorff, 2009; Verbik, 2007). Many higher education institutions around the world have internationalized their degrees and programs, and they have established foreign branch campuses to provide…

The World of Cross-Cultural Research: Insights for Gifted Education

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VanTassel-Baska, Joyce

2013-01-01

As the world becomes smaller in a small field like gifted education, cross-cultural research gives us a unique opportunity to understand top students and academic interventions in a deeper way. In this article, the author describes the importance of cross-cultural research as a way to serve gifted children globally. A description of a…

Cultural Differences in Educational Practices: The Case of a Korean Graduate Student

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Nazmiye Gürel

2011-04-01

Full Text Available Cultural differences in educational practices can be regarded as one of the major causes of struggle and failure. If these practices take place in foreign language settings where the medium of communication is carried out solely in the foreign language, the severity of the struggle on the part of the students rises significantly. In this study, cultural differences in educational practices are examined through the experiences of a Korean graduate student who studies in a north-eastern American university. The data is collected through in-depth face-to-face interviews which yielded to significant implications. Classroom activities, power relations, and expectations are presented through cultural lenses and how the differences in cultures affect the success of a foreign student are presented.

EDUCATIONAL QUEST AS MEANS OF FORMING OF INFORMATION CULTURE

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В И Глизбург

2016-12-01

Full Text Available Creative use of the potential of modern information and communication technologies for solving pedagogical, educational and training tasks is now an urgent problem of education. It is already impossible to isolate pupils from the modern means of communication (smartphones, tablets, etc.. The objective of a teacher to show how you can use the gadgets for educational purposes. Interest in their use as a source of useful information. Learn to evaluate and select information sources on various criteria: reliability, availability, adequacy and completeness of the information, response rate, etc. Theseand other skills to work with information are key in our rapidly changing world, and are part of the concept of information culture of the modern man. This article describes the use of educational technology of QR-codes to address these issues, as well as justification its effectiveness. The intellectual quest, which is the embodiment of the above ideas, combines the dynamism and kindness, interest and attentiveness, ability to work in a team and contribute to the common cause; aimed at the development of tolerance, inquisitiveness, activity, courtesy, accuracy, attention and thinking; as well as to broaden their horizons and the formation of information culture of schoolboys.

Strategic Planning and Accountability in Irish Education

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Gleeson, Jim; O Donnabhain, Diarmaid

2009-01-01

This article considers the impact of the New Public Management culture on Irish education and calls for a debate in relation to the prevailing bureaucratic model of accountability. The influence of the Lisbon Agenda (2000) on education planning is identified and the 2005/7 Education Strategy Statement is analysed using the relevant OECD framework.…

The effect of grandparents’ economic, cultural, and social capital on grandchildren's educational success

DEFF Research Database (Denmark)

Pedersen, Stine Møllegaard; Jæger, Mads Meier

2015-01-01

This paper analyzes the effects of grandparents’ economic, cultural, and social capital on grandchildren's educational success. We analyze data from Denmark and hypothesize that grandparents’ economic capital should be of little importance in the Scandinavian context, while their cultural...... and social capital should be relatively more important. Our results partly confirm these hypotheses since, after controlling for parents’ capital, we find that grandparents’ cultural capital (but not their economic and social capital) has a positive effect on the likelihood that grandchildren choose...... the academic track in upper secondary education over all other tracks. These results suggest, at least in the Scandinavian context, that the ways in which grandparents affect grandchildren's educational success is via transmission of non-economic resources....

To Tell a New Story: Reinventing Narratives of Culture, Identity, and Education.

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Florio-Ruane, Susan

1997-01-01

Reflects on stories educators tell about culture, identity, and education. If stories of self are to help educators reform institutions or build new communities, they must be reinvented to embrace others rather than to defend against contact with others. (SLD)

Between Faith and Science: World Culture Theory and Comparative Education

Science.gov (United States)

Carney, Stephen; Rappleye, Jeremy; Silova, Iveta

2012-01-01

World culture theory seeks to explain an apparent convergence of education through a neoinstitutionalist lens, seeing global rationalization in education as driven by the logic of science and the myth of progress. While critics have challenged these assumptions by focusing on local manifestations of world-level tendencies, such critique is…

Physical Education Cultures in Sweden: Fitness, Sports, Dancing … Learning?

Science.gov (United States)

Larsson, Håkan; Karlefors, Inger

2015-01-01

In a significant article from 1993, Crum describes the purpose of physical education (PE) as a "planned introduction into movement culture". In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is…

Historical and Cultural Perspectives on Centralization/Decentralization in Continuing Education.

Science.gov (United States)

Edelson, Paul J.

1995-01-01

Views centralization/decentralization from four perspectives: historical, as an outgrowth of professionalism, in the culture of higher education, and management theory. Suggests that some form of centralized control will always be necessary if continuing education is to function in a larger organization, but smaller units may be the wave of the…

Mobility in Higher Education: Cross-Cultural Communication Issues.