This study explores how cultural inquiry was integrated into a third-year Persian class via printed texts, film, WebQuests and PowerPoint presentations, and how that cultural inquiry was made sense of and understood by the students in the course. Specifically, this qualitative study addresses two research questions: 1. How do students experience the cultural inquiry pedagogy? 2. How do students' understandings about Persian culture develop? The study’s participants were four college students in a fifth semester Persian language course at a large southwestern university during fall of 2009. Students were exposed to two sets of cultural integration including two films and WebQuest activities. The collected data included a demographic questionnaire, classroom observations, individual interviews and students’ reflective journals. Data were analyzed using Constant Comparative Method (Glaser & Strauss, 1967). A major finding of this study was that that in all four cases, participants felt they benefited from the content presented through multimedia and technology and the knowledge they gained through the cultural inquiry activities contributed to the development of their cultural awareness. In addition, the development of learners’ cultural knowledge and awareness was another important finding of this study. The study also revealed the deconstruction of some of the stereotypes that students brought with them to the classroom. Through the cultural inquiry pedagogy and exposure to different types of texts and group discussions, some of these stereotypes were deconstructed and new ideas were formulated. Another important finding of the study was the importance of utilizing cultural inquiry pedagogy. This study showed in particular the crucial role of group discussions, the importance of pre- and post- viewing activities related to filmic texts and WebQuest activities as benefiting the students most in their cultural inquiry. The study’s findings have implications for educators and curriculum developers to understand better the kinds of experiences and opportunities students have when they are engaged in cultural inquiry activities and are exposed to multimedia and technology, which contribute to the development of their cultural knowledge and awareness. / text

This paper is intended for analysis of non-formal cultural education activity in the professional training center, of its effectiveness and influences to the harmonic education of student’s personality- his creative, intellectual, emotional, physical powers, verbal and nonverbal expression skills, formation of value system, for increasing of opportunities of participation of personality in various social and cultural activities. When examining the characteristic features of non-formal cultural education of students in the professional training center, the following tasks were realized: pedagogic, psychological and educational literature, connected with cultural education of students, was analyzed and systemized, cultural demands of students were disclosed, characteristic features of coordination of non-formal educational activity were discussed and the factors, stimulating non-formal cultural education of students were studied. Theoretical, empiric and mathematical-statistical methods were employed for performance of this research. The students from the departments of industry and commerce, service business and building technologies and business of Alytus professional training center, seeking to get the profession of the qualified worker, as well as the teachers of professional subjects, sport, art, culture, after-school activity and the mentors of clusters. After performance of research it was found out, that non-formal cultural education of students of professional... [to full text]

Recent trends in immigration in Manitoba and across Canada mean increasing classroom cultural diversity in all levels of the education system. In response to these trends, faculties of Education have tried a variety of ways to better prepare preservice teachers for this increasing classroom cultural diversity. An opportunity provided for preservice teachers in many teacher preparation programs is the chance to participate in international student-teaching practicums. This qualitative case study research explored the potential influence of the Elmwood international student-teaching practicum located in South-east Asia. The results shed light on the influence that personal dispositions have in the overall experiences and perceptions of the practicum participants. The study showed that international student-teaching practicums provide a variety of potentially challenging and valuable experiences. The study concludes with the claim that critically oriented parallel programming and supervision is necessary in the attempt to ensure that these experiences result in the positive personal and professional identity development in those involved.

Recent trends in immigration in Manitoba and across Canada mean increasing classroom cultural diversity in all levels of the education system. In response to these trends, faculties of Education have tried a variety of ways to better prepare preservice teachers for this increasing classroom cultural diversity. An opportunity provided for preservice teachers in many teacher preparation programs is the chance to participate in international student-teaching practicums. This qualitative case study research explored the potential influence of the Elmwood international student-teaching practicum located in South-east Asia. The results shed light on the influence that personal dispositions have in the overall experiences and perceptions of the practicum participants. The study showed that international student-teaching practicums provide a variety of potentially challenging and valuable experiences. The study concludes with the claim that critically oriented parallel programming and supervision is necessary in the attempt to ensure that these experiences result in the positive personal and professional identity development in those involved.

I am a non-Aboriginal teacher from the South, living and teaching in the Canadian North, traditional home to Aboriginal people for thousands of years. The Aboriginal people of the North have come to know the land deeply, their knowing rooted in an intimate understanding of and respect for the natural world. Coming to this land as a foreigner, I believe it is incumbent upon me to live and interact in the community in a way that respects the culture and way of life of the community. In this inquiry, I explore what it is to live respectfully, by relating to place and community from a position of unknowing, locating myself moment to moment as I am involved and implicated teaching and living within the flow of the community and the rhythms of the land. Specifically, I explore what it is to be connected and entangled, yet have no permanent roots. For this purpose, I draw on my experiences teaching and living in a number of northern locations throughout the taiga sub-arctic biome and represent experiences and understanding through mixed genre and multimedia such as poetry, descriptions, stories, photos and journal entries. The aim of my inquiry is to bring forth and theorize my emergent understanding of my self-in-relation to the curricular lifeworld of the school and community in the place where I teach.

<p> This thesis investigates how Generation iY students perceive that social media and / or texting technology has influenced their ability to track and comprehend the subtleties of face-to-face communication within an academic setting. Generation iY is defined as those born between the years 1982 to 2004. Also involved in this study are members of the faculty and staff that teach Generation iY. The theories being applied and examined in this study include, Postman's Technology Ecology, McLuhan's Media Ecology, and Ong's Orality and Literacy. These theories while addressing different aspects of technological change, all agree that the change is all encompassing with every advancement in technology. The study consisted of four focus groups. Two groups consist of Generation iY, and two groups of faculty and staff. Comparative analysis was utilized to point out the similarities and differences between the focus groups. This study has revealed that while Generation iY said that they prefer face to face communication; they are intimidated, fearful of judgment, overwhelmed, and lack the sense of responsibility that is inherent with face-to-face communication. They find social media and texting a more comfortable means of communication because it requires less effort and minimizes consequences. The quotes given by the Generation iYers in this study are in accord with what Elmore (2010), writes about them, Generation iY is isolated yet connected. Generation iY has an overdeveloped attachment to their peer group via social media. The faculty of Generation iY cites this as a major reason why Generation iY struggle with critical thinking. Weiler (2004), supports these concerns as she indicates that they gather information for the wrong reasons. They use critical thinking in order to prove their beliefs right to their peer group instead of trying to find answers to problems.</p>

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 93-100).

Speech-language pathology programs utilize short-term study abroad programs to enhance students’ cultural competence. Yet, an investigation of how study abroad impacts students' cultural competence does not exist. This study’s purpose was to investigate the effects of a study abroad program in Mexico on the cultural competence of SLP master's students. A two group, pre/post mixed methods quasi-experimental design was used. Participants included a treatment and control group. Pre/post-trip surveys and semi-structured interviews were completed and analyzed for differences in cultural competence between groups and for growth in cultural competence for the treatment group from pre- to post-trip. Findings indicated that the treatment group demonstrated gains across all components of cultural competence, and had significantly higher post-trip cultural confidence as compared to the control group. Gains in the treatment group’s cultural competence were influenced by gains in cultural and general professional skills and cultural interactions. Implications for the discipline are discussed.

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