This study examined selected components of faculty-led study abroad programs and determined students’ changes in global perspectives after participating in faculty-led study abroad programs. A census of the population of interest (N=19), included undergraduate and graduate students enrolled in the Texas A&M Namibia Technological Change and Agricultural Communications and the Texas A&M Guatemala Agricultural Leadership and Service Learning study abroad programs. Participants were asked to complete a study abroad course evaluation upon return to the university during class time. The researcher-developed course evaluation included items to measure students’ perspectives of orientation sessions, course delivery methods, program type, program staff, and individual development. The Global Perspective Inventory (GPI) was administered during pre-departure class meetings using the General Student Form. Post-experience administration class sessions were used to collect participants’ global perspectives using the Study Abroad Post Test form. The GPI tests measured changes in global perspectives along three learning dimensions; cognitive, intrapersonal, and interpersonal. Descriptive statistics (mean, frequencies, and standard deviation) were used to report the data. The results showed that (1) the academic programs were intellectually stimulating; (2) student’s individual development consisted of being more receptive to different ideas; and (3) student’s improved their global perspective with regards to cognitive and intrapersonal development.

Abstract Not Provided / Thesis / Master of Arts (MA)

No description available.

Studien syftar till att undersöka former och innehåll i samverkan över förvaltningsnivå, utbildningsförvaltning och socialförvaltning i Västra Götaland, samt hur den uppfattas. Studien avgränsas till samverkan inom två kommuner och baseras på intervjuer med representanter från de båda förvaltningarna. Det är för mig ett aktuellt ämne eftersom vi som blivande lärare vet att alla elever har olika behov av stöd och hjälp. Utsatta barn är i behov av vuxna och är i en beroendeställning. Skolan är en verksamhet och socialtjänsten en annan som kan komma att ingå i utsatta barns liv. Intressant och aktuellt känns därför att undersöka vem har vilket ansvar och hur går det att samverka kring en elev mellan skola och socialtjänst? För att undersöka detta har en kvalitativ studie genomförts med intervjuer där totalt fem lärare på Individuella programmet och en rektor ingår, samt två socialsekreterare, det vill säga respondenter från de båda förvaltningarna. Studiens resultat visar att samverkan behövs och krävs, samtliga som deltar i studien ser att en samverkan är positiv och ju mer desto bättre. Samverkan bygger på personliga kontakter och är beroende av personliga relationer, vilket gör att samverkan fungerar olika. Sekretessen lyfts som ett hinder för samverkan utifrån en lärares syn, medan socialtjänsten inte ser sekretessen som ett hinder då det finns sekretessbrytande regler. Slutsatser som kan göras efter genomförd studie är att vi bör sätta det utsatta barnet i centrum och handla för dess bästa. Vi har olika yrkesroller som vi bör värna om och här krävs en samverkan över förvaltningsnivå för att kunna stötta det utsatta barnet på bästa och effektivaste sätt. / The study aims to examine the forms and contents of interaction of government, Social Administration and education administration, with the declared intention is to work for the pupil's best and create an overall perspective on the student. It is for me a timely subject because we as future teachers know that all students have different needs for support and help. Vulnerable children are in need of adults and are in a dependent position. The school is an operation and Social Administration of another who might be part of the vulnerable children's lives. Interesting and topical feel, therefore, to examine who has the responsibility and how you can interact around a student from school and Social Administration? To investigate this, a qualitative study conducted interviews with a total of five teachers in the Individual Program and a principal part, and two social workers. The study results show that collaboration is needed and necessary, all participating in the study sees a synergy is positive and the more the better. It is based on personal contacts and is dependent on personal relationships, making cooperation work differently. Secrecy is lifted as a barrier to collaboration on a teacher's views, while the Social Administration does not see confidentiality as a barrier where there are confidentiality-breaking rules. Conclusions can be made after the study is that we should put the abused child in the center and act for the best. We have different professional roles that we should protect and this requires a collaboration of government to support the abused child in the best and most efficient manner.

<p>Studien syftar till att undersöka former och innehåll i samverkan över förvaltningsnivå, utbildningsförvaltning och socialförvaltning i Västra Götaland, samt hur den uppfattas. Studien avgränsas till samverkan inom två kommuner och baseras på intervjuer med representanter från de båda förvaltningarna. Det är för mig ett aktuellt ämne eftersom vi som blivande lärare vet att alla elever har olika behov av stöd och hjälp. Utsatta barn är i behov av vuxna och är i en beroendeställning. Skolan är en verksamhet och socialtjänsten en annan som kan komma att ingå i utsatta barns liv. Intressant och aktuellt känns därför att undersöka vem har vilket ansvar och hur går det att samverka kring en elev mellan skola och socialtjänst? För att undersöka detta har en kvalitativ studie genomförts med intervjuer där totalt fem lärare på Individuella programmet och en rektor ingår, samt två socialsekreterare, det vill säga respondenter från de båda förvaltningarna.</p><p>Studiens resultat visar att samverkan behövs och krävs, samtliga som deltar i studien ser att en samverkan är positiv och ju mer desto bättre. Samverkan bygger på personliga kontakter och är beroende av personliga relationer, vilket gör att samverkan fungerar olika. Sekretessen lyfts som ett hinder för samverkan utifrån en lärares syn, medan socialtjänsten inte ser sekretessen som ett hinder då det finns sekretessbrytande regler.</p><p>Slutsatser som kan göras efter genomförd studie är att vi bör sätta det utsatta barnet i centrum och handla för dess bästa. Vi har olika yrkesroller som vi bör värna om och här krävs en samverkan över förvaltningsnivå för att kunna stötta det utsatta barnet på bästa och effektivaste sätt.</p> / <p>The study aims to examine the forms and contents of interaction of government, Social Administration and education administration, with the declared intention is to work for the pupil's best and create an overall perspective on the student. It is for me a timely subject because we as future teachers know that all students have different needs for support and help. Vulnerable children are in need of adults and are in a dependent position. The school is an operation and Social Administration of another who might be part of the vulnerable children's lives. Interesting and topical feel, therefore, to examine who has the responsibility and how you can interact around a student from school and Social Administration? To investigate this, a qualitative study conducted interviews with a total of five teachers in the Individual Program and a principal part, and two social workers.</p><p>The study results show that collaboration is needed and necessary, all participating in the study sees a synergy is positive and the more the better. It is based on personal contacts and is dependent on personal relationships, making cooperation work differently. Secrecy is lifted as a barrier to collaboration on a teacher's views, while the Social Administration does not see confidentiality as a barrier where there are confidentiality-breaking rules.</p><p>Conclusions can be made after the study is that we should put the abused child in the center and act for the best. We have different professional roles that we should protect and this requires a collaboration of government to support the abused child in the best and most efficient manner.</p>

As we embark upon the 21st century, the world is becoming increasingly interconnected. Yet, despite increasing globalization, educational systems are not reflecting this phenomenon. The overwhelming majority of countries, including the United States, still emphasize nationalistic curricula (Parker, 2008; Tye, 2009). Global education is a movement whose supporters advocate an education reflecting the push towards globalization by providing students with the components necessary to live and thrive in an increasingly interconnected world system. Global educators have a common bond as advocates that a global perspective needs to be developed in the classroom. The degree to which this is being done is unknown. Further, how a global educator is prepared and formed is unknown. Unfortunately, there is a lack of research in global education (Gaudelli, 2003). Personal experiences have a major influence to what a teacher attributes his or her beliefs and values (Lincoln, 2005), and this is an area of study that has not been examined in global education. Using a mixed-methods design that includes a background survey, a global-mindedness survey and interviews would provide a better understanding of what self-identifying global educators attribute their global-mindedness. By presenting a rich account of the perspectives of high school social studies teachers who are involved with a global education initiative, social studies teacher education programs can gain insight about providing the best preparation that will lead to teacher candidates gaining the skills necessary to teach from a global perspective The case study presented here consisted of 2 surveys, multiple interviews, and examination of program documents. Analysis resulted in 8 themes identified by the participants as being attributed to the development of a global perspective: (a) family, (b) exposure to diversity, (c) minority status, (d) curious disposition, (e) global education courses, (f) international travel, (g) having a mentor, and (h) professional service. Additionally, the themes were perceived to influence curricular decision making by providing strategies, resources, and empathy towards students. The participants‘ perspectives have implications on social studies teacher education programs and future research. These implications include the types of instructional methods, themes, and global dimensions that should be addressed in teacher education programs. Future research should focus on issues underlying the nature of global education courses being taught in social studies teacher education programs, the teaching methods being used by graduates of those programs, and further analysis on emerging themes perceived to be critical in developing a global perspective.

Teaching social studies from a global perspective has been resisted by many since its inception (Kirkwood, 2009). Critics have labeled the theory anti-American and unpatriotic (Schlafly, 1986; Burack, 2001). Others are concerned with its shifting perspectives and apparent lack of core facts (Finn, 1988). Over time, some critics have changed their stance on global teaching and now endorse the idea (Ravitch, 2010). This qualitative case study sought to identify the barriers seven self-proclaimed global educators faced while teaching global themes and to identify the effective gatekeeping strategies for circumventing such obstacles. The goal was to provide a rich, compelling account of committed global educators efforts to the global education paradigm so that others interested in teaching globally could successfully navigate similar conditions. The data was gathered by the use of a survey and a face to face interview. Analysis of the five research questions resulted in a comprehensive overview of effective and practical gatekeeping strategies endorsed by self-proclaimed global educators. The participants, purposefully selected after training with a global education project over a six year period, employed a variety of teaching methods for infusing the theory into their lessons however favored merging global themes into the existing mandated curriculum. Participants found use for each of the eight global dimensions identified, but were guided by personal preference and practicality. Data analysis identified six primary barriers to teaching from a global perspective including 1. a teacher's disposition; 2. the mandated curriculum; 3. the availability of global training and resources; 4. the degree to which a school emphasizes authentic learning as opposed to preparation for standardized testing; 5. the risk and liability involved of teaching controversial topics; and 6. the insight necessary to be able to draw connections throughout time and across a wide variety of content. While the participants were unable to identify a method for circumventing the current climate of standardized testing, they did recommend six gatekeeping strategies that they believed would prove effective including: 1. discouraging non-global educators from entering the teaching profession; 2. officially amending existing curriculum to make room for global teaching; 3. empower teachers to have authority over their curriculum; 4. enhance global education training; 5. teach from a centrist position; and 6. make practical decisions and fragment content when time becomes problematic. Two unanticipated findings presented themselves as participants reflected on their time training with the Global Schools Project. The participants declared that the congenial learning environment and exposure to like-minded colleagues improved their overall teaching ability and confidence as each found the support that can be lacking when teaching in isolation. Participants advised new global educators become committed to personal and professional growth through conferences, trainings, and mentors. They recommended new teachers merge global themes into existing lessons, be persistent when lessons fail, and employ a variety of methods. Finally, they commanded new teachers to develop a passion for their content and empathy for humanity. The participants' perspectives have implications for both teacher education programs and future research. The implications involve potential changes to teacher education programs. Future research should attempt to reveal the purpose that exists, if any, behind the barriers global educators face. Future research should seek to expose how training programs similar to the GSP impact participating teachers. Finally, additional research is needed regarding the purpose of global education as either advocacy oriented teaching or as a neutral method for increasing critical thinking.

Higher education institutions across the United States have developed global learning initiatives to support student achievement of global awareness and global perspective, but assessment options for these outcomes are extremely limited. A review of research for a global learning initiative at a large, Hispanic-serving, urban, public, research university in South Florida found a lack of instruments designed to measure global awareness and global perspective in the context of an authentic performance assessment. This quasi-experimental study explored the development of two rubrics for the global learning initiative and the extent to which evidence supported the rubrics’ validity and reliability. One holistic rubric was developed to measure students’ global awareness and the second to measure their global perspective. The study utilized a pretest/posttest nonequivalent group design. Multiple linear regression was used to ascertain the rubrics’ ability to discern and compare average learning gains of undergraduate students enrolled in two global learning courses and students enrolled in two non-global learning courses. Parallel pretest/posttest forms of the performance task required students to respond to two open-ended questions, aligned with the learning outcomes, concerning a complex case narrative. Trained faculty raters read responses and used the rubrics to measure students’ global awareness and perspective. Reliability was tested by calculating the rates of agreement among raters. Evidence supported the finding that the global awareness and global perspective rubrics yielded scores that were highly reliable measures of students’ development of these learning outcomes. Chi-square tests of frequency found significant rates of inter-rater agreement exceeding the study’s .80 minimum requirement. Evidence also supported the finding that the rubrics yielded scores that were valid measures of students’ global awareness and global perspective. Regression analyses found little evidence of main effects; however, post hoc analyses revealed a significant interaction between global awareness pretest scores and the treatment, the global learning course. Significant interaction was also found between global perspective pretest scores and the treatment. These crossover interactions supported the finding that the global awareness and global perspective rubrics could be used to detect learning differences between the treatment and control groups as well as differences within the treatment group.

No / Forensic archaeology is mostly defined as the use of archaeological methods and principles within a legal context. However, such a definition only covers one aspect of forensic archaeology and misses the full potential this discipline has to offer. This volume is unique in that it contains 57 chapters from experienced forensic archaeological practitioners working in different countries, intergovernmental organisations or NGO’s. It shows that the practice of forensic archaeology varies worldwide as a result of diverse historical, educational, legal and judicial backgrounds. The chapters in this volume will be an invaluable reference to (forensic) archaeologists, forensic anthropologists, humanitarian and human rights workers, forensic scientists, police officers, professionals working in criminal justice systems and all other individuals who are interested in the potential forensic archaeology has to offer at scenes of crime or places of incident. This volume promotes the development of forensic archaeology worldwide. In addition, it proposes an interpretative framework that is grounded in archaeological theory and methodology, integrating affiliated behavioural and forensic sciences.

Yes / The aim of this paper is to describe the conceptualisation and development of an inclusive educational model. The model is designed to facilitate pre-registration midwifery students' learning around the health and social care needs of pregnant women seeking asylum in the United Kingdom. current literature has identified a concern about the standard of maternity care experienced by asylum seeking women accessing maternity services in the United Kingdom. In response to this, a doctorate study was undertaken which focused on examining the way in which a group of midwifery students approached the provision of care for asylum seekers. This study revealed difficulties that these students had both in identifying these women's needs and also in the wider care issues in practice. Consequently, one of the recommendations was to ameliorate these difficulties through midwifery education. Methods: the key findings from this study were used together with relevant supporting literature to construct “the pregnant woman within the global context” model for midwifery education. Results: The model is designed to facilitate a holistic assessment of need rather than focusing on the physical assessment at the expense of other aspects of care. It incorporates wider factors, on a global level, which could impact on the health and social care needs of a pregnant woman seeking asylum. It also prompts students to consider the influence of dominant discourses on perceptions of asylum seek;ing and is designed to encourage students' to question these discourses. Recommendations: this model can be used in midwifery education to prepare students in caring for pregnant women seeking asylum. It may be especially helpful when students have close contact with pregnant women seeking asylum, for example through caseloading. Further research is recommended to evaluate the effectiveness of this model in enhancing the care of asylum seeking women in the United Kingdom.