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Natalia Chaban Allan Williams Martin Holland Valerie Boyce Frendehl Warner 《Int J Intercult Relat》2011,35(6):776-790
While there is growing scholarly interest in returned and cyclical migration, and on young adult cultural or adventure seeking migration, there is still a lack of systematic empirical insights into how the experiences of being abroad, and after return, are mediated by exposure to different cultural environments. Addressing this conceptual and empirical gap, the paper analyses the experiences of New Zealand return migrants, or sojourners, who lived and worked in European countries (other than the UK) for more than one year and compares them with the experiences of NZ returnees from the UK. Drawing on 20 ‘non-UK’ and 22 ‘UK’ in-depth interviews, the paper revisits
[Rhinesmith, 1975]
and
[Rhinesmith, 1986]
typology of cross-cultural, or intercultural, adjustment (largely ignored in studies of return migration) to assess sojourners’ experiences throughout the migration cycle and serve as a useful tool for identifying and reporting psychological and socio-cultural elements in the returnees stories. The findings of sojourners’ possible identity shifts during intercultural transition are discussed with reference to the four-member paradigm of Cultural Identity Model (CIM) (Sussman, 2010) while addressing Sussman's (2002) argument that overseas adaptation and repatriation experiences are not directly associated. This paper demonstrates the need to understand first that the costs and benefits of circular migration or sojourning are country-specific, and that they do not ‘just happen’ at a particular moment or in one phase but are forged through a veritable rollercoaster of experiences of intercultural adjustment. 相似文献
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64.
Valerie Kastrup 《Sport, Education and Society》2016,21(7):963-984
As much as the principle of co-education may appear to make sense in physical education (PE) lessons, trends in its development have emerged over the past years, especially in secondary schools, which were certainly not intended by the pedagogical programme of ‘reflective co-education’, which stands for respect for equality and difference in co-educational PE classes. Although this programme has been anchored in the curricula of various federal states in Germany for around 15 years, the prevailing practice even today, and documented in many empirical studies, is that so-called ‘male-oriented’ activities (e.g. games) predominate in PE classes while ‘female-oriented’ activities (e.g. dance, aerobics, gymnastics or health-related exercises) are scarcely ever taught. The purpose of this contribution is to examine (1) the extent to which male (as well as female) PE teachers actually make such a one-sided selection of activities; (2) the reasons they give for this practice and the way they perceive and judge it; and (3) how they communicate this selection to each other and to their pupils. Seventy-one PE teachers (of both sexes) were asked about these questions in problem-centred interviews. The main result of the study is that both male and female PE teachers almost exclusively do ‘male-oriented’ activities (like games and other competitive activities) in mixed-gender classes, although they give different reasons for doing so. By contrast, so-called ‘female activities’ are avoided. The observable implications are that PE lessons have increasingly become dominated by male patterns of physical activity and that a hierarchy is constructed between so-called ‘male activities’ and ‘female activities’ in PE. As a result, a key objective of ‘reflective co-education’ has not been achieved. Female PE teachers suffer considerably under these conditions. It can be observed that many of them are either planning to reduce their hours in, or even give up, teaching PE (or have already done so). 相似文献
65.
The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents
Chelsea Cameron Peggy Van Meter Valerie A. Long 《Journal of Experimental Education》2017,85(2):334-351
The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation instruction and a control condition that did not receive question generation instruction. All participants read four primary-source documents and were asked to generate up to 10 questions based on those documents. Results indicate that students generated significantly fewer higher-order integration questions without instructional support. These results are replicated with an alternative document set to demonstrate that the effects found were not due to the specific historical topic. 相似文献
66.
Valerie S. L. Williams Kathleen Rees Rosa Lori D. McLeod David Thissen Eleanor E. Sanford 《Journal of Educational Measurement》1998,35(4):277-296
Data from the North Carolina End-of-Grade test of eighth-grade mathematics are used to estimate the achievement results on the scale of the National Assessment of Educational Progress (NAEP) Trial State Assessment. Linear regression models are used to develop projection equations to predict state NAEP results in the future, and the results of such predictions are compared with those obtained in the 1996 administration of NAEP Standard errors of the parameter estimates are obtained using a bootstrap resampling technique. 相似文献
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68.
In this article, differing interpretations of the internationalisation of higher education curriculum are explored analysing the structural and cultural aspects of the curriculum. Voices of tertiary staff from around the world taking part in a four-week, fully online course, entitled ‘Internationalising the curriculum for all students’ contributed to stimulating discussions that raised many questions about whose perspectives were being privileged in defining an internationalised curriculum and what constituted a transformed curriculum. In this analysis, the framework illuminates the varied theoretical and practical stances towards an internationalised curriculum. It highlights that indigenous knowledges and the positionings of marginal and diaspora peoples have been widely overlooked in internationalisation of curriculum practices, and these perspectives need to become integral to discussions of future tertiary education policies and curricula. 相似文献
69.
Cate Watson Anna Wilson Valerie Drew Terrie Lynn Thompson 《Assessment & Evaluation in Higher Education》2017,42(7):1030-1045
In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master’s programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for Big Data which has given rise to ‘learning analytics’, a data-intensive approach to monitoring learning. In particular, we draw attention to the model of the learner produced by learning analytics and to issues of ‘dataveillance’ in online learning. We also use the case to examine assessment in higher education more broadly, exploring the tensions between the requirements for certification and the need for learning. We conclude that assessment practices in higher education may have more to do with ‘quality assurance’ and regulatory frameworks than with ‘enhancing the student experience’ and inculcating the qualities that mark out higher education as an ethical project. 相似文献
70.