Characteristics of School Districts That Participate in Rigorous National Educational Evaluations

Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to potential target populations for the interventions that were evaluated. Utilizing a list of the actual districts that participated in 11 large-scale rigorous educational evaluations, we compare those districts to several different target populations of districts that could potentially be affected by policy decisions regarding the interventions under study. We find that school districts that participated in the 11 rigorous educational evaluations differ from the interventions' target populations in several ways, including size, student performance on state assessments, and location (urban/rural). These findings raise questions about whether, as currently implemented, the results from rigorous impact studies in education are likely to generalize to the larger set of school districts—and thus schools and students—of potential interest to policymakers, and how we can improve our study designs to retain strong internal validity while also enhancing external validity.     

我院学生跨文化交际能力的调查与分析

在经济全球化的新形势下,我国对跨文化交际型人才的需求日渐增强。为了了解目前我校高职高专学生的跨文化交际水平,探索影响学生跨文化交际能力的因素,并找出提高学生跨文化交际能力的有效途径,对漳州卫生职业学院部分学生进行了跨文化交际能力的问卷调查,并对调查结果进行了分析,提出了解决问题的一些基本对策。     

企业跨文化商务谈判中利益冲突的预防与解决

经济全球化背景下,跨文化商务谈判中利益冲突的预防与解决的重要性日益突显,成为决定中外企业业务活动成功与否的关键因素之一,也是现代学者必须面对和解决的问题。文化差异是导致跨文化商务谈判利益冲突的最关键的因素之一,从文化差异出发,找到问题的突破口,则能预防与解决跨文化商务谈判中利益冲突。     

对当前高职高专跨文化交际能力教学现状的思考及建议

我国国际交流与合作日益频繁与密切,跨文化交际已经成为一种广泛而普遍存在的社会现象,高校外语教学应当迎合这一人才培养需求。我国大部分高职高专学生跨文化交际能力不理想,在涉外交际中存在诸多障碍,文章对目前跨文化交际教学现状进行了反思,指出存在其中的问题,并对如何进行有效教学和引导提出了建议。     

Mentoring Within the Field of Counseling: A Preliminary Study of Multicultural Perspectives

Although the concept of mentoring is receiving increasing attention in the counseling field, the intersection between multiculturalism and mentoring has not been formally addressed. This article explores mentoring relationships between faculty and students within counselor education from a multicultural perspective. Semi-structured interviews were used to explore African American, Asian American and Latina/o American counselor education graduate students’ perspectives on mentoring. Three similar themes (trust/comfort/honesty; respect; and teacher/student/guide) emerged for all three racial/ethnic groups as important key elements in the mentoring relationship, but with some distinctive culturally relevant variations in emphasis. Also, all three groups to some degree reported that having a mentor who was culturally competent and sensitive was helpful, adding further weight to the view that cultural issues play a role in mentoring relationships. Implications of the findings are discussed.     

Re-imaging and re-constructing cross-cultural research through critical personal narratives: an examination into fault lines

In this paper, the authors illustrate the impacts of their cross-cultural research in Africa, on their current work in science and STEM education. Through the examination of two research projects in cross-cultural settings in Africa, the authors explore the lasting impacts of this type of work. Specifically, through the use of Critical Personal Narratives and feminist theory, the authors discover fault lines existing in this cross-cultural work and ultimately the shifts in their conceptions of science and STEM education.     

International teachers negotiating 21st century science classrooms: a question of hybridized identities and pedagogical imaginaries

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers. Deborah J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes to play tennis, travel and take her dog for long walks. Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers on community-based multicultural science education. For the past 10 years she has been leading action research projects centered in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing models of teaching and learning in immigrant communities. Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and provides professional development in science education, cross-cultural and urban education, and instructional strategies for diverse learners.     

文化心理学的兴起背景和基本特征

文化心理学是一个新兴的心理学取向,其兴起的背景:主流心理学的困境、非主流心理学的启发、后现代思潮的反思．文化心理学是把文化纳入心理学,将人置于社会文化背景中,研究文化和心理的关系的一门学科,其主要研究方法有现象学、释义学和民族志方法．同时,文化心理学与跨文化心理学、本土心理学既有区别,又有联系。