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Researching PDS Initiatives to Promote Social Justice Across the Educational System
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2013)
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| 62 |
Pedagogía de Hablantes de Herencia: implicaciones para el entrenamiento de instructores al nivel universitario
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In: Theses, Dissertations, Student Research: Modern Languages and Literatures (2013)
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| 63 |
Classroom Intercultural Competence in Teacher Education Students, Interns, and Alumni
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In: UNF Graduate Theses and Dissertations (2013)
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Abstract:
The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010). The three groups included teacher education students enrolled in a field observation course, students enrolled in their student teaching internship, and teacher education alumni currently teaching in the Jacksonville metropolitan area. Participants’ 3CI scores were used as a diagnostic tool to facilitate the recognition of factors relative to their overall intercultural competence. Three quantitative research questions were tested: Is there a statistically significant difference between matched pairs of intern’s CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) after students complete their field observation experience as compared to their pre-field observation scores? This question was not supported (t(116) = 1.07; p > .05). Do matched pairs of interns who experienced an IST enhanced internship (Ross et al., 2009) as compared to matched pairs of interns whose student teaching experience was exclusively in a domestic classroom? This question was supported (t(38) = 1.68; p < .001; d = .252). Do in-service teachers who experienced an IST enhanced internship demonstrate increased CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) as compared to in-service teachers whose student teaching experience was exclusively in a domestic classroom? This question was not supported (t(25) = .93; p > .05). Each of the 6 subfactors was charted to portray a graphic illustration of the areas of strengths and weakness concerning classroom intercultural competence. In the qualitative component of the present study, interview methodology facilitated gathering qualitative data from intern and in-service teachers. This provided a context for enhancing the quantitative data and for addressing the unique nature of how different individuals learn to adapt to diverse students in the classroom. One qualitative research question was tested: To what extent do qualitative data collected from interviews reflect similar areas of growth as indicated by the scales and subscales of the 3CI (Ross et al., 2009) quantitative measurement? Interviews with these teachers led to the identification of significant factors related to intercultural communicative success in the multicultural classroom. Hence, research question 4 was supported.
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Keyword:
Academic -- UNF-- Doctor of Education in Educational Leadership; Academic -- UNF-- Education; and Multicultural Education; assessment; Bilingual; Dissertations; Educational Leadership; Higher Education; intercultural communication; mixed methods; Multilingual; Other Teacher Education and Professional Development; student teaching internships; teacher education; Thesis; UNF; University of North Florida
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URL: https://digitalcommons.unf.edu/etd/473
https://digitalcommons.unf.edu/cgi/viewcontent.cgi?article=1495&context=etd
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| 64 |
Expanding the Pipeline for Latino Bilingual Teachers: A Mixed Methods Study
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In: Open Access Theses & Dissertations (2013)
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| 65 |
English as a Second Language (ESL) Students' Perception of Effective Instructors in the LEAP Program at Marshall University
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In: Theses, Dissertations and Capstones (2012)
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| 66 |
(Un)Packing Your Backpack: Educational Philosophy, Positionality, and Pedagogical Praxis
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In: Doctoral Dissertations (2012)
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| 67 |
Contextualizing the Path to Academic Success: Culturally and Linguistically Diverse Students Gaining Voice and Agency in Higher Education
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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| 68 |
Navigating the Waves of Social and Political Capriciousness: Inspiring Perspectives From DREAM-Eligible Immigrant Students
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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| 69 |
Arts Impact: Lessons From ArtsBridge
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In: Shimshon-Santo, Amy R. (2010). Arts Impact: Lessons From ArtsBridge. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 6(1). doi:10.21977/D96110022. Retrieved from: http://www.escholarship.org/uc/item/8jc1p385 (2010)
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| 70 |
Improving Campus Climate for Faculty from Underrepresented Groups
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In: History Faculty Publications and Presentations (2008)
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| 71 |
Struggling with Declining Diversity in Professional Programs
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In: Special Education and Communication Disorders Faculty Proceedings & Presentations (2004)
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| 72 |
Adult ESL Oral Reading Fluency and Silent Reading Comprehension
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In: Dissertations (2003)
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| 73 |
The Recruitment and Retention of African American, Hispanic, Asian and Native American (AHANA) Students on College Campuses
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In: Teacher Education Faculty Proceedings & Presentations (1999)
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| 74 |
UNLV College of Education Multicultural & Diversity Newsletter [<Journal>]
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In: Multicultural & Diversity Newsletter (1998)
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| 75 |
Recruitment of High School Minority Students into Engineering, Math, Science and Technology Futures on Predominantly White Campuses
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In: Teacher Education Faculty Proceedings & Presentations (1998)
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| 76 |
Enhancing Multicultural Education Through Higher Education Initiatives
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In: Trotter Review (1998)
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| 77 |
Preparing White Undergraduate Pre-Service Teachers to Teach African-American Students: What Does It Take?
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In: Trotter Review (1998)
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| 78 |
A case for professional development schools
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In: Meg Gebhard (1998)
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| 79 |
The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms
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In: Dissertations and Theses (1996)
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| 80 |
Investigation of the status of international education in Colleges of Education at land-grant and state universities
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In: Retrospective Theses and Dissertations (1992)
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