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Two levels of verbal communication, universal and culture-specific
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Design, operation and strengthening of health practitioner regulation systems: review protocol ...
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Proportionate translation of study materials and measures in a multinational global health trial: methodology development and implementation ...
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Consent to Research in Madagascar: Challenges, Strategies, and Priorities for Future Research
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Twitch Emotes: Manifestation of a Potentially Global Language ...
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Korean EFL Students Building and Sustaining New Perspectives through Global Literary Texts
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In: Sustainability; Volume 14; Issue 3; Pages: 1372 (2022)
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Teachers’ Global Perceptions and Views, Practices and Needs in Multicultural Settings
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In: Education Sciences; Volume 12; Issue 4; Pages: 280 (2022)
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Relational Urbanisation, Resilience, Revolution: Beirut as a Relational City?
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In: Urban Planning ; 7 ; 1 ; 183-192 ; Urbanisation, Crisis, and Resilience: The Multiple Dimensions of Urban Transformation in Beirut, Lebanon (2022)
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| 10 |
Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 13 |
Educação global: perspetivas de alunos e professores de uma escola europeia
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Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL ; Integrating the Global Competence with Telecollaboration in CLIL Teacher Training
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Association between visual status and the frequency of laughter in older Japanese individuals: the JAGES cross-sectional study
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In: BMJ Open Ophthalmol (2022)
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Integrating the Global Competence with Telecollaboration in CLIL Teacher Training ; Integración de la competencia global con telecolaboración en la formación del profesorado en contextos CLIL
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In: Distance Education Journal; Vol. 22 No. 69 (2022): Ordinario ; Revista de Educación a Distancia (RED); Vol. 22 Núm. 69 (2022): Ordinario ; 1578-7680 (2022)
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| 20 |
A jazz orientation of the Three-Dimensional Developmental Trajectory of the intercultural maturity model
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Abstract:
In this case study, The King and Baxter Magolda (2005) Intercultural Maturity Model was utilized as the explanatory framework for the development of intercultural maturity in a globally networked learning environment (GNLE) with college students. Through ethnographic data collection strategies and qualitative analysis of interviews, observations, narrative inquiry, and student artifacts, I explored the developmental stages of the intercultural maturity of study participants in a GNLE with college students from three international universities in South Africa, Europe, and the United States. I sought to determine if any relationship existed between the development of intercultural maturity and the study of jazz. This research inquiry represented a distinct opportunity to examine if student activities in jazz subjects might ground new theories for the attainment of intercultural maturity. A globally networked classroom of jazz students presented a salient opportunity to observe if interactant traits could mature, instigated through jazz curricula, and whether such a model had explanatory potential in a web-based context. The findings were instructive for considerations comparative to traditional developmental models of intercultural maturity, with a particular focus on the efficacy of asynchronous and synchronous student interactions within the activities. The context of a GNLE, an interesting alternative to study abroad when considered as a teaching and learning paradigm instead of just a technology modality, facilitated rich descriptions and data to gauge students’ demonstration of the domains of the King and Baxter Magolda (2005) Intercultural Maturity Model. Adding jazz curricula and pedagogy to the GNLE environment, situated between cohorts geographically apart, allowed for a reimagining of the King and Baxter Magolda Intercultural Maturity Model to A Jazz Orientation of the Three-Dimensional Developmental Trajectory of the Intercultural Maturity Model.
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Keyword:
Asynchronous classrooms; Diversity & inclusion; Global learning; Intercultural competence; Jazz curriculum; Jazz pedagogy; Music education
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URL: https://hdl.handle.net/2144/43094
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