Determining Teacher Candidates’ Attitudes Toward Global-Mindedness

McGaha, Julie M.; Linder, Sandra M.

doi:10.1080/01626620.2014.948225

Cited by 25 publications

(10 citation statements)

References 22 publications

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“…As can be seen in the Descriptive statistics for the GMS dimensions also revealed a stronger upward trend for the experimental group (see Table 3 and Table 4) & Linder, 2014). This was true in the case of the experimental group and control group (some of whom had also expressed an interest in joining other studyabroad programs) in the present study.…”

Section: Quantitative Results and Discussionsupporting

confidence: 73%

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness

Deacon

Miles

2022

JVE

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Short-Term Study-Abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched, particularly in areas outside of second-language acquisition. This study empirically assessed the impact of a six-week study-abroad program with a US university (conducted online as a virtual program due to the COVID-19 pandemic) on sophomore Japanese university students’ Global-Mindedness (GM). This mixed-methods study employed experimental (n=53) and control (n=82) groups to investigate the following research question: What is the impact of a virtual STSA program on the GM of participating students? Quantitative data were collected at three time periods (pretest/posttest/post-posttest) using a modified version of the 30- item, five-factor GM Scale (GMS, see Hett, 1993). Descriptive statistics and two-way ANOVAanalyses revealed a significant increase in the experimental groups’ posttest results, which then returned to similar pretest levels in the post-posttest period. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, and findings suggested a need for sustained post-program supportive measures to help maintain students’ GM.

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Section: Quantitative Results and Discussionsupporting

confidence: 73%

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness

Deacon

Miles

2022

JVE

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“…Research is particularly common in the area of educational inclusion (Lacruz-Perez et al, 2021;Uusimaki et al, 2020) and technology (Ardiç, 2021;Serin & Bozdag, 2020). There are quite a number of studies that focus on stereotypes, especially cultural and ethnic stereotypes (Kleen & Glock, 2018;McGaha, 2015) and gender stereotypes (Gray & Leith, 2010;Nurlu, 2017). However, there is very little research on the impact of teachers' attitudes towards comics, which are certainly one of the stereotypical areas in the school environment because of their turbulent history.…”

Section: Discussionmentioning

confidence: 99%

Perspectives on Teacher Education and Development

Lipovec,

Tekavc

2023

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The scientific monograph entitled "Perspectives on teacher education and development" is the work of authors from different professional and scientific backgrounds, coming from a broader international area. The publication consists of 38 original scientific contributions addressing different aspects of teacher education and training and highlighting some of the major challenges in this field. Particular aspects such as contemporary didactic and pedagogical approaches, digital transformation of education, inclusiveness, educational policies, curricula, leadership, and personal and professional development of teachers are highlighted. The monograph highlights some of the important issues that can also be reflected in changes at the systemic level.

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“…Finally, as to the worldview dimension of cognitive diversity in academic work, it is a concept of attitude rather than knowledge ( McGaha and Linder, 2014 ). Although knowledge is important, it is the attitudes that “influence which knowledge is noticed, sought, and developed” ( Parker et al, 1997 ).…”

Section: Discussionmentioning

confidence: 99%

The Development and Validation of a Cognitive Diversity Scale for Chinese Academic Research Teams

et al. 2021

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Cognitive diversity is an important concept stemming from western management research in the 1990s. With the rapid development of science and technology, there is a growing interest in the composition of an academic research team, such as team diversity. However, there is no tool available for measuring team cognitive diversity (TCD) for academic research teams. Based on Van der Vegt’s theoretical model of TCD, an Academic Research Team Cognitive Diversity Scale (ATCDS) is developed and validated for an academic research team in our research with two studies (N=737). In Study One, in-depth interviews and panel discussions were conducted to generate a preliminary questionnaire. In Study Two, the questionnaire was administered among academic research teams. Exploratory factor analysis revealed four factors regarding cognitive diversity: (1) the way of thinking, (2) knowledge and skills, (3) the view of the world, and (4) beliefs about what is right and wrong. The factor structure was further validated by confirmatory factor analysis. Moreover, correlation and regression analyses showed that academic research TCD was positively related to team creativity (r =0.306, p <0.01) and performance (r =0.204, p <0.10). To sum up, our newly developed 15-item ATCDS is sufficiently reliable and valid to be used for understanding cognitive diversity among academic research teams.

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Determining Teacher Candidates’ Attitudes Toward Global-Mindedness

Cited by 25 publications

References 22 publications

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness

Perspectives on Teacher Education and Development

The Development and Validation of a Cognitive Diversity Scale for Chinese Academic Research Teams

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