Intercultural exchange among global teachers: The case of the teaching excellence and achievement study abroad program

Paik, Susan J.; Ganley, DeLacy; Luschei, Thomas F.; Kula, Stacy M.; Witenstein, Matthew A.; Shimogori, Yujiro; Truong, Krissyvan K.

doi:10.1016/j.ijintrel.2015.06.011

Cited by 23 publications

(14 citation statements)

References 13 publications

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“…In short, a need is identified in the results obtained for carrying out further investigations along lines that allow the training, preparation and motivation of teachers through educational interventions as they claimed to feel uninformed or demotivated for the phase of Compulsory Secondary Education. These investigations/actions must show the teaching staff the need to significantly integrate cultural experiences into their classrooms with activities on reflection, analysis, and collaboration, as well as to promote curricular innovation in a way that the cultural diversity of the enrolled students is taken into account [74]. In order to do this, suitable PLE have to be used that encourage experiences, feelings, or values related to the diversity of their students [75,76].…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

2019

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Background: The aim of the present study was to evaluate teachers’ opinions on the use of Personal Learning Environments (PLE) for the development of students’ intercultural competences. Methods: This investigation carried out a thematic analysis of semi-structured interviews applied to a sample of n = 100 Compulsory Secondary Education teachers in Andalusia (Spain) with an average teaching experience of 13.13 years (SD = 6.63). The interview shows excellent content validity (Content Validity Index for the interview overall, S-CVI = 0.94). The concordant codes and sub-codes were established in the analysis with the participation of two researchers and an external expert. Then, the data was analyzed using NVivo software. Results: The results show the opinions of the teachers grouped into six separate codes: intercultural learning communities, learning improvement, intercultural development of the student, disinformation, inapplicability, and inappropriate use. Conclusions: In general, it is concluded that the teachers consider the benefits of using PLE in the development of students’ intercultural competences. Despite this, some opinions reveal a lack of training and motivation, or the lack of ability teachers have on the subject, as well as in their classrooms, with the result that the PLE is not applicable for intercultural education.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

2019

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“…Previous work (Paik, Ganley, Luschei, Witenstein, Shimogori, & Truong, 2015) highlights Allport's (1954) contact hypothesis of intergroup relations as a useful framework for understanding how intercultural contact and coeducation can influence participants' global consciousness and intercultural knowledge. Put simply, Allport's theory assumes that, under certain conditions, contact between groups should improve intergroup knowledge and understanding, and hence decrease misinformation, out-group prejudice and stereotypes.…”

Section: Global Citizenship and Intercultural Contact Theorymentioning

confidence: 99%

“…Second, groups should work together towards a common goal(s) in, third, a mutually cooperative, non-competitive environment. Fourth, there should be equal status between the groups in the situation (Allport, 1954;Paik et al, 2015;Pettigrew & Tropp, 2005). Importantly, not all contact will lead to improved intergroup understanding.…”

Section: Global Citizenship and Intercultural Contact Theorymentioning

confidence: 99%

The Impacts of International Service Learning on a Host Community in Kenya: Host Student Perspectives Related to Global Citizenship and Relative Deprivation

Mogford

Lyons²

2019

Frontiers

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Despite recent calls, research on ISL has focused almost exclusively on learning outcomes for global North students. We know comparatively less about how ISL programs may impact the knowledge and perceptions of student participants from hos t countries in the global South. We examine learning outcomes for Kenyan students who interact with visiting students from a U S university. Using an original survey and a case control design, we compare the responses of students from an ISL pa rtner school with those of students in a nearby control school to explore how program participation influences ideas about global citizenship, viewpoints about the United States and feelings of relative deprivation. Results point to the complexity of ISL programs and their impact on host country participants. On the one hand, we find that ISL partner students show higher levels of global citizenship than control group students. On the other hand, ISL partner students are more likely than the control gr oup to agree with unrealistically positive views of the United States and report greater feelings of relative deprivation. We apply Allport’s intergroup contact theory to interpret these findings and reflect on future directions.

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“…Most research into the intercultural competency of US students focuses on higher education students (eg Chen & Starosta, 1996; Deardorff, 2006; Deardorff & Jones, 2009; Jon, 2013; Root & Ngampornchai, 2013; Soria & Troisi, 2014; Spitzberg, 1989; Wiseman, Hammer, & Nishida, 1989) or on teacher education programs, with a focus on enhancing teachers’ intercultural competence (eg Brendel, Aksit, Aksit & Schrüfer, 2016; Byram, Gribkova & Starkey, 2002; Leutwyler & Meierhans, 2016; Levy, 2013; Paik et al , 2015; Shyyan, Dunn & Cammarata, 2013). Much rarer are studies that address the intercultural competencies of US K-12 students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The broader aim is to promote intercultural competence, global goodwill, diplomacy, and peace. Prior research (Paik et al , 2015) studied the impact of this PD program on the intercultural competence of the participating Fellows; based on the results of surveys and interviews, it was found that the PD program enhanced their intercultural competence and increased their sensitivity, awareness, and knowledge of other countries/cultures.…”

Section: Introductionmentioning

confidence: 99%

How US students’ geo-cultural knowledge and intercultural receptiveness is impacted through contact with international teachers

Ganley

Kula

Kallemeyn

2019

Jnl of Research in Internatl Education

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To understand how K-12 students in the USA are impacted by their interactions with international teachers (ie teachers visiting the USA from other countries), this study asked ‘ Does contact with an international teacher correlate with increased geo-cultural knowledge and/or receptiveness to non-USA countries, peoples and/or cultures?’. To address this question, the study drew on pre- and post-contact data from 1,082 students who had interactions with international teachers who were in the USA for a six-week educational program. Analysis of the data indicated that the students’ geo-cultural knowledge increased after having contact with an international teacher. Students were more likely to be able to identify the visiting teacher’s country as being real (as opposed to fictional), its geographic location ( vis-a-vis continent identification), and its dominant language and religion. Findings also showed that contact with international teachers correlated with increased receptiveness towards and interest in non-USA countries/peoples/culture among elementary and middle school students, but not so much among high school students. This study suggests programs supported by international teachers in schools can be effective at helping US youth gain needed intercultural competencies and, in the process, can promote global well-being.

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Intercultural exchange among global teachers: The case of the teaching excellence and achievement study abroad program

Cited by 23 publications

References 13 publications

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

The Impacts of International Service Learning on a Host Community in Kenya: Host Student Perspectives Related to Global Citizenship and Relative Deprivation

How US students’ geo-cultural knowledge and intercultural receptiveness is impacted through contact with international teachers

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