Love in a “Glocal” World: Living and Learning to Teach Through Study Abroad

Fasching-Varner, Kenneth J.; Denny, R. Kenton; Stone, Michaela; Stewart, Lindsay M.; Albornoz, Carla F.; Mora, Roberto Bernabeu; Olave, Francisco; Yacoman, Macarena; Yang, Amanda; Denny, Margaret Ann

doi:10.1080/15210960.2018.1480955

Cited by 5 publications

(5 citation statements)

References 39 publications

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“…We remind readers that larger sample size does not necessarily result in greater quantitative rigor. For instance, although Fasching-Varner et al (2018) had a large sample size (n = 221) for mixed methods, the authors predominantly analyzed qualitative data and offered only percentage counts for the quantitative component. Similarly, a quantitative study by Choi et al (2012) only examined percentage variation between the pre-and post-tests without inferential analyses.…”

Section: What Is the Balance Of Methodologies Present In This Body Of...mentioning

confidence: 99%

“…In contrast, qualitative studies with a larger sample size collected data using open‐ended questions and coding procedures (Bell et al., 2016; Hessel, 2019). Sample sizes for mixed method research are as low as n = 6 (Jones, et al., 2016) and high as n = 221 (Fasching‐Varner et al., 2018) with the majority between n = 10 and n = 50. We remind readers that larger sample size does not necessarily result in greater quantitative rigor.…”

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

“…For instance, although Fasching‐Varner et al. (2018) had a large sample size ( n = 221) for mixed methods, the authors predominantly analyzed qualitative data and offered only percentage counts for the quantitative component. Similarly, a quantitative study by Choi et al.…”

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

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Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Pang

Cox

Acheson

2023

New Dir Adult Contin Educ

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Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and “good learning,” recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra‐rational perspectives in the assessment of TL.

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Section: What Is the Balance Of Methodologies Present In This Body Of...mentioning

confidence: 99%

Section: Findings Of Systematic Reviewmentioning

confidence: 99%

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Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Pang

Cox

Acheson

2023

New Dir Adult Contin Educ

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“…Igualmente, creemos importante proporcionar una base descriptiva de quiénes han sido los participantes dentro de este programa (Fasching-Varner et. al, 2018).…”

Section: Consideraciones Metodológicasunclassified

Mejorando las interacciónes pedagogicas y las prácticas culturamente relevantes con educadores monolingües que estudian en Chile

Varner

Stone²,

Vo³

et al. 2021

Rev. chil. pedagog.

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Este artículo esta basado en datos empíricos de un compromiso investigativo de largo plazo de 16 años en Chile. El programa de intercambio posiciona a estudiantes hablantes de español y a sus familias como los que saben, desafíando a educadores monolingües (en ejercicio y en formación) de los EE.UU. en sus creencias y puntos de vista que suelen marginar a los estudiantes inmigrantes y sus familias. Nos basamos en las narrativas de familias y educadores chileno/as y las de los participantes de los EE. UU., para exhibir el poder de un contexto que muestra a la posición del hispanohablante como deficiente, la cual domina el panorama de los EE. UU. Este artículo finaliza con una discusión sobre cómo el posicionar a estudiantes lingüísticamente diversos y ricos en conocimiento, apoya la competencia cultural.

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“…Creating and training culturally competent teachers who are well equipped with the knowledge, skills, and dispositions required to effectively address the needs of a culturally diverse student population required for academic success has been an important topic of discussion in recent years. Fasching Varner et al (2018) question the modest improvement seen in academic achievement on the part of students from historically under represented groups despite the significant attention paid to culturally relevant approaches. Ladson Billings (2000Billings ( ,2021 responds to questions of this nature by asserting that there is a need to change the narrative pointing towards the changes that systems of education underwent after World War II, the Civil War, and natural disasters such as hurricane Katrina.…”

Section: Introductionmentioning

confidence: 99%

Developing Cross-Cultural Competency through Multicultural Perspective: An Exploratory Inquiry

Pierre

Rathee

Rathee³

2021

ESJ

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For the past decade, schools at all grade levels in United States continue to consist of students who belong to different culture, and hence the need for culturally competent teachers to address the culturally diverse needs of the students is at its highest peak. One of the ways to impart the attributes of cultural competency to preservice teachers, who will become future teachers, to focus on culturally relevant coursework. This study was carried out via an undergraduate multicultural education course which focused on imparting cultural attitude awareness and cultural knowledge attributes of cultural competency to the students. The influence of this course on these attributes of the students was investigated through a Cultural Competence Survey. The results of this study indicate that experiential and practical aspect of multicultural education has a positive impact on increasing the cultural attitude awareness of the students. It is, hence, a focused, experiential, and practical multicultural education coursework to train culturally competent next generation of teachers.

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Love in a “Glocal” World: Living and Learning to Teach Through Study Abroad

Cited by 5 publications

References 39 publications

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Mejorando las interacciónes pedagogicas y las prácticas culturamente relevantes con educadores monolingües que estudian en Chile

Developing Cross-Cultural Competency through Multicultural Perspective: An Exploratory Inquiry

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