International Team Teaching: A Partnership between Mexico and Texas.

Autor/inn/en	Cifuentes, Lauren; Murphy, Karen L.
Titel	International Team Teaching: A Partnership between Mexico and Texas.
Quelle	(1999), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Content Analysis; Cooperative Learning; Cooperative Programs; Creative Activities; Cultural Activities; Cultural Awareness; Cultural Differences; Distance Education; Elementary School Students; Foreign Countries; Grade 4; Instructional Effectiveness; Intercultural Programs; Intermediate Grades; International Programs; Learning Activities; Poetry; Questionnaires; Student Surveys; Team Teaching; Teleconferencing; Mexico (Mexico City); United States + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Inhaltsanalyse; Kooperatives Lernen; Cultural activity; Kulturelle Aktivität; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Distance study; Distance learning; Fernunterricht; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg; Mittelstufe; Lernaktivität; Lyrik; Poesie; Fragebogen; Schülerbefragung; Teamteaching; Telekonferenz; USA
Abstract	This case study reports on collaborative activities among four fourth grade teachers and their students over a year and explores the effectiveness of distance learning for international team teaching. Two classes in Mexico City conducted school activities with two classes in College Station (Texas). Researchers examined: school activities that successfully bring children of Mexican and Texan cultures together to learn with, about, and from each other; similarities and differences in language skills and pastimes between the children of both cultures; and prevailing impressions Mexican and Texan children had of each other prior to their distance learning activities. Activities were designed to help the students understand each other's cultures by walking in each other's footsteps. The investigation relied on arts-based case study methods. Content analyses were conducted of lesson plans and observations, students' poems about the other nation, students' stories about a day in the life of a child in the other culture, student questionnaires, students' collages, and student self-profiles. Mexican children had enough experience of U.S. culture to accurately describe it in poetry. Most Texan children had little knowledge of Mexico and had to write about their own culture, create an imaginary place, or refer to stereotypes in order to create a poem. (Author/ MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC