Student Learning Abroad: What Our Students Are Learning, What They're Not, and What We Can Do about It

Literaturnachweis - Detailanzeige

Trefferliste

Sonst. Personen	Vande Berg, Michael (Hrsg.); Paige, R. Michael (Hrsg.); Lou, Kris Hemming (Hrsg.)
Titel	Student Learning Abroad: What Our Students Are Learning, What They're Not, and What We Can Do about It
Quelle	(2012), (470 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-57922-713-5
Schlagwörter	Study Abroad; Program Effectiveness; Cultural Differences; Cultural Awareness; Experiential Learning; Learning Theories; Brain; Anthropology; Intercultural Communication; Psychology; Scholarship; Instruction; Student Centered Learning; Intervention; Holistic Approach; Foreign Countries; Models; Global Approach; Seminars + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Gehirn; Anthropologie; Interkulturelle Kommunikation; Psychologie; Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Holistischer Ansatz; Ausland; Analogiemodell; Globales Denken; Seminar
Abstract	A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad. Traditional metrics of enrollment increases and student self-report, and practices of structural immersion, are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified--and what can be done if they are. The contributors to this book offer a counter-narrative to common views that learning takes place simply through students studying elsewhere, or through their enrolling in programs that take steps structurally to "immerse" them in the experience abroad. "Student Learning Abroad" reviews the dominant paradigms of study abroad; marshals rigorous research findings, with emphasis on recent studies that offer convincing evidence about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development that raises questions about the very foundations of current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge. This book provokes readers to reconsider long-held assumptions, beliefs and practices about teaching and learning in study abroad and to reexamine the design and delivery of their programs. In doing so, it provides a new foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad? Following the preface, this book is divided into three parts: Part 1, Setting the Scene, contains the following chapters: (1) Student Learning Abroad: Paradigms and Assumptions (Michael Vande Berg, R. Michael Paige, and Kris Hemming Lou); and (2) Why Students Are and Are Not Learning Abroad: A Review of Recent Research (R. Michael Paige and Michael Vande Berg). Part 2, Foundations of Teaching and Learning, contains the following chapters: (3) Taking Stage Development Theory Seriously: Implications for Study Abroad (Douglas K. Stuart); (4) Paradigmatic Assumptions of Intercultural Learning (Milton J. Bennett); (5) The Intercultural Development Inventory (IDI): A New Frontier in Assessment and Development of Intercultural Competence (Mitchell R. Hammer); (6) Using Experiential Learning Theory to Promote Student Learning and Development in Programs of Education Abroad (Angela M. Passarelli and David A. Kolb); (7) The Brain, Learning, and Study Abroad (James E. Zull); (8) Anthropology, Intercultural Communication, and Study Abroad (Bruce La Brack and Laura Bathurst); (9) The Psychology of Student Learning Abroad (Victor Savicki); and (10) Scholarship of Teaching and Learning in Support of Student-Centered Learning Abroad (Jennifer Meta Robinson). Part 3, Program Applications: Intervening in Student Learning, contains the following chapters: (11) Shifting the Locus of Intercultural Learning: Intervening Prior to and After Student Learning Abroad (Laura Bathurst and Bruce La Brack); (12) Beyond Immersion: The American University Center of Provence Experiment in Holistic Intervention (Lilli Engle and John Engle); (13) The Maximizing Study Abroad Project (R. Michael Paige, Tara A. Harvey, and Kate S. McCleary); (14) Facilitating Intercultural Learning Abroad: The Intentional, Targeted Intervention Model (Kris Hemming Lou and Gabriele Weber Bosley); (15) Developing a Global Learning and Living Community: A Case Study of Intercultural Experiences on The Scholar Ship (Adriana Medina López-Portillo and Riikka Salonen); and (16) An Experiment in Developing Teaching and Learning: The Council on International Educational Exchange's Seminar on Living and Learning Abroad (Michael Vande Berg, Meghan Quinn, and Catherine Menyhart). The Conclusion contains: (17) Intervening in Student Learning Abroad: Closing Insights (Kris Hemming Lou, Michael Vande Berg, and R. Michael Paige). (ERIC).
Anmerkungen	Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01