Bridging Western-Based Classrooms and Chinese Student Expectations through Appreciative Inquiry

Autor/in	Duckins, Melody Antoinette
Titel	Bridging Western-Based Classrooms and Chinese Student Expectations through Appreciative Inquiry
Quelle	(2017), (297 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Southwestern College (Kansas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-0284-5
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Cultural Differences; Western Civilization; North Americans; College Students; Outcomes of Education; Teaching Methods; Learning Processes; Cultural Awareness; Foreign Countries; Foreign Nationals; Expectation; International Cooperation; Universities; Teacher Attitudes; Student Attitudes; Intercultural Communication; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Kultureller Unterschied; Collegestudent; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Cultural identity; Kulturelle Identität; Ausland; Ausländer; Ausländerin; Expectancy; Erwartung; Internationale Kooperation; Internationale Zusammenarbeit; University; Universität; Lehrerverhalten; Schülerverhalten; Interkulturelle Kommunikation
Abstract	A number of Western-based faculty travel abroad to China each year to teach university-level Chinese students (Ozturgut, 2007) including the researcher of this study. Western and Eastern cultural differences were a main factor attracting faculty, but also prompted the need for effective communication and awareness (Durant & Shepherd, 2009). This study explored the dynamics of a Sino-U.S. joint educational program in China and the attitudes, expectations, and academic outcomes of faculty and students within a dual culture classroom setting. The study also investigated the gaps between Western and Eastern teaching and learning and assessed the adaptation and integration of culturally based curriculum. A qualitative design was used to analyze the gap that existed in teaching and learning related to Eastern and Western cultural differences. An appreciative inquiry 4-D Cycle was used as the methodology. Triangulation methods were used to collect and analyze data using interviews and focus groups. The study took place in southeast China at a Sino-U.S. university. The participants in the study consisted of approximately five Western-based faculty and 11 Chinese students from the university. The researcher worked with Western-based faculty and Chinese students applying intercultural competence and appreciative inquiry theories. This study detailed findings related to faculty and learner beliefs, understandings, challenges, and reactions within a culturally diverse learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01