Browsing by Subject "Factors"

Now showing 1 - 3 of 3
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    Factors influencing the ways students develop intercultural sensitivity at an international school in China
    (2019-08) Hibbeln, Michael
    The purpose of this study was to examine high school teacher, parent, and student views of factors influencing the development of student intercultural sensitivity at an international school in China. Evidenced by the growth of K-12 international schools around the world, an intercultural education appears to be of value to an increasing number of families. Eleven teachers, 11 parents, and 16 students, for a total of 38 participants were interviewed, through seven structured focus group interviews and four individual follow-up interviews to explore themes related to this study’s four research questions. From this qualitative study, themes emerged indicating a unique set of both individual and institutional factors converging in schools that influence the development of student intercultural sensitivity. Teachers, parents and students indicate that intercultural sensitivity is developed through significant immersion experiences and interactions with others from different cultures. Individual factors influencing intercultural sensitivity are related to parents, contact with one’s home culture, diverse friends, motivation, family intercultural experiences, second language ability and student technology use. Institutional factors influencing student intercultural sensitivity are organizational policies, natural unforced activities such as co-curricular activities, school community events, a diverse teaching staff, and student body, contact with host culture through class trips, the International Baccalaureate framework, and language classes. Findings lend support to Bennett’s (1993) Developmental Model of Intercultural Sensitivity (DMIS) and that an international school environment fosters the development of intercultural sensitivity.
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    The factors that affect science teachers' participation in professional development
    (2013-05) Roux, Judi Ann
    Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities within local school districts, the use of formal and informal professional development, and the needs of rural science teachers compared to urban and suburban teachers.
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    Internationalization rationales, obstacles and drivers: a multiple case study of Spanish higher education institutions
    (2013-04) Grasset, Cristina
    This research examined the cases of three diverse Spanish universities, making inferences about the factors influencing the internationalization processes of higher education institutions in response to the broader forces of globalization. Data were collected from a panel of experts and multiple public and institutional sources utilizing a mixed methods approach to build portraits of international engagement, produce internationalization indexes and analyze rationales, obstacles and drivers. The Horn, Hendel and Fry (2007) method was adapted and used to assess the international dimension of universities in the Spanish context. A comparison and contrast of themes from the three cases provides evidence of universal institutional internationalization rationales, coinciding with those identified by Knight (2006) as of emerging importance; and unveils six factors, or categories of obstacles and drivers, influencing the internationalization of Spanish higher education institutions, including: governance, cultural traits, the economic scenario, applicable legislation, human resources, and branding.