Fields unknown: Russian and American teachers on their international exchange experiences
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Saarbrücken
VDM Verl. Müller
2007
|
| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | 217 S. 240 mm x 170 mm |
| ISBN: | 9783836422932 383642293X |
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Datensatz im Suchindex
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|---|---|
| adam_text |
TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1 OVERVIEW 1 DEVELOPMENT OF
INTEREST 6 RATIONALE FOR STUDY AND RESEARCH PROBLEM 7 RESEARCH QUESTIONS
9 DEFINITION OFTERMS 10 STRUCTURE OFTHE STUDY 12 CHAPTER TWO: A BRIEF
HISTORICAL OVERVIEW OF INTERNATIONAL PROGRAMS AND REVIEW OF LITERATURE
13 INTRODUCTION: A VAN TALK 13 A BRIEF HISTORICAL OVERVIEW 14 HOW IT
STARTED: MISSIONARIES ANDFIRST PROGRAMS 14 THE 1930S: FEDERAL GOVERNMENT
STEPPED IN 17 EDUCATIONAL EXCHANGE POLICY AFTER WORLD WAR II 19 THE COLD
WAR: RUSSIANS ARE COMING 25 THE 1960S AND 1970S: "NEVER HAS THE CARPET
BEEN SO RED" 27 LITERATURE REVIEW 31 INTERNATIONAL EDUCATION 33
INTERNATIONAL EDUCATION AND MULTIAILTURAL EDUCATION: COMMONALITIES AND
DIFFERENCES 38 THE ROLE OFTEACHER IN INTERNATIONAL EDUCATION 40 TEACHER
TRAINING 40 INTEMATIONALIZATION OFCAMPUSES 41 PROGRAMS OF STUDY ABROAD.
43 INTERNATIONAL EDUCATION IN SECONDARY SCHOOLS 44 TEACHERS ENGAGED IN
INTERNATIONAL EDUCATION 46 INTERNATIONAL EDUCATIONAL EXCHANGES AND
INTERNATIONAL EXCHANGE AND TRAINING BIBLIOGRAFISCHE INFORMATIONEN
HTTP://D-NB.INFO/985467665 DIGITALISIERT DURCH CHAPTER SUMMARY 73
CHAPTER THREE: METHODOLOGY AND METHOD 75 THEORETICAL FRAMEWORK 75
METHODOLOGY 83 MINI STUDY 84 SAMPLINGFOR THE MINI STUDY AND DATA
COLLECTION 84 MINI-STUDY RESULTS 85 MAIN STUDY 87 INFORMANT SELECTION 87
INSTRUMENT 89 DATA COLLECTION 90 INTERVIEWS 91 LANGUAGE AND STYLE 92
OBSERVATION OFDEBRIEFMG SESSIONS 93 OBSERVATIONS OFAND CONVERSATIONS
WITH PARTICIPANTS OF INTERNATIONAL PROGRAMS 94 DATA ANALYSIS 94 KEYWORDS
95 MEMORIES AND INTERVIEW RECORDS 95 VALIDITY OFTHE STUDY 98
TRIANGULATION 98 VERBATIM ACCOUNT 98 LOW-INFERENCE DESCRIPTORS 99
MECHANICALLY RECORDED DATA 99 MEMBER CHECKING 99 CHAPTER SUMMARY 100
CHAPTER FOUR: FINDINGS 101 FINDING REGARDING INFORMANTS 101 TYPES
OFINFORMANTS 10 PERSONAL CHANGES 121 PROGRAM ENCOURAGES INSTRUCTIONAL
AND CURRICULAR CHANGES 122 PIONEERING EFFECT 122 EYEWITNESS EFFECT 124
APPLICATION OFNEW METHODS 126 SKEPTICISM 128 AMERICAN INFORMANTS ABOUT
CLASSROOM PRACTICES IN RUSSIA 130 ARE AMERICANS INTERESTED IN RUSSIAN
PEDAGOGICAL PRACTICES? 133 DISSEMINATION OF NEW INFORMATION 135 "STRICT
PARENT" PHENOMENON 137 SEMINARS WITH COLLEAGUES AND PROFESSIONAL
DEVELOPMENT ACTIVITIES 138 IF COLLEAGUES ARE PASSIVE AND NOT INTERESTED
142 IMPEDIMENTS TO IMPLEMENTATION OFTHE NEW 145 AGEBARRIER 145
CONSERVATISM OF SCHOOL CULTURE 146 IDEOLOGICAL PREJUDICES 150
PARTICIPATION IN INTERNATIONAL PROGRAMS CHALLENGES PARTICIPANTS'
RELATIONS WITH ADMINISTRATION AND COLLEAGUES 151 ADMINISTRATIVE SUPPORT
152 COLLEAGUES'ATTITUDES 156 MEASURES NEEDEDFOR SUSTAINABLE DEVELOPMENT
OF INTERNATIONAL PROGRAM OUTCOMES 15 "BECAUSE IFTHEY ARE NOT SUPPORTED,
TEACHERS CANNOT DO ANYTHING BY THEMSELVES ": MEASURES THAT CAN HELP
INSTITUTIONALIZE THE PROGRAM OUTCOMES ANDKEEP THEM SUSTAINABLE OVER TIME
190 SEEKING ADMINISTRATIVE SUPPORT 191 CREATINGA TEAM 192 PRACTICAL
IMPLICATIONS OFTHE STUDY 194 RECOMMENDATIONS FOR FURTHER RESEARCH 198
LIMITATIONS OFTHE STUDY 200 CHAPTER SUMMARY 201 REFERENCES 203 |
| adam_txt |
TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1 OVERVIEW 1 DEVELOPMENT OF
INTEREST 6 RATIONALE FOR STUDY AND RESEARCH PROBLEM 7 RESEARCH QUESTIONS
9 DEFINITION OFTERMS 10 STRUCTURE OFTHE STUDY 12 CHAPTER TWO: A BRIEF
HISTORICAL OVERVIEW OF INTERNATIONAL PROGRAMS AND REVIEW OF LITERATURE
13 INTRODUCTION: A VAN TALK 13 A BRIEF HISTORICAL OVERVIEW 14 HOW IT
STARTED: MISSIONARIES ANDFIRST PROGRAMS 14 THE 1930S: FEDERAL GOVERNMENT
STEPPED IN 17 EDUCATIONAL EXCHANGE POLICY AFTER WORLD WAR II 19 THE COLD
WAR: RUSSIANS ARE COMING 25 THE 1960S AND 1970S: "NEVER HAS THE CARPET
BEEN SO RED" 27 LITERATURE REVIEW 31 INTERNATIONAL EDUCATION 33
INTERNATIONAL EDUCATION AND MULTIAILTURAL EDUCATION: COMMONALITIES AND
DIFFERENCES 38 THE ROLE OFTEACHER IN INTERNATIONAL EDUCATION 40 TEACHER
TRAINING 40 INTEMATIONALIZATION OFCAMPUSES 41 PROGRAMS OF STUDY ABROAD.
43 INTERNATIONAL EDUCATION IN SECONDARY SCHOOLS 44 TEACHERS ENGAGED IN
INTERNATIONAL EDUCATION 46 INTERNATIONAL EDUCATIONAL EXCHANGES AND
INTERNATIONAL EXCHANGE AND TRAINING BIBLIOGRAFISCHE INFORMATIONEN
HTTP://D-NB.INFO/985467665 DIGITALISIERT DURCH CHAPTER SUMMARY 73
CHAPTER THREE: METHODOLOGY AND METHOD 75 THEORETICAL FRAMEWORK 75
METHODOLOGY 83 MINI STUDY 84 SAMPLINGFOR THE MINI STUDY AND DATA
COLLECTION 84 MINI-STUDY RESULTS 85 MAIN STUDY 87 INFORMANT SELECTION 87
INSTRUMENT 89 DATA COLLECTION 90 INTERVIEWS 91 LANGUAGE AND STYLE 92
OBSERVATION OFDEBRIEFMG SESSIONS 93 OBSERVATIONS OFAND CONVERSATIONS
WITH PARTICIPANTS OF INTERNATIONAL PROGRAMS 94 DATA ANALYSIS 94 KEYWORDS
95 MEMORIES AND INTERVIEW RECORDS 95 VALIDITY OFTHE STUDY 98
TRIANGULATION 98 VERBATIM ACCOUNT 98 LOW-INFERENCE DESCRIPTORS 99
MECHANICALLY RECORDED DATA 99 MEMBER CHECKING 99 CHAPTER SUMMARY 100
CHAPTER FOUR: FINDINGS 101 FINDING REGARDING INFORMANTS 101 TYPES
OFINFORMANTS 10 PERSONAL CHANGES 121 PROGRAM ENCOURAGES INSTRUCTIONAL
AND CURRICULAR CHANGES 122 PIONEERING EFFECT 122 EYEWITNESS EFFECT 124
APPLICATION OFNEW METHODS 126 SKEPTICISM 128 AMERICAN INFORMANTS ABOUT
CLASSROOM PRACTICES IN RUSSIA 130 ARE AMERICANS INTERESTED IN RUSSIAN
PEDAGOGICAL PRACTICES? 133 DISSEMINATION OF NEW INFORMATION 135 "STRICT
PARENT" PHENOMENON 137 SEMINARS WITH COLLEAGUES AND PROFESSIONAL
DEVELOPMENT ACTIVITIES 138 IF COLLEAGUES ARE PASSIVE AND NOT INTERESTED
142 IMPEDIMENTS TO IMPLEMENTATION OFTHE NEW 145 AGEBARRIER 145
CONSERVATISM OF SCHOOL CULTURE 146 IDEOLOGICAL PREJUDICES 150
PARTICIPATION IN INTERNATIONAL PROGRAMS CHALLENGES PARTICIPANTS'
RELATIONS WITH ADMINISTRATION AND COLLEAGUES 151 ADMINISTRATIVE SUPPORT
152 COLLEAGUES'ATTITUDES 156 MEASURES NEEDEDFOR SUSTAINABLE DEVELOPMENT
OF INTERNATIONAL PROGRAM OUTCOMES 15 "BECAUSE IFTHEY ARE NOT SUPPORTED,
TEACHERS CANNOT DO ANYTHING BY THEMSELVES ": MEASURES THAT CAN HELP
INSTITUTIONALIZE THE PROGRAM OUTCOMES ANDKEEP THEM SUSTAINABLE OVER TIME
190 SEEKING ADMINISTRATIVE SUPPORT 191 CREATINGA TEAM 192 PRACTICAL
IMPLICATIONS OFTHE STUDY 194 RECOMMENDATIONS FOR FURTHER RESEARCH 198
LIMITATIONS OFTHE STUDY 200 CHAPTER SUMMARY 201 REFERENCES 203 |
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| classification_rvk | DN 2000 |
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| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
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| title | Fields unknown Russian and American teachers on their international exchange experiences |
| title_auth | Fields unknown Russian and American teachers on their international exchange experiences |
| title_exact_search | Fields unknown Russian and American teachers on their international exchange experiences |
| title_exact_search_txtP | Fields unknown Russian and American teachers on their international exchange experiences |
| title_full | Fields unknown Russian and American teachers on their international exchange experiences Anatoli Rapoport |
| title_fullStr | Fields unknown Russian and American teachers on their international exchange experiences Anatoli Rapoport |
| title_full_unstemmed | Fields unknown Russian and American teachers on their international exchange experiences Anatoli Rapoport |
| title_short | Fields unknown |
| title_sort | fields unknown russian and american teachers on their international exchange experiences |
| title_sub | Russian and American teachers on their international exchange experiences |
| topic | Lehreraustausch (DE-588)4167158-2 gnd |
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