Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison     

《Int J Intercult Relat》2020

This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the use of intercultural classroom practices. Our results indicate that policies and professional development targeted at the reciprocal relation between diversity-related efficacy and practices are important when preparing teachers for working in diverse classroom contexts.  相似文献   

Towards a Model of Intercultural Communicative Competence in Iranian EFL Context: Testing the Role of International Posture,Ideal L2 Self,L2 Self-Confidence,and Metacognitive Strategies     

Ali Asghar Ghasemi  Hooshang Yazdani  Majid Amerian 《Journal of Intercultural Communication Research》2020,49(1):41-60

ABSTRACT

This study aimed to present a model of intercultural communicative competence (ICC) by incorporating international posture, motivational disposition (ideal L2 self), second language (L2) self-confidence, and metacognitive learning strategies. To this end, 150 Iranian L2 learners, selected through convenience sampling procedure, took part in the research. The findings of structural equation modelling revealed that the proposed model showed adequate fit to the data, implying that the model is appropriate in Iranian English as a foreign language (EFL) context. Also, the results indicated that learners with a high level of international posture are more likely to bridge the gap between their present and ideal selves. This was, additionally, argued that internationally oriented and ideally motivated learners become confident of their abilities to get engaged in interaction with L2 target communities. Furthermore, metacognitive learning strategies were found to be directly associated with ICC, implicating that the learners who continuously reflect on their learning and evaluate their performances are more prone to have a higher level of ICC. Finally, suggestions were offered for language teachers and policy-makers to inspire their learners to be more competent in communication with people of other cultures and languages.  相似文献   

Evaluating the international dimension in an undergraduate curriculum by assessing students’ intercultural sensitivity     

《Studies in Educational Evaluation》2018

This formative, outcome-oriented, theory-based evaluation research study assessed the effectiveness of requiring an international (‘I’) course by measuring students’ intercultural sensitivity (IS) at the start and end of a semester. Findings revealed that students’ IS scores did not change regardless of the type of class in which the student was enrolled and were not significantly different based on gender, age, ethnicity, undergraduate classification, or number of ‘I’ courses taken. There were significant differences in IS based on religion, traveling outside the US, participating in a study abroad course, and the number of cultural events in which the student had participated. Regression analysis confirmed that religious affiliation and number of times traveled outside the US were significant predictors of IS. This study is an example of the use of theory-based evaluation in an educational system and provides important insights into what experiences affect college students’ IS.  相似文献   

论广播电视大学核心竞争力的内涵与培植   总被引：1，自引：1，他引：0  

张创伟  周雯 《现代远距离教育》2005,(3):12-14

在现代远程教育市场中,各办学主体之间的竞争日益激烈,审视电大的核心竞争力并对如何培植电大核心竞争力提出粗浅的见解,希冀对保持电大持久竞争优势有一定的参考价值。  相似文献   

我国科技期刊国际竞争力的不足与对策   总被引：6，自引：1，他引：5  

张永平  殷正坤 《编辑学报》2002,14(5):350-362

探讨增强我国科技期刊国际竞争力的途径.认为期刊结构、人力资源、期刊市场及影响因子是影响科技期刊竞争力的主要因素,加强编辑队伍建设、优化资源配置、强化市场意识是增强我国科技期刊国际竞争力的主要措施.  相似文献   

Cross-cultural argument interactions between Israeli-Jews and Palestinians     

Donald G. Ellis  Ifat Maoz 《Journal of Applied Communication Research》2002,30(3):181-194

This study examined the argument patterns that result when Israeli-Jews and Palestinians confront each other during group dialogues. We tested predictions derived from two theories. The first was a theory of cultural communication which predicted that Israeli-Jews and Palestinians would argue in a manner consistent with their respective cultural communication codes known as dugri and musayra respectively. Thus, the Israeli-Jews were expected to be assertive and the Palestinians more accommodating. The second theory was rooted in majority/minority power relations and predicted the opposite. The data were generated from reconciliation-based dialogue groups of Israeli-Jews and Palestinians. Communicative acts were coded according to the Conversational Argument Coding Scheme. Analysis of covariance was used to determine which patterns of argument distinguished the groups, and to identify variance attributable to lag sequences and individuals. The results were supportive of predictions from majority/minority power relations.  相似文献   

论人品与素质教育     

杨飞 《安徽职业技术学院学报》2002,(2)

文章通过对人品及素质教育的有关理论的阐述,强调修炼人品和开展素质教育的重要性和紧迫性,并 就如何修炼人品和开展素质教育问题找出了一些实施意见。  相似文献   

馆藏特色数字资源众包对图书馆核心能力及组织边界的影响研究     

黄婧  王琼 《图书馆》2022,(2)

文章以企业能力与组织边界相关研究成果为指导,结合目前已成功实施的部分图书馆众包案例,对馆藏特色数字资源的规划、建设与服务过程展开分析研究。文章认为馆藏特色数字资源众包不仅利于增强图书馆建设数字特藏的能力,也有利于提升馆员专业能力、提高用户满意度、提升图书馆知识服务与创新能力,进而增强图书馆核心能力,不断扩大组织边界。最后文章提出图书馆需重新审视功能定位,确保核心能力与竞争优势,真正服务于知识经济和现代信息社会的建设。  相似文献   

不可放弃“知识服务”——对图书馆核心能力“知识服务”问题的思辩     

周久凤 《晋图学刊》2008,(3):63-67

本文通过对《不可轻言“知识服务”》论点的评析,认为：图书馆的文献信息服务在本质上是一种知识服务。文章分析了“知识服务”作为图书馆核心能力的特殊内涵,并对图书馆开展“知识服务”可能会引发“问题”的言论进行了思辩。结论是：“知识服务”不可不言,更不能放弃。  相似文献   

当代媒介文化背景下大学生媒介素养培养探析     

孙婧  金国华 《高等工程教育研究》2018,(2):90-95

我国当代媒介文化呈现价值取向多元化的特点,拓宽了当代大学生视野的同时,也给处在价值观形成阶段的大学生产生了负面影响。近年来,我国大学生在媒介文化消费和传播中暴露出诸多不良行为,充分说明当代大学生媒介素养水平亟待提升。培养大学生媒介素养应以社会主义核心价值观为价值导向;以促进学生发展为根本宗旨;以批判性思维为重要抓手。推进我国大学生媒介素养培养应抓住以下三个方面:确立媒介素养课程目标,借鉴美国一流大学经验、立足我国国情,课程目标应涵盖批判性思维、合作沟通、媒介鉴赏、信息获取分析、创造媒介产品、信息技术运用,以及坚持以社会主义核心价值观为导向、坚持文化自信;开发媒介素养课程内容;加强大学教师媒介素养的在职培训。  相似文献