Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers. Advances in Higher Education and Professional Development (AHEPD) Book Series

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Sonst. Personen	An, Heejung (Hrsg.)
Titel	Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers. Advances in Higher Education and Professional Development (AHEPD) Book Series
Quelle	(2017), (474 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5225-1057-4
DOI	10.4018/978-1-5225-1057-4
Schlagwörter	Study Abroad; Program Implementation; Program Effectiveness; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Preservice Teachers; Partnerships in Education; Foreign Countries; Consortia; Cultural Awareness; Practicums; English (Second Language); Program Length; Multicultural Education; Special Education; Student Diversity; College School Cooperation; Norway; Indiana; Australia; South Korea; Mexico; Hong Kong; Israel + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Ausland; Vereinigung; Cultural identity; Kulturelle Identität; Practicum; Praktikum; Praktika; English as second language; English; Second Language; Englisch als Zweitsprache; Multikulturelle Erziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Norwegen; Australien; Korea; Republik; Mexiko; Hongkong
Abstract	Study abroad programs offer a unique opportunity for students to immerse themselves within different cultural backgrounds as they continue to further their education. By experiencing this first-hand, in-service and pre-service educators are better prepared to address diversity issues within their classrooms. The "Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers" highlights program developments geared towards pre-service and in-service teachers. Featuring the pedagogical opportunities available to participants and the challenges encountered during the development and implementation of study abroad programs, this publication is a critical reference source for pre-service and in-service teachers, school administrators, higher education faculty, educational researchers, and educators in multicultural and international education programs. This book contains the following chapters: (1) University Partnerships: Greater Involvement in International Activities for Teachers (Jeanne Martha D'Haem, Dorothy Feola, and Nancy Norris-Bauer); (2) Case Study of a Sustained Educator Partnership between the U.S. and Norway (David C. Virtue); (3) "Should I Go to Ireland or Mexico?": A Comparison of Two Pre-Student Teaching Study Abroad Programs Offered by the Same Department (Scott L. Roberts and Kristina Rouech); (4) Studying Abroad to Inform Teaching in a Diverse Society: A Description of International Elementary Education Teaching Experiences at Ball State University (Carolyn Walker Hitchens, Patricia Clark, Anthony Kline, Winnie Mucherah, Scott Popplewell, and Kendra J. Thomas); (5) Consortium Models: Enhancing Faculty Led Study Abroad Programs for Pre- and In-Service Teachers (Angela M. Cartwright and Michael T. Mills); (6) Study Abroad Australia: Practice and Research (Johnell Bentz, Jamie N. Pearson, and Allison Witt); (7) Creating a Studying Abroad Experience for Elementary Teacher Candidates: Considerations, Challenges, and Impact (Audra Parker, Kelley E. Webb, and Eleanor Vernon Wilson); (8) Study Abroad for Preservice Teachers: Critical Learning and Teaching in a Diverse Context (Allison Witt, Mauricio Pino-Yancovic, and Brandi Neal); (9) Taking the TESOL Practicum Abroad: Opportunities for Critical Awareness and Community-Building among Preservice Teachers (Hyesun Cho and Lizette Peter); (10) Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad (Barbara A. Bradley and Andrea M. Emerson); (11) A Decolonizing Study Abroad Program in Mexico for Pre-Service Teachers: Taking on the Cultural Mismatch between Teachers and Students (G. Sue Kasun); (12) Becoming Responsive Teachers during a Practicum-Based Study Abroad Experience: Learners Leading to New Perspectives (Cheryl L. Dozier and S. Joy Stephens); (13) Developing a Multicultural Cross-Curricular Study Abroad Experience (Mary-Kate Sableski, Jackie M. Arnold, and John White); (14) Collective Learning: An Exploration of the Hong Kong and U.S. Special Education Systems (Lusa Lo); (15) The Cambridge Schools Experience: Developing Literacy Educators within an International School-University Partnership (Danielle V. Dennis, Stephanie M. Branson, Brian M. Flores, and Allison M. Papke); (16) "The World is So Much Bigger": Preservice Teachers' Experiences of Religion in Israel and the Influences on Identity and Teaching (Tina Marie Keller); (17) Teacher Candidates in International Contexts: Examining the Impact on Beliefs about Teaching Culturally and Linguistically Diverse Learners (S. Michael Putman); (18) Embracing Teaching as Social Activism: Rejecting Colorblindness through Cultural Inclusion during Study Abroad (James A. Gambrell); (19) Of Chalk and Chai: Teach Abroad Experiences that Enhance Cultural Adaptability of Pre-Service Teachers (Gabrielle Malfatti); (20) The Benefits and Limitations of a Short-Term Study Abroad Program to Prepare Teachers in a Multicultural Society (Heejung An, Carrie E. Hong, and David Fuentes); (21) From Cultural Immersion to Professional Growth: Effects of Study Abroad Experiences on Classroom Instruction (Carrie E. Hong, Samantha Kopp, and Shanthia Williams); (22) Feeling Silly and White: The Impact of Participant Characteristics on Study Abroad Experiences (Denise Davis-Maye, Annice Yarber-Allen, and Tamara Bertrand Jones); and (23) Bridging Local and Global Experiences: A Faculty-Led Study Abroad Program for Teachers (Ye He and Kristine Lundgren). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01