Exploring Identities: Public History in a Cross-Cultural Context

Abstract The Museums Connect program, funded by the U.S. State Department's Bureau of Educational and Cultural Affairs and administered by the American Alliance of Museums, is a relatively new effort to connect international museums; the grant is set apart by its objective to sponsor projects that foster cross-cultural professional development and civic engagement in global communities. The following roundtable includes perspectives on the Museums Connect project Identities: Understanding Islam in a Cross-Cultural Context, undertaken by the Museum of History and Holocaust Education, Kennesaw State University (Georgia), and the Ben M'sik Community Museum, Université Hassan II Mohammedia, Ben M'sik (Casablanca, Morocco).

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Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

European Journal of Social Sciences Education and Research ◽

10.2478/ejser-2018-0032 ◽

2018 ◽

Vol 5 (2) ◽

pp. 40-49

Author(s):

Siew Hong Lam

Keyword(s):

Professional Development ◽

Cultural Context ◽

Classroom Observation ◽

Continuing Professional Development ◽

Educational Background ◽

Cross Cultural ◽

Lessons Learned ◽

Potential Applicability ◽

Pedagogical Framework ◽

Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v5i2.p40-49 ◽

2018 ◽

Vol 5 (2) ◽

pp. 40

Author(s):

Siew Hong Lam

Keyword(s):

Professional Development ◽

Cultural Context ◽

Classroom Observation ◽

Cross Cultural ◽

University Lecturers ◽

Events Of Instruction

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Communicative Representations of Chinese “Gao-Kao” High Stakes Testing Using Paralleled Testing in the U.S. as Cross-Cultural Context

American Journal of Energy Research ◽

10.12691/ajer-2-2-2 ◽

2014 ◽

Vol 2 (2) ◽

pp. 30-34

Author(s):

Lei Wang ◽

Xiaoting Huang ◽

Jim Schnell

Keyword(s):

Cultural Context ◽

High Stakes Testing ◽

Cross Cultural ◽

High Stakes ◽

The U.S

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Why study in Finland: RAMK, SAMK, and PBL

Journal of International Students ◽

10.32674/jis.v1i2.550 ◽

2011 ◽

Vol 1 (2) ◽

pp. 36-37

Author(s):

Irina Khramtsova

Keyword(s):

Applied Sciences ◽

Professional Development ◽

Study Abroad ◽

Cross Cultural ◽

Cultural Immersion ◽

State University ◽

Exchange Program ◽

Immersion Experience ◽

University Of Applied Sciences ◽

Faculty Exchange

In September 2011, I visited two universities in Finland as part of Magellan faculty exchange: Rovaniemi University of Applied Sciences in Pori (RAMK) and Satakunta University of Applied Sciences in Pori and Rauma (SAMK). It was such a wonderful and rewarding trip that I decided to share my experience with students to encourage them to study abroad. to encourage them to study abroad. Arkansas State University is a member of Magellan Exchange Program (http://www.magellanexchange.org/). The mission of this program is “to provide opportunities for students and faculty to have an affordable educational and cultural immersion experience.” I decided to apply for this exchange to foster my professional development and to establish new contacts for cross-cultural collaboration in my area of research.

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