A Cross-cultural Evaluation Conversation in India: Benefits, Challenges, and Lessons Learned

2016 ◽  
Vol 30 (3) ◽  
Author(s):  
Hind Al Hudib ◽  
J. Cousins ◽  
Jayshree Oza ◽  
Undurthy Lakshminarayana ◽  
Vassant Bhat
2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam

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.


2020 ◽  
Vol 16 (1) ◽  
pp. 45-54
Author(s):  
Olivia Sylvester ◽  
Alí García Segura ◽  
Sara Ashencaen Crabtree ◽  
Zanisah Man ◽  
Jonathan Parker

This article represents our collective reflexivity in the process of applying an Indigenous methodology in a North–South, cross-cultural collaboration, funded through the British Government’s Global Challenges Research Fund. The projects’ aim was to bring together Bribri and Jakun leaders (from Costa Rica and Malaysia) for constructive dialogues about sustainable development. Specifically, we applied ulàpeitök (traditional form of Bribri collaboration and translates to lend [peitök] a hand), a concept of collaboration that honours family and community; we also used S-kṍpàkö, the Bribri word for conversation, a concept that translates to feeling the space around each other together. We analyse successes and challenges and elaborate on lessons learned including (a) how and why Indigenous collaboration and reciprocity should be understood before a project is planned or financed, (b) why western academic concepts of reciprocity (such as one-to-one exchanges) need to be decolonized to include Indigenous ways of relating to others, and (c) paying special attention to language in the co-writing of publications to avoid cultural misrepresentation. Our research can inform other North/South, Indigenous/non-Indigenous collaborations that aim to contribute to decolonizing research.


Author(s):  
Anette Bengs ◽  
Annika Wiklund-Engblom ◽  
Joachim Majors ◽  
Minna Teirilä ◽  
Tanja Oraviita

2018 ◽  
Vol 63 (2) ◽  
pp. 232-237
Author(s):  
Kristin Hadfield ◽  
Michael Ungar ◽  
Alan Emond ◽  
Kim Foster ◽  
Justine M Gatt ◽  
...  

The sequelae of migration and the effects of local migration policies on children’s physical and mental health are critical to examine, particularly given the historically high numbers of migrants and displaced people. The vulnerability of the study sample and the need to work across cultures and contexts makes research on this group challenging. We outline lessons learned through conducting a pilot study of resilience resources and mental health among migrant youth in six countries. We describe the benefits and challenges, and then provide recommendations and practical advice for social work researchers attempting cross-cultural team research on migrants.


2020 ◽  
pp. 105256292097217
Author(s):  
Maya Vidovic ◽  
Michelle Hammond ◽  
Jenna Lenhardt ◽  
Michael Palanski ◽  
Joy Olabisi

Two important characteristics of contemporary teamwork are working with colleagues from diverse cultural backgrounds and working in virtual teams. Hence, preparing students to successfully navigate through the business world must include developing these two skills. To investigate learning for both cross-cultural and virtual collaboration, we conducted a cross-cultural virtual team experiential exercise with 635 undergraduate students comprising 189 teams. The exercise was part of Organizational Behavior classes at three university campuses—two in the United States and one in Croatia. Data analysis examining skills development and efficacy demonstrated a significant increase in virtual team efficacy for all students and a significant increase in cross-cultural efficacy for students in Croatia. Qualitative results point to differences in key lessons learned between U.S. and Croatian students, such as communication skills, time management skills, and intensity of the experience. We provide a description of the exercise, lessons learned, and suggestions for future use, including adaptations to smaller class sizes.


2007 ◽  
Vol 38 (3) ◽  
pp. 18-24
Author(s):  
Richard G. Luecking ◽  
Lisa Cuozzo ◽  
Claudia McInerney ◽  
Sylvia Helena Moraes Cury ◽  
Mariana Cristina B. C. Lorca

This article describes the structure and content of a field experience provided in the United States to Brazilian rehabilitation students participating in a CAPES-FIPSE student exchange program. The article presents features of the field experience curriculum, lessons learned in this cross-cultural field exchange, and a discussion of the value of such exchanges from the perspective of both an American and Brazilian community rehabilitation provider. Implications for general rehabilitation practices are also discussed.


2016 ◽  
Vol 30 (3) ◽  
pp. 329-343 ◽  
Author(s):  
Hind Al Hudib ◽  
J. Bradley Cousins ◽  
Jayshree Oza ◽  
Undurthy Lakshminarayana ◽  
Vassant D. Bhat

Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee

Chapter 9 summarizes findings from a decade-long program of cross-cultural research on disability, stigmatization, and children’s developing cultural selves in Japan, South Korea, Taiwan, and the U.S. It articulates implications for a developmental cultural model of disability, methodological approaches, practice, policy, and future research. It also discusses challenges of cross-cultural research including working within international research teams.


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