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Transformative learning and internat...

Ritz, Aixa A.

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Transformative learning and international students in an American university.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Transformative learning and international students in an American university./
作者:	Ritz, Aixa A.
面頁冊數:	286 p.
附註:	Adviser: Victoria Marsick.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3225190
ISBN:	9780542792960

Transformative learning and international students in an American university.
Ritz, Aixa A.

Transformative learning and international students in an American university. - 286 p.

Adviser: Victoria Marsick.

Thesis (Ed.D.)--Teachers College, Columbia University, 2006.

Based on the premise that international students bring their own cultural frames of reference, the purpose of this study was to understand how graduate international students make meaning of new experiences in an American university and if in the process of making meaning of these new experiences they experienced transformative learning.

ISBN: 9780542792960Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Transformative learning and international students in an American university.
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245 1 0 $a Transformative learning and international students in an American university.
300 $a 286 p.
500 $a Adviser: Victoria Marsick.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2435.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2006.
520 $a Based on the premise that international students bring their own cultural frames of reference, the purpose of this study was to understand how graduate international students make meaning of new experiences in an American university and if in the process of making meaning of these new experiences they experienced transformative learning.
520 $a The study was a qualitative multiple-case study in an American institution of higher education. The sample selected was one of convenience with participants from eight different countries and two different academic programs. Criteria for selection required that participants had full international student status for a minimum of one year, were speakers of English as a second language, were enrolled in a graduate program, and were socialized in ways that were divergent from that of their American counterparts. Methods of data collection included in-classroom and advising-sessions observation, analysis of journals kept by American students of their experiences with mentoring of international students, and two personal in-depth interviews. Analysis of data showed that although participants tried new meaning schemes no transformative learning occurred and that participants did not critically reflect on their frames of reference.
520 $a Much remains to be learned about graduate international students and their study abroad experiences. This study's participants may have critically reflected on their frames of reference once they returned to their acculturation environment. Their temporary residence status in the United States may have prevented this process from occurring. A sample of international graduate students with different characteristics may allow for exploration of different dimensions of transformative learning.
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