東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

College Students' Perspectives of Gl...

Boktor, Hanna.

Linked to FindBook

Google Book

Amazon

博客來

College Students' Perspectives of Global Learning in a Core Curriculum Program.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	College Students' Perspectives of Global Learning in a Core Curriculum Program./
Author:	Boktor, Hanna.
Description:	166 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education, Higher Education Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613613
ISBN:	9781303767944

College Students' Perspectives of Global Learning in a Core Curriculum Program.
Boktor, Hanna.

College Students' Perspectives of Global Learning in a Core Curriculum Program. - 166 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Many universities have instituted global education programs to prepare their students for the demands of living in a global society; yet, little information exists about the effectiveness of these programs from the participants' perspectives. At the local level, a liberal arts university has not undertaken an assessment of its global learning experiences at the core curriculum program, constituting a gap in practice. The purpose of this program evaluation employing a qualitative case study approach was to assess program participants' perspectives of the impact of their global learning experiences. A conceptual model of global competence provided a framework for guiding data collection and analysis. The research question investigated how these participants developed different levels of global competence as a perceived result of their engagement in the core curriculum program. To answer this research question, 3 methods of data collection were used, including semistructured interviews of 9 participants, analysis of 10 written program documents, and observation of 3 participants' capstone presentations. A framework analysis based on the conceptual framework was employed to analyze and interpret the data. Participants attributed the development of global competence to comprehensive and integrated global instruction, highlighting areas in which instruction was necessary with regard to global knowledge, crosscultural interactions, and global service projects. This study contributed to social change by providing program administrators with insights for improving the global learning experiences at the core program. Program improvement will help participants become skilled, responsible global citizens who value service to their communities and to larger causes at the national and international levels.

ISBN: 9781303767944Subjects--Topical Terms:

1669382
Education, Higher Education Administration.

College Students' Perspectives of Global Learning in a Core Curriculum Program.
LDR:02691nam a2200277 4500 001 1962426
005 20140805141058.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303767944
035 $a (MiAaPQ)AAI3613613
035 $a AAI3613613
040 $a MiAaPQ $c MiAaPQ
100 1 $a Boktor, Hanna. $3 2098503
245 1 0 $a College Students' Perspectives of Global Learning in a Core Curriculum Program.
300 $a 166 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Marilyn Wells.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Many universities have instituted global education programs to prepare their students for the demands of living in a global society; yet, little information exists about the effectiveness of these programs from the participants' perspectives. At the local level, a liberal arts university has not undertaken an assessment of its global learning experiences at the core curriculum program, constituting a gap in practice. The purpose of this program evaluation employing a qualitative case study approach was to assess program participants' perspectives of the impact of their global learning experiences. A conceptual model of global competence provided a framework for guiding data collection and analysis. The research question investigated how these participants developed different levels of global competence as a perceived result of their engagement in the core curriculum program. To answer this research question, 3 methods of data collection were used, including semistructured interviews of 9 participants, analysis of 10 written program documents, and observation of 3 participants' capstone presentations. A framework analysis based on the conceptual framework was employed to analyze and interpret the data. Participants attributed the development of global competence to comprehensive and integrated global instruction, highlighting areas in which instruction was necessary with regard to global knowledge, crosscultural interactions, and global service projects. This study contributed to social change by providing program administrators with insights for improving the global learning experiences at the core program. Program improvement will help participants become skilled, responsible global citizens who value service to their communities and to larger causes at the national and international levels.
590 $a School code: 0543.
650 4 $a Education, Higher Education Administration. $3 1669382
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0446
690 $a 0727
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613613