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

A Study of the Impact of Intercultur...

Kunz, Amy Louise.

Linked to FindBook

Google Book

Amazon

博客來

A Study of the Impact of Intercultural Competency Training on Education Support Professionals.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Study of the Impact of Intercultural Competency Training on Education Support Professionals./
Author:	Kunz, Amy Louise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	256 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31243545
ISBN:	9798382582528

A Study of the Impact of Intercultural Competency Training on Education Support Professionals.
Kunz, Amy Louise.

A Study of the Impact of Intercultural Competency Training on Education Support Professionals. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 256 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--Western Illinois University, 2024.

The quantitative study examined the impact of intercultural competency training on Education Support Professionals (ESP) through pre- and post-testing using the Intercultural Development Inventory (IDI{phono}{mlrhring}). The IDI{phono}{mlrhring} is based upon Bennett's Developmental Model of Intercultural Sensitivity (DMIS). The examination of ESP intercultural competency was based on their Development Orientation (DO), Perceived Orientation (PO) and Orientation Gap (OG) IDI{phono}{mlrhring} scores prior to and after the intercultural training.{A0}The study utilized a non-experimental pre- and post-test design with a sample group of 20 Education Support Professionals (ESP) who were members of a large midwestern state education labor union. Prior to the intercultural training, study participants completed the IDI{phono}{mlrhring} (the pre-test) to determine their placement on the IDI{phono}{mlrhring} Intercultural Development Continuum. Participants then completed 24 hours of intercultural training which included an additional five hours of service learning and three one-hour debrief/coaching sessions. Once the training was completed, participants were{A0}administered the IDI{phono}{mlrhring} (the post-test) to assess the impact of the intercultural competency training.Based on the data analysis participants significantly increased their intercultural competence on all three IDI{phono}{mlrhring} components after the intercultural training. Participants had meaningful growth on the IDI{phono}{mlrhring} Intercultural Development Continuum. Additionally, participants more accurately rated their intercultural competency after the training than before the training. Data also demonstrated the intercultural competency training had a statistically significant and large effect on the training group.The study concluded that educational institutions should offer equitable access to intercultural competency training for Education Support Professionals (ESP) during paid employee work hours. It is further recommended that professional learning communities be created to support continued post-training employee development of intercultural skillsets.

ISBN: 9798382582528Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Coaching

A Study of the Impact of Intercultural Competency Training on Education Support Professionals.
LDR:03440nmm a2200421 4500 001 2398231
005 20240812064410.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382582528
035 $a (MiAaPQ)AAI31243545
035 $a AAI31243545
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kunz, Amy Louise. $3 3768143
245 1 2 $a A Study of the Impact of Intercultural Competency Training on Education Support Professionals.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 256 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisor: Sheng, Bridget.
502 $a Thesis (Ed.D.)--Western Illinois University, 2024.
520 $a The quantitative study examined the impact of intercultural competency training on Education Support Professionals (ESP) through pre- and post-testing using the Intercultural Development Inventory (IDI{phono}{mlrhring}). The IDI{phono}{mlrhring} is based upon Bennett's Developmental Model of Intercultural Sensitivity (DMIS). The examination of ESP intercultural competency was based on their Development Orientation (DO), Perceived Orientation (PO) and Orientation Gap (OG) IDI{phono}{mlrhring} scores prior to and after the intercultural training.{A0}The study utilized a non-experimental pre- and post-test design with a sample group of 20 Education Support Professionals (ESP) who were members of a large midwestern state education labor union. Prior to the intercultural training, study participants completed the IDI{phono}{mlrhring} (the pre-test) to determine their placement on the IDI{phono}{mlrhring} Intercultural Development Continuum. Participants then completed 24 hours of intercultural training which included an additional five hours of service learning and three one-hour debrief/coaching sessions. Once the training was completed, participants were{A0}administered the IDI{phono}{mlrhring} (the post-test) to assess the impact of the intercultural competency training.Based on the data analysis participants significantly increased their intercultural competence on all three IDI{phono}{mlrhring} components after the intercultural training. Participants had meaningful growth on the IDI{phono}{mlrhring} Intercultural Development Continuum. Additionally, participants more accurately rated their intercultural competency after the training than before the training. Data also demonstrated the intercultural competency training had a statistically significant and large effect on the training group.The study concluded that educational institutions should offer equitable access to intercultural competency training for Education Support Professionals (ESP) during paid employee work hours. It is further recommended that professional learning communities be created to support continued post-training employee development of intercultural skillsets.
590 $a School code: 6012.
650 4 $a Education. $3 516579
650 4 $a Education policy. $3 2191387
650 4 $a Educational philosophy. $3 3173367
650 4 $a Curriculum development. $3 684418
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational leadership. $3 529436
653 $a Coaching
653 $a Education Support Professionals
653 $a Intercultural Development Inventory
653 $a Service learning
653 $a Intercultural skillsets
690 $a 0515
690 $a 0458
690 $a 0998
690 $a 0443
690 $a 0449
690 $a 0727
710 2 $a Western Illinois University. $b Educational Leadership. $3 1671873
773 0 $t Dissertations Abstracts International $g 85-11A.
790 $a 6012
791 $a Ed.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31243545