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Perceptions, Understandings, and Str...

Warren, Timothy D.,

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Perceptions, Understandings, and Strategies Utilized by Western Teachers to Develop Effective Relationships with Chinese Students /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions, Understandings, and Strategies Utilized by Western Teachers to Develop Effective Relationships with Chinese Students // Timothy D Warren.
作者:	Warren, Timothy D.,
面頁冊數:	1 electronic resource (113 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Multicultural education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28965113
ISBN:	9798438746638

Perceptions, Understandings, and Strategies Utilized by Western Teachers to Develop Effective Relationships with Chinese Students /
Warren, Timothy D.,

Perceptions, Understandings, and Strategies Utilized by Western Teachers to Develop Effective Relationships with Chinese Students /Timothy D Warren. - 1 electronic resource (113 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

This study describes the strategies that Western teachers use and explored their understandings and perceptions about how they develop effective relationships and facilitate high levels of learning, with middle level Chinese and other Confucian heritage culture (CHC) students in an international school in China. A qualitative, case study approach was applied to examine how Western teachers establish a productive connection with their ethnically and culturally different students. Two established theoretical frameworks, stage-environment fit (Wang & Eccles, 2011), and culturally responsive teaching (Gay, 2002; Ladson-Billings, 1995, 2014), provided a structure from which to view the research problem and guided the research process. Using a single international school in China as the identified case, interviews with six middle level teachers who are perceived by school leaders as effective at engaging and building productive relationships with their students occurred. Follow up classroom observations occurred with three of them. Interview and observation data were coded and used to describe the teachers' thinking, strategies, and approach that leads to effective student learning with students who are ethnically and culturally different from themselves. Analysis of the data revealed six separate but related relational themes evident in the teachers' perspectives and approaches with their students. Those themes were efforts to adapt to the local environment, incorporating cultural understanding and sensitivity, applying a developmentally appropriate approach, nurturing effective teacher-student relationships, facilitating interactions grounded in caring and empathy, and efforts to create a sense of belonging for the students. Results may be useful to international school principals and other leaders who seek to equip Western teachers to facilitate effective teaching and learning with their Chinese and other CHC students.

English

ISBN: 9798438746638Subjects--Topical Terms:

526718
Multicultural education.
Subjects--Index Terms:

China

Perceptions, Understandings, and Strategies Utilized by Western Teachers to Develop Effective Relationships with Chinese Students /
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520 $a This study describes the strategies that Western teachers use and explored their understandings and perceptions about how they develop effective relationships and facilitate high levels of learning, with middle level Chinese and other Confucian heritage culture (CHC) students in an international school in China. A qualitative, case study approach was applied to examine how Western teachers establish a productive connection with their ethnically and culturally different students. Two established theoretical frameworks, stage-environment fit (Wang & Eccles, 2011), and culturally responsive teaching (Gay, 2002; Ladson-Billings, 1995, 2014), provided a structure from which to view the research problem and guided the research process. Using a single international school in China as the identified case, interviews with six middle level teachers who are perceived by school leaders as effective at engaging and building productive relationships with their students occurred. Follow up classroom observations occurred with three of them. Interview and observation data were coded and used to describe the teachers' thinking, strategies, and approach that leads to effective student learning with students who are ethnically and culturally different from themselves. Analysis of the data revealed six separate but related relational themes evident in the teachers' perspectives and approaches with their students. Those themes were efforts to adapt to the local environment, incorporating cultural understanding and sensitivity, applying a developmentally appropriate approach, nurturing effective teacher-student relationships, facilitating interactions grounded in caring and empathy, and efforts to create a sense of belonging for the students. Results may be useful to international school principals and other leaders who seek to equip Western teachers to facilitate effective teaching and learning with their Chinese and other CHC students.
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