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This volume draws on findings from the Canada-China Nature Notes
Reciprocal Learning Program to explore cross-cultural exchanges in
science education in and outside of the classroom. Under the
collaborative reciprocity perspective, cross-cultural learning
needs to go beyond simple comparison in practices, values, and
results and moves to a paradigm that emphasizes a two-way learning
process in the context of acting together. Through collaborative
work between the international teams and partner schools, the
program described in this book shows how collaborative efforts
between the two sister schools worked to raise awareness about
Chinese farming culture and extend students' outdoor learning
experiences. In this book, educators from across the research team
share their insights and reflect on the cross-cultural
collaborative process and how it impacted the learning experiences
of themselves and their students.
This book explores the promising practices for teaching
linguistically and culturally diverse international students within
post-secondary educational institutions. In particular, we plan to
focus on the student's voice with this book. First, it explores the
promising practices for teaching culturally and diverse
international students. Second, it presents the student voice as it
relates to student satisfaction and student perceptions of
learning. It will do this by examining differences at the academic
discipline level, in-person vs. online/open environments, and
academic level. It also addresses student supervision of
international graduate students, writing support, and related
support services needed by international students. The book will
also address differences between international students who come
from various educational systems. It should lead to a more complete
understanding as to what teaching practices work best, and what
international students prefer in the way of instructional
practices, along with instructor characteristics. This book will be
valuable for faculty members who teach courses regarding diversity,
international and comparative education related to post-secondary
instruction, faculty who teach pre-service education, educational
developers who are looking at how best to support faculty
development as it relates to teaching international students,
academic administrators who are exploring the development of
academic programs focused on the needs of prospective international
students, professional associations and governmental bodies who are
responsible for assessing the academic quality of international
student-focused academic programs, and more.
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The CALS-ANZ Manual
Adrian Levine, Christian Karcher, George Zhou
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R571
Discovery Miles 5 710
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Ships in 10 - 15 working days
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