Current Search: Luschei, Thomas (x)
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(1 - 5 of 5)
- Title
- Making Symbolic Meaning Through the Engagement of Intercultural Exchanges: The Relationship Between Intercultural Communication and Global Competnecy on a U.S. University Campus.
- Creator
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Evenson, Melissa L., Luschei, Thomas, Rutledge, Stacey, Schrader, Linda, Iatarola, Patrice, Department of Educational Leadership and Policy Studies, Florida State University
- Abstract/Description
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This study reveals how participants in cross-cultural programs engage in intercultural communication with one another and reflect on global competency. Researchers agree that many U.S. students graduating from universities today are not receiving the necessary tools to successfully work abroad. This study has two major research objectives: to examine the engagement of intercultural communication between two people from different cultures and their reflections on global competency. Data were...
Show moreThis study reveals how participants in cross-cultural programs engage in intercultural communication with one another and reflect on global competency. Researchers agree that many U.S. students graduating from universities today are not receiving the necessary tools to successfully work abroad. This study has two major research objectives: to examine the engagement of intercultural communication between two people from different cultures and their reflections on global competency. Data were collected from 10 participants who were paired up with a person(s) of a different culture in conversation partner programs. Semi-structured interviews, qualitative analysis, and software were other methods used. I use the symbolic interaction approach to examine the engagement of intercultural communication and how that relates to the global competency of students and community members participating in cross-cultural programs on a U.S. university campus. The symbolic interaction approach examines the symbols and meanings people have for things. Findings show that participants--U.S. and international students, scholars, and community members--engage in intercultural communication by two key methods: the initial cultural philosophy and the stating of cultural differences. Findings from the second research question, examining how global competency relates to intercultural communication, indicates that according to participants, self-awareness and cultural awareness are readily apparent.
Show less - Date Issued
- 2009
- Identifier
- FSU_migr_etd-0434
- Format
- Thesis
- Title
- A Case of the Global-Local Dialectic: Decentralization and Teacher Training in Banten, Indonesia.
- Creator
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Young, Michael S., Milligan, Jeffrey Ayala, Carroll, Pamela, Rutledge, Stacey, Luschei, Thomas, Department of Educational Leadership and Policy Studies, Florida State University
- Abstract/Description
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This study examines the social and cultural contexts, and factors of global and local sources, which influence teacher preparation and which may serve to impede or facilitate the training of public and private school English teachers at the "University of Banten," in Serang, Indonesia. A central question of the ethnographic case study is how, and to what extent professors are modeling and encouraging active-learning methods in the students' English and Education courses in response to...
Show moreThis study examines the social and cultural contexts, and factors of global and local sources, which influence teacher preparation and which may serve to impede or facilitate the training of public and private school English teachers at the "University of Banten," in Serang, Indonesia. A central question of the ethnographic case study is how, and to what extent professors are modeling and encouraging active-learning methods in the students' English and Education courses in response to decentralization reforms. The specific focus is on student-teacher preparation pedagogically and instructionally, knowledge of curriculum utilization and development in relation to Indonesian decentralization policy, and the Competency-Based Curriculum (CBC-KTSP) standards for English instruction, the PAKEM Active Learning methods, and the Local Content Curriculum (LCC). Uniquely, it examines English and teacher-training responses representative of the realities of localization and globalization, and is concerned with increased levels of teacher autonomy and decision-making in contemporary Indonesia. The study also explores the implementation of decentralization and English instruction, and how past center-periphery cultural and political traditions affect response to educational reforms. A discussion of theories of educational decentralization builds a framework for situating the present contexts of Indonesian education reform in order to identify specific challenges which impact English teacher preparation and the knowledge and implementation of contemporary decentralization of education policies. The knowledge and implementation of the Competency-Based Curriculum (CBC-KTSP) curriculum and instructional standards for English instruction, the concept and implementation of PAKEM Active Learning methods, and the Local Content Curriculum (LCC), which represent major elements of decentralization policy, autonomy, and self-motivation for learning, were explored thematically through ethnographic analysis. The analysis and discussion follow in-depth accounts of professors, teachers and students at the campus over 10 months and provides extensive and diverse evidence of dynamic responses to policy changes. Lecturers and teachers were well informed about and engaged in the implementation of current decentralization of education reforms, including the integration of the CBC curriculum standards with active learning methods in instruction, and the development and implementation of Local Content Curriculum courses. Global influences generally were not viewed as threatening to local, traditional cultural teaching practices, but as potentially advantageous means for improving schooling.
Show less - Date Issued
- 2011
- Identifier
- FSU_migr_etd-0743
- Format
- Thesis
- Title
- Teaching in the United States and Egypt: A Case Study Exploring the Life and Work of A Muslim Convert.
- Creator
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Brooks, Melanie Carol, Milligan, Jeffrey, Southerland, Sherry, Easton, Peter, Luschei, Thomas, Department of Educational Leadership and Policy Studies, Florida State University
- Abstract/Description
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The purpose of this single-subject case study was to explore how a Muslim teacher made sense of her life and work in two different contexts, the United States and Egypt. This topic is important because an increasing number of women are converting to Islam and scant research explores religious conversion among teachers. The data I collected and analyzed used a sociological framework that explored the life and work of teachers through the constructs of context, culture, religion, religious...
Show moreThe purpose of this single-subject case study was to explore how a Muslim teacher made sense of her life and work in two different contexts, the United States and Egypt. This topic is important because an increasing number of women are converting to Islam and scant research explores religious conversion among teachers. The data I collected and analyzed used a sociological framework that explored the life and work of teachers through the constructs of context, culture, religion, religious conversion, gender, social class, interpersonal relationships, daily work, and work rewards (Barker, 2000; Butt, Raymond, McCue, & Yamagishi, 1992; DeMarrais & LeCompte, 1998; Goodson, 2000; Hargreaves, 2003; Ingersoll, 2003 Lortie, 1975; McAdamis, 2007; McNay & Graham, 2007; Pajak & Blase, 1989; Viadero, 2007; Westheimer, 1998). These nine sociological constructs allowed for a detailed, thorough, and nuanced exploration of a teacher's complex life and work in the United States and Egypt. I conducted multiple interviews with the participant as well spent time observing her teach in both the United States and Egypt. Conclusions drawn from the study indicated that context and social class outweighed the other factors that the sociology of teaching literature suggests are salient to understanding teaching and religious conversion. Context mediated Amy's experiences as a Muslim-American, teacher, wife and expatriate. As a teacher, Amy's success was dependent on school contexts. She was scared to reveal her faith and felt isolated from her coworkers in the American public schools. When she did reveal herself to be a Muslim, she was frustrated by their ignorance of Islam. Amy was most successful teaching at an Islamic school, where she used both her American background and her Islamic faith to her advantage. In this context, Amy thrived as a "whole person" where she merged her personal and professional life. Amy was less successful in a cross-cultural environment. In Egypt, Amy did not reflect on her teaching or adapt it to an Egyptian context. She was critical of her principals and viewed her American citizenship, teaching experience, and academic credentials as giving her the authority to voice oppositional opinions to the school leadership. Her overconfidence hindered her ability to create caring professional relationships with both teachers and students. In effect, the interplay of her ego with school contexts greatly influenced her success as a teacher. In her personal life, Amy embraced gender complimentarity and strove to follow gendered expectations. She viewed her role as wife as equal in importance to the work of her husband. In Egypt, Amy placed great importance on caring for her home and family and spent as little time as possible at her places of work. Consequently, her workplace relationships suffered. Although Amy limited the amount of time at work, her sense of self-importance made it possible for her to outwardly criticize both Egyptian society and her workplaces. She actively separated herself from the lower classes, looked down on a class she termed nouveau riche, and blamed the problems she faced in the classroom on the lower classes' lack of education. Yet, she continued to teach because of financial need. Although Amy earned more money as a teacher than her husband did as a pathologist, she viewed her American nationality and her marriage to a doctor as providing them entrée into the Egyptian upper class. Amy's religious conversion to Islam was a long process that changed both her career trajectory and outlook on life. She faced learning to navigate her American heritage, new Islamic identity, and the nuances of Egyptian culture. Her personal and professional relationships were met with varied success, illustrating the complexities of religious change and cross-cultural acculturation.
Show less - Date Issued
- 2009
- Identifier
- FSU_migr_etd-2981
- Format
- Thesis
- Title
- Comparing Working Conditions in Rural Honduran Schools with Low and Average Rates of Teacher Absenteeism.
- Creator
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Fortin, Marcela Murillo, Vogel, Lora Cohen, Luschei, Thomas, Schwartz, Robert A., Department of Educational Leadership and Policy Studies, Florida State University
- Abstract/Description
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One of the reported problems in the Honduran education system is teacher absenteeism. Although precise rates have not been provided, it is generally understood that the absenteeism rates tend to be higher in rural schools because of several working conditions. Previous literatures suggests that working conditions such as multi-grade teaching, scarce resources and teacher pay, among others, make rural schools unattractive for teachers to work there. It also suggests that several reasons such...
Show moreOne of the reported problems in the Honduran education system is teacher absenteeism. Although precise rates have not been provided, it is generally understood that the absenteeism rates tend to be higher in rural schools because of several working conditions. Previous literatures suggests that working conditions such as multi-grade teaching, scarce resources and teacher pay, among others, make rural schools unattractive for teachers to work there. It also suggests that several reasons such as remote location, a recruitment process that fails to place teachers in their desired workplaces and union involvement, specifically in Honduras, are some of the reasons that teachers have to be absent at schools. This case study compares two schools with low and average rates of absenteeism to compare their working conditions such as multi-grade teaching, parental support, resources, government support and teacher pay in relation to teacher absenteeism. It also analyzes the teacher recruitment process, the location of schools and access to transportation, the union involvement and teachers' attitudes and motivations towards work as possible reasons for teacher absences in schools. The study finds that multi-grade teaching is the greatest challenge principals and teachers have in rural school in relation to teacher absenteeism and that scarce resources are very limiting. In this case, the reasons that explained most of the absenteeism patterns observed were union involvement and teachers' motivation and attitude towards work.
Show less - Date Issued
- 2010
- Identifier
- FSU_migr_etd-2183
- Format
- Thesis
- Title
- What Is the Immigrant Achievement Gap?: A Conceptualization and Examination of Immigrant Student Achievement Globally.
- Creator
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Andon, Anabelle, Lang, Laura B., Connor, Carol, Milligan, Jeffrey Ayala, Easton, Peter, Luschei, Thomas F., Department of Educational Leadership and Policy Studies, Florida...
Show moreAndon, Anabelle, Lang, Laura B., Connor, Carol, Milligan, Jeffrey Ayala, Easton, Peter, Luschei, Thomas F., Department of Educational Leadership and Policy Studies, Florida State University
Show less - Abstract/Description
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Immigration is a rapidly-growing global phenomenon. Although many countries devote significant resources to investigate the outcomes of adult immigrants, both governments and researchers have given much less attention to the outcomes of younger immigrants. With this study, I aim to increase our understanding of immigrant student achievement, first through a synthesis of the existing evidence in the form of an extensive literature review, and second, through a quantitative analysis of the so...
Show moreImmigration is a rapidly-growing global phenomenon. Although many countries devote significant resources to investigate the outcomes of adult immigrants, both governments and researchers have given much less attention to the outcomes of younger immigrants. With this study, I aim to increase our understanding of immigrant student achievement, first through a synthesis of the existing evidence in the form of an extensive literature review, and second, through a quantitative analysis of the so-called `immigrant achievement gap'. I examine the gap for fourth graders utilizing two cross-national assessments, the Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) via a multilevel analysis with students nested within schools nested within countries. First, I ask whether or not a gap exists for fourth graders as it has been largely found for older students. Second, I assess whether or not existing literature provides a good guide to explain variability in the gap. Third, I delve deeper into the gap by examining sub-groups of students in order to better understand the achievement of young immigrant students. Finally, I highlight cross-national trends that emerge from the findings, as previous literature has done. I find evidence of an immigrant achievement gap for both mathematics and reading, and that existing literature provides a good skeleton by which to examine the immigrant achievement gap. Contrary to some of the existing literature, I find that the gap is larger in mathematics than in reading. Next, I find that student characteristics are strongly associated with student scores in both mathematics and reading. Findings corroborate research based on adolescent populations which suggests that, in general, students who are native, with native parents, who speak the language of testing, have better educated parents, and are of higher socioeconomic status outperform their counterparts on these standardized academic assessments. Further, I find that the immigrant achievement gap is smaller or non-existent between the highest-achieving immigrant and native students, that there is no gender gap between immigrant boys and girls, that 2nd generation immigrants outperform 1st generation immigrants, and that students who immigrated between the ages of 1-5 outperform their younger and older counterparts in mathematics, suggesting some evidence for the `vulnerable age hypothesis'. I also find evidence which suggests that immigrants attend lower quality schools, that the immigrant achievement gap is largest between the most advantaged immigrant and native students, and that there is no difference in scores among immigrant students when the gap is analyzed by the language students speak at home. Concerning the multilevel analyses, I find few school- and country-level variables predict the immigrant achievement gap significantly. Other than peer effects, no school variables predicted either outcome. Corroborating extant evidence, findings suggest that attending high-achieving schools predicts both outcomes positively and significantly. Concerning the country-level, results indicate that countries with exclusionary policies, non-traditional settlement countries, and countries that attract low-skilled immigrants tend to have larger immigrant achievement gaps. However, only exclusionary/inclusionary policy as a variable was predictive of the outcome and only for the mathematics model. Gross Domestic Product was significant in both models although the coefficient in both instances was zero. This study contributes to the current understanding of young immigrant students' achievement by providing a synthesis of the extant literature as well as by comparing their mathematics and reading outcomes to those of their native counterparts. Although the variables utilized in this study are not all-encompassing of the extensive factors that have an effect on immigrant student achievement, they do provide a well-defined picture of what is associated with mathematics and reading outcomes. This study illuminates the current understanding of a number of dimensions for young immigrants - incoming resources, race/ethnicity, gender, student attitudes, and host culture variables (e.g., institutional- and school-related variations). It corroborates many of the findings from literature based on adolescent populations, suggesting cross-national trends that span a wide age range. However, dissimilar results also suggest that fourth-grade immigrants' academic success is associated with influences that are different than those of adolescent immigrants on several dimensions. Many limitations of this study spur from the focused definition of who is an immigrant, which is only based on country of birth, and as such limits the generalizability of the conclusions. Further, the use of secondary data limits the range of variables that can be tested in the model and therefore excludes many factors that may be considered essential to include in statistical models predicting student achievement.
Show less - Date Issued
- 2012
- Identifier
- FSU_migr_etd-4693
- Format
- Thesis
