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How US Students' Geo-Cultural Knowledge and Intercultural Receptiveness Is Impacted through Contact with International Teachers
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Ganley, DeLacy; Kula, Stacy M.; Kallemeyn, David – Journal of Research in International Education, 2019
To understand how K-12 students in the USA are impacted by their interactions with international teachers (ie teachers visiting the USA from other countries), this study asked 'Does contact with an international teacher correlate with increased geo-cultural knowledge and/or receptiveness to non-USA countries, peoples and/or cultures?'. To address…
Descriptors: Cultural Awareness, Knowledge Level, Intercultural Communication, Teacher Student Relationship
AN EXPERIMENT IN FLEXIBLE SCHEDULING IN TEAM TEACHING.
BJELKE, JOAN; GEORGIADES, WILLIAM – 1964
A FOUR-PERIOD BLOCK PROGRAM CONSISTED OF ENGLISH, ALGEBRA, AND WORLD GEOGRAPHY. THE PROGRAM INCLUDED LARGE GROUP LECTURES, SMALL GROUP DISCUSSIONS, INDEPENDENT STUDY, AND A SUPERVISED STUDY HALL. PUPIL PERFORMANCE IN ENGLISH IN THIS SCHEMA AND PUPIL PERFORMANCE IN ENGLISH IN A REGULAR-SIZED CLASS WAS COMPARED. TEACHER REACTION AND STUDENT REACTION…
Descriptors: Algebra, Comparative Analysis, English, Group Instruction
Terra Incognita: The Study of World View Courses in the High Schools of Northeastern California.
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Bechtol, Bruce E.; And Others – Social Studies Review, 1984
A survey of 59 Northeastern California high schools revealed that less than 40 percent have a required world geography course. Most of the high schools are offering some type of world view course; however, these courses are not meeting the new California state guidelines. They lack an interdisciplinary perspective. (RM)
Descriptors: Educational Needs, Educational Practices, Educational Research, Educational Trends