Intercultural communication and its use in education as a training tool for school personnel (administrators, counselors, and teachers)

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dc.contributor.advisor Birkel, Lane F. en_US
dc.contributor.author Pacino, Maria A. en_US
dc.date.accessioned 2011-06-03T19:29:42Z
dc.date.available 2011-06-03T19:29:42Z
dc.date.created 1988 en_US
dc.date.issued 1988
dc.identifier LD2489.Z64 1988 .P33 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179322
dc.description.abstract The purpose of the study was to develop an effective method of facilitating intercultural communication and understanding for school personnel (administrators, counselors, teachers) and to design a training tool which would assist in this task.Based on the body of literature in theory, research, and training of intercultural communication, the study synthesized the findings to determine the most effective methodology to accomplish this purpose.The following research questions were studied:1. What are the barriers to effective intercultural communication?2. What is the most effective intercultural training model (in terms of learner achievement of competencies)?3. How does one become an independent, effective intercultural communicator (what are the competencies, attributes, specific knowledge, and behaviors)?4.How does one evaluate one's competency and effectiveness in intercultural communication?1. Barriers to effective intercultural communicationwere identified as: language and non-verbal communication problems, preconceived ideas and stereotypes, ethnocentrism, differences in learning and approach to problem solving, differences in values and beliefs, lack of knowledge about oneself and others, perceptual distortions, role prescriptions, differences in individuals, past experiences, and technology.2. Several intercultural training models were analyzed: intellectual, area training, self-awareness, cultural awareness, multidimensional, developmental experiential, intercultural sensitizer, culture-general assimilator, and independent effectiveness. The author developed the SSSSS (SixStep Sequential Self-Structured) Model which integrated intellectual and experiential learning.A training tool was also developed, a videotape, which presented incidents of intercultural interaction. The video, entitled Creating Empathy Through Film, is to be used in conjunction with the SSSSS Model as a means of training school personnel in effective intercultural communication.3.Competencies of independent, effective interculturalcommunicators were identified as: understanding one's own cultural background and the backgrounds of those who areculturally different, openness, tolerance of differences, empathy, flexibility, global awareness, ability to cope in stressful situations, and the capability to function effectively in multicultural environments.4. The self-evaluation method developed for trainees uses three concentric circles within which gummed tabs are placed. This evaluative method will enable trainees to measure their own effectiveness in intercultural communication in terms of attitudes, behaviors, and knowledge. en_US
dc.description.sponsorship Department of Secondary, Higher, and Foundations of Education
dc.format.extent iii, 170 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Intercultural communication. en_US
dc.subject.lcsh School administrators -- Training of. en_US
dc.subject.lcsh Teachers -- Training of. en_US
dc.subject.lcsh Intercultural communication in education.
dc.title Intercultural communication and its use in education as a training tool for school personnel (administrators, counselors, and teachers) en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/535892 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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