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dc.contributor.authorNolan, Michelle Jutras
dc.contributor.otherNorris, Kathleen
dc.contributor.otherField, Gara B.
dc.date.accessioned2020-12-08T16:14:19Z
dc.date.available2020-12-08T16:14:19Z
dc.date.issued5/29/2014
dc.identifierpsu-etd-075
dc.identifier.urihttps://summit.plymouth.edu/handle/20.500.12774/280
dc.descriptionThe purpose of this qualitative research study was to examine how educators perceive that international travel study experiential teacher learning impacts their educational practice and contributes to creating globalized classrooms. This study incorporated a qualitative research grounded theory approach whereby five educators were interviewed. Coding and analysis of the data ���transcribed stories ���led to the discovery and development of a Continuum of Seven Stages, which educators progressed through personally and professionally as a result of traveling internationally. In addition, A Blueprint for Globalizing the Classroom was created from the multiple pedagogical practices identified by teachers as being effective strategies for key student outcomes. The Continuum and the Blueprint can be used as valuable models to encourage educators to travel and globalize their classrooms.
dc.description.abstractElectronic Thesis or Dissertation
dc.language.isoen_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.titleA qualitative study exploring teachers' perceptions and ideas about how their international travel study experiences impact their classrooms
dc.typetext
dc.typeelectronic thesis or dissertation
dc.contributor.chairMcGarry, Mary Ann
dc.identifier.legacyhttps://digitalcommons.plymouth.edu/etd/75
etdms.degree.disciplineDepartment of Educational Leadership, Learning, and Curriculum
etdms.degree.grantorPlymouth State University
etdms.degree.leveldoctoral
etdms.degree.nameDoctor of Education in Learning, Leadership, and Community


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