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Journal articles on the topic 'Mainstreaming in education – cross-cultural studies'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Hossain, Syed Arman, and Abdullah Al Fahad. "Mainstreaming video games: A cultural response." International Journal of Emerging Trends in Social Sciences 16, no. 2 (2024): 32–41. http://dx.doi.org/10.55217/103.v16i2.781.

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This paper examines the integration of video games into Dhaka's cultural landscape in Bangladesh, considering the impact of sociocultural and economic factors. Through ethnographic research and the application of theoretical frameworks such as the theory of attainment, this study investigates the factors contributing to the popularity of video games in Dhaka. The research explores how vocational expectations in education and a focus on specific career outcomes shape the cultural narrative surrounding video games. Video games serve as sources of entertainment and social validation, filling the

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Dietz, Gunther. "Intercultural universities in Mexico: empowering indigenous peoples or mainstreaming multiculturalism?" Intercultural Education 20, no. 1 (2009): 1–4. http://dx.doi.org/10.1080/14675980802700623.

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James, Carl E., and Schecter R. Sandra. "Mainstreaming and marginalization: two national strategies in the circumscription of difference." Pedagogy, Culture & Society 8, no. 1 (2000): 23–41. http://dx.doi.org/10.1080/14681360000200078.

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Muthanje, Anastasia Kamwitha. "Mainstreaming Instructional Materials for Early Childhood Education and its Influence on Children’s Participation Rates in Public Primary Schools in Embu County, Kenya." Journal of Studies in Education 13, no. 2 (2023): 30. http://dx.doi.org/10.5296/jse.v13i2.20767.

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Mainstreaming instructional materials in Early Childhood Education (ECE) is of paramount importance in the teaching and learning process. The purpose of this research was aimed at discovering how availability of instructional materials influences participation rates, an aspect of internal efficiency. The study was guided by correlation design and adopted stratified and simple random sampling techniques. A total of 39 public primary schools were sampled; in addition to 39 and 156 primary school headteachers and teachers respectively and 39 ECE teachers. Data for the study was collected through

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Ewa, Moses Apie. "Social Inclusion, a Pathway for Educating All Pupils in Mainstream Primary Schools in Cross River State, Nigeria." East African Journal of Education Studies 7, no. 2 (2024): 309–22. http://dx.doi.org/10.37284/eajes.7.2.1944.

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This survey investigated whether social inclusion influences education for all pupils in state mainstream schools in Cross River State, Nigeria. Two research questions, and hypotheses, were posed for the study. 704 pupils were drawn from eight public primary schools located across the education zones of the state to participate in the study. The social inclusion and mainstream schooling questionnaire (SIMSQ) were utilised to generate data. Following the social inclusion theory, data was analysed using the Pearson product-moment correlation coefficient via SPSS software. Findings revealed that

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Salsabila, Unik Hanifah. "A Preliminary Analysis: Digital Inclusion Domain in Islamic Education." International Journal of Education and Learning 1, no. 1 (2019): 12–18. http://dx.doi.org/10.31763/ijele.v1i1.23.

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One of the environmental changes that have successfully influenced the world of education universally is the pace of digital technology. In the context of education, the emergence of the concept of developing modern technology based on Internet of Things (IoT) and distance learning, certainly demands the optimization of technological utilization. Islamic Education is a catalyst for cross-generation spiritual literacy developers who should not be ignorant of any changes that occur. Responding to the increasingly unpredictable rate of digital technology, an attitude of awareness needs to be done

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Caro González, Francisco J., Virginia Guarinos, and Sergio Cobo-Durán. "Gender competences in undergraduate studies in Spanish public universities. Case study of the University of Seville." Journal for Multicultural Education 15, no. 4 (2021): 358–73. http://dx.doi.org/10.1108/jme-05-2021-0057.

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Purpose Accordingly, this paper aims to perform a diagnosis on the inclusion of gender skills in all of its official degree programmes, for the purpose of drafting a best practices guide that may serve as motivation to include mainstreaming and specific skills in “teaching practice”. Design/methodology/approach This research analyses how European standards have been transferred to the teaching programmes of a Spanish university with more than 60,000 students, the University of Seville (US), the third largest in Spain. A content analysis of 4,643 undergraduate degree programmes has been carried

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Dube, Musa W. "Behold, the Global Translated Bible(s)! Research and Pedagogical Implications." Journal of Biblical Literature 143, no. 1 (2024): 5–25. http://dx.doi.org/10.15699/jbl.1431.2024.1b.

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Abstract Mother Earth is home to an unprecedented number of translations of the Bible, making it the most widely translated book in the world. The pages of this book have traversed a variety of physical and metaphorical borders, navigating diverse geographical, political, economic, cultural, linguistic, and religious intersections. Across space, time, and cultures, millions of readers have found various reasons to read it through diverse lenses. The Bible was frequently translated and brought to the colonized territories with colonial movements. Regrettably, it was often utilized as a tool for

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Zubair, Asni, Hamzah Hamzah, and Satriadi Satriadi. "Living Religious Moderation within the Sipakatau, Sipakainge’, and Sipakalebbi Cultures of the Bugis Community." Walisongo: Jurnal Penelitian Sosial Keagamaan 30, no. 2 (2022): 195–214. http://dx.doi.org/10.21580/ws.30.2.13048.

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This study aims to identify indicators of religious moderation in the internalization of Sipakatau, Sipakainge’, and Sipakalebbi cultures among the Bugis community in Mallari Village, Awangpone District, Bone Regency. It employs qualitative research in the form of case studies and interpretive methods. Data collection involves observation and interviews, with the analytical theory of indicators of religious moderation in Indonesia. The findings revealed several indicators of religious moderation in the mentioned cultures. Firstly, Sipakatau culture demonstrates tolerance and the accommodation

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Chowdhury, Morseda, and Imran Chowdhury. "Mainstreaming and Scaling Up Nutrition Best Practices in a Nation-Wide Primary Healthcare Model of Bangladesh: Implementation Lessons Learned." Current Developments in Nutrition 4, Supplement_2 (2020): 170. http://dx.doi.org/10.1093/cdn/nzaa043_021.

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Abstract Objectives The objective of the implementation research was to evaluate the effectiveness of a maternal and child nutrition-focused multi-component intervention, and assess the feasibility of incorporating it into an existing PHC program. Methods A cluster randomized impact evaluation compared the impact in terms of coverage of intervention, consumption of diversified foods and macro- and micronutrients during pregnancy, and early breastfeeding practices. A similar study was conducted among pregnant (n = 600) and recently delivered women (n = 2000) which examined factors influencing m

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Hamidazada, Marina, Ana Maria Cruz, and Muneta Yokomatsu. "Vulnerability Factors of Afghan Rural Women to Disasters." International Journal of Disaster Risk Science 10, no. 4 (2019): 573–90. http://dx.doi.org/10.1007/s13753-019-00227-z.

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Abstract Disaster management is a global challenge, but disasters do not affect men and women equally. In most of the world’s disasters, more females are impacted than males, and in Afghanistan the disparity between female and male victims is even greater. This study identifies and maps the relationships between the factors that make Afghan rural women more vulnerable to natural hazard-induced disasters. Data for this study were obtained through focus group discussions with rural women and men, as well as person-to-person interviews with employees of government and nongovernmental organization

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Obani, Pedi. "Developing a Taught Module on ‘Law, Religion, and Environment’." Journal of Sustainable Development Law and Policy (The) 15, no. 2 (2024): 328–47. http://dx.doi.org/10.4314/jsdlp.v15i2.12.

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Building on the Arab Barometer seventh wave survey, which highlights the regional priorities on climate change, water resources, and environmental development in Middle East and North Africa, this paper explores the potential for a module on “Law, Religion and Environmental Sustainability”. The module aims to mainstream environmental sustainability in the legal education curriculum through forging the intersections between law, religion, and the environment. The growing body of interdisciplinary research on religion and environmentalism mainly involves scholars from academic disciplines such a

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Jackson, Terence. "Mainstreaming cross-cultural management studies through inclusive scholarship." International Journal of Cross Cultural Management 17, no. 2 (2017): 173–74. http://dx.doi.org/10.1177/1470595817718311.

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Leyser, Yona, Gaylen Kapperman, and Robert Keller. "Teacher attitudes toward mainstreaming: a cross‐cultural study in six nations." European Journal of Special Needs Education 9, no. 1 (1994): 1–15. http://dx.doi.org/10.1080/0885625940090101.

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15

Batkay, William M., Harold S. Himmelfarb, and Sergio DellaPergola. "Jewish Education Worldwide: Cross-Cultural Perspectives." Journal for the Scientific Study of Religion 30, no. 2 (1991): 225. http://dx.doi.org/10.2307/1387227.

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Arvizu, Steven F., and Marietta Saravia-Shore. "Cross-Cultural Literacy." Education and Urban Society 22, no. 4 (1990): 364–76. http://dx.doi.org/10.1177/0013124590022004004.

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Singh, M. Garbutcheon. "Issues in Cross‐Cultural Education: Inverting the Education Studies Curriculum." Teaching Education 4, no. 1 (1991): 161–67. http://dx.doi.org/10.1080/1047621910040121.

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Khoza, Sizwile, Dewald Van Niekerk, and Livhuwani David Nemakonde. "Understanding gender dimensions of climate-smart agriculture adoption in disaster-prone smallholder farming communities in Malawi and Zambia." Disaster Prevention and Management: An International Journal 28, no. 5 (2019): 530–47. http://dx.doi.org/10.1108/dpm-10-2018-0347.

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Purpose Through the application of traditional and contemporary feminist theories in gender mainstreaming, the purpose of this paper is to contribute to emergent debate on gender dimensions in climate-smart agriculture (CSA) adoption by smallholder farmers in disaster-prone regions. This is important to ensure that CSA strategies are tailored to farmer-specific gender equality goals. Design/methodology/approach An exploratory-sequential mixed methods research design which is qualitatively biased was applied. Key informant interviews and farmer focus group discussions in two study sites formed

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Robinson, Heljä Antola, Robert Wolffe, Patricia S. Hunt, and Norman A. Hoerr. "Creating Cross-Cultural Connections." Urban Education 37, no. 4 (2002): 533–47. http://dx.doi.org/10.1177/0042085902374004.

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20

Berry, John W., and David F. Lancy. "Cross-Cultural Studies in Cognition and Mathematics." College Mathematics Journal 18, no. 3 (1987): 259. http://dx.doi.org/10.2307/2686390.

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Georgiadou, Elli, Norihan Abu‐Hassan, Kerstin Viola Siakas, Xueming Wang, Margaret Ross, and Prem Anand Anandan. "Women's ICT career choices: four cross‐cultural case studies." Multicultural Education & Technology Journal 3, no. 4 (2009): 279–89. http://dx.doi.org/10.1108/17504970911004282.

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Bodycott, Peter. "Cultural cross‐currents in second language literacy education." Intercultural Education 17, no. 2 (2006): 207–19. http://dx.doi.org/10.1080/14675980600693947.

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Chirkov, Valery I. "A cross-cultural analysis of autonomy in education." Theory and Research in Education 7, no. 2 (2009): 253–62. http://dx.doi.org/10.1177/1477878509104330.

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In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of soc

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Petersen, Henrik Sonne. "Support of Theological Education in a Cross‐cultural Setting." International Review of Mission 108, no. 1 (2019): 148–63. http://dx.doi.org/10.1111/irom.12269.

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Madehang, Madehang, and Andi Musafir Rusyaidi. "Pragmatics Knowledge: Cross-Cultural Perspectives on English Teacher Training Studies." International Journal of Interdisciplinary Educational Studies 14, no. 2 (2019): 29–36. http://dx.doi.org/10.18848/2327-011x/cgp/v14i02/29-36.

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26

Grichting, Wolfgang L. "Educational Philosophy in a Cross-Cultural Context." Urban Education 24, no. 2 (1989): 177–98. http://dx.doi.org/10.1177/0042085989024002005.

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Cruz, Bárbara C., and Jennifer Patterson. "Cross-Cultural Simulations in Teacher Education: Developing Empathy and Understanding." Multicultural Perspectives 7, no. 2 (2005): 40–47. http://dx.doi.org/10.1207/s15327892mcp0702_7.

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28

M. Gjøtterud, Sigrid, and Athman K. Ahmad. "Transformative Power of Cross-Cultural PhD Supervision." International Journal of Doctoral Studies 13 (2018): 441–56. http://dx.doi.org/10.28945/4140.

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Aim/Purpose: The purpose of this paper is to explore the rich potential for transformative learning, for both supervisees and supervisors, that is embedded in cross-cultural supervision. Background: Our example is an analysis of experiences from a five-year long cross-cultural supervisory relationship between a Tanzanian PhD student and a Norwegian supervisor. Methodology: In the research, we followed an action research approach, informed by the following question: “How can we account for and improve our supervising–supervised practice?” We analyzed our supervision experiences with the aim to

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Glover, Anne, and Dasia Black-Gutman. "Reflections on Cross-Cultural Research." Australasian Journal of Early Childhood 21, no. 3 (1996): 1–5. http://dx.doi.org/10.1177/183693919602100302.

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Cross-cultural research, like all other research, is multi-dimensional. It includes both comparative research, as opposed to research conducted in a single society, and research in which researchers and participants belong to different cultural groups. As a process, it presents numerous challenges. In cross-cultural or comparative studies there are questions related to the validity of the constructs being employed, the appropriateness of measures, and the suitability of methodologies for specific contexts. When researchers and study participants belong to different groups, questions about who

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Yan, Yajing. "Labor Education Practice Integrating the Unique Culture of Sino-Foreign Cooperative Education." Journal of Higher Education Teaching 2, no. 1 (2025): 165–69. https://doi.org/10.62517/jhet.202515124.

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In the context of globalization and the internationalization of education, this paper explores the practice of labor education that integrates the unique culture of Sino-foreign cooperative education. It analyzes the characteristics of cultural diversity and the integration of educational philosophies, employing methods such as literature review, case studies, and surveys to examine the current state and challenges of labor education. The findings indicate that this practice enhances students' cross-cultural communication, innovation, and social responsibility. The conclusion highlights the si

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Amaratunga, Dilanthi, Chamindi Ishara Malalgoda, and Kaushal Keraminiyage. "Contextualising mainstreaming of disaster resilience concepts in the construction process." International Journal of Disaster Resilience in the Built Environment 9, no. 4/5 (2018): 348–67. http://dx.doi.org/10.1108/ijdrbe-10-2017-0057.

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Purpose Construction industry and the built environment professions play an important role in contributing to society’s improved resilience. It is therefore important to improve their knowledgebase to strengthen their capacities. This paper aims to identify gaps in the knowledgebase of construction professionals that are undermining their ability to contribute to the development of a more disaster resilient society. The paper also provides a series of recommendations to key actors in the built environment on how to more effectively mainstream disaster resilience in the construction process. De

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Ford, John T. "Ecumenical Theology as Cross-Cultural Experience In Christian Higher Education." Christian Higher Education 5, no. 1 (2006): 69–81. http://dx.doi.org/10.1080/15363750500382758.

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Su, Yuehan. "Intercultural Communication and Language Conversion in Translation Studies." International Journal of Education and Humanities 10, no. 1 (2023): 186–89. http://dx.doi.org/10.54097/ijeh.v10i1.11116.

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This thesis aims to discuss intercultural communication and language shift in translation studies. Translation, as an important way of cross-cultural communication, plays an important role in promoting understanding and communication between different cultures. This paper firstly introduces the definition and historical development of Translation Studies, and then discusses the problem of language conversion in the process of translation and its impact on cross-cultural communication. It further analyzes the role of translation studies in promoting cultural diversity and cross-cultural communi

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Błaszczak, Iwona, Svitlana Loboda, Nadiia Pavlyk, Nataliia Seiko, and Svitlana Sytniakivska. "The Case Approach in Cross-Cultural Studies and Projects." New Educational Review 76, no. 2 (2024): 63–75. http://dx.doi.org/10.15804/tner.2024.76.2.05.

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The problem of the study is to substantiate the content of the implementation of the case method of teaching. The article outlines the content of the case method of future bachelor training based on qualitative research. In the example of the academic subject “Cross-cultural studies and projects”, the main steps of developing cross-cultural student projects are traced. The main requirements for creating cross-cultural projects within the distance form of education are defined. The significant result of the study is that the use of teaching methods opens opportunities for students to master the

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Ma, Chunyan, Shuang Zhang, Ruixin Wang, Ting Yi, and Chili Li. "A CiteSpace-based review of cross-cultural communication in international Chinese language education in China (1994-2022)." Journal of Language Teaching 3, no. 3 (2023): 8–18. http://dx.doi.org/10.54475/jlt.2023.004.

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This paper applies bibliometrics visualization analysis software CiteSpace-6.1.6 and CNKI as the data source and analyzes the literature published in domestic journals during 1994-2022, in order to understand the development trend and main issues of cross-cultural communication in the field of international Chinese education. The results of bibliometric cluster analysis show that in the past 30 years, the research topics in this field mainly focus on 17 clusters, including “culture”, “Chinese language”, “cultural communication”, “differences”, “international students”, “cultural differences”,

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Titus, Simone, and Dick Ng'ambi. "Digital Gaming for Cross-Cultural Learning." International Journal of Game-Based Learning 13, no. 1 (2023): 1–20. http://dx.doi.org/10.4018/ijgbl.331995.

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Although game-based learning has gained significant attention in higher education globally, it is difficult to harness its engagement and interactions to improve student success. This paper argues that the use of digital games has the potential to interrupt social practices and increase engagement and interaction, thereby fostering meaningful learning. Using a mixed-method design, a digital game was used in a sport studies programme, involving 106 participants, over a two-year period. Data were collected through surveys, focus group discussions, and reflective blog posts. Structuration theory

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Austin, Clyde N., Deborah E. McDonald, and Sheila A. Austin. "An Addendum to “Cross-Cultural Reentry: An Annotated Bibliography”." Journal of Psychology and Theology 16, no. 4 (1988): 369–77. http://dx.doi.org/10.1177/009164718801600408.

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This article is an addendum to Austin's “Cross-Cultural Reentry: An Annotated Bibliography” (1983). The initial work had 291 reference citations divided among the following groups: Corporations, Federally Employed Civilians, Internal Education. Military. Missionaries (Families, Singles, and Furlough), and General. The current article has the same format for 210 additional entries. North American resources were augmented by database searches and extensive contacts in the United Kingdom. Less emphasis was given to inquiries about materials in the categories of Military and International Educatio

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John-Steiner, Vera, and Carolyn Panofsky. "Narrative Competence: Cross-Cultural Comparisons." Journal of Narrative and Life History 2, no. 3 (1992): 219–33. http://dx.doi.org/10.1075/jnlh.2.3.03com.

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Abstract In a series of cross-cultural studies of narratives by children and adolescents, we examined thematic variations as well as cohesive devices. Our subjects ranged from 5 to 15 years of age. Our initial study included Black, Hispanic, and Native-American participants. We used a story-retelling task for comparative analysis. We found that children between ages 5 and 8 substantively increased the quantity and accuracy of their retold narratives. We also found thematic differ-ences among stories by children from the different speech communities, which suggested coherent cultural schemas sp

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Magala, Slawomir. "Manageable inequalities (theoretical landscaping of cross-cultural studies)." European J. of International Management 1, no. 1/2 (2007): 56. http://dx.doi.org/10.1504/ejim.2007.012917.

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Haycock, Ken. "Education for library and information studies in Canada: a cross‐cultural comparison." New Library World 108, no. 1/2 (2007): 32–39. http://dx.doi.org/10.1108/03074800710722162.

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Mahon, Jennifer A., and Kenneth Cushner. "Revising and updating the inventory of cross-cultural sensitivity." Intercultural Education 25, no. 6 (2014): 484–96. http://dx.doi.org/10.1080/14675986.2014.990232.

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David, Miriam E. "Gender, power and management: a cross-cultural analysis of higher education." Gender and Education 25, no. 4 (2013): 528–29. http://dx.doi.org/10.1080/09540253.2012.755407.

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Ylänne‐McEwen, Virpi. "Complimenting behaviour: A cross‐cultural investigation." Journal of Multilingual and Multicultural Development 14, no. 6 (1993): 499–508. http://dx.doi.org/10.1080/01434632.1993.9994551.

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Byrne, Barbara M. "Cross-cultural research methods in psychology." Journal of Multilingual and Multicultural Development 34, no. 6 (2013): 611–12. http://dx.doi.org/10.1080/01434632.2013.803715.

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Li, Liuman. "Investigating the Impact of Bilingual Education on Cross-Cultural Competence: A Case Study of a Prominent International School in Shenzhen, China." Lecture Notes in Education Psychology and Public Media 33, no. 1 (2024): 69–74. http://dx.doi.org/10.54254/2753-7048/33/20231468.

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This article focuses on the impact of bilingual education on students' language proficiency and cross-cultural understanding, utilizing a case study of a prominent international school in Shenzhen, China. The research objective is to explore the bilingual education program and cross-cultural activities implemented at the school, evaluating their impact on students' language proficiency and cross-cultural understanding. Methodologically, the study involves collecting data through surveys and interviews with students, teachers, and school administrators, analyzing the data using qualitative rese

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Ishmuradova, Izida I., and Alfiya M. Ishmuradova. "Multicultural Education of Students as an Important Part of Education." International Journal of Higher Education 8, no. 7 (2019): 111. http://dx.doi.org/10.5430/ijhe.v8n7p111.

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This article is about the improvement of the cross-cultural interaction of students. It is dealt with some country studies projects. It is shown that country studies projects have a positive effect on the process of teaching students. The content of this article can be used to improve the process of teaching a foreign language. results showed that Multicultural competencies of the students are the component of the professional competencies. Country studies projects, namely: creative works and country studies educational festivals are the effective basis for the formation of multicultural compe

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Bagley, Christopher, and Kanka Mallick. "Cross-cultural studies of self-esteem, self-differentiation and stress in school students." Research in Education 56, no. 1 (1996): 21–30. http://dx.doi.org/10.1177/003452379605600102.

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SOYSAL, Sümeyra. "Examining Cross-Cultural Applicability via Generalizability Theory." Participatory Educational Research 10, no. 1 (2023): 178–89. http://dx.doi.org/10.17275/per.23.10.10.1.

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Applying a measurement instrument developed in a specific country to other countries raise a critical and important question of interest in especially cross-cultural studies. Confirmatory factor analysis (CFA) is the most preferred and used method to examine the cross-cultural applicability of measurement tools. Although CFA is a sophisticated technique to investigate various equivalence types (structural, metric, scalar and alike.), it has some limitations. In light of the classical test theory, when a measurement tool is not invariant between countries, what factors contribute to the error v

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Teng, Loretta Ya-Wen. "A Cross-cultural Communication Experience at a Higher Education Institution in Taiwan." Journal of Intercultural Communication 5, no. 3 (2005): 1023. http://dx.doi.org/10.36923/jicc.v5i3.414.

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This paper describes an online cross-cultural communication experience of a group of Taiwanese college students. Overall, students reported having more confidence in communication and gaining cross-cultural communication skills after participating in this project. The acquisition of cross-cultural communication skills was positively related to the motivation to succeed in the project and the sense of community developed within the online collaborative environment. Other positive correlations were found between (1) motivation to succeed and the development of a sense of community; (2) confidenc

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Gavrilina, Margarita. "CROSS-CULTURAL DIALOGUE AT LESSONS OF RUSSIAN LANGUAGE AT SCHOOLS PROVIDING GENERAL EDUCATION OF LATVIA." Problems of Education in the 21st Century 30, no. 1 (2011): 123–32. http://dx.doi.org/10.33225/pec/11.30.123.

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This article is devoted to the possibilities of usage lingvoculturology experience in the process of teaching mother tongue (Russian) in the conditions of diaspora, and in Russian language textbooks for the pupils of national minority schools of Latvia. These textbooks were developed by the author of the article. In the introduction, the author proves the necessity of the development of cross-cultural skills of pupils in the process of their mother tongue studies, analyses the problems in cross-cultural capacity of school-leavers. In the second part of the article, the author describes the int

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