자료유형  

 학위논문

Control Number  

0017161203

International Standard Book Number  

9798382330419

Dewey Decimal Classification Number  

373

Main Entry-Personal Name  

ByBee, Kristina Dawn.

Publication, Distribution, etc. (Imprint  

[S.l.] : Arizona State University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

119 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

General Note  

Advisor: Blasingame, James.

Dissertation Note  

Thesis (Ph.D.)--Arizona State University, 2024.

Summary, Etc.  

요약This research presents findings from a classroom-based case study to determine how a global competence framework influences first-year composition (FYC) students' understanding of global competency and cosmopolitanism. Sub-questions included examining how participants demonstrated skills as global and cultural communicators, how their perceptions changed about the audience, and how they believe their global competence and cosmopolitanism practices will transfer to their personal and professional lives. For educators seeking ways to prepare students for an increasingly interconnected global society, Appiah's new cosmopolitanism theory (2006) proposes moving beyond multiculturalism to global engagement and exchange, creating opportunities for students to engage in literacy practices with a global lens as they build skills in empathy and understanding of other cultures (Hull & Stornaiuolo, 2014). In this five-week writing unit, undergraduate students enrolled in this one-semester composition course at a large U.S. university created multimodal, research-based compositions for a global audience about issues drawn from the United Nations 17 Sustainable Development Goals. Using the "U.S. Department of Education's Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence, and Economic Competitiveness," this study examined participants' growth in three framework domains: collaboration and communication, diverse perspectives, and civic and global engagement. Qualitative data were collected and analyzed at the completion of the writing unit to assess participants' growth in global competence: 1) participants' unit assignments, 2) participants' reflections, 3) researcher teaching notes and observations, 4) participants' demographic surveys, and 5) participants' pre- and post-unit questionnaires. Findings suggest students' perceived increases in their ability to communicate with diverse audiences through speaking and listening activities completed in the unit. Students' perceptions of their understanding of audience also increased. Further, students' understanding of global competence and cosmopolitanism increased which may transfer to their personal and professional lives in the future.

Subject Added Entry-Topical Term  

Secondary education.

Subject Added Entry-Topical Term  

Teacher education.

Subject Added Entry-Topical Term  

Higher education.

Subject Added Entry-Topical Term  

English as a second language.

Index Term-Uncontrolled  

English education

Index Term-Uncontrolled  

First-year composition

Index Term-Uncontrolled  

Global competence

Index Term-Uncontrolled  

Undergraduate students

Index Term-Uncontrolled  

Global engagement

Added Entry-Corporate Name  

Arizona State University English

Host Item Entry  

Dissertations Abstracts International. 85-11A.

Electronic Location and Access  

로그인을 한후 보실 수 있는 자료입니다.

Control Number  

joongbu:655713