The issue of school improvement, particularly as it pertains to addressing anti-social behavior, improving learning and teacher effectiveness has become a primary topic of discussion among educational stakeholders. Therefore, cycle of inquiry developed for this investigation was based on a grounded theory perspective within an action research framework. The cycle of scientific research used for this study was an in-depth investigation that informed real-world field investigations, followed by the simultaneous collection of both quantitative and qualitative data from archival records, open-ended and semi-structured interviews, observations and surveys. Data from a multiple case study investigation showed that a transcultural approach to school reform can have a positive effect on teacher effectiveness, learner engagement and prosocial behavior. Both qualitative and quantitative data evidenced an increase in pupil on-task behavior during lessons and an improvement in the teachers‘ ability to focus their time on content delivery during lessons. The finding, coupled with an understanding of the importance of teacher effectiveness, learner self-regulation, suggests that future school-based reform and organization related to improved outcomes should consider the role of transculturally informed mediated cooperative-learning activities from a in developing beneficial character adaptations that promote self-regulation and positive educational and life outcomes
|Publication status||Published - 2014|
|Event||21st Intenational Conference on Learning - Lander College for Women at Touro College, New York, United States|
Duration: 14 Jul 2014 → 17 Jul 2014
|Conference||21st Intenational Conference on Learning|
|Period||14/07/14 → 17/07/14|
White, R. M. (2014). Transcultural Education: Improving Teaching and Learning in a Competitive and Globalizing world. Paper presented at 21st Intenational Conference on Learning, New York, United States.