| About the Editor |
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xi | |
| Contributors |
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xiii | |
| Preface |
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xix | |
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PART I: INTERNATIONALIZING THE CURRICULUM |
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Internationalizing Family Science Programs: A Spherical Expansion of Inclusive Perspectives |
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1 | (20) |
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Educational Institutions and Family Studies Programs |
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3 | (2) |
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Faculty Engagement and Development |
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5 | (1) |
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Case Example: Developing Faculty Multicultural Competence |
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6 | (1) |
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6 | (3) |
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Teaching Practices and Curriculum |
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9 | (4) |
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Case Example: Discovering International Influences |
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13 | (1) |
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14 | (3) |
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Case Example: Dialogue Group |
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17 | (1) |
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17 | (4) |
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Cultural Lessons in Sexuality: Comparison of Parent-Child Communication Styles in Three Cultures |
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21 | (28) |
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23 | (1) |
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24 | (2) |
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26 | (2) |
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28 | (3) |
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31 | (2) |
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33 | (8) |
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41 | (8) |
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How Big Is the Penguin? Designing and Teaching a Course in Comparative Family Policy |
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49 | (18) |
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50 | (1) |
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Objectives and Course Content |
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51 | (3) |
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54 | (3) |
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The Selection and Use of Learning Materials |
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57 | (3) |
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60 | (1) |
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Grading and Evaluating Students |
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61 | (1) |
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Measuring Pedagogical Effectiveness |
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62 | (1) |
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Suggestions and Guidelines |
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63 | (4) |
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Breaking Down Cultural Barriers: An Evaluation of Cultural Competence Training for Family, Youth, and Community Science Educators |
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67 | (18) |
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68 | (2) |
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70 | (1) |
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Building Cultural Competence |
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71 | (5) |
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Training Evaluation Methodology |
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76 | (2) |
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78 | (1) |
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79 | (6) |
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The Cultural Transformation Model: Promoting Cultural Competence Through International Study Experiences |
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85 | (16) |
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87 | (2) |
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The Cultural Transformation Model: Phases I-V |
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89 | (5) |
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94 | (2) |
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96 | (5) |
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Global Ecology Instructional Model: An Application for the Study of Families in an International Context |
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101 | (24) |
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101 | (1) |
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102 | (2) |
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104 | (1) |
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105 | (1) |
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106 | (1) |
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107 | (11) |
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Critical Elements of the GEI Model |
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118 | (2) |
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120 | (5) |
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The Fulbright Programs Model for Teaching and Learning About International Families |
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125 | (14) |
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Fulbright Scholar Program |
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126 | (2) |
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Fulbright Educational Partnerships Program |
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128 | (6) |
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Discussion and Recommendations |
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134 | (1) |
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Appendix: Participants' Report |
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135 | (4) |
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Teaching Family Science in Ecuador |
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139 | (12) |
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Case Example: Casa Grande |
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140 | (1) |
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141 | (2) |
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143 | (5) |
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148 | (3) |
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PART II: TEACHING TOOLS AND TECHNIQUES |
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Teaching About Ethnic Families Using Student Group Presentations |
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151 | (14) |
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Purpose, Objectives, and Rationale |
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151 | (5) |
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156 | (5) |
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The Teaching Strategy's Effectiveness |
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161 | (2) |
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163 | (2) |
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Affirmation Book Project: Impacting Diversity, Literacy, and Collaboration |
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165 | (10) |
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Purpose, Objectives, and Rationale |
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165 | (3) |
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168 | (3) |
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171 | (1) |
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172 | (3) |
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Creating an Electronic Portfolio to Integrate Multiculturism in Teaching Family Economics |
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175 | (14) |
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Purpose, Objectives, and Rationale |
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175 | (2) |
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177 | (7) |
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Assessment and Evaluation |
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184 | (1) |
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Assessing Student Performance |
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185 | (4) |
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Communicating Across Preferences: A Comparative Family Systems Example |
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189 | (10) |
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Purpose, Objectives, and Rationale |
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189 | (3) |
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192 | (2) |
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Class Project Example: The Dogon and Ashanti African Cultures |
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194 | (2) |
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196 | (3) |
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Using Cross-Cultural Travel Courses to Teach About International Families |
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199 | (14) |
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Purpose, Objectives, and Rationale |
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199 | (2) |
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201 | (4) |
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Case Example: Bahamas Cross-Cultural Trip |
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205 | (1) |
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206 | (1) |
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207 | (2) |
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Appendix: Cross-Cultural Course Checklist |
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209 | (4) |
| Index |
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213 | |