The Georgetown Consortium Project: Interventions for Student Learning Abroad
By Michael Vande Berg, J. Connor-Linton, R. Paige. 2009
433 citations recorded by the source corpus.
The Georgetown Consortium Project derived from Georgetown University's Office of International Programs along with several partner institutions. The large-scale and multi-year study was developed to understand components about U.S. student learning abroad. Of the three broad conclusions, the study revealed significant relationships between independent variables representing learner characteristics and program features and the intercultural and target language learning of students abroad. This article presents an analysis that concentrates on this conclusion. The relationships between student learning and certain independent variables support the argument that students learn most effectively abroad given proactive learning interventions.
Subfields: Communication, Education, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/dc3e4d8f60dccde3e0ea99bc6ed768e14fc4eb3d
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Citations in the corpus
- Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners' Perspectives (2012, result): “The fact that students perceive greater gains on lower-level tasks and fewer gains on higher levels corresponds well with previous research (Brecht, Davidson, & Ginsberg 1995; Lapkin et al., 1995; Milleret, 1990; Vande Berg et al., 2009).”
- Developing Cultural Intelligence for Global Leadership Through Mindfulness (2014, background): “Even so, with the amount of time allotted it was possible to include the purposeful and intentional intervention through preimmersion lectures and discussions, incountry discussions, and postimmersion essays that have proven to be essential for intercultural understanding (Vande Berg et al., 2009).”