Table 2 - uploaded by James E. Phelan
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Cultural metacognition, or thinking about cultural assumptions, can help increase awareness, build trust, and create successful business outcomes. The role of cultural metacognition in business is vital. This chapter will enable building a cultural metacognition knowledge base, and promote appreciation of its importance and effect on business enhan...
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Context 1
... thinking is more useful because such skills (analysis, synthesis) are more likely useable in situations other than those in which the skill was initially learned (Burton, 2010). As illustrated in Table 2, lower-order thinking skills (concrete knowledge) are generally foundational for higher-order thinking skills (abstract knowledge) (Anderson & Krathwohl, 2001). ...
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Citations
... More practically speaking, management research further suggest that individuals high on cultural metacognition-with high level awareness and monitoring mental capability to acquire and evaluate cultural knowledge (Ang & Van Dyne, 2008;Flavell, 1979;Phelan, 2018)-are more adept at working with culturally dissimilar counterparts (Chua et al., 2012;Mor et al., 2013;Morris et al., 2019). One possible reason is that these unique metacognitive habits allowmanagers to quickly suspend automatic stereotypical judgments (Chiu & Hong, 2005;Klafehn et al., 2008;Triandis, 2006) and update their cultural stereotypes at work (Van Dyne et al., 2009; see also Leung et al., 2013). ...
... Teacher practices: It refers to the teaching strategies adopted to execute a given task to realize the set goal (Phelan, 2018). According to the current study, teacher practices refer to the teacher practices of lesson planning, usage of teaching aids, assessment and evaluation, ICT integration by Business Subjects teachers for curriculum implementation of Business Subjects. ...
... Globally, evaluation is an imperative teacher practice to upsurge the quality of the curriculum implementation phase and learning upshot on higher levels of education in Indonesia (Rohmad, 2017). In this regard, Phelan (2018) an American scholar indicated that student self-assessments are significant components of curriculum implementation since they provide prospects to reflect on goal achievement in the ongoing curriculum. However, the text evidenced portrays a contextual knowledge gap for it related to Higher Education. ...
... Moreover, Phelan (2018) study conducted in American confirms that student self-assessments are imperative components of effective curriculum implementation for they offer prospects to reflect on goal advancement in the ongoing curriculum. ...
... Globally, curriculum evaluation is an imperative teacher practice to strengthen the quality of the curriculum implementation phase and learning upshot at higher levels of education (Rohmad, 2017). In this regard, Phelan (2018) an American scholar indicated that student self-assessments are significant components of curriculum implementation since they provide prospects to reflect on goal achievement in the ongoing curriculum. ...
... Furthermore, it is revealed that the majority of the teachers used both oral questions and written tests to assess the implementation process of a reliable strategy for implementation of Entrepreneurship Skills Education in secondary schools of Uganda (Luyiima, 2011). In this regard also, Phelan's (2018) study in American found out that students' self-assessments are imperative components of an operative curriculum implementation system, as they provide opportunities to reflect on goal achievement in the on-going curriculum. ...
The study aimed at identifying the teacher practices that support the implementation of the new business subjects' curriculum in selected secondary schools of Kabale district, Uganda. The study was underpinned by Ralph W. Tyler's (1949) principles of curriculum theory. Based on the pragmatist perspective, a concurrent triangulation research design was adopted. Data were collected from 37 business subject teachers and 13 directors of studies across 13 secondary schools in Kabale district, making a total of 50 participants. Data were collected using semi-structured in-depth interview schedules, and survey questionnaires. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed using thematic analysis approach by Braun and Clarke (2006). Findings revealed that ICT integration, assessment and evaluation, lesson planning, use of teaching aids, and integration of teaching methods were the major teacher practices that business subject teachers use to support implementation of the new business subjects' curriculum. It emerged that business subject teachers had some knowledge on ICT; were fully equipped in designing assessment items; dominated class sessions with both teacher-centeredness and learner-centeredness; and prepared prior actual implementation process for consistency and timely completion of the syllabus. The quantitative findings revealed that: the majority (56%) of business subject teachers applied a combination of teacher practices in a single lesson. The findings provide insights into the teacher practices that support business subject's teachers in the implementation of the new curriculum and could be useful in informing the development of guidelines for the implementation of the same.
