Comparison with a previous study investigating the perceptions of undergraduates with respect to their own school-based international education suggests differences in perceived importance between the two groups. There is a tide in the affairs of men As a contribution to research in the field of international education, this study investigated the views of a number of teachers based in 'international schools' around the world with respect to the importance of a range of different factors in contributing to the experience of international education for students. The question of what values are actually shared within an international school is a matter of debate Mattern, 1990. He is co-editor of the Journal of Research in International Education. The Common Core was introduced in 2009 in the U. Using a variety of data gathering methods, the investigation looks at how Thai culture manifests itself in the classroom in the form of student behaviour and attitudes.
Alan Girelli earned his PhD in Composition and Rhetoric, at the University of Massachusetts Amherst, focusing on electronic rhetorics and networked communication systems. She served at the Ministry of Education of Buenos Aires province. Konrad Gunesch is Professor for International Relations at the American University in the Emirates in Dubai, having held previous posts as Professor of Global Business at Laureate International Universities in Panama, and Research Associateships at Hong Kong Polytechnic University and London's School of Oriental and African Studies. Theo Wubbels is Professor of Education and Admissions Dean of Utrecht University in the Netherlands. Ewan Wright is engaged in doctoral research in the Faculty of Education at the University of Hong Kong, where he holds a research Fellowship. The information that they have brought, together with the suggestions that they have made for improvement, have been invaluable in our approach to the task of undertaking the preparation of the second edition.
His research has focused on learning and teaching for active citizenship in Lebanon and other sites affected by armed conflict. Walker eds International Education in Practice: Dimensions for National and International Schools, pp. It uses the literature to produce key guidelines for each phase that should be of value in any international school? It is acknowledged that international schools are complex organizations to lead and manage, with numerous boundaries, transient stakeholders, and opposing priorities. This article is based on analysis of responses to a questionnaire seeking views on the experience of international education from students in the final pre-university year of attending an international school. Such reforms are intended to align components of the education system, including curriculum, instruction, assessment, professional development and other resources. El estudio muestra la aplicación internacional de la investigación filosófica con niños en diversos entornos multiculturales. Richard Caffyn is Principal of the International School of Telemark in Norway.
Catherine Doherty is an Associate Professor in the sociology of education at the Queensland University of Technology, Australia. His research interests have included enquiry into international curriculum, international schools, evaluation and intergenerational service learning. Furthermore, the student teachers showed an inclination to linguistic-based inquiry and interpersonal philosophical inquiry with children rather than individual processes. The responses from the leaders were triangulated with observation field notes and document analysis. More recently he has focused on interactions between international and global education.
It defines what is meant by the term? He has published and presented throughout the world on the influence of culture and language on education. Trevor has worked as a language teacher, translator, consultant teacher educator in various international contexts, and has also published and presented research in the field. She has worked as a consultant on issues relating to inclusion, advocacy and disability throughout Australia, Ireland and the United States. This process, I argue, has developed in five interrelated, overlapping stages that involve the interaction of a diverse range of economic, social and political actors. Volume One: Nature and Meaning of International Education Volume Two: Current Issues in Promoting International Education in National and Regional Contexts Volume Three: Current Issues in Promoting International Education in Global Contexts.
Recent years have seen an unprecedented growth in the number of international schools worldwide. He arrived in Bath from New Zealand in 1996. This initial investigation is a starting point for a wider study and aims to open the potential of philosophy with children in the vast educational landscape of international schools. Second edition © Mary Hayden, Jack Levy and Jeff Thompson 2015 Chapter 1 © Robert Sylvester 2015 Chapter 2 © Ian Hill 2015 Chapter 3 © Terry Haywood 2015 Chapter 4 © Konrad Gunesch 2015 Chapter 5 © Martin Skelton 2015 Chapter 6 © Boyd Roberts 2015 Chapter 7 © Harriet Marshall 2015 Chapter 8 © Mark Bray 2015 Chapter 9 © Rauni Räsänen 2015 Chapter 10 © Michael Allan 2015 Chapter 11 © James Cambridge 2015 Chapter 12 © Hugh Lauder 2015 Chapter 13 © Richard Pearce 2015 Chapter 14 © Kenneth Cushner 2015 Chapter 15 © Trevor Grimshaw 2015 Chapter 16 © Lucas Walsh 2015 Chapter 17 Apostolos Koutropoulos and Alan Girelli Chapter 18 © Theo Wubbels 2015 Chapter 19 © Jack Levy and Rebecca Fox 2015 Chapter 20 © Iris van Werven 2015 Chapter 21 © Perry den Brok and Jan van Tartwijk 2015 Chapter 22 © Tristan Bunnell 2015 Chapter 23 © Fazal Rizvi 2015 Chapter 24 © Cheryl Lynn Duckworth 2015 Chapter 25 © Gillian MacNaughton and Dimity Peter 2015 Chapter 26 © Kevin Bartlett, Andrew Davies and William Gerritz 2015 Chapter 27 © Wilf Stout 2015 Chapter 28 © Darlene Fisher 2015 Chapter 29 © Richard Caffyn 2015 Chapter 30 © Michael Fertig 2015 Chapter 31 © David Phillips 2015 Chapter 32 © Robin Shields 2015 Chapter 33 © Dennis Niemann and Kerstin Martens Chapter 34 © Robert Harrison 2015 Chapter 35 © Bassel Akar and Maria Ghosn-Chelala 2015 Chapter 36 © Silvina Gvirtz and Jason Beech 2015 Chapter 37 © Catherine Doherty and Julie McLaughlin 2015 Chapter 38 © Wenfan Yan, Yumei Han and Yao Cai 2015 Chapter 39 © Moosung Lee and Ewan Wright 2015 Chapter 40 © Naoko Kakuta 2015 First edition published 2007 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Los estudiantes relacionaron la investigación filosófica con una interpretación profunda de la Educación Global de Ciudadanía, reconociendo la complejidad del ciudadano global moral. La filosofía con niños se entendió como una forma de acceder a la dimensión moral pero se identificaron limitaciones.
Dr Hill has published widely and presents at conferences throughout the world; he continues to support and advise on international education. He is also the Director of Research at the same institution, as well as a teacher educator. Rauni Räsänen is Professor Emerita in Education at the Faculty of Education, University of Oulu, Finland. International Schools and International Education. Schools Across Frontiers: The Story of the International Baccalaureate and the United World Colleges.
She has been actively engaged in international teacher education, working with educators in Russia, China, Nepal, France, Pakistan, Indonesia and Greece. Andrew Davies is Head of School at the International School Bangkok, Thailand, having previously been Deputy Head. There is not one established definition for the term 'international schools' as any school could claim to be international if is offers a curriculum that is different from that of the local one where it is situated Hayden, 2006;Murphy, 2000;Walker, 2004. Through a focused analysis of the pro-social curriculum practice enacted by nine case-study international schools following this curriculum across three continents, the article concludes that pro-social behaviour is effectively encouraged by the International Baccalaureate programmes, but that it is a somewhat patrician version of caring that is enacted in many contexts. Journal of Research in International Education 1 1 : 91-125.
Globalisation is a highly contested concept, and even among those who accept that some sort of globalisation process is occurring, attempts to analyse it have focused on a range of structural explanations: the expansion of economic transactions; the development of transnational or global social bonds; and the emergence and consolidation of a range of semi-international, semi-global political institutions. With sponsorship from the Twentieth-Century Fund and the Ford Foundation, and central involvement of Atlantic College in , the International School in , and 's department of educational studies in , the program was launched. Results showed a clear perception of the importance of the influence of teachers and of exposure to other students within school, with informal activities being considered least important. Tristan Bunnell is a Lecturer in International Education at the University of Bath. A further and related challenge is that of determining the appropriate linguistic base for a program that is now so widely used internationally. Students are required to engage in study of six subjects, with at least one selected from each of groups one to five, and a sixth choice, which may be from ny of the six groups.
Both these curricula address the development of international mindedness as integral to everything children learn between the ages of 5 and 14. Yumei Han completed her doctoral studies in international and comparative education from the Faculty of Education at Southwest University, Chongqing, China. In January 2015 the 5,000th programme had appeared at a school in Albania. He has written extensively on theories of globalization, educational policy, student mobility and the internationalization of higher education. Petersfield: European Council of International Schools. He has coordinated educational reform projects in Indonesia and Pakistan, and directed a number of grants for teachers of English Language Learners. His PhD and Masters degrees in Education and Politics were undertaken in England, France, Spain and Italy, and his Law degrees and training in Germany, Canada and Sweden.