Journal of Research in International Education最新文献_第5页

Fields, Habitus and the International Baccalaureate’s Interpretation of International Mindedness 领域，习惯和国际学士学位的国际思维的解释

IF 1.4

Journal of Research in International Education Pub Date : 2022-08-01 DOI: 10.1177/14752409221122048

D. Whitmarsh

{"title":"Fields, Habitus and the International Baccalaureate’s Interpretation of International Mindedness","authors":"D. Whitmarsh","doi":"10.1177/14752409221122048","DOIUrl":"https://doi.org/10.1177/14752409221122048","url":null,"abstract":"International Mindedness (IM) is recognised as being a key component of an international education (Hill, 2015). However, IM is also acknowledged as an ‘under-reported and under-researched aspect of elite [international] education’ (Bunnell et al, 2020). This has led to the concept being described as ‘enigmatic and under-defined’ by researchers (Poole, 2017) and ‘fuzzy’ by practitioners (Barratt-Hacking et al, 2016: 38). This paper will attempt to conceptualise IM by drawing on Pierre Bourdieu’s theories of fields and habitus. It will show that IM can not only be thought of in terms of a specific habitus but that the International Baccalaureate (IB) and the schools that offer International Baccalaureate programmes can, and do, also play a significant role in creating the field (and subsequent structures within the field) in which IM can take root in students. The data and analysis in this paper are taken from a more substantial, recent, mixed-methods case study focusing on IM. The case study was conducted in a Chinese IB international school (of the type described by Poole, 2019: catering largely for Chinese students) on the Chinese mainland that offers the International Baccalaureate Primary Years Programme, Middle Years Programme and Diploma Programme. It is a private fee-paying school, which accepts students mainly from the local but also from the expatriate community.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"21 1","pages":"123 - 138"},"PeriodicalIF":1.4,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42647455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Regulated Learning in the IB Diploma Programme: A qualitative comparison of strategy use by IB Diploma students with learning difficulties and those with a history of high achievement IB文凭课程中的自律学习：有学习困难和有高成就史的IB文凭学生策略使用的定性比较

IF 1.4

Journal of Research in International Education Pub Date : 2022-08-01 DOI: 10.1177/14752409221122009

Sandra Forrest

{"title":"Self-Regulated Learning in the IB Diploma Programme: A qualitative comparison of strategy use by IB Diploma students with learning difficulties and those with a history of high achievement","authors":"Sandra Forrest","doi":"10.1177/14752409221122009","DOIUrl":"https://doi.org/10.1177/14752409221122009","url":null,"abstract":"This investigation set out to explore the self-regulated learning strategies implemented by high-achieving International Baccalaureate (IB) Diploma Programme (DP) students and those with learning difficulties in a context in which teachers were developing their practice to better align with IB philosophy. Specifically, I aimed to determine whether the strategies used by students in the two categories differed and, if so, what accounted for these differences. The sample included four DP students with diagnosed learning difficulties and six high-achieving DP students. Methods included collecting samples of independent work that reflected their strategy use; accompanying written reflections; and semi-structured interviews utilising a combination of stimulated recall and open-ended questions. Results suggest that only slight differences existed in the number and type of strategies used by participants in each category, but there were some important differences in strategy quality. These differences appeared to be related to the epistemic awareness students demonstrated, rather than their categorisation as having learning difficulties or being high-achieving. Although the IB Diploma Programme is widely considered an appropriate secondary programme for high-achieving students, its potential to enhance self-regulated learning suggests this programme may also be an appropriate option for some university-bound students with learning difficulties. As the literature review for this investigation uncovered only one previous study pertaining to IB Diploma Programme students with learning difficulties, this is a significant contribution to knowledge with implications for admissions as well as teaching and learning in IB schools. The investigation also indicates that epistemic awareness may play a more significant role in self-regulated learning than contemporary theories suggest.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"21 1","pages":"139 - 166"},"PeriodicalIF":1.4,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44731825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The promised capitals of international high school programmes and the global field of higher education: The case of Shenzhen, China 国际高中项目和全球高等教育领域的承诺之都：以中国深圳为例

IF 1.4

Journal of Research in International Education Pub Date : 2022-08-01 DOI: 10.1177/14752409221122070

Ewan Wright, Benjamin Mulvey

{"title":"The promised capitals of international high school programmes and the global field of higher education: The case of Shenzhen, China","authors":"Ewan Wright, Benjamin Mulvey","doi":"10.1177/14752409221122070","DOIUrl":"https://doi.org/10.1177/14752409221122070","url":null,"abstract":"The term ‘international school’ encompasses a broad array of institutions offering a range of different programmes. However, the differences between these programmes have scarcely been explored in the existing literature. This article focuses on three popular international high school programmes (Advanced Levels, Advanced Placement, and International Baccalaureate Diploma Programme) by drawing upon in-depth interviews with international school counsellors, teachers, parents, and students in Shenzhen, China. We employed the Bourdieusian concepts of ‘promised capitals’ and the ‘global field of higher education’ to delineate differences amongst these international programmes. We argue that each international programme promises the accumulation of distinct combinations of capitals associated with different global circuits of mobility for higher education. At the same time, we also suggest that the extent to which the promised capitals are conferred is complicated by the ‘localisation’ of schools: this impacted the delivery of promises related to embodied cultural and social capital forms.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"21 1","pages":"87 - 104"},"PeriodicalIF":1.4,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45392322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

MYP Coordinators: Differences in Job Satisfaction Levels based on the Number of IB Programmes MYP协调员：基于IB课程数量的工作满意度差异

IF 1.4

Journal of Research in International Education Pub Date : 2022-04-01 DOI: 10.1177/14752409221089589

Megel R Barker

{"title":"MYP Coordinators: Differences in Job Satisfaction Levels based on the Number of IB Programmes","authors":"Megel R Barker","doi":"10.1177/14752409221089589","DOIUrl":"https://doi.org/10.1177/14752409221089589","url":null,"abstract":"The Middle Years Programme (MYP) is one of four programmes offered by the International Baccalaureate, together with the Diploma Programme, Career-related Programme and Primary Years Programme. This study investigated the difference in job satisfaction levels of MYP Coordinators based on the number of IB programmes delivered in the school. Schools offering the MYP are required to appoint a member of staff to the role of MYP Coordinator. MYP Coordinators differ by age, gender and experience, and work in diverse school environments. The purpose of this study was to explore the job satisfaction of the critical role of MYP Coordinator. Using Herzberg’s Two Factor Theory as the theoretical framework, a modified version of the Job Satisfaction Survey was distributed to all registered Coordinators via email. 344 participants responded to eighteen items addressing the central question: What is the difference in job satisfaction levels of active MYP Coordinators based on demographic factors? The independent variables were age, gender, experience as a coordinator, number of IB programmes in school and eAssessment implementation. Using one-way ANOVA tests and t-tests, no statistical difference in job satisfaction was found for age, gender, experience as a Coordinator or the implementation of eAssessments. There was a difference in job satisfaction levels for MYP Coordinators working in 3-programme (MYP plus Diploma Programme and Primary Years Programme) schools compared with those in MYP-only schools, with the former recording higher job satisfaction levels. This finding demonstrates the need for whole-school alignment in the promotion of an atmosphere that is conducive to effective MYP coordination.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"21 1","pages":"62 - 72"},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43598507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International School Teachers in Iran and Their Intercultural Communicative Competence: Does Sociocultural Background Make a Difference? 伊朗国际学校教师及其跨文化交际能力：社会文化背景会产生影响吗？

IF 1.4

Journal of Research in International Education Pub Date : 2022-04-01 DOI: 10.1177/14752409221091902

Masoomeh Estaji, Sarvenaz Tabrizi

{"title":"International School Teachers in Iran and Their Intercultural Communicative Competence: Does Sociocultural Background Make a Difference?","authors":"Masoomeh Estaji, Sarvenaz Tabrizi","doi":"10.1177/14752409221091902","DOIUrl":"https://doi.org/10.1177/14752409221091902","url":null,"abstract":"This research study examined international school teachers’ perceptions of Intercultural Communicative Competence (ICC), and whether or not the teachers’ sociocultural background could predict their ICC level. To collect data, 55 international school teachers participated in the quantitative phase of the study, out of which nine were selected for a semi-structured interview in the qualitative phase. Participants were requested to complete two questionnaires, one to gather demographic information and one to assess their perceptions and level of ICC (Yildiz, 2016; Zhou, 2011). The results of data analysis showed that, in the context of teachers working in international schools in Tehran, sociocultural factors such as age, number of countries visited and duration of the visits, and number of languages spoken, could not predict teachers’ perception of ICC; gender was the exception. The quantitative findings revealed the lack of connection between prior international experience of the teachers and their ICC perception. Teacher participants found ICC as a way of respecting other cultures and accepting cultural differences. They also believed that attending international schools would positively affect students and teachers’ cultural identity.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"21 1","pages":"46 - 61"},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48002876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations 教育与联合国发展目标项目(千年发展目标和可持续发展目标):定义、联系、实施

IF 1.4

Journal of Research in International Education Pub Date : 2022-04-01 DOI: 10.1177/14752409221088942

I. Kushnir, Ana Nunes

{"title":"Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations","authors":"I. Kushnir, Ana Nunes","doi":"10.1177/14752409221088942","DOIUrl":"https://doi.org/10.1177/14752409221088942","url":null,"abstract":"The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague—the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"21 1","pages":"3 - 21"},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47682798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Student Satisfaction In Secondary Education: An Empirical Study Of Indian Expatriate Students 中等教育中学生满意度:对印度留学生的实证研究

IF 1.4

Journal of Research in International Education Pub Date : 2022-04-01 DOI: 10.1177/14752409221093245

V. K. Gokuladas, S. K. Baby Sam

{"title":"Student Satisfaction In Secondary Education: An Empirical Study Of Indian Expatriate Students","authors":"V. K. Gokuladas, S. K. Baby Sam","doi":"10.1177/14752409221093245","DOIUrl":"https://doi.org/10.1177/14752409221093245","url":null,"abstract":"Children who live abroad with their parents are exposed to a wide diversity of cultural and educational influences. They face various challenges as they live in a different country and experience a different culture. It is therefore important to understand their perceptions with respect to factors that could potentially enhance their satisfaction with schooling and subsequent positive engagement. The main aim of this paper is to understand what factors lead to school experiences of secondary school expatriate Indian students which in turn could lead to their better engagement. Data were gathered relating to perceptions of 1786 expatriate Indian students experiencing secondary education in the Sultanate of Oman with respect to organizational support, teachers’ support, peer support, school satisfaction and student engagement. Correlation and regression analyses carried out on this data revealed that variables including organizational support, teachers’ support, and peer support were highly significant in predicting school satisfaction of these students. It was also revealed that there exists a highly significant relationship between school satisfaction and student engagement which is not moderated by the location – rural or urban – of the school.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"21 1","pages":"73 - 83"},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47028569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Characteristics that Define an Exceptional International School According to Stakeholder Perspectives. A Thai Case Study 根据利益相关者的观点，定义一所杰出国际学校的特征。泰国案例研究

IF 1.4

Journal of Research in International Education Pub Date : 2021-11-23 DOI: 10.1177/14752409211060901

Matthew Fahey, Henriette van Rensburg, Rahul Ganguly

引用次数: 2

The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis 英国海外学校在促进和维护英国价值观方面的作用:运用政策分析中的传播语境

IF 1.4

Journal of Research in International Education Pub Date : 2021-11-23 DOI: 10.1177/14752409211059272

S. Pearce

{"title":"The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis","authors":"S. Pearce","doi":"10.1177/14752409211059272","DOIUrl":"https://doi.org/10.1177/14752409211059272","url":null,"abstract":"With their central position in society as facilitators of information, schools and teachers play a key role in the articulation and embedding of government-driven policy targeted at school-age children; under the British government, this key role extends beyond the borders, to British Schools Overseas. In the last decade, this has been especially prevalent in the dissemination of anti-terrorism rhetoric and policy, created to prevent the radicalisation of students; most recently, this has involved the inclusion of ‘fundamental British values’ (FBV) in policy and curriculum. Using the work of Basil Bernstein and, in particular, the model of transmission context which sits within his theories on pedagogic discourse, this paper analyses the discourse embedded in multiple FBV policies. Through a focus on classification and framing of the discourses embedded in the policies, this paper highlights the transmission of power in these policies, with a focus on language used to convey this power; and conveys an understanding of the positioning, role and ‘responsibilisation’ of British schools, located outside of the United Kingdom, as central to FBV education as well as the solution to terrorism in Britain.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":" 13","pages":"191 - 210"},"PeriodicalIF":1.4,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41252041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Multilingualism and the International Baccalaureate Diploma Programme (IBDP): An Analysis of Language Learning in the IBDP in Light of the ‘Multilingual Turn’ 多语言与国际文凭课程(IBDP):基于“多语言转向”的IBDP语言学习分析

IF 1.4

Journal of Research in International Education Pub Date : 2021-11-20 DOI: 10.1177/14752409211059267

Jacob Huckle

引用次数: 0