Journal of Research in International Education最新文献_第6页

Investigating inclusive practice in international schooling: a case study of two schools 国际学校教育中的包容性实践研究——以两所学校为例

IF 1.4

Journal of Research in International Education Pub Date : 2021-11-20 DOI: 10.1177/14752409211059274

Hendra Y. Agustian

引用次数: 1

Being and becoming internationally minded: Snapshots of novice Canadian teachers in international schools 国际思维的形成与发展:加拿大国际学校新教师的快照

IF 1.4

Journal of Research in International Education Pub Date : 2021-11-20 DOI: 10.1177/14752409211060137

James S. Budrow

引用次数: 2

Educational Leadership and the Impact of Societal Culture on Effective Practices 教育领导和社会文化对有效实践的影响

IF 1.4

Journal of Research in International Education Pub Date : 2021-08-01 DOI: 10.1177/14752409211032531

D. Fisher

引用次数: 2

Book Review: Is Assessment Fair? 书评：评估公平吗？

IF 1.4

Journal of Research in International Education Pub Date : 2021-08-01 DOI: 10.1177/14752409211030582

Susan F. Martin

引用次数: 0

Moving from Feedback to Feedforward in IBDP classrooms IBDP课堂中从反馈到前馈的转变

IF 1.4

Journal of Research in International Education Pub Date : 2021-08-01 DOI: 10.1177/14752409211032528

N. Dulfer, Firoozeh Akhlaghi Koopaei

引用次数: 3

Understanding EAL: International Secondary School Teachers’ Experiences and Attitudes in Ukraine and Eastern Europe 理解EAL：乌克兰和东欧国际中学教师的经验和态度

IF 1.4

Journal of Research in International Education Pub Date : 2021-08-01 DOI: 10.1177/14752409211033749

J. Spencer

{"title":"Understanding EAL: International Secondary School Teachers’ Experiences and Attitudes in Ukraine and Eastern Europe","authors":"J. Spencer","doi":"10.1177/14752409211033749","DOIUrl":"https://doi.org/10.1177/14752409211033749","url":null,"abstract":"This article highlights the need to understand mainstream international secondary school teachers’ attitudes to and experiences of accommodating English as an Additional Language (EAL) learners, and what current collaborative relationships there are between mainstream and EAL teachers in terms of co-teaching and co-planning. The article draws on data collected from a questionnaire sent to secondary teachers at an international school in a major city in Ukraine and to other international schools that offer International Baccalaureate programmes in Eastern Europe. The questionnaire investigated English language training in education, attitudes to EAL in mainstream subjects and participants’ collaboration with EAL teachers. Further follow-up qualitative data collected from a focus group in the school in Ukraine investigated the topics of competencies, responsibilities and collaboration with respect to EAL in the mainstream classroom. Building on this data, the discussion ultimately focuses on the challenges for mainstream teachers and how collaboration with EAL teachers is often confused and lacks definition in terms of current practice and ways forward. Recommendations for next steps of research are made.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"20 1","pages":"171 - 186"},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211033749","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42956768","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

Bourdieu’s Theory of Practice and the OECD PISA Global Competence Framework 布迪厄的实践理论与OECD PISA全球能力框架

IF 1.4

Journal of Research in International Education Pub Date : 2021-08-01 DOI: 10.1177/14752409211032525

T. Andrews

{"title":"Bourdieu’s Theory of Practice and the OECD PISA Global Competence Framework","authors":"T. Andrews","doi":"10.1177/14752409211032525","DOIUrl":"https://doi.org/10.1177/14752409211032525","url":null,"abstract":"Globalisation has become increasingly important in education, and national systems are no longer defined only by the nation-state. The role of intergovernmental organisations such as the OECD has also become increasingly important, particularly through the development of the PISA tests and the publication of international comparison tables. With a growing recognition of educating for an international and globalised future, the OECD assessed global competence for the first time in 2018, with results released in October 2020. The power that the OECD exerts over its member states, and indeed further, in the field of education through the global competence assessment demonstrates social reproduction. This article examines the OECD’s 2018 Global Competence Framework from a Bourdieusian perspective. An analysis is undertaken of the framework using Bourdieu’s thinking tools of habitus, field and capital, and the mechanisms of pedagogic authority, pedagogic action and pedagogic work, demonstrating an unconsciously agreed power differential between social groups. The OECD, as well as policy-makers at a national level, must consider such implications in anticipating future policy developments in order to enable systemic injustices to be overcome and educational equality to be achieved.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"20 1","pages":"154 - 170"},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211032525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43071019","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: 11

Adapting and Enduring: Lessons Learned from International School Educators During COVID-19 适应与持久：新冠肺炎期间国际学校教育工作者的经验教训

IF 1.4

Journal of Research in International Education Pub Date : 2021-08-01 DOI: 10.1177/14752409211034399

Kathleen Doll, M. Ragan, G. Calnin, Sarah Mason, Kevin House

{"title":"Adapting and Enduring: Lessons Learned from International School Educators During COVID-19","authors":"Kathleen Doll, M. Ragan, G. Calnin, Sarah Mason, Kevin House","doi":"10.1177/14752409211034399","DOIUrl":"https://doi.org/10.1177/14752409211034399","url":null,"abstract":"With the outbreak of COVID-19 in early 2020, school buildings across the globe closed, leading educators, students and families to transition rapidly to online education. It is clear that schools will in the future continue to employ online learning, even as students and educators return to school buildings. While the education community has over a number of years generated a range of practical tips and guidance about online education—especially since the onset of COVID-19—many are not supported by research (DiPietro et al., 2010) and neglect international school settings (Barbour, 2014). This study investigates the experiences of sixty-one K-12 international educators via nineteen focus groups, contributing to the literature base on pedagogical, leadership and practical strategies needed to support effective online learning. Four lessons learned emerged from the data: technological challenges are exacerbated during a crisis; educators adapted to revise pedagogical strategies when under pressure; student and parent experiences were inconsistent and complex; and school leaders play an important role during a transition to online education. Although COVID-19 posed challenges, educators are resilient, adaptable, and deeply committed to student learning. School leaders now have an opportunity to reconstruct a model of education which offers students the best of face-to-face learning augmented by the most effective use of virtual technologies. This is more than planning for potential crises; this is reimagining the future of education.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"20 1","pages":"114 - 133"},"PeriodicalIF":1.4,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211034399","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49309256","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: 13

The nature of hybrid governance: A case study of a large and well-established European international school 混合型管理的本质:以欧洲一所大型国际学校为例

IF 1.4

Journal of Research in International Education Pub Date : 2021-04-01 DOI: 10.1177/14752409211006648

L. Holmyard

引用次数: 0

Understanding Teacher Identity as an International Teacher: An Autoethnographic Approach to (Developing) Reflective Practice 理解教师作为国际教师的身份:一种发展反思实践的自我民族志方法

IF 1.4

Journal of Research in International Education Pub Date : 2021-04-01 DOI: 10.1177/14752409211005380

Julia Sahling, Roussel De Carvalho

{"title":"Understanding Teacher Identity as an International Teacher: An Autoethnographic Approach to (Developing) Reflective Practice","authors":"Julia Sahling, Roussel De Carvalho","doi":"10.1177/14752409211005380","DOIUrl":"https://doi.org/10.1177/14752409211005380","url":null,"abstract":"The teaching profession in England and Wales has been experiencing a steady decline in its workforce, with a significant number of teachers making the decision to move abroad and teach in international schools. Teachers cite working conditions, institutional pressures and pay and conditions at home as reasons to seek employment elsewhere. Meanwhile, exploring teachers’ experiences of teaching abroad is a relatively new area of research. The growth of international schools from 1964, when there were only around 50 such schools, to 2017, with over 8,000 international schools and some 420,000 teachers, indicates a need to understand teachers’ personal and professional experiences as they navigate these different contexts. This research presents a small case study of how autoethnography can be used as a methodological tool to support international teachers in revealing changes in their teacher identity, as well as promoting the development of their sense of self-efficacy within different sociocultural school contexts. Through Julia Sahling’s autoethnographic study, this paper explores how teachers may be able to actively engage in critical reflective practice in order better to understand these dynamic transitions, as well as the implications of teaching in multiple international contexts.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"20 1","pages":"33 - 49"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211005380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48916991","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: 9