Pub Date : 2021-04-01DOI: 10.1177/14752409211006634
Lucy E Bailey
Despite the rapid growth in international schooling worldwide, little attention has been paid to understanding why parents choose this kind of schooling and what they believe their choice has meant for their child. Most saliently, the extant literature has not considered the views of Arab parents, although a number of GCC (Gulf Cooperation Council) countries are seen as hubs of international schooling. This study explores international school choice in the Kingdom of Bahrain. Drawing on survey and interview data from Bahraini parents whose children attend international schools in Bahrain, this paper contributes to school choice literature, exploring what the parents see as the consequences of their choice. The concepts of acculturation strategies (Berry, 2003; Berry, 2005) and school choice as a technology of subjectification (Leyton & Rojas, 2017) are used to understand the social meaning of these parental decisions.
{"title":"Host-Country Parent Perspectives on International Schooling: A study from Bahrain","authors":"Lucy E Bailey","doi":"10.1177/14752409211006634","DOIUrl":"https://doi.org/10.1177/14752409211006634","url":null,"abstract":"Despite the rapid growth in international schooling worldwide, little attention has been paid to understanding why parents choose this kind of schooling and what they believe their choice has meant for their child. Most saliently, the extant literature has not considered the views of Arab parents, although a number of GCC (Gulf Cooperation Council) countries are seen as hubs of international schooling. This study explores international school choice in the Kingdom of Bahrain. Drawing on survey and interview data from Bahraini parents whose children attend international schools in Bahrain, this paper contributes to school choice literature, exploring what the parents see as the consequences of their choice. The concepts of acculturation strategies (Berry, 2003; Berry, 2005) and school choice as a technology of subjectification (Leyton & Rojas, 2017) are used to understand the social meaning of these parental decisions.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211006634","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44403413","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}
Pub Date : 2021-04-01DOI: 10.1177/14752409211005378
Matthew Lee
This article reports on a small-scale study which explored the perceptions of learning support assistants (LSAs) about how they facilitate learner agency and wellbeing, two key facets of the capability approach. Interviews were conducted with ten LSAs working in an international school to investigate whether LSAs support aspects of this theoretical framework within their role, where their efficacy is often valued by the quantity of time they spend with the child rather than the quality of the support provided. The capability approach was utilised as an analytic framework by using the four capability approach categories which Sen (1999) argues can evaluate human life: wellbeing achievements, agency achievements, wellbeing freedoms, and agency freedoms. The findings from the study indicate that whilst LSAs did support key aspects of the capability approach, they felt unsure if every part of their role could be based on it due to a range of factors beyond their control, such as parental expectations and the school’s deployment of the LSAs. Possibilities for future research, such as the impact of higher-education on LSAs’ ability to further the capability approach, are discussed briefly.
{"title":"Do learning support assistants’ perceptions of their role support the capability approach? A small-scale study in a Jordanian international school","authors":"Matthew Lee","doi":"10.1177/14752409211005378","DOIUrl":"https://doi.org/10.1177/14752409211005378","url":null,"abstract":"This article reports on a small-scale study which explored the perceptions of learning support assistants (LSAs) about how they facilitate learner agency and wellbeing, two key facets of the capability approach. Interviews were conducted with ten LSAs working in an international school to investigate whether LSAs support aspects of this theoretical framework within their role, where their efficacy is often valued by the quantity of time they spend with the child rather than the quality of the support provided. The capability approach was utilised as an analytic framework by using the four capability approach categories which Sen (1999) argues can evaluate human life: wellbeing achievements, agency achievements, wellbeing freedoms, and agency freedoms. The findings from the study indicate that whilst LSAs did support key aspects of the capability approach, they felt unsure if every part of their role could be based on it due to a range of factors beyond their control, such as parental expectations and the school’s deployment of the LSAs. Possibilities for future research, such as the impact of higher-education on LSAs’ ability to further the capability approach, are discussed briefly.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211005378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46418237","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}
Pub Date : 2021-04-01DOI: 10.1177/14752409211006632
C. Hughes
{"title":"Book Review: Understanding & Using Challenging Educational Theories (2nd Edition)","authors":"C. Hughes","doi":"10.1177/14752409211006632","DOIUrl":"https://doi.org/10.1177/14752409211006632","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211006632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49015257","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}
Pub Date : 2021-04-01DOI: 10.1177/14752409211006650
Phillipa McKeering, Yoon-Suk Hwang, Clarence Ng
Growth in the international school sector continues, with significant expansion of the sector in Asia. Whilst substantial research has been conducted on the adjustment experience of tertiary-aged students, limited research attention has been given to school-aged students in international schools. The environment, conditions and challenges experienced by school-aged international students can differ considerably from those of tertiary-aged international students. This can be heightened during early-adolescence with adjustment from school mobility linked to many negative developmental outcomes. The present study investigates wellbeing, engagement and resilience of 178 early-adolescent international school students (aged 10-14) from an international school in Singapore that offers the International Baccalaureate Diploma and the national curriculum of England. Results reported a positive significant association between wellbeing, engagement and resilience constructs. The study also identified demographic and mobility characteristics that were associated with lower levels of wellbeing, behavioural engagement and resilience. Findings of the study highlight a potential cohort of early-adolescent international students who could benefit from additional support.
{"title":"A study into wellbeing, student engagement and resilience in early-adolescent international school students","authors":"Phillipa McKeering, Yoon-Suk Hwang, Clarence Ng","doi":"10.1177/14752409211006650","DOIUrl":"https://doi.org/10.1177/14752409211006650","url":null,"abstract":"Growth in the international school sector continues, with significant expansion of the sector in Asia. Whilst substantial research has been conducted on the adjustment experience of tertiary-aged students, limited research attention has been given to school-aged students in international schools. The environment, conditions and challenges experienced by school-aged international students can differ considerably from those of tertiary-aged international students. This can be heightened during early-adolescence with adjustment from school mobility linked to many negative developmental outcomes. The present study investigates wellbeing, engagement and resilience of 178 early-adolescent international school students (aged 10-14) from an international school in Singapore that offers the International Baccalaureate Diploma and the national curriculum of England. Results reported a positive significant association between wellbeing, engagement and resilience constructs. The study also identified demographic and mobility characteristics that were associated with lower levels of wellbeing, behavioural engagement and resilience. Findings of the study highlight a potential cohort of early-adolescent international students who could benefit from additional support.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211006650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44084243","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}
Pub Date : 2021-03-30DOI: 10.1177/14752409211006656
M. Nicolson
{"title":"Book Review: Hypersanity: Thinking beyond thinking","authors":"M. Nicolson","doi":"10.1177/14752409211006656","DOIUrl":"https://doi.org/10.1177/14752409211006656","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211006656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47566403","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}
Pub Date : 2021-03-30DOI: 10.1177/14752409211006651
R. Harrison
{"title":"Book Review: Perspectives on Educational Practice Around the World","authors":"R. Harrison","doi":"10.1177/14752409211006651","DOIUrl":"https://doi.org/10.1177/14752409211006651","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14752409211006651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48846049","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}
Pub Date : 2020-12-01DOI: 10.1177/1475240920976228
Anisah Dickson, L. Perry, S. Ledger
While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.
{"title":"Challenges impacting student learning in the International Baccalaureate Middle Years Programme","authors":"Anisah Dickson, L. Perry, S. Ledger","doi":"10.1177/1475240920976228","DOIUrl":"https://doi.org/10.1177/1475240920976228","url":null,"abstract":"While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920976228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41342468","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}
Pub Date : 2020-12-01DOI: 10.1177/1475240920976229
Akın Metlí, J. Lane
This paper suggests a revised framework for explaining, developing and assessing international mindedness (IM). A review of the literature – that presents initiatives, challenges, and debates regarding IM – concludes with an overview of selected conceptual frameworks that have been used to develop a shared understanding of IM. When the authors applied one of these frameworks in a previous empirical study, they found during data analysis that some aspects of the framework’s key pillars played a more supportive role and that other components of IM needed further identification. As a result, this paper proposes a revision of the framework that features intercultural competence and global engagement, and identifies more specific components of these attributes, namely knowledge, skills, dispositions, and agency. The paper includes another review of the literature to emphasise how these components are important for the development, implementation, and assessment of international mindedness.
{"title":"International Mindedness: A Revised Conceptual Framework","authors":"Akın Metlí, J. Lane","doi":"10.1177/1475240920976229","DOIUrl":"https://doi.org/10.1177/1475240920976229","url":null,"abstract":"This paper suggests a revised framework for explaining, developing and assessing international mindedness (IM). A review of the literature – that presents initiatives, challenges, and debates regarding IM – concludes with an overview of selected conceptual frameworks that have been used to develop a shared understanding of IM. When the authors applied one of these frameworks in a previous empirical study, they found during data analysis that some aspects of the framework’s key pillars played a more supportive role and that other components of IM needed further identification. As a result, this paper proposes a revision of the framework that features intercultural competence and global engagement, and identifies more specific components of these attributes, namely knowledge, skills, dispositions, and agency. The paper includes another review of the literature to emphasise how these components are important for the development, implementation, and assessment of international mindedness.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920976229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494562","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}
Pub Date : 2020-12-01DOI: 10.1177/1475240920977252
Hana Kanan EdD
Levy J R and Fox R (2015) Pre-service teacher preparation for international settings. In Hayden M, Levy J and Thompson J (eds). The SAGE Handbook of Research in International Education, 2nd ed. London: SAGE, pp. 275–297. NCATE (2011) InTASC: Model Core Teaching Standards: a Resource for State Dialogue. Available at: http://www.ncate.org/~/media/Files/caep/accreditation-resources/intasc-teacher-standards.pdf
Levy J R和Fox R(2015)国际环境下的职前教师准备。在海登M，利维J和汤普森J(编)。SAGE国际教育研究手册，第二版。伦敦:SAGE，第275-297页。《核心教学标准:国家对话的资源》(2011)。可在:http://www.ncate.org/~/media/Files/caep/accreditation-resources/intasc-teacher-standards.pdf
{"title":"Book Review: Certification Counts: recognizing the learning attainments of displaced and refugee students","authors":"Hana Kanan EdD","doi":"10.1177/1475240920977252","DOIUrl":"https://doi.org/10.1177/1475240920977252","url":null,"abstract":"Levy J R and Fox R (2015) Pre-service teacher preparation for international settings. In Hayden M, Levy J and Thompson J (eds). The SAGE Handbook of Research in International Education, 2nd ed. London: SAGE, pp. 275–297. NCATE (2011) InTASC: Model Core Teaching Standards: a Resource for State Dialogue. Available at: http://www.ncate.org/~/media/Files/caep/accreditation-resources/intasc-teacher-standards.pdf","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920977252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421163","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}
Pub Date : 2020-12-01DOI: 10.1177/1475240920972832
T. Haywood
As I opened the pages of this book for the first time, I was tempted to reflect on how many works on teacher education published in 2019 might already be out of date. If it is true that the Covid-19 experience will be a watershed in our perception of schooling (a proposition that I am not entirely convinced by, although I’d like to be!), then we need a more profound rethinking of professional training than was envisaged by most authors writing even as recently as one year ago. It did not take many pages exploring this fascinating text, however, to dispel these thoughts. My preliminary distractions were quickly replaced by a kind of awe at what the author of this extremely personal narrative is trying to achieve. Professor Mercado’s purpose and methodology are evident from the first pages: indeed, they are revealed ahead of time in the Series Editor’s Foreword, where Peter Smagorinsky provides a background to her autoethnographic approach and to her career-long commitment as a literacy advocate working with bilingual, mainly Latinx, communities which comprise some of New York’s most vulnerable and underprivileged children. This is not a textbook – and it is certainly not a handbook with specific strategies for teacher education, although there are clear methodological implications in what Prof Mercado has to say. It is a deeply personal, passionate and self-analytical account of one professional life dedicated to helping children at risk by exploring strategies and training educators who can engage young people by activating their voluminous but often ignored community funds of knowledge. As such, this is a timeless and universal work, and while it is rooted in late 20th century and early 21st century educational contexts in a highly specific geographical location, Prof Mercado’s insights and reflections carry a message for teacher education and practising educators in many other venues, not least those in international schools that serve populations at the opposite end of the class system to those who were the focus of the author’s attention. Readers who are not familiar with autoethnography as a research tool may be surprised at the narrative style they encounter as Prof Mercado’s account shifts between different styles of writing. The book opens with an account of her early life and her family, describing relocation to New York from Puerto Rico in the last 1940’s and her perceptions as the family home moved across the city, exposing the young author to a range of school and social environments. These accounts are crucial 972832 JRI0010.1177/1475240920972832Journal of Research in International EducationBook Reviews book-review2020
{"title":"Book Review: Navigating Teacher Education in Complex and Uncertain Times","authors":"T. Haywood","doi":"10.1177/1475240920972832","DOIUrl":"https://doi.org/10.1177/1475240920972832","url":null,"abstract":"As I opened the pages of this book for the first time, I was tempted to reflect on how many works on teacher education published in 2019 might already be out of date. If it is true that the Covid-19 experience will be a watershed in our perception of schooling (a proposition that I am not entirely convinced by, although I’d like to be!), then we need a more profound rethinking of professional training than was envisaged by most authors writing even as recently as one year ago. It did not take many pages exploring this fascinating text, however, to dispel these thoughts. My preliminary distractions were quickly replaced by a kind of awe at what the author of this extremely personal narrative is trying to achieve. Professor Mercado’s purpose and methodology are evident from the first pages: indeed, they are revealed ahead of time in the Series Editor’s Foreword, where Peter Smagorinsky provides a background to her autoethnographic approach and to her career-long commitment as a literacy advocate working with bilingual, mainly Latinx, communities which comprise some of New York’s most vulnerable and underprivileged children. This is not a textbook – and it is certainly not a handbook with specific strategies for teacher education, although there are clear methodological implications in what Prof Mercado has to say. It is a deeply personal, passionate and self-analytical account of one professional life dedicated to helping children at risk by exploring strategies and training educators who can engage young people by activating their voluminous but often ignored community funds of knowledge. As such, this is a timeless and universal work, and while it is rooted in late 20th century and early 21st century educational contexts in a highly specific geographical location, Prof Mercado’s insights and reflections carry a message for teacher education and practising educators in many other venues, not least those in international schools that serve populations at the opposite end of the class system to those who were the focus of the author’s attention. Readers who are not familiar with autoethnography as a research tool may be surprised at the narrative style they encounter as Prof Mercado’s account shifts between different styles of writing. The book opens with an account of her early life and her family, describing relocation to New York from Puerto Rico in the last 1940’s and her perceptions as the family home moved across the city, exposing the young author to a range of school and social environments. These accounts are crucial 972832 JRI0010.1177/1475240920972832Journal of Research in International EducationBook Reviews book-review2020","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920972832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42273036","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}
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