Matthew Fahey, Henriette van Rensburg, Rahul Ganguly
{"title":"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","authors":"Matthew Fahey, Henriette van Rensburg, Rahul Ganguly","doi":"10.1177/14752409211060901","DOIUrl":null,"url":null,"abstract":"Research in international schools has lagged behind the growth of such schools (Lee et al, 2012). This paper offers support to international school leaders by identifying the ten most important characteristics of international schools as reported by three significant stakeholder groups (administrators/teachers, parents and students) in one case study international school. An initial phase utilised a Delphi framework whereby interviews led to the identification of 68 separate items, ranging from school ethos to teachers’ credentials, which formed the basis of a follow-up questionnaire which was implemented following piloting. It was found that for 46 of the 68 items the three stakeholder groups were not statistically independent, sharing a common perspective on these items’ relative importance. Similarly, four items appeared in all three stakeholder groups’ top ten, while six items appeared in two out of three stakeholder groups’ top ten.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"1 1","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Characteristics that Define an Exceptional International School According to Stakeholder Perspectives. A Thai Case Study\",\"authors\":\"Matthew Fahey, Henriette van Rensburg, Rahul Ganguly\",\"doi\":\"10.1177/14752409211060901\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research in international schools has lagged behind the growth of such schools (Lee et al, 2012). This paper offers support to international school leaders by identifying the ten most important characteristics of international schools as reported by three significant stakeholder groups (administrators/teachers, parents and students) in one case study international school. An initial phase utilised a Delphi framework whereby interviews led to the identification of 68 separate items, ranging from school ethos to teachers’ credentials, which formed the basis of a follow-up questionnaire which was implemented following piloting. It was found that for 46 of the 68 items the three stakeholder groups were not statistically independent, sharing a common perspective on these items’ relative importance. Similarly, four items appeared in all three stakeholder groups’ top ten, while six items appeared in two out of three stakeholder groups’ top ten.\",\"PeriodicalId\":45854,\"journal\":{\"name\":\"Journal of Research in International Education\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2021-11-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in International Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/14752409211060901\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14752409211060901","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
摘要
对国际学校的研究滞后于这类学校的发展(Lee et al, 2012)。本文通过在一所国际学校的案例研究中,从三个重要的利益相关者群体(管理人员/教师、家长和学生)的报告中确定国际学校的十个最重要的特征,为国际学校的领导者提供支持。最初阶段采用德尔菲框架,通过访谈确定了68个独立项目,从学校风气到教师资格证书,这些项目构成了试点后实施的后续问卷调查的基础。研究发现,对于68个项目中的46个,三个利益相关者群体在统计上不是独立的,他们对这些项目的相对重要性有着共同的看法。同样,有4个项目出现在所有三个利益相关者群体的前10个项目中,而6个项目出现在三个利益相关者群体的前10个项目中。
Characteristics that Define an Exceptional International School According to Stakeholder Perspectives. A Thai Case Study
Research in international schools has lagged behind the growth of such schools (Lee et al, 2012). This paper offers support to international school leaders by identifying the ten most important characteristics of international schools as reported by three significant stakeholder groups (administrators/teachers, parents and students) in one case study international school. An initial phase utilised a Delphi framework whereby interviews led to the identification of 68 separate items, ranging from school ethos to teachers’ credentials, which formed the basis of a follow-up questionnaire which was implemented following piloting. It was found that for 46 of the 68 items the three stakeholder groups were not statistically independent, sharing a common perspective on these items’ relative importance. Similarly, four items appeared in all three stakeholder groups’ top ten, while six items appeared in two out of three stakeholder groups’ top ten.
期刊介绍:
The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.