Journal of Research in International Education recent issues

After culture: Intergroup encounters in education

Van Oord, L. — 2008-07-22

This article analyses intergroup differences in education, with particular emphasis on schools offering one or more of the International Baccalaureate programmes (`IB World schools'). Experiences of human difference are often interpreted in terms of culture, and the notion of intercultural understanding is valued in many international schools. Yet intercultural encounters hardly differ from what social psychologists call `intergroup encounters'. Social identity theory explains the dynamic of these encounters more effectively than models focusing on cultural difference. With reference to the contact hypothesis, this article presents suggestions as to how international schools can capitalize on their diversity by becoming practice grounds for intergroup encounters.

Western science and Islamic learners: When disciplines and culture intersect

Robottom, I., Norhaidah, S. — 2008-07-22

This article reports on two research projects (one in Malaysia and one in Australia) that studied the experiences of Islamic background learners studying western science. Conceptually, this research program is conducted within a socially constructivist discourse and employs both quantitative and qualitative forms of data collection. The article illustrates ways in which learners' meaning-making in science education is shaped by faith and culture and has the potential to expand our grasp of the expressions, implications and limitations of the constructivist hypothesis in education. In this sense it has an `equality of opportunity' agenda by working to improve access to, and experience in, the science curriculum for Muslim students.

The IB Diploma programme in national schools: The case of Turkey

Halicioglu, M. — 2008-07-22

This article gives an overview of the perceptions of professional staff involved in the delivery of the International Baccalaureate (IB) Diploma programme at Turkish national schools. Overall, the results suggest that while many Turkish schools have staff who recognize the value of the IB Diploma programme, there are some major areas of concern which need to be addressed at school leadership level, such as consensus about the definition of an international education, and the necessity of adequate training and support for staff.

The internationalization of universities: Globalist, internationalist and translocalist models

Chan, W. W.Y., Dimmock, C. — 2008-07-22

Internationalization is a multifaceted concept, with many different interpretations, emphases and purposes. Its amorphous nature is captured in this comparative case study of the internationalization of two contrasting universities: one in the UK, the other in Hong Kong. The cases represent two distinct models of internationalization: the `internationalist' and the `translocalist'. A hypothetical third model, the globalist, is also suggested. The three models of internationalization capture different realities reflecting the importance of international, national and institutional contexts, as well as available opportunities and parameters of choice in decisions relating to internationalization.

The development of ESL provision in Australia, Canada, the USA and England, with conclusions for second language models in international schools

Carder, M. — 2008-07-22

In this article the development of educational provision for second-language speakers in various English-speaking countries is traced. Conclusions are then drawn as to which are the best educational models for international schools, and an argument is made for the central positioning of ESL-and-mother-tongue departments as one entity in international school structures and curriculum planning, in order to capitalize on the knowledge and expertise of teachers in these departments and provide equity in the curriculum for ESL students.

The adjustment journey of international postgraduate students at an English university: An ethnographic study

Brown, L., Holloway, I. — 2008-07-22

Using findings from an ethnographic study of international postgraduate students at a university in the south of England, this article offers a model of adjustment that is informed by the duration of the sojourn, from the initial stage to the month of students' departure from England. This study found that stress was at its height in the initial stage of the academic sojourn; this was caused by the struggle to cope with the challenges of foreign language use and an unfamiliar academic and sociocultural environment at a time when students were beset with homesickness and loneliness. An association was made between the passage of time and a gradual decrease in acculturative stress. However, this was not a generalizable process; there was fluctuation not only in experience across the student body but also in the individual's subjective sense of success across different aspects of life in the new country. This led to the conceptualization of the adjustment journey as an unpredictable and dynamic process, which is experienced differently among sojourners, and fluctuates throughout the sojourn as a result of a host of individual, cultural and external factors.

Book Review: Transforming Schools: Empowering Children by Arun Kapur London: SAGE Publications, 2007

Richards, N. — 2008-07-22

Book Review: Cognitive Development: The Learning Brain by Usha Goswami Hove: Psychology Press, 2008

Skelton, M. — 2008-07-22

Internationalizing curriculum: Framing theory and practice in international schools

Wylie, M. — 2008-03-28

This article defines how the message systems of international schools and the mechanisms of learning and control can be located in a trajectory from colonialism to global civil society. A discussion of Bernstein's message systems introduces how practice in international schools can be defined. The practice of international schools is framed theoretically by taking colonial, post-colonial, globalization and global civil reform perspectives of international education. The `International Education Matrix' emerges as a taxonomy for schools enacting international education. Ideologically international education, it is argued, espouses global civil society yet in practice this is not necessarily the case.

Beyond the tourist gaze?: Cultural learning on an American 'semester abroad' programme in London

Janes, D. — 2008-03-28

Is the short-term study abroad experience, particularly when undertaken with a self-contained group of international students such as on a `semester abroad programme' accredited by a US university, little more than glorified tourism? This study investigates some of the ways in which a group of American students developed their understanding of British culture, not just by studying it together with their peers, but also by living in the country for a semester. The results suggest that these students learned both within and out of the classroom; they were not simply adding information during the semester, but also reflecting about their own views and attitudes, such that the study abroad experience was not, for most of them, simply about the passive reception of pre-packaged tourist images; it changed their views of Britain, of America and of themselves.

A cure for insomnia: Dispelling four myths of international school finance

MacDonald, J. — 2008-03-28

Using data provided by the Council of International Schools and a literature review to contextualize the subject, this article examines the topic of international school finance. It is suggested that postgraduate programmes are not doing enough to supply financial training for teachers turned administrators, and that a lack of understanding of school finance could be leading to at least four serious and fundamental misconceptions of the nature of international school finance. Administrators are encouraged to develop financial competencies to ensure key decisions are not delegated to non-educators.

A practical and reflexive liberal-humanist approach to international mindedness in international schools: Case studies from Malaysia and Brunei

Tamatea, L. — 2008-03-28

This article explores the response to cultural diversity and international mindedness at international schools in Malaysia and Brunei. It shows that the curriculum at these schools is set within a liberal-humanist framework, which some might suggest facilitates the project of `Westernization'. It argues, however, that under the (local) circumstances in which the schools are set, this liberal-humanist framing, despite its limitations, is perhaps the most effective approach to the achievement of international mindedness.

Factors affecting option choices relative to the uptake of design and technology at a selected Hong Kong international school

Hughes, M. — 2008-03-28

The purpose of the study described in this paper was to identify those factors which affect Year 9 students at Sha Tin College, Hong Kong, as they make option choices at the end of Key Stage 3 (Year 9: age 14). The main focus of the investigation was how these factors influence the selection or rejection of the four subjects offered under the heading of Design and Technology. In particular, the effects of attitude, gender and ethnicity were considered. The subjects responded to a questionnaire, and 10 per cent of the sample were interviewed. Responses were analysed using both descriptive and inferential statistics and results were then used to make recommendations about how the uptake of Design and Technology could be improved in the selected school.

Overseas educational experience of Chinese students: An evaluation of service quality experience in New Zealand

Tan, W., Simpson, K. — 2008-03-28

During the past decade, tertiary education providers in the English-speaking Western world have enjoyed the significant economic and societal benefits that result from a substantial level of participation by students originating from the People's Republic of China. However, a sharp decline in student numbers between 2003 and 2007 has prompted many institutions to question the extent to which their educational products and services are appropriate to the needs of this important market segment. This paper examines the experiences of 160 Chinese students at a New Zealand tertiary institution, and concludes that their impressions of quality are formed by a range of contributing service dimensions that incorporate both `hard' and `soft' elements. Analysis of the scope, scale and importance of these dimensions indicates that, while programme content and tuition quality remain vitally important to Chinese students, institutional performance could benefit from a greater degree of emphasis on the students' interpersonal experiences while studying abroad.

Book Review: Culture in Education and Development: Principles, practice and policy (Bristol Papers in Education No. 3): by David Stephens Oxford: Symposium Books, 2007 245 pp., ISBN 978-1-873927-70-0

Van Oord, L. — 2008-03-28

Book Review: An Annotated Bibliography on Gender in Secondary Education: Research from Selected Commonwealth Countries: edited by Jyotsna Jha London: Commonwealth Secretariat, 2007

Marshall, H. — 2008-03-28

Book Review: Teaching Abroad: International Education and the Cross-cultural Classroom: by Gordon E. Slethaug Hong Kong: Hong Kong University Press, 2007

Bates, R. — 2008-03-28

Book Review: International Education for the Millennium: Toward Access, Equity and Quality: edited by Benjamin Piper, Sarah Dryden-Peterson and Young-Suk Kim Cambridge, MA: Harvard Educational Review, 2006, Reprint Series No. 42 ISBN 0-916690-46-6

Cambridge, J. — 2008-03-28

Book Review: An A to Z of School Leadership: by George Walker Cardiff: International Baccalaureate, 2007 ISBN 978-1-906345-00-6

Harper, P. — 2008-03-28

Thesis Abstracts

2008-03-28

Caught between cultures: A study of factors influencing Israeli parents' decisions to enrol their children at an international school

Ezra, R. — 2007-11-13

This article investigates the factors Israeli parents gave as paramount reasons for enrolling their children in a private international school in Israel. A survey and personal interviews were administered to parents designated as host country nationals by school admissions records. Findings revealed that while an English-language education was looked upon as an added benefit for their children's future success in a global context, it was not a main concern. Parents viewed the discord between their own cultural values and those taught at local schools as a significant factor pushing them away from public-sector education, as well as a curriculum perceived as weak, inadequate teacher preparation, poor administrative responses to violence, insufficient classroom discipline and an unwillingness of teachers in public schools to attend to students' individual needs.

Research on the flow of international students to UK universities: Determinants and implications

Naidoo, V. — 2007-11-13

Using time series data over the 1985—2003 period, this article examines some of the determinants of international student mobility to universities in the UK. The research found that some of the main factors influencing international student mobility to the UK include access to domestic education opportunities in the source country, the level of tuition fees in the host country and the level of involvement of the source country in the global economy. At a time when recruiting international students is getting more competitive, these findings will provide the international student recruiter with an enhanced understanding of the dynamics of the international education sector.

How well-prepared do international school teachers believe themselves to be for teaching in culturally diverse classrooms?

Deveney, B. — 2007-11-13

This article draws on an investigation into the extent to which teachers in one international school in Thailand had been trained for teaching in culturally diverse classrooms. It focuses on these teachers' initial and subsequent training, and probes how culturally responsive these teachers believed themselves to be. The article also considers how teachers can become more effective in culturally diverse classrooms and offers suggestions as to what international schools can do to improve teachers' knowledge of teaching a multicultural student body. Specific mention is made of Thai culture due to the author's parallel research into the impact of Thai culture on learning.

International school accreditation: Between a rock and a hard place?

Fertig, M. — 2007-11-13

This article examines the nature of international school accreditation and seeks to place it within a wider accreditation framework encompassing both internal and external evaluation. The tensions between the self-study dimension of such accreditation and the use of external standards are explored, and the article concludes by indicating that the increasing use of generic indicators has the potential to lead to international schools that are less diverse and more homogenous.

The international education industry: An introductory framework for conceptualizing the potential scale of an `alliance'

Bunnell, T. — 2007-11-13

The dimension of education concerned with international schools has formed a recognizable industry over the past six decades yet little attempt has been made to conceptualize its nature and scale. A diverse conglomeration of educational institutions has been joined by a myriad of support organizations. There is clearly a need for an `alliance' of this largely fragmented industry and this article explores two possible options. A unified industry with common standards could emerge offering an `alliance of international education' or a looser and more flexible `alliance for international education' could be established which could embrace organizations both within and beyond the industry. The latter option has emerged over the past seven years in the form of the `Alliance for International Education', and this article offers an introductory framework for discussing the potential scale of its operation.

Book Review: Five minds for the future by Howard Gardner Boston, MA: Harvard Business School Press, 2006, ISBN 978 1 59139 912 4

Walker, G. — 2007-11-13

Book Review: Boys' Underachievement in Education by Jyotsna Jha and Fatimah Kelleher London: Commonwealth of Learning and the Commonwealth Secretariat, 2006, 133 pp, incl. bibliography, ISBN 0850928451

Sinclair, M. — 2007-11-13

Book Review: Bilingualism in International Schools: A Model for Enriching Language Education by Maurice Carder Clevedon: Multilingual Matters, 2007, ISBN 978 1-85359 940 8

Grimshaw, T. — 2007-11-13

Book Review: The Sage Handbook of Research in International Education edited by Mary Hayden, Jack Levy and Jeff Thompson London: SAGE Publications, 2007, ISBN-10 1 4129 1071 1

Thomas, J. — 2007-11-13

The internationalizing of universities: A comparative case study of a British university and a Hong Kong university

Chan, W. W.-Y. — 2007-11-13

The Micropolitics of International Schools

Caffyn, R. — 2007-11-13

Perspective shifts and a theoretical model relating to kaigaishijo and kikokushijo, or third culture kids in a Japanese context

Fry, R. — 2007-07-26

This article examines the various claims made about sojourn children known as kaigaishijo and kikokushijo, or third culture kids (TCKs) in a Japanese context. Their image has shifted from educationally disadvantaged to internationally minded children with bilingual and bicultural abilities who can thrive in the era of globalization. The article also considers and further develops the multidimensional theoretical model originally proposed by Ebuchi to reflect more closely the sojourner and TCK lifestyles, on which empirical studies could be based.

Daring to be different: How differentiation strategies help determine the educational success and fiscal health of international schools

Macdonald, J. — 2007-07-26

The differences among international schools have important educational and economic implications for international education. From a foundation of theory developed for the business world, this article examines ways in which school leaders can consciously differentiate their schools to improve the quality of education and better assure the fiscal health of the school organization.

Difficulties in quality doctoral academic advising: Experiences of Korean students

Kim, Y. — 2007-07-26

This article examines difficulties encountered by international students in establishing strong and supportive academic advising relationships, with a special focus on Korean doctoral students in the USA. Interviews about barriers, experienced and perceived, to quality advising interactions were conducted with eight Korean international students at ABD (all but dissertation) stages at a large, public, Midwestern university. Findings suggest that students' perceived barriers to establishing successful advising relationships include the following: discrepancies in the ways Korean students and their American advisors envision advisement and communication; Korean students' passive attitude in initiating the advisor—advisee relationship; and advisors' unavailability to students.

Authenticity and the assessment of modern language learning: Group 2 Languages in the International Baccalaureate Diploma Programme

Israel, J. — 2007-07-26

In this article authenticity is defined by componential concepts, common to spoken and written communication through language, which frame assessments of interchanges produced for `high-stakes' examination purposes. They are referents for analysis and critique of International Baccalaureate (IB) Diploma Programme evaluations of second and foreign language performance in international contexts. Experimental data derived from wide-ranging, criterion-referenced measurements triangulate results for IB-derived assessments. Within this system, potential improvements to practice in evaluating interactive language use are explored. Through focussing on communicative authenticity, validity and reliability problems in grading students' language proficiency are investigated. Greater consistency in test-task and criteria design for qualitative assessment of language use, it is argued, better matches production samples with programme aims and objectives. The overall credibility of typical evaluation systems may thereby be enhanced.

Global nomads in an international school: Families in transition

Mclachlan, D. A. — 2007-07-26

In a global society, internationally mobile (IM) families experience challenges as well as benefits while living a transient lifestyle. Considering the human costs of relocation and transience for IM families, it is important to understand their survival strategies. A qualitative research approach was used to study 45 IM families who had children attending a private, international school in Southern England. Findings revealed that parents were not passive agents, but actively employed tactics to help their children manage mobility.

Book Review: Leadership for Mortals: Developing and Sustaining Leaders of Learning by Dean Fink London: SAGE, 2007 ISBN: 1412900549 DOI: 10.1177/1475240907078618

Barclay-Smith Pilkington, K. — 2007-07-26

Book Review: Educating the Global Citizen by George Walker Saxmundham Suffolk: John Catt Educational, 2006

Roberts, B. — 2007-07-26