International Education

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Jeff Thompson - One of the best experts on this subject based on the ideXlab platform.

  • Internationalism and globalization as contexts for International Education
    Compare: A Journal of Comparative and International Education, 2004
    Co-Authors: James Cambridge, Jeff Thompson
    Abstract:

    A problem with the construction of an inclusive definition of International Education is that the word ‘International’ has a variety of connotations. It is proposed that the term ‘International Education’ is ambiguous because it appears to refer to contrasting usages in Educational studies. International Education is frequently discussed in the context of the related field of comparative Education, but a different sense of the term has also developed in the context of the theory and practice of Education in International schools and other institutions. This paper compares and contrasts the different usages of the term ‘International Education’. It also discusses Internationalism and globalization as contexts for International Education, as practised in International schools and other institutions, particularly with reference to the history and programmes of the International Baccalaureate Organization (IBO).

  • International Education in Practice: Dimensions for Schools and International Schools
    2002
    Co-Authors: Mary Hayden, Jeff Thompson, George Walker
    Abstract:

    Contents covers: The history and nature of International Education Curricular dimensions of International schools Professional development in International Education The organisation and management of International schools International schools and their communities The prospects for International Education.

  • International Education : principles and practice
    2001
    Co-Authors: Mary Hayden, Jeff Thompson
    Abstract:

    International Education in practice home sweet home - the significance of home global nomads developing cultural identity in an International school environment the International Baccalaureate as impetus for curriculum reform International curricula

  • International Education: Perceptions of Teachers in International Schools
    International Review of Education, 1998
    Co-Authors: Mary Hayden, Jeff Thompson
    Abstract:

    As a contribution to research in the field of International Education, this study investigated the views of a number of teachers based in 'International schools' around the world with respect to the importance of a range of different factors in contributing to the experience of International Education for students. In considering responses with a view to identifying the key features of such an Education from the teacher perspective, responses were categorised in terms of their relationship to a number of dimensions including exposure to other students within school, the influence of teachers, the formal curriculum, links with the local community and informal aspects of school. Results showed a clear perception of the importance of the influence of teachers and of exposure to other students within school, with informal activities being considered least important. Comparison with a previous study investigating the perceptions of undergraduates with respect to their own school-based International Education suggests differences in perceived importance between the two groups. Results suggest the direction for future research in this area, including consideration of the perceptions of students still at school with respect to the same set of issues.

  • Perceptions of International Education : a preliminary study
    International Review of Education, 1995
    Co-Authors: Mary Hayden, Jeff Thompson
    Abstract:

    The field of International Education, in the sense of Education experienced by growing numbers of children of parents who are Internationally mobile and who wish their children to accompany them as they travel the world, has expanded rapidly since the 1940s. Increasing numbers of “International schools” offer “International Education”, which includes in some cases offering “International curricula”, but little research has been undertaken to date into the precise nature of such Education or the shared characteristics of such schools. This paper describes a small-scale study undertaken with undergraduate students at the University of Bath who had experienced such an Education before registering at the University, and investigates the perceptions of these students with respect to a number of key issues identified as relevant to the field of International Education.

Mary Hayden - One of the best experts on this subject based on the ideXlab platform.

  • The Alliance for International Education: Retrospective and Prospective
    The International Schools Journal, 2016
    Co-Authors: Mary Hayden
    Abstract:

    AntecedentsQuite when International schools first came on the Education scene is debatable, but it is certainly the case that since their early days such schools have developed groupings and associations as mutual support mechanisms. As numbers of International schools have grown over the years, so too has the number of organisations formed to provide support through associations of like-minded schools (such as the International Schools Association, ISA), the development of appropriate curricula (including the International Baccalaureate, Cambridge International Examinations, Fieldwork's International Primary Curriculum and International Middle Years Curriculum, the College Board's Advanced Placement International Diploma and so on), professional development, recruitment and accreditation (through, for instance, the European Council of International Schools, ECIS and Council of International Schools, CIS), and postgraduate qualifications (offered by institutions including the University of Bath UK and George Mason University USA).For International schools operating as individual institutions - as in earlier days they largely did - being part of such organisations and associations provided not only mutual support but also a set of external indicators against which stakeholders and other parties could form judgements. While the growth in numbers and scope of such organisations undoubtedly provided positive support for the work of International schools, the overlap in purpose of the plethora of different organisations and associations began to suggest to some that the potential existed for the creation of a forum that would be inclusive in encompassing all with an interest in International Education, whatever the nature of that, interest.Early stirringsArising out of a number of informal and ad hoc discussions between individuals who met regularly at International school conferences and worked together in other International school-related contexts,, a two-day seminar was convened in June 2001 by Jeff Thompson and Mary Hayden of the Centre for the study of Education in an International Context (CEIC) at the University of Bath to discuss the possibility of more organised collaboration that would encompass not only organisations but also individuals with an interest in International Education,The seminar brought together a group of individuals known to share an interest in developing the idea of a forum for discussion, debate and the dissemination and exchange of ideas of relevance to those with an interest in International Education (CEIC, 2001). Though not formally representing particular organisations, those participating were from a number of different backgrounds and interests: discussion at the seminar identified a number of pointers for moving forward in a collaborative manner. It also built on ideas raised in an article published in the millennium (April 2000) issue of the International Schools Journal) where Mary Hayden and Jeff Thompson raised the prospect of what they tentatively described as an 'alliance" of those with shared interests in International Education. It drew also on proposals for forming a so-called 'International school system" previously promulgated by Joe Blaney (1991) and Phil Thomas (1995), as well as on ideas discussed in a February 1999 meeting convened by EC IS in London to discuss collaboration between different agencies and organisations with overlapping International school-related interests.From discussions at the Bath seminar arose the notion that an International conference should be organised to which all with an interest in International Education would be welcome to contribute. Thus were the seeds sown and cultivated for the concept of an 'alliance for International Education' - the term 'International Education' being inclusive in welcoming participation by not only International school teachers and administrators but also those in universities and other Educational organisations, as well as in the growing number of schools in national systems that were by this time promoting concepts such as global citizenship that; were clearly addressing similar ideas to those addressed by many International schools - albeit using different terminology. …

  • International Education in Practice: Dimensions for Schools and International Schools
    2002
    Co-Authors: Mary Hayden, Jeff Thompson, George Walker
    Abstract:

    Contents covers: The history and nature of International Education Curricular dimensions of International schools Professional development in International Education The organisation and management of International schools International schools and their communities The prospects for International Education.

  • International Education : principles and practice
    2001
    Co-Authors: Mary Hayden, Jeff Thompson
    Abstract:

    International Education in practice home sweet home - the significance of home global nomads developing cultural identity in an International school environment the International Baccalaureate as impetus for curriculum reform International curricula

  • International Education: Perceptions of Teachers in International Schools
    International Review of Education, 1998
    Co-Authors: Mary Hayden, Jeff Thompson
    Abstract:

    As a contribution to research in the field of International Education, this study investigated the views of a number of teachers based in 'International schools' around the world with respect to the importance of a range of different factors in contributing to the experience of International Education for students. In considering responses with a view to identifying the key features of such an Education from the teacher perspective, responses were categorised in terms of their relationship to a number of dimensions including exposure to other students within school, the influence of teachers, the formal curriculum, links with the local community and informal aspects of school. Results showed a clear perception of the importance of the influence of teachers and of exposure to other students within school, with informal activities being considered least important. Comparison with a previous study investigating the perceptions of undergraduates with respect to their own school-based International Education suggests differences in perceived importance between the two groups. Results suggest the direction for future research in this area, including consideration of the perceptions of students still at school with respect to the same set of issues.

  • Perceptions of International Education : a preliminary study
    International Review of Education, 1995
    Co-Authors: Mary Hayden, Jeff Thompson
    Abstract:

    The field of International Education, in the sense of Education experienced by growing numbers of children of parents who are Internationally mobile and who wish their children to accompany them as they travel the world, has expanded rapidly since the 1940s. Increasing numbers of “International schools” offer “International Education”, which includes in some cases offering “International curricula”, but little research has been undertaken to date into the precise nature of such Education or the shared characteristics of such schools. This paper describes a small-scale study undertaken with undergraduate students at the University of Bath who had experienced such an Education before registering at the University, and investigates the perceptions of these students with respect to a number of key issues identified as relevant to the field of International Education.

Meredith Forrey - One of the best experts on this subject based on the ideXlab platform.

Emily Woolery - One of the best experts on this subject based on the ideXlab platform.

Mark Sanford - One of the best experts on this subject based on the ideXlab platform.

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