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TCK Professional Development for International School Teachers in China
Abstract
In this paper we draw on a qualitative study of 21 focus groups at two international schools in China, to examine the professional development of international school teachers in response to the needs of third culture kids (TCKs). Comparing the perspectives of 42 teaching staff and 37 parents, this study presents new perspectives and insights in exploring whether teachers at international schools in China have the skills and competencies to be responsive to the needs of TCKs, and where gaps in their professional development may exist.
Purpose
Understanding expatriate performance, suitability, selection and development have long been identified as critical to international human resource management (IHRM). The authors explore how adult third culture kids (ATCKs) see themselves in regard to their future capacity to successfully engage in international assignments. This paper aims to confirm research suggesting ATCKs may indeed be invaluable to international organisations but that organisations might re-evaluate the form of IHRM support offered.
Design/methodology/approach
In-depth interviews with a small sample of ATCKs are used in an exploratory qualitative study.
Findings
The ATCKs see themselves as a genuine source of exceptionally capable, expatriate talent on the basis of their prior international experience in childhood and the capacity to socio-culturally adapt in a chameleon-like manner. This paper confirms research suggesting ATCKs may indeed be invaluable to international organisations but that organisations might re-evaluate the form of IHRM support offered. However, the flip-side of these self-perceptions is that they may appear rootless and restless, may be self-centred rather than organisationally oriented, and may voluntarily isolate themselves from more traditional expatriates instead opting to immerse themselves in the local host country scene.
Research limitations/implications
The findings are based on a small sample, and future research embracing a range of methodologies is envisaged.
Practical implications
The findings offer insights for practitioners and researchers, and ATCKs with reference to the selection of international assignment and performance management of ATCKs.
Originality/value
While some scholars have suggested that ATCKs may be ideal expatriate talent, the findings give focus to what might retain this talent in an organisation and suggests a future research agenda.
This chapter draws on an exploratory qualitative study of 20 teaching staff at an international school in Singapore to examine the professional development needs of international school teachers in response to the needs of Third Culture Kids (TCKs). It explores what the needs of TCKs are, whether teachers at an international school in Singapore have the skills and competencies to be responsive to these needs, and where gaps in professional development for international schoolteachers may exist. Evidence shows that no professional development training in relation to TCKs is provided specific to the international context in which teachers are employed. Issues that are poorly addressed include staff induction, student transitions and identity issues, language support, pastoral care, and curriculum training. Findings contribute to the educational leadership and management of international schoolteachers by contextualizing professional development as a facet of organizational leadership.
This article draws on an exploratory qualitative study of 20 teaching staff at an international school in Singapore to examine the professional development needs of international school teachers in response to the needs of third culture kids (TCKs). It explores what the needs of TCKs are, whether teachers at an international school in Singapore have the skills and competencies to be responsive to these needs, and where gaps in professional development for international school teachers may exist. Evidence shows that no professional development training in relation to TCKs is provided specific to the international context in which teachers are employed. Issues that are poorly addressed include staff induction, student transitions and identity issues, language support, pastoral care, and curriculum training. Findings contribute to the educational leadership and management of international school teachers’ by contextualizing professional development as a facet of organizational leadership. This research is salient in informing the professional development agenda for teachers in the international school context, both in Singapore and further afield wherever international school teachers may be employed.
International education, with an emphasis on the English language as a medium of instruction, has become increasingly popular since the late 1990s in Indonesia. While some schools incorporate an international aspect to the national curriculum, other schools opt for international curriculums such as the International Baccalaureate (IB) program, or national curriculums from developed English speaking countries. The latter are often referred to as " international schools ". When Suharto was president, Indonesian citizens were restricted from attending international schools, which catered mainly to the expatriate communities. But since this restriction was relaxed, international schools have become increasingly popular amongst the financially privileged, who praise them for the high quality of education they offer. In this paper, 2 I will provide a brief overview of international schools and their student body, and then outline the perceived status of English-language based education in Indonesia. This will be followed by a discussion of the cultural hierarchy at play in the international school 1 This paper was presented to the 18 th Biennial
The “Adult Third Culture Kid” (ATCK) is an individual who has spent significant periods of childhood living outside his or her parents’ culture(s). Research is needed to identify specific experiential variables responsible for the development of components of cross-cultural competencies (CC) in ATCKs. The goal of this study is to gain insight into these relationships and provide a foundation for continuing investigation by examining how early international experience and personality variables impact CC in ATCKs. Specifically, the study examines how four components of early international experience and two personality traits impact three dynamic characteristics of CC.
There is much debate in the literature and in the world of teachers and parents as to the most effective way of building young children's social capacity: laissez faire, authoritarian or authoritative. This study reports on the authoritative approach, the teaching and learning paradigm. Based on choice theory, this approach maintains that social behaviours are not intuitive. Children need to be intentionally taught and tutored in the performance of social behaviours. Behaviour expectations are realistic and consistent, children are supported as they learn new behaviours, and mistakes are viewed as opportunities for teaching and learning. The adults’ role is non-coercive and non-judgemental, placing ownership of behaviour with the child. Participants in this preliminary study report their perceptions of an authoritative paradigm of behaviour teaching and learning. A total of 25 participants responded to the online survey, 7 staff (Female = 7, Male = 0) and 18 parents (Females = 17, Males = 1). The comparison between responses from staff and parents is tested with an independent sample t-test. The results indicate no significant differences in the views of the role of adults in building children's social capacity between parents and staff, t(23)=1.8, p>.05. However, results of an independent sample t-test comparing parents and staff show that parents (M=3.17) and staff (M=2.14) do differ significantly in their opinions of punishment and rewards in building young children's social competence, t(23)=3.02, p<.00.
Previous HRD research has determined that spouse and family adjustment is an important contributor to overall international assignment success. This study examined three types of organizational support (practical, professional and social support) provided to trailing spouses during expatriation and how important this support is perceived to be in relation to spouse adjustment. We use family systems theory to explore crossover effects and to explain the link between organizational support and perceived adjustment. Our four-year study of 264 trailing spouses in 54 host-locations found that professional support (to address the dual-career issue) and social support (to alleviate marital stress) were perceived by trailing spouses as having the greatest impact on identity re-construction and, in turn, their adjustment. However, both types of support were lacking. Although practical support was offered almost without exception, it was also frequently criticized. The need to address intrinsic adjustment and assist in the development of a meaningful portable identity emerged as major findings. Using a qualitative research approach to give voice to trailing spouses’ ‘lived experience’, our study provides insights for HRD professionals as to gaps in existing levels of trailing spouse support and where policy improvements can be made.
We identified international relocation as a source of stress for the expatriate family as it generates uncertainty, reduces control and increases ambiguity. We then described the initiatives taken by the State Department of the United States of America to reduce the stress that the family feels when relocating to a foreign assignment. Each initiative is discussed in terms of its potential to reduce uncertainty, increase control and reduce ambiguity. We concluded that the State Department provides a comprehensive set of initiatives which can help to reduce stress in the foreign-service family.
If you like this conference paper, I would recommend reading the monograph/book, 'Growing Up in Transit: The Politics of Belonging at an International School' which is based on my doctoral dissertation about Asian Third Culture Kids and structural racism in international schools. You can find more information here: www.danautanu.com
This conference paper (Global Nomads: Toward a Study of Asian Third Culture Kids') is an old paper that I wrote before I had collected data for my doctoral dissertation. I believe you will find the book and the more recent articles more interesting. MORE INFO: https://www.danautanu.com/
While the benefits of a mobile expatriate lifestyle are widely reported, it must also be recognized that many students who have attended international schools experience a confused sense of identity due to the fragmented nature of their personal histories. This article seeks to refine our understanding of how these globally mobile young people negotiate and maintain a sense of identity. It reviews a range of relevant literature, identifies a series of research questions, and concludes with some suggestions as to how to approach empirical research on identity in international schools and other multicultural educational settings.
English
The article focuses on students' exposure to intercultural understanding in a number of educational settings. The effect of that exposure depends very much on the nature of the schools, the programmes they offer, and their location. It also depends on the ‘nature’ of the students and how that affects their interaction with the school and its cultural context both within and without. The variables are many, the lines of influence are complex, and the whole process is full of nuances. Typologies of schools and students are used in an attempt to overcome these difficulties and arrive at some conclusions, including the need for an improved nomenclature of school types, which may form the basis for testing through future empirical research.
French
Cet article s'intéresse à l'exposition des élèves à la compréhension interculturelle dans différents contextes éducatifs. L'impact de cette exposition dépend en grande partie de la nature des établissements scolaires ainsi que des programmes qu'ils offrent et du lieu où ils sont implantés. Il dépend également de la 'nature' des élèves et de la manière dont cela affecte leur interaction avec l'établissement et son contexte culturel dans son enceinte tout comme à l'extérieur. Les variables sont multiples, les lignes d'influence complexes, et l'ensemble du processus est très nuancé. Des typologies des établissements et des élèves sont utilisées pour tenter de surmonter ces difficultés et d'arriver à des conclusions (y compris le besoin d'une nomenclature plus complète des types d'établissements) qui peuvent constituer la base d'expérimentations lors d'une future recherche empirique.
Spanish
El documento se centra en las experiencias de los alumnos con otras culturas (y el entendimiento intercultural derivado de las mismas) en varios ámbitos de la educación. El impacto de estas experiencias varía en función de la naturaleza del colegio, los programas que ofrece y su ubicación. También depende de la 'naturaleza' de los alumnos y de cómo afecta ésta a su interacción con el colegio y su contexto cultural tanto dentro como fuera del colegio. Las variables son muchas; las influencias, complejas, y el proceso en su conjunto, un cúmulo de matices. La clasificación de colegios y de alumnos se utiliza para intentar superar estas dificultades y llegar a algunas conclusiones (entre las que se incluye la necesidad de mejorar la nomenclatura para designar los tipos de colegios) que puedan servir de base para futuras investigaciones empíricas.
Third Culture Kids (TCKs) are children who travel with expatriate parents and spend significant portions of their growing years in cultures other than their passport cultures. Such children internalize portions of both the home culture and the host culture, building a new cultural identity that reflects all their experiences without developing a sense of belonging to any single culture. TCKs often have more in common with each other than with peers raised in either their home or host cultures. As they mature and enter higher education systems and the workforce, TCKs present both challenges and opportunities for human resource development (HRD) professionals. This paper reviews the literature on TCKs, focusing on implications for HRD teaching, research, and practice.
With the burgeoning use of qualitative methods in health research, criteria for judging their value become increasingly necessary. Interpretative phenomenological analysis (IPA) is a distinctive approach to conducting qualitative research being used with increasing frequency in published studies. A systematic literature review was undertaken to identify published papers in the area of health psychology employing IPA. A total of 52 articles are reviewed here in terms of the following: methods of data collection, sampling, assessing wider applicability of research and adherence to the theoretical foundations and procedures of IPA. IPA seems applicable and useful in a wide variety of research topics. The lack of attention sometimes afforded to the interpretative facet of the approach is discussed.
•
Forecasting changes in business environments is critical for appropriate responses by policy makers and corporate decision
makers. This article reports on a Delphi study which features three rounds of interchanges between experts on possible changes
in the international business environment and practice in the next years.
•
Results indicate that terrorism and corruption issues have risen in importance while trade negotiations have declined. Corporate
strategies are seen to need significant reform to deliver on the promise of globalization. As trends are becoming more multidimensional,
regular solicitation of stakeholder perspectives becomes more important.
English
To some extent, all schools operate in a market place; but the interaction with the market place may be particularly evident in the international schools sector, since many such schools are operated by foundations or private companies which charge fees. This article focuses on the distinctive market place of Shanghai, China, which has undergone dramatic economic development and has attracted an increasingly international population. The article focuses on both international schools and local schools that are open to the international community. It analyses when and how these schools emerged, and contrasts them with each other in terms of ownership, the types of students they target, and the curriculum offered.
French
On peut affirmer que, dans une certaine mesure, tous les établissements scolaires évoluent sur des marchés. Les rapports qu'ils entretiennent avec le marché peuvent être particulièrement visibles dans le cas des écoles internationales, car bon nombre de ces écoles sont dirigées par des fondations ou des entreprises privées qui font payer des droits d'inscription. Cet article porte sur le marché de Shanghai, en Chine, un marché à part qui connaît un développement économique spectaculaire et qui attire une population de plus en plus internationale. L'article s'intéresse à la fois aux écoles internationales et aux écoles locales accueillant la communauté internationale. Il analyse le contexte de l'émergence de ces écoles et les compare en termes de direction, types d'élèves ciblés et programmes d'études proposés.
Spanish
En cierta medida, todos los colegios operan en el mercado. Sin embargo, la interacción con el mercado puede resultar especialmente obvia en el sector de la educación internacional, ya que muchos colegios están dirigidos por fundaciones o compañías privadas que aplican tasas. En este documento se estudia el caso especial del mercado de Shanghai (China) que, tras el extraordinario desarrollo económico que ha experimentado, ha comenzado a atraer a una población cada vez más internacional. El documento se centra en los colegios internacionales y locales abiertos a la comunidad internacional; se analiza cómo y cuándo surgieron estos dos tipos de colegios, y se comparan entre sí en función del régimen de propiedad, la composición del alumnado y el currículo que ofrecen.
A critical characteristic of human service organizations is their capacity to learn from experience and to adapt continuously to changing external conditions such as downward pressure on resources, constant reconfiguration of the welfare state and rapidly changing patterns of social need. This invaluable, groundbreaking volume discusses in detail the concept of the learning organization, in particular its relevance to social work and social services. Contributors join together from across Europe, North America and Australia to explore the development of the learning organization within social work contexts and its use as a strategic tool for meeting problems of continuous learning, supervision and change. The volume addresses a range of important topics, from strategies for embedding learning and critical reflection in the social work learning organization, to the implications of the learning organization for the new community-based health and social care agenda.
CONTROVERSY AND CONTRADICTION SURROUND the structure, content, and delivery mode of effective professional development (PD) for early years teachers. Long-held traditions of generic and short-term solution PD courses are being replaced by customised programs relevant to participants, the learning from which is reflected as new practices, processes and strategies in work settings. If the implementation of new ways of being and doing are successful in terms of student outcome, then the participants' attitude to the PD is positive and their commitment to their new and revised practices are ongoing. These PD courses concentrate on systematic efforts that go beyond session content and focus on building participants' capacity by contextualising their learnings with action research projects within work contexts. Participants' practices and commitment to change are influenced by positive changes in student outcomes. These changes then influence their perception of the worth of the PD (Guskey, 2000; 2002).
In 2008, the Bond University team, led by Dr Margaret Anne Carter and Assistant Professor Caroline Fewster, provided action research-driven PD to 2,205 early childhood practitioners in the area of ‘guiding children's behaviour’. This PD program, funded by Families, Community Services and Indigenous Affairs (FaCSIA), was administered by Professional Support Coordinator Queensland (PSCQ) and Workforce Council, and designed and delivered by the Bond University team.
This PD was delivered statewide across 13 metropolitan, regional and remote areas of Queensland. Course duration ranged from one-,two-and three-hour sessions; and one, two and three full days. Participants committed themselves to the implementation of action research projects, transferring learnings from PD sessions specific to their own needs and circumstances into their workplace. Significant change in participants' attitudes occurred primarily after evidence was gathered of growth and development in student learning. Improvements in student behaviour influenced changes in paradigm, practices, processes and strategies—new instructional methods, revised environmental systems and structures, new materials in social behaviour curriculum.
It was not the PD per se, but the successful implementation of the PD learnings that changed paradigms, resulting in new and revised practices and processes within work settings (Guskey, 2002).
This article reports on an investigation into the formation and maintenance of identity in globally mobile children and young people in the setting of an international school. The findings suggest that students at the school sustain composite identities that encompass their multiple experiences. The school itself offers a milieu which recognizes their way of life as the norm and with which they can identify. The data further suggests that narrative serves to integrate the multiple aspects of participants' identities.
This study investigates whether the conceptualization of contemporary careers corresponds with the career realities of global managers, a new type of international work in organizations. Based on in-depth interviews with 45 global managers, or managers having worldwide coordination responsibility, we examine whether their different career moves are triggered by factors that reflect a short-term perspective, a non-hierarchical course, self-management, and internal values. The findings have implications for both the career and international human resource (HR) literature. They highlight that a balanced approach better captures the career realities of global managers and suggest an altered meaning of midcareer experience. They further point to the continuing importance of headquarters, question the necessity of an international career anchor, and indicate the opportunities of flexible global work to achieve a stable family life.
English
Based upon the results of a quantitative analysis of tuition revenues generated by international schools, it is argued that international schools can be examined in terms of a global multi-billion dollar industry and that business theory can be, and is being, applied in international schools today. This article proposes that international schools are organizations with double bottom lines - one educational and one business - and suggests that only by peering through a set of properly aligned educational and business lenses can a true and clear picture of an international school be obtained.
French
D'après les résultats d'une analyse quantitative sur les revenus générés par les frais de scolarité des établissements scolaires internationaux, il apparaîtrait que ces derniers représentent une industrie mondiale se chiffrant en milliers de milliards de dollars américains. En outre, cette théorie commerciale peut s'appliquer, et est même appliquée, dans les établissements scolaires internationaux de nos jours. Cet article suggère que les établissements scolaires internationaux constituent des organisations ayant une double activité; l'une éducative, l'autre commerciale. Il avance également que ce n'est qu'en trouvant un équilibre entre ces deux perspectives que l'on peut avoir une idée précise de ce que représente un établissement scolaire international.
Spanish
Basándose en los resultados de un análisis cuantitativo de los ingresos que generan las tasas de matriculación en los colegios internacionales, este artículo argumenta que los colegios internacionales pueden considerarse una industria mundial valorada en miles de millones de dólares a la que actualmente puede aplicarse, y de hecho se aplica, la teoría empresarial. Sugiere que los colegios internacionales son organizaciones con dos ejes principales, uno educativo y otro empresarial, y que sólo puede obtenerse una impresión clara y realista de un colegio internacional si se analiza desde una perspectiva educativa y una perspectiva empresarial debidamente alineadas.
Purpose
International schools are a growing class of educational institution. It has been suggested that few schools of this type have a marketing plan whilst research into development planning showed that few had a long‐range plan. This paper aims to investigate these issues.
Design/methodology/approach
This paper deals with a survey of 32 international schools in 22 different countries. The public relations practitioner in each was questioned as to the nature of the marketing planning process.
Findings
Half of the schools had a marketing plan. Few had a one‐year one, and few had a cyclical one with stages. Several had dispensed with such a plan. The major aim of marketing planning was to attract more students. There was little evidence of it being a strategic process. Few schools involved the whole school body.
Research limitations/implications
This involved a small‐scale survey of international schools at a time when student numbers were high. This survey failed to take into account the growth of this type of school in mainland China.
Practical implications
It is suggested that perhaps some international schools might focus more on non‐rational planning and scenario‐building techniques. Making more contact with the local community might also be beneficial as a strategic marketing aim.
Originality/value
This paper furthers the understanding of the nature and organizational culture of international schools. It builds upon earlier research into development planning in this type of school.
Outlines the programme “Professional Development for Teachers in
International Schools” which was developed from a modular programme
already in existence at the School of Education, at the University of
Bath. The Professional Development Programme is taught both in the UK
Summer School and overseas. There are two types of module, taught and
school-based, for which there is no predetermined order of study. The
programme leads to an Advanced Certificate, Advanced Diploma or Master's
Degree in Education. The pilot programme was held at the International
School of Tanganyika during Easter 1992 and the programme has
subsequently evolved and expanded and now includes not only teachers in
international schools but also teachers in other English medium schools
in countries in Europe, Africa, the Middle East and the Far East.
Situates current research on professional development within an organizational perspective. Offers a framework for the study of professional development, and proposes that key factors that affect student achievement be conceptualized as school capacity. Argues that increases in school capacity will lead to gains in student achievement, and that professional development should, therefore, be designed to enhance the following three dimensions of capacity. First, school capacity includes the knowledge, skills, and dispositions of individual staff members. Second, the diverse human and technical resources of a school need to be put to use in an organized, collective enterprise termed school professional community. Finally, a school’s capacity is enhanced when its programs for student and staff learning are coherent, focused, and sustained. To illustrate comprehensive professional development that addresses all aspects of school capacity, describes one school from a current study.
Currently, many countries, including the Netherlands, are “plagued” by severe, both quantitative and qualitative, teacher shortages that are even expected to increase in the years to come. Teachers’ occupational development, therefore, has become an important issue on the research agenda of the respective countries. It is essential to develop more thorough insights that enable human resource management (HRM) and human resource development (HRD) professionals in schools to take strategic decisions in developing teachers’ professional development (TPD) and occupational expertise (OE). The aim of these strategic decisions is to cope effectively with shortages in this occupational sector. In this contribution, we propose a model that focuses on the influence of organizational and task factors on TPD which, in turn, is assumed to enhance OE. We will thoroughly discuss the so-called TPD & OE model, and its implications for research and HRD practice.
This article is based on a multiple case study which examines the lives of a group of 11 former international school students who all attended an international school between 20 and 50 years ago. The research design was based on a review of the literature on third culture kids and adult third culture kids, covering emotional and relational issues such as sense of belonging, identity and the nature of relationships formed. Data were gathered through both postal questionnaires and indepth interviews and multi-dimensional pictures of the lives of the former international students have been generated. Links between the literature and personal experiences are explored.
A preliminary investigation and discussion of effective methods of staff development as identified by a sample of teachers from international schools. Discusses the nature and purpose of staff development, and the views of teachers on the most effective methods of staff development. Identifies the importance of staff development by colleagues from within a school as one of the most effective methods, and also the development of local school groups as a means of enhancing development for both the individual and the institution. Develops a list of questions that both teachers and administrators may wish to address when evaluating the role and effectiveness of staff development within their own schools.
This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers’ perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education.
Purpose
This paper seeks to review and explore the relatively neglected notion of the adjustment of expatriate families to living abroad with the aim of developing a new model that can be used for future research.
Design/methodology/approach
The paper draws on the few studies of the topic that have been carried out, but widens the search to include evidence from the related adjustment and family stress literature to create a new model of the process. Using the ideas of stressors, strains and hassles, capabilities, and shared meanings, the paper examines the situation of the expatriate family and explores how families can adjust to life in another country.
Findings
By adopting a salutogenic approach and incorporating insights from these other literatures, the paper shows that family adaptation is a complex and many‐faceted process. It is a process that greater awareness on the part of the family and the organization can improve.
Research limitations/implications
With the help of the model of family adjustment the paper points to systematic gaps in studies on expatriate families and outlines a consequent research agenda.
Practical implications
Awareness is a crucial element in adjustment. The paper shows that awareness by the family can alleviate problems, and that organizations employing members of the family can assist in the adjustment process for the family.
Originality/value
The contribution of the paper comes in its attempt to encompass what is known about expatriate family adaptation directly with a wider view of family adjustment. This provides both a practical framework for future research and some practical implications.
The quest of globalizing business firms to find enough candidates with the requisite skills for foreign assignments may be met by former “third-culture kids”. These are individuals who as adolescents have lived in a foreign country for a period of time. The cultural exposure, during their highly impressionable adolescence, may have made them absorb cultural and behavioral norms developing a cultural frame of references different from, but assembled by the cultures they have been exposed to; establishing a third culture. Testing this generally held belief empirically, characteristics of a group of British expatriate adolescents in Hong Kong were compared with those of local Hong Kong adolescents and local British adolescents residing in Britain. Controlling for the effects of age and gender, results showed that the British expatriate adolescents had distinct characteristics in terms of their perceptions of being international as well as their international mobility preferences and consequences. These findings support the claims and anecdotal evidence of the development of third-cultureness. The potentially far-reaching implications of these results for globalizing firms are discussed at length.
Purpose
Evidence from the UK shows that public relations (PR) in schools initially met with resistance but has since entered a second phase, that of “post marketisation”. But, it is still believed that unqualified and untrained administrators practise it in schools. Little formal research has been undertaken into this, especially among the growing body of schools called “international schools”. The purpose of this paper is to address this issue.
Design/methodology/approach
Research was undergone among the training background and needs of the PR practitioner (PRP) in 34 international schools in 22 countries worldwide.
Findings
Each school had a designated PRP who is largely untrained and unqualified. A range of induction and ongoing training needs were identified which do not presently seem to being met.
Research limitations/implications
This paper deals specifically with the diverse body of “international schools”. The findings cannot automatically be applied to other types of institution.
Practical implications
It is suggested that these training needs have to be met largely from within the school itself. Deming's four total quality management principles of “profound knowledge” are used to conceptualize what these needs might be.
Originality/value
This paper resurrects the issues and problems facing the practical implementation of PR in some schools. It raises the issue that international school managers ought to give more regard to both the induction and ongoing training needs of the PRP within their own institution, making it more of a “learning organization”. It also offers a pragmatic training role for the fledgling body called the “Alliance for International Education”.
Drawing on both Job Demands-Resources theory and contagion theory, we conceptualize cognitive, affective, and conative influences on expatriate work role and family role performance. We clarify expatriate adjustment by expanding the concept to capture family role adjustment and by mapping relationships among the forms of adjustment. We also highlight the mediating role of engagement for understanding the influence of adjustment on role performance, and we consider spillover across work and family contexts and crossover between expatriates and partners.
Full-text is available from:
http://connection.ebscohost.com/c/articles/45577883/elucidating-positive-side-work-family-interface-international-assignments-model-expatriate-work-family-performance
or by contacting one of the authors
Third culture kids (TCKs) are the children of parents who live abroad in foreign countries. In this study we examined a population of US TCKs (N = 170) who have repatriated back to the US. We studied the factors that led TCKs to positive and less positive repatriation outcomes, including a focus on the variables of authoritarianism, acculturative balance, and positive affect. Multiple repatriations (i.e., parents moving back to the US between jobs) was related negatively to positive affect in men, and increased levels of authoritarianism in women. On the other hand, postings to multiple countries decreased authoritarianism for both women and men. TCKs who seemed comfortable balancing living abroad and in the US reported both good relationships with their parents and positive affect. Because they live in multicultural environments, TCKs are an important demographic to study in a rapidly globalizing world.
Professional development aims to impact upon teacher knowledge, teacher practice and thus change student outcomes. Some of the most effective examples of professional development have focussed on active involvement of staff and administration in the process and have been extensive and progressive in nature. In this paper, we report on the implementation of a model of professional development in which school reculturing, collaboration between teaching professionals and opportunities for individual teacher learning are core themes. This study, undertaken at a disadvantaged primary school in Queensland, Australia, was a collaborative effort between the school and a university. The case study data were collected within the context of a larger research project. Analysis of the data, collected from focus group interviews with 11 teachers at the school and reflective notes taken from the second author’s research journal, revealed four major themes which focus on reflections of the process of professional development: individual focus areas chosen by the teachers; positives about the process; areas for improvement; and ideas for sustaining the professional collaboration. In conclusion, this study has shown that professional development undertaken in a climate of school reculturing and collaboration enhances a teacher’s sense of ownership and relevance of the in-service.
Recruitment and deployment of staff: A dimension of international school organization
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VA: Stylus Publishing.
Raising Global Nomads: Parenting in an On-demand World
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Pascoe, R. (2009). Raising Global Nomads:
Parenting in an On-demand World. Vancouver,
Canada: Expatriate Press.
Professional development: an international schools' perspective
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Richards, N. (2002). Professional development: an
international schools' perspective. In M. Hayden,
J. Thompson, & G. Walker (Eds.), International
Education in Practice: Dimensions for National
and International Schools (pp. 99-111). London:
Kogan Page.
International schools part of Singapore's infrastructure. The Straits Times
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Siong, O. (2012, October 19). International
schools part of Singapore's infrastructure. The
Straits Times, p. 23.
The enduring effects of a United World College education as seen through a graduate's eyes
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Tsumagari, M. (2010). The enduring effects
of a United World College education as seen
through a graduate's eyes. Journal of Research
in International Education, 9(3), 289-305.
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Cultural Challenges to Education: The Influence of Cultural Factors in School Learning
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Useem, R. H. (1973). Third cultural factors in
educational change. In C. Brembeck & W. Hill
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ADDITIONAL READING
Schooling Internationally: Globalisation, Internationalisation and the Future for International Schools
- R Bates
Bates, R. (2011). Assessment and international
schools. In R. Bates (Ed.), Schooling Internationally: Globalisation, Internationalisation and the
Future for International Schools (pp. 148-164).
Oxon, UK: Routledge.
Writing Out of Limbo: International Childhoods, Global Nomads and Third Culture Kids
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Bell-Villada, G., & Sichel, N. (2012). Writing
Out of Limbo: International Childhoods, Global
Nomads and Third Culture Kids. Cambridge, UK:
Cambridge Scholars Publishing.