International Education in Practice:

This book brings together present thinking on all aspects of international education, its management and the best practices.

Dr Mary Hayden is Director of the Centre for the study of Education in an International Context (CEIC) at the University of Bath, UK Professor Jeff Thompson is Professor of Education at the University of Bath and Academic Director of the International Baccalaureate Organization (IBO) Professor George Walker is Director General of the IBO and Visiting Professor at the University of Bath

Notes on contributors

vii

Preface

xiv

PART A: HISTORY AND NATURE OF INTERNATIONAL EDUCATION

The `first' international school

3

(15)

Bob Sylvester

Introduction

3

(1)

The Spring Grove School

4

(6)

A grand Victorian opening of an international school

10

(5)

A new historical benchmark for international education

15

(1)

Conclusion

15

(1)

References

16

(2)

The history of international education: an International Baccalaureate perspective

18

(12)

Ian Hilt

Introduction

18

(1)

Rationale for the IB Diploma Programme

19

(2)

International education by 1962

21

(3)

Development of the IB Diploma Programme

24

(2)

The IB Diploma Programme and international education

26

(2)

Conclusion

28

(1)

References

28

(2)

International education: a commitment to universal values

30

(9)

Charles A Gellar

Introduction

30

(1)

The meaning of `international'

31

(1)

Movement towards universal values

32

(3)

Conclusion

35

(1)

References

35

(4)

PART B: CURRICULUM

Defining `international' in an international curriculum

39

(16)

Martin Skelton

Introduction

39

(1)

The definition of curriculum

39

(1)

The definition of an international school

40

(1)

The organization and working practices of international schools

40

(1)

The definition of an `international' curriculum

41

(1)

Recent brain-based evidence about learning

42

(1)

The future

42

(2)

Ascertaining the `international' in all of this

44

(9)

Conclusion

53

(1)

References

53

(2)

Criteria for curriculum continuity in international education

55

(11)

Helen Drennen

Introduction

55

(1)

The criteria

56

(8)

Conclusion

64

(1)

References

65

(1)

Cultural dimensions of national and international educational assessment

66

(17)

Roger Brown

Introduction

66

(2)

Values and national educational systems

68

(1)

National cultural values

68

(2)

Values existing in education

70

(1)

How these cultural dimensions are exemplified in assessment

71

(1)

Assessment and values

72

(1)

International curricula

73

(3)

Conclusion

76

(1)

References

77

(6)

PART C: PROFESSIONAL DEVELOPMENT

The role of continuing professional development in the improvement of international schools

83

(16)

Jackie Holderness

Introduction

83

(1)

Professional development versus staff development

83

(2)

Internationalism and globalization

85

(1)

Determining the `international' in initial teacher education

86

(1)

The `international' in continuing professional development

87

(3)

The `international' in educational research

90

(1)

The `international' in action research

91

(1)

The `international' in distance learning

92

(3)

Conclusion

95

(2)

References

97

(2)

Professional development: an international schools' perspective

99

(13)

Neil Richards

Introduction

99

(1)

A model for professional development

100

(2)

Applying the model

102

(8)

Conclusion

110

(1)

References

111

(1)

International education: pragmatism and professionalism in supporting teachers

112

(17)

Mary Hayden

Introduction

112

(1)

Defining `professional development'

113

(2)

International education and the role of the teacher

115

(2)

Professional development in international education

117

(6)

Professional development for international-mindedness

123

(1)

Conclusion

123

(1)

References

124

(5)

PART D: THE ORGANIZATION OF SCHOOLS AND THEIR COMMUNITIES

Atolls, seas of culture and global nets

129

(16)

Keith Allen

Introduction

129

(1)

Community, culture and values

130

(1)

Schools exist within communities

131

(4)

Schools form communities

135

(3)

Schools interact with communities

138

(3)

Conclusion

141

(1)

References

142

(3)

International schools and their wider community: the location factor

145

(13)

Brian Garton

Introduction

145

(3)

National and local government factors

148

(3)

School employment policies

151

(1)

Awareness of the political situation in the host country

152

(1)

The annual school calendar

153

(1)

Links with local schools

154

(1)

Community service

155

(1)

Conclusion

156

(1)

References

157

(1)

Recruitment and deployment of staff: a dimension of international school organization

158

(12)

James Cambridge

Introduction

158

(1)

Internationalist and globalizing trends in international schools

159

(1)

Globalization and international schools

160

(2)

Implications for management and organization

162

(3)

Multinational teams

165

(2)

Conclusion

167

(1)

References

168

(2)

An international dimension to management and leadership skills for international education

170

(15)

Terry Haywood

The nature of international education - an inclusive approach

170

(3)

The `international' in school management and organization

173

(3)

Pragmatic management and learning from experience

176

(3)

Visionary leadership to promote international education

179

(3)

Conclusion

182

(1)

References

183

(2)

International education and issues of governance

185

(12)

David Wilkinson

Introduction

185

(2)

Finding the `international' in `international education'

187

(1)

Internationalist and globalizing perspectives

188

(1)

The local and the global

189

(1)

The training of international faculty and administration

190

(1)

Governance of and in international education

191

(3)

Conclusion

194

(1)

References

195

(2)

International school governance: board renewal and the pathway to bold vision

197

(11)

Richard McDonald

Introduction

197

(1)

The role and qualities of the governor in international education

198

(3)

The challenge of vision

201

(5)

Conclusion

206

(1)

References

207

(1)

The language of international education

208

(9)

George Walker

Introduction

208

(2)

International cooperation

210

(2)

Values in international education

212

(1)

Establishing a language for international education

213

(1)

Future options

214

(2)

References

216

(1)

Index

217

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International Education in Practice: Dimensions for Schools and International Schools

Summary

Author Biography

Table of Contents

Supplemental Materials