Thesis (M. Div.)--International Christian Graduate University School of Theology, 1986. / Includes bibliographical references (leaves 95-100).

Thesis (M. Div.)--International Christian Graduate University School of Theology, 1986. / Includes bibliographical references (leaves 95-100).

Thesis (M. Div.)--International Christian Graduate University School of Theology, 1986. / Includes bibliographical references (leaves 95-100).

Educating a diverse student population is a core principle of international school education. Historically, many international schools have had admissions policies that excluded students with special learning needs. However, admission policies have changed to require more inclusiveness and school support for a wider range of students and for effectively meeting their needs. The study was based on change theory. Of interest was how school leaders best supported the change process to create the conditions for success in the context of changing admissions policies. Research questions targeted strategies that supported change and student success that were used to change the culture of a school to be inclusive of students with special learning needs. A bounded case study approach was used, selecting an international school that has successfully gone through this change. Interviews were conducted with a purposeful sample of 9 school leaders and teachers from those who volunteered and based on criteria to have a balanced group of types of positions and experience with inclusion. Findings were supportive of understanding the change process in context and were focused on ensuring common understandings among all stakeholders, creating systems and resources to support inclusive practices, ensuring ongoing and embedded professional learning, and understanding the diversity challenges inherent in the international school context. A project was developed to provide international school leaders with professional development based on the findings so they can effectively assist teachers and school personnel in making changes towards inclusion. The project contributes to social change by providing access and support to international schools for students who previously may have been excluded based on their special learning needs.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 98-103).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 98-103). Also available in print.

Researchers have placed the number of expatriates in the world at between forty and sixty million people in the years 2010 through 2013 (Finaccord, 2014; Firth, Chen, Kirkman and Kim, 2014). One segment of the ever-expanding expatriate population is that of international school leaders who guide learning for a culturally diverse community of expatriates around the world. The International School Consultancy Group (2014) estimated that there were upwards of 3.5 million students being educated in over 7,000 international schools. As the number of expatriates and expatriate families with school-age children increases, this challenge of leading education for a diverse international school community also increases. This ethnographic case study analyzed transition stories from international school leaders at one international school and addressed the following questions: ● How do international school leaders make their own journey to cultural awareness? ● How do international school leaders make sense of and identify the culture of their schools? ● How do international school leaders recognize beliefs and practices in their schools? Thematic analysis based on Boyatzis's (1998) Prior Research Driven Approach was used to analyze data. The findings are shared through a two-article manuscript style dissertation. The research produced findings that indicate that while local and expatriate international school leaders recognize international school culture as unique and follow similar patterns of reactions in their transitions, they do not perceive school culture through the same lens nor do they experience the same support in their cultural transitions. / Ph. D. / Researchers have placed the number of expatriates in the world at between forty and sixty million people in the years 2010 through 2013 (Finaccord, 2014; Firth, Chen, Kirkman & Kim, 2014). One segment of the ever-expanding expatriate population is that of international school leaders who guide learning for a culturally diverse community of expatriates around the world. The International School Consultancy Group (2014) estimated that there were upwards of 3.5 million students being educated in over 7,000 international schools. As the number of expatriates and expatriate families with school-age children increases, this challenge of leading education for a diverse international school community also increases. This study analyzed transition stories from international school leaders at one international school and addressed the following questions: ● How do international school leaders make their own journey to cultural awareness? ● How do international school leaders make sense of and identify the culture of their schools? ● How do international school leaders recognize beliefs and practices in their schools? The findings of this research study are presented through two articles. The research produced findings that indicate that while local and expatriate international school leaders recognize international school culture as unique and follow similar patterns of reactions in their transitions, they do not perceive school culture through the same lens nor do they experience the same support in their cultural transitions. These findings can be used to guide international leaders through future transitions and help international school plan transition support for new leaders.

A ‘new’ phenomenon in the form of employing foreign domestic workers (FDW), or maids, whose jobs often include caring for children, appears to be an increasing global trend. Consequently, migrant women from developing countries provide an inexpensive and accessible child care alternative, which could be regarded as widespread in certain regions. Growth in the movement of population and mounting global interdependence, has also contributed to an increase in educational institutions labelled international schools. As an educator in five of these diverse institutions, I became aware that the trend of hiring maids, who because of their social position often do many basic tasks for children in their care, has entered the world of international schools in particular geographical areas. This has often concerned professionals. This small-scale study, therefore, explores the perceived social and educational implications of home/school differences in pedagogic orientation in children who have maids, bringing to light a matter of consequence, to certain international schools in particular, in more academic terms. Two very different schools in the Arabian Gulf, both regarded as operating in an international context, were the focus for this study. Drawing on Vygotskian and post-Vygotskian theories, I used sociocultural theory and Engeström’s model of activity theory as a theoretical framework from which to design the inquiry, and carry out the analysis. Using the two sample schools to access key-stakeholders, this inquiry involved multi-methods of mainly qualitative data collection, which explored a situation where maids are often heavily involved in children’s upbringing. A range of nationalities were included. Important messages emerged, including the notion of maids appearing to be culturally embedded amongst a number of affluent host country nationals and expatriates in my context. Additionally, significant differences appear to exist between children with maids at home and those without, with implications for learning amongst ‘maid children’, which might be perceived as a result of maid intervention. The thesis concludes with recommendations for educationalists and parents. Views of most key stakeholders underpin a model which could guide new practice and go some way towards alleviating the consequences of such a situation.

This study considers the usefulness of the Intercultural Development Inventory in measuring the intercultural sensitivity of a sample of teachers at an established international school in Thailand. In this study, the Intercultural Development Inventory (IDI) was used to measure participants’ levels of intercultural sensitivity (ICS), based on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS). To crosscheck the IDI findings and to provide additional insights, qualitative research using interviews of a sample of teacher participants was undertaken. Comparisons were also made with previous studies using the IDI to measure teacher levels of ICS. The aims of the study were to provide additional data about ICS among teachers at an established international school and to look for correlates relating to demographic factors. Specifically, the study aimed to assess the usefulness of the IDI to international schools looking to enhance ICS among students and teachers. The study concludes that the IDI is applicable to an international school context in measuring the intercultural sensitivity of teachers. The results showed that teachers in international schools involved in this study have higher levels of ICS than their counterparts in national schools who took part in previous studies. With respect to the participants in this study, 67.9% were operating in Bennett’s Minimization stage in the DMIS. Levels of ICS were positively correlated with years living in another culture, professional development related to ICS and knowledge of a foreign language. The findings provide insights into and opportunities for further study. Other studies may find similarities with respect to professional development for teachers with respect to ICS, teacher recruitment, gender differences, and levels of ICS among faculties at both national and international schools.

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 89-94).