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International Education in Practice: Dimensions for Schools and International Schools [Pehme köide]

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Edited by , Edited by , Edited by (University of Bath, UK)
  • Formaat: Paperback / softback, 233 pages, kõrgus x laius: 234x156 mm, kaal: 385 g
  • Ilmumisaeg: 01-May-2002
  • Kirjastus: Kogan Page Ltd
  • ISBN-10: 0749438355
  • ISBN-13: 9780749438357
Teised raamatud teemal:
International Education in Practice: Dimensions for Schools and International SchoolsSuurem pilt
  • Formaat: Paperback / softback, 233 pages, kõrgus x laius: 234x156 mm, kaal: 385 g
  • Ilmumisaeg: 01-May-2002
  • Kirjastus: Kogan Page Ltd
  • ISBN-10: 0749438355
  • ISBN-13: 9780749438357
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780749438357.html
Märksõnad:
Edited by three leading figures in the field, this book offers an absolutely authoritative interpretation of international education today. Under the umbrella of groups such as the International Baccalaureate Organization, academic research, increasing student numbers and interest from national school systems, international schools are rapidly developing in terms of curriculum, standards and influence. This book brings together present thinking on all aspects of international education, its management and the best practices.
Truly international in scope, this is a book that anyone involved with international education should read.
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