Professional Development resources on Dover: International schools

Written by an expert in the field of international education, this comprehensive guide examines the key themes of this evolving field. The book explores the various origins, definitions and classifications of international education, and considers the audiences it serves, including the students, teachers, parents and administrators. It also looks at issues including quality assurance and role of international schools in the future.

Renowned expert Dr Steven Carber brings together 12 experts in the field of international education to share their experiences and foresight. Topics under discussion include international classroom practice; technology; the role of leadership; evaluation and accreditation; the future of international education; and much more.

This is the story of two initiatives in international education, one originating in Switzerland, the other in Britain, but both now established in most countries of the world, including especially the United States and U.S. schools overseas. The International baccalaureate (IB) is a college entrance examination which can be taken in any country and is recognized by universities in any country. Adoption of the IB curriculum in a school ensures tht the school is brought up to international standards. Currently, for example, nearly 400 U.S. schools offer the IB, and the number is rapidly growing.The United World Colleges (UWC) are a chain of schools in many countires, where young people of all nations and backgrounds can live and learn together. There are now ten United World Colleges, each drawing students from all over the world. Schools Across Frontiers is an inspiring, sometimes amusing, highly personal and anecdotal history of the IB and the UWC by the late Alec Peterson,who played a pioneering role in forming them. This second edition has additional chapters by Ian Hill and David Sutcliffe, bringing the story of the IB and the UWC up to date.

This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.

Over the last forty years, the estimated number of international schools worldwide has increased from fewer than 300 to 6400 in 2012. This explosion is a response to the needs of a world in which borders are being traversed with ever greater ease and children increasingly need to be prepared for the global opportunities that await them. In this book, international school specialists reflect on where the movement has come from, how it stands and where developments are heading, offering insightful observations on these unique institutions. This is a comprehensive resource for students, researchers and professionals with an interest in the future of education in a globalized world.

The authors argue persuasively that differentiation provides diverse learners with access to the curriculum and an invitation to learn. The first four chapters describe the foundations of effective teacher differentiation: knowing each student as a learner, knowing one's curriculum, developing a repertoire of research-based instructional strategies, and learning the skills of professional collaboration. Embedded in each chapter are practical strategies that teachers can use in their classrooms. Later chapters deal with special issues in differentiation, such as assessment, teacher cultural sensitivity, the International Baccalaureate Diploma Program and the use of classroom technology. The authors write from their perspective as career international educators.