Being international Student and teacher perceptions from international schools

The past fifty years have witnessed a rapid rise in the numbers of globally mobile professional people whose children accompany them to a variety of postings worldwide, enrolling in what are often referred to as international schools and experiencing what may be referred to as an international educa...

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Bibliographic Details
Published inOxford review of education Vol. 26; no. 1; pp. 107 - 123
Main Authors Hayden, M. C., Rancic, B. A., Thompson, J. J.
Format Journal Article
LanguageEnglish
Published Oxford Taylor & Francis Group 01.03.2000
Carfax Publishing
Carfax Publ. Co
Taylor & Francis Ltd
Subjects
Advanced Placement Programs
Befragung
Comparative Analysis
Countries
Cultural values
Educational Research
Einstellung (Psy)
Empirische Untersuchung
International Education
International schools
Internationale Schule
Internationaler Vergleich
Internationalität
Lehrer
Neutrality
Questionnaires
Respect for others
Schüler
Secondary Education
Secondary School Students
Secondary School Teachers
Social Influences
Student Attitudes
Student Characteristics
Student teachers
Teacher Attitudes
Teachers
Toleranz
Treaties
Wahrnehmung
Wertorientierung
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Summary:The past fifty years have witnessed a rapid rise in the numbers of globally mobile professional people whose children accompany them to a variety of postings worldwide, enrolling in what are often referred to as international schools and experiencing what may be referred to as an international education. Such children can be characterised as being 'international' in some way, and claims are often made for the nature of their educational experiences in terms of its international characteristics. What is less clear is what the description 'international' actually means when applied to such young people. This article describes a piece of research which attempted to begin to answer this question by seeking the views of over 200 teachers and more than 1,200 18-year-old students based in such schools worldwide. Characteristics considered included international-mindedness, open-mindedness, second language competence, flexibility of thinking, tolerance and respect for others, and comparisons have been made between the respective opinions of the teachers and students whose views were sought in terms of the perceived relative importance of such features.
ISSN:0305-4985
1465-3915
DOI:10.1080/030549800103890