Digital Commons Network^™

Book Review, Merli Tamtik

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

A Study Of The First Year International Students At A Canadian University: Challenges And Experiences With Social Integration, George Zhou, Zuochen Zhang

Comparative and International Education / Éducation Comparée et Internationale

An increasing number of international students come to Canada for their higher education. As a unique group on Canadian campuses, international students deserve our attention so that we can understand their special needs. Using Tinto’s retention model as a theoretical framework, this study investigates the experiences of the first year international students at a Canadian university. It pays special attention to the challenges these students face in the process of their social integration into the new learning and living environment. Data were collected through surveys and focus groups. Data analysis reveals a comprehensive picture of international students’ socialization patterns and …

I Came, But I’M Lost: Learning Stories Of Three Chinese International Students In Canada, Zhihua (Olivia) Zhang, Kumari Beck Dr.

Comparative and International Education / Éducation Comparée et Internationale

Abstract

The number of international students arriving in Canada is increasing annually, with students from China accounting for the highest number. Grounded in sociocultural theories of second language learning, identity, investment and Community of Practice (CoP), this paper presents selected findings from a narrative study investigating the experiences of Chinese international students preparing for the International English Language Testing System (IELTS) tests in Canada. Based on their own accounts of English learning before and after coming to Vancouver, this paper finds that the participants recognized the capital and power of English and foreign qualifications, and regarded international education as a …

‘South-South’ Borrowing: Lessons From The Caribbean And Implications For Post 2015 Agenda, Elaine Lam

Comparative and International Education / Éducation Comparée et Internationale

This article aims to draw attention to complexities of ‘education borrowing’ and outline considerations for setting education goals beyond 2015, the projected expiry date for Education for All goals. While policies from multilateral agencies advocate sharing best practices between developing nations to support improvements to quality education, qualitative research in Barbados and Trinidad & Tobago indicates that best practices are not shared nor implemented. At best, foreign ideas from industrialized countries are used to legitimize local policies. It appears that directives aimed at fostering ‘South-South’ cooperation do not account for cultural differences. Findings also suggest a lack of cross-national attraction …

Developing Global Educators And Intercultural Competence Through An International Teaching Practicum In Kenya, Glenda L. Black, Roger Bernardes

Comparative and International Education / Éducation Comparée et Internationale

The purpose of this mixed methods study was to explore the extent and nature of changes in personal and professional behaviors, values, and attitudes of 46 Canadian teacher candidates who participated in a three week teaching practicum in Kenya. All participants completed a pre and post practicum Global-Mindedness Survey (Hett, 1993), participated in interviews, and engaged in personal and public reflections. Our results suggest that the Kenyan practicum significantly increased the teacher candidates’ global-mindedness and intercultural competence. The teacher candidates’ teaching practice was positively affected as reflected in their increased commitment to build community, improved skills in teaching English language …

Reflections Of A Capacity Builder: An Autoethnographic Perspective Of Capacity Building Methods With A Youth Livelihoods Organization In Vanuatu, Sandra Moore

Comparative and International Education / Éducation Comparée et Internationale

Abstract

This autoethnographic narrative explores the author’s capacity building experiences, observances, insights, and reflections over a two year period working with a youth livelihoods nongovernmental organization in the South Pacific nation of Vanuatu. Autoethnographies explore the author’s own personal insight and reflection of their own experiences, which in turn may encourage readers to reflect on their own beliefs and practices. The author will define autoethnography and capacity building, briefly outline the historical context of Vanuatu, discuss the successes and challenges of facilitating capacity building, and reflect on her own values, assumptions, and learning within the social context of an international …

South African Principalship, Agency & Intersectionality Theory, Michèle Schmidt, Raj Mestry

Comparative and International Education / Éducation Comparée et Internationale

Gender bias towards South African female principals remains a problem and compelling issue for research. The Constitution policy addresses gender equality, yet women still do not experience equal rights in practice. This study uses a theory of intersectionality to examine two Black South African women’s leadership experiences in their roles as principals in two South African schools. The goal of the paper is to examine how these women negotiate obstacles in their work that may constrain their agency as leaders in South African schools. The project involves semi-structured interviews and the results provide a significant contribution to the small body …

Cross-Cultural Comparative Educational Leadership And Management: Aligning The Elements, Allan Walker

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

School Principals’ Standards And Expectations In Three Educational Contexts, Elizabeth T. Murakami, Monika Tornsen, Katina E. Pollock

Comparative and International Education / Éducation Comparée et Internationale

Principals play a key role in schools influencing academic improvement through a campus vision, goals, and objectives. They are also charged with the task of supervising and supporting students, teachers, and families in the community, with the intent of guiding students toward their future. The principals are guided in their efforts by standards and expectations designed by states, provinces, or governments. Current policy-makers and officials in charge of re-designing these standards and practices for principals are known for observing other countries, in efforts to improve local schooling, using information technology’s widespread access and international exchanges. These standards and expectations are …

Indigenous Urban School Leadership: A Critical Cross-Cultural Comparative Analysis Of Educational Leaders In New Zealand And The United States, Lorri J. Santamaría, Andrés P. Santamaría, Melinda Webber, Hoana Pearson

Comparative and International Education / Éducation Comparée et Internationale

This qualitative inquiry compares the practice of one Māori primary school leader of urban education for indigenous multicultural multilingual learners in New Zealand (NZ), to research on the practices of nine educational leaders of colour in the United States (US). This study identifies and compares leadership practices for leaders struggling with ways to positively impact learner outcomes in similar settings (e.g., UK, Canada). From a critical comparative perspective, this school principal shares her leadership practice and lessons learned to inform leadership practice in similarly multifaceted urban settings. This research is undertaken by a collaborative cross-cultural team of educational leaders and …

Generation X Global City Leaders: An Emerging Process For Examining Leadership Experience In Multi-National, Multi-Layer Comparative Perspective, Karen Edge, Paul Armstrong

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

Learning From School Leadership In Chile, Joseph Flessa

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

Editorial Introduction, Katina E. Pollock, Elizabeth T. Murakami

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.