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International schools and international education initiatives are experiencing tremendous growth as the world’s economy continues to globalize. International schools operating outside of the traditional boundaries of state and national contexts have become havens noted for their diverse and multicultural staff, student bodies and school communities. However, the challenges facing international education have only recently begun to be studied independent from their traditional teaching counterparts. International schools, and any study associated with them, require an individual approach for identifying and solving the challenges unique to their context.
“I’m Leaving!” is an action research study which incorporates phenomenological hermeneutics, action research, and a transformational innovation to examine the social structures associated with the decision-making process of the “I’m Leaving!” phenomenon and the administrative action developed in response. Guided by Transformational Leadership Theory (TLT), this study combined the latest action research methodological perspectives with hermeneutic tradition and Professional Learning Community (PLC) theory to provide a deep and unflinching view into the real and lived experiences of the one subject often forgot about in educational research: the teacher. The study results confirm previous study findings that teacher feelings and perceptions of the leadership effectiveness, teacher-leader relationships, and teacher professional growth opportunities were all improved after teachers participated in an action research communities.
This research looks at a group of students from Tumaini Children's Home in Nyeri, Kenya. The purpose of this paper is to explore why this particular group of students is so academically successful. Quantitative research was taken from the average 2013 test scores of Tumaini students who took the Kenyan Certificate of Primary Education (KCPE) exam in comparison to the scores of students who are not residing in the orphanage. Qualitative research involves interviews from those students who live in Tumaini and interviews from adults who are closely connected to the orphanage. The purpose is to understand why the students are performing so well academically and what support they have created for themselves that allows them to do so.
Teacher education has lagged in preparing general educators with the knowledge and skills necessary to support the learning of students with disabilities within inclusive classrooms. This study illustrates how small-scale action research can be used in higher education to analyze teacher preparation practices in a concerted effort toward improvement. Participants included (n =35) preservice teachers in a graduate-level university teacher preparation program in the Pacific Northwest. Mixed methods were utilized to examine the impact of lesson study on preservice teacher self-efficacy and capacity to teach students with disabilities within their respective practicum placements. First developed in Japan, lesson study facilitates a collaborative effort between teachers to improve instructional knowledge and skills. In this study, a new variation of lesson study was developed to align teacher preparation course content with High Leverage Practices in special education. Outcomes from this study indicate the need to align coursework with practicum experiences to optimize the acquisition of knowledge and skills through deliberate practice. In addition, this study highlights how High Leverage Practices can serve as a pedagogical bridge between the perpetual division of special and general education teacher preparation programs.
Disability Resource and Counseling centers were interviewed across universities and high schools regarding how they accommodate twice exceptional students in giftedness and emotional behavioral disorders. This study highlights the services available to 2e students and provides effective accommodations and support solutions.