International Mindedness is a practical handbook which offers continuing professional development (CPD) solutions, support and guidance for international schools on a professional and whole-school level. It aims to encourage schools to work towards being 'internationally minded' and to enhance existing international teacher CPD programmes.

A unique and comprehensive exploration of global education for the current and future generations The world is constantly evolving, continuing globalization creating a globally mobile workforce and their families who are international both in outlook and in their educational needs. Schools are growing exponentially and parents are seeking the best international learning opportunities for their children. Many schools are similarly recognizing that old practices are not sufficient to create the 21st century learners, or learning, that the world seeks. But how do you make international mindedness a central purpose of your teaching and philosophy? The international contributors to this book offer a multitude of new and original thoughts on international mindedness, including practical ideas ready to adapt to different situations as well as the theoretical philosophies which underpin key practice. These leading practitioners inspire the reader with their real-life experiences and their reflective thinking, each contributor providing connections between key concepts, and provide a wealth of knowledge and advice from global view to local classroom.

The need to reform secondary-level education to prepare young people for new economic realities has emerged. In an age of constant career changing, cognitive flexibility is a top-priority skill to develop in today’s students. This shift requires methodological innovation that enhances children’s natural abilities as well as updated, focused teacher education in order to prepare them adequately. Educational Reform and International Baccalaureate in the Asia-Pacific is a collection of innovative research that examines the development and implementation of IB curricula. Highlighting a wide range of topics including critical thinking, student evaluation, and teacher training, this book is ideally designed for educators, curriculum developers, instructional designers, administrative officials, policymakers, researchers, academicians, and students.

International' social work is too often used as a bolt on subject which considers 'others' outside the 'national' framework. Instead this book encourages readers to embrace the concept of 'globally minded social work practice'. This means paying closer attention to globalisation and broader issues of social justice, mirroring the kind of changing professional context social workers practice in today. Drawing on a Local-Global-Local framework, the authors promote critical reflection and dialogue across diverse contexts of practice. They outline why global mindedness is a priority for the future of social work practice before considering how it is defined and applied in practice. Examples are drawn from a wide range of contexts including working with children, young people, adults and communities across different countries.

International schooling has expanded rapidly in recent years, with the number of students educated in international schools projected to reach seven million by 2023. Drawing on the author's extensive experience conducting research in international schools across the globe, this book critically analyses the concept of international schooling and its rapid growth in the 21st century. It identifies the forces driving this trend, asking to what extent this is an enterprise that meets the needs of a global elite, and examining its relationship to national systems of education. The author demonstrates how wider social inequalities around socio-economic difference, ethnicity, 'race' and gender are reproduced through international schooling and examines the theory that 'international' curricula are in fact Western curricula. Presenting research from diverse countries including Russia, Malaysia, the UAE, the UK, and Bahrain, the author explores ways in which international schools adapt to local cultural contexts and examines the views of parents, students, teachers and school leaders towards the education that they provide.

This volume offers critical analysis of national school reform policies intended to align with global agendas to promote educational quality and equity. By uniquely foregrounding the need for education reform to nurture child well-being alongside traditional measures of academic achievement, the book identifies common challenges across the Global North and South and extends insights provided by international student assessment data. Chapters offer a close analysis of reform practices in countries in Africa, Europe, Asia, and the Americas to consider cultural, social, political, and functional aspects which drive or inhibit the success of reform initiatives. Providing excellent insights into holistic education for children and youth, this book highlights lessons to support global efforts in providing high-quality, equitable education for the whole child. Developing international knowledge and supplementing international data, this volume will be of interest to students, scholars, and researchers with an interest in education policy, as well as comparative and international education.

The landscape of international education has changed significantly in the last ten years and our understanding of concepts such as ‘international’, ′global′ and ‘multicultural’ are being re-evaluated. Fully updated and revised, and now including new contributions from research in South East Asia, the Middle East, China, Japan, Australasia, and North America, the new edition of this handbook analyses the origins, interpretations and contributions of international education and explores key contemporary developments, including: internationalism in the context of teaching and learning leadership, standards and quality in institutions and systems of education the promotion of internationalism in national systems This important collection of research is an essential resource for anyone involved in the practice and academic study of international education, including researchers and teachers in universities, governmental and private curriculum development agencies, examination authorities, administrators and teachers in schools.