International Secondary School Research Articles

‘Pragmatists’ and ‘Rebels’: Ambivalent Success Frames of Chinese International Secondary School Graduates in the United States

ABSTRACTUpper‐middle‐class Chinese families send children to the United States for high school to exit what some perceive as an ‘unhappy’ educational environment in China or in pursuit of a ‘better education’ in the United States. However, for some students, the American high school experience itself may be marked by ‘unhappiness’, endured in the pursuit of ‘success’. Based on ethnographic interviews with Chinese youth attending private American high schools, this study illustrates how narratives of unhappiness surrounding such transnational educational choices result in multiple success frames among students, categorized as ‘pragmatists’ and ‘rebels’. Those who downplay happiness or experience unhappiness in the US context tend to adopt the ‘pragmatic’ frame, while those emphasizing their exit from an ‘unhappy’ situation are more likely to align with the ‘rebel’ frame. Despite slight deviations from parental expectations, the relative economic security of these families enables Chinese youth to develop ambivalent success frames based on their familiarity with both US and Chinese contexts, questioning the dominance of a singular success narrative.

Understanding novice Chinese EFL teachers’ beliefs and practice in using English as a medium of instruction

This study explores the beliefs and practices of six novice Chinese EFL teachers in international secondary schools using English as the medium of instruction (EMI). Participants, having overseas educational experiences and an average IELTS score above 6.4, provided insights through semi-structured interviews conducted via WeChat. The findings reveal the complexity and diversity of their beliefs about the role of English and EMI in teaching, shaped by their personal and professional experiences. Challenges faced include large class sizes, limited professional expertise, and varying English proficiency levels among students, which significantly impact their teaching efficacy. The study highlights the need for linguistic support and subject matter expertise to foster EFL teachers’ professional development and enhance EMI teaching efficacy. Implications for pedagogical practices suggest the necessity of supportive measures for novice EFL teachers to navigate the complexities of EMI environments effectively.

Facilitating content learning through translanguaging in secondary EMI science classrooms

AbstractDespite the rigorous efforts made to promote the use of English as a medium of instruction (EMI), EMI teachers still face linguistic and pedagogical challenges in effectively delivering subject content in English. Previous research has revealed that, faced with such challenges, teachers employ various strategies to make subject knowledge accessible to students, including pedagogical translanguaging. However, there is little empirical evidence of how EMI teachers deploy pedagogical translanguaging to facilitate content learning in secondary science classrooms, particularly in countries or regions where English is not widely used outside schools. Against this backdrop, the current study adopts a qualitative approach to examine the pedagogical translanguaging practices of two EMI science teachers, as well as the factors contributing to their practices at an international secondary school in Shanghai, China. The methods used were video‐assisted classroom observation and semi‐structured interviews. These were subjected to multimodal conversation analysis and thematic analysis, respectively. The findings reveal that teachers’ pedagogical translanguaging practices involve strategically incorporating and orchestrating all multilingual, multimodal, and multisemiotic resources available to facilitate meaning‐making and enhance students’ comprehension of subject knowledge. Meanwhile, personal, social, and contextual factors play an important role in shaping teachers’ pedagogical translanguaging practices. This study showcases pedagogical translanguaging as a strategic means to create space for teaching and learning in EMI contexts, and provides useful insights into potential improvements to EMI pedagogy.

Unraveling the Layers of Inequality Among Chinese International High School Students

China's education system encompasses both regular and international high schools, catering to students seeking a global education experience. However, the association of international education with high costs raises concerns about educational inequality. This essay delves into the problem of educational inequality within Chinese international secondary high schools, employing an interdisciplinary socio-political perspective that considers both economic and cultural factors. Drawing upon Michael Sandel's educational theory and Pierre Bourdieu's examination of cultural capital and habitus, this research identifies two primary factors contributing to educational inequality. Firstly, regional wealth disparities and economic differences among individuals can result in unequal access to international education opportunities. Secondly, differences in the possession and utilization of cultural capital among students attending Chinese international schools further exacerbate these inequalities. Despite these challenges, the analysis highlights the potential for resolution. Collaboration between governments, schools, and individuals is essential to build a more equitable international education landscape. Policymakers may focus on providing financial support and scholarships to economically disadvantaged students, ensuring that no student is denied access based on financial constraints. Moreover, schools can implement inclusive admission practices and bridge programs to support students from diverse backgrounds. Emphasizing cultural competence within the curriculum can also help minimize cultural capital disparities and promote a more inclusive learning environment. Ultimately, by acknowledging and addressing the underlying factors that contribute to educational inequality, Chinese international high schools can become catalysts for positive change and provide a level playing field for students aspiring to gain a global education experience.

Working together: why language policies of international schools must evolve to incorporate collaborative strategies between EAL and the mainstream

This article arises from a research study that aimed to contribute to a better understanding of the essential nature of collaborative relationships between English as an Additional Language (EAL) and mainstream subject teachers at an international secondary school in Ukraine. The research focuses on how EAL teachers support EAL learners in the mainstream classroom through collaborative practices. The article draws on qualitative data from interviews and field notes with Language & Literature, Science and EAL teachers. The interviews investigated how EAL and mainstream collaboration help support EAL learners in the mainstream classroom, and which co-planning strategies most effectively encourage collaboration, as well as EAL and mainstream teachers’ views and experiences about co-planning and working collaboratively. Arising from these data, discussion focuses on the disconnect between collaboration in theory and in practice. The article concludes that although effective collaborative strategies often exist, school language policies need to include scheduled collaborative planning time between EAL and the mainstream, and that professional development for mainstream teachers should be led by EAL teachers in order to foster more balanced content and language classroom teaching.

An Education in Exploitation

Canada’s international education system is highly unregulated, with many recruitment agencies and homestay services taking agency in providing these services to students, leaving them vulnerable and open to exploitation. Furthermore, many school boards often do not take responsibility in arranging these services for international students, resulting in a lack of accountability that can further contribute to a cycle of deceit and students navigating this process with limited knowledge or oversight. Utilizing international student security (ISS), this article draws on interviews with six Canadian secondary school teachers from and two Chinese international secondary school students all located in Toronto and the Greater Toronto Area (GTA) to reveal the profitability of international students, and the exploitative nature of international student services providers like recruitment agencies and homestay companies. Ultimately, the article identifies responsible key stakeholders and beneficial institutional and policy improvements to better regulate international education and protect these vulnerable international youth.

Ergonomic Risk Assessment of Nigerian Teaching Personnel: Cases of a Secondary School and a Tertiary Institution in Ibadan, Nigeria

Educators often spend a lot of time carrying out repetitive motions of the upper limbs and prolonged standing on a daily basis, exposing them to hours of ergonomic risks. This is due to awkward postures, caused by significant deviation of some major body members from the normal neutral positions. Poor ergonomics can lead to various Musculoskeletal Disorders (MSDs), which are of serious concern for workplace safety, especially in jobs that require repetitive motions. It thus became necessary to assess the stress level associated with teaching postures and the prevalent musculoskeletal discomfort in different parts of the body. In this study, ergonomic assessment of teaching personnel at an International Secondary School and University of Ibadan, Nigeria was conducted to determine the prevalent musculoskeletal discomfort in different parts of the body. The study utilised two ergonomic assessment tools- Rapid Entire Body Assessment (REBA) and Cornell Musculoskeletal Discomfort Questionnaire (CMDQ) to gather qualitative and quantitative data about posture and motions during teaching activities. It was discovered that both university lecturers and secondary school teachers in Nigeria face significant ergonomic risks, primarily in the neck, shoulders, and lower back. Further comparison revealed that educators in the secondary school experienced higher severity of musculoskeletal discomfort and exposure to MSD risks, compared to those in the tertiary institution. The educators of the International School had an average REBA score of 4.57, while those at the University of Ibadan had a score of 3.73. These scores indicated a medium level of MSD risk for both groups, but the educators of the International School were at a higher risk. On comparing the CMDQ outcome, it was discovered that there were major differences in the regions where discomforts were reported. While secondary school revealed higher average scores in the neck, right shoulder, and left shoulder regions, and with the neck region having a mean score of 7.003; right shoulder having a mean score of 4.550; and left shoulder having a mean score of 1.600; outcome from University of Ibadan revealed higher mean scores in the lower back and left wrist regions, with the lower back region having a mean score of 7.450 and left wrist region having a mean score of 1.030. These scores indicated a mild to moderate level of discomfort for both groups, with each facing major discomfort in unique body regions. This research highlights the significance of ergonomic evaluation and the combination of quantitative and qualitative data to identify potential interventions.

Knowledge difference of sexually transmitted infections between Hong Kong undergraduates from local and international secondary schools: A cross-sectional study.

Since the delivery of sex education is not standardized across local and international secondary schools in Hong Kong, this study aims to assess and compare the knowledge level of sexually transmitted infections (STIs) between university students who attended local and international secondary schools in Hong Kong. From January to March 2019, we conducted a cross-sectional survey among undergraduates at the University of Hong Kong. The primary outcome was STI knowledge as measured by a 29-item quiz. A higher quiz score meant a better STI knowledge level. Students' attitude toward sexual health and their sex education history was collected. Bivariate and multivariate analyses were conducted to evaluate the association factor with a better STI knowledge level. Three hundred and ninety six students were included in the analysis. Three hundred thirty three (85.35%) students attended local secondary schools and 58 (14.65%) students attended international secondary schools in Hong Kong; 200 (50.51%) students were male and 196 (49.49%) students were female. Compared with students from local secondary school, those from international secondary schools had a significantly higher STI quiz score (18.19 vs. 15.4, p = 0.003). The results of multiple linear regression revealed that students in a higher year of study (β = 1.07, p < 0.001), from medical faculties (β = 6.96, p < 0.001), and from international secondary schools (β = 2.27, p = 0.003) achieved a higher STI quiz score. University students who attended international secondary schools in Hong Kong possess a significantly higher knowledge level of STIs compared with those who attended local secondary schools. Nonetheless, the overall STI awareness among university students is inadequate. The inadequacy of STI awareness calls for the need to plan and implement satisfactory, comprehensive, and standardized sex education across the overall education system in Hong Kong.

The Use of Gamification as a Vehicle for Pedagogic Sharing and Teachers’ Professional Development

Gamification introduces game mechanics into organizational contexts to improve impacts, outcomes, or staff engagement in an identified area of focus. This action research explores the potential of gamification as a system for the sharing of pedagogic practice in an international secondary school. The study investigates whether a gamified approach can address the identified drawbacks of more traditional out of workplace, leader driven continuing professional development (CPD) workshops by offering an alternative that spreads pedagogic practice through a school. The study uses a 6-week activity encouraging teachers to create, develop, and share their pedagogical practice through live demonstration with an observing peer for critical feedback. Each part of this process scored points to create the gamified elements. The study gained data through fourteen participants, all teachers at the school with a mixture of experience. Participant perceptions on the impact of the gamified process in its success in fostering the sharing of pedagogic practice, fostering collaboration, and acting as an alternative to traditional CPD were gained through the completion of pre-gamification and post-gamification surveys. The findings show positive support for the use of gamification in a school context for increasing pedagogical sharing, enhancing individual teacher’s confidence in their depth and use of different strategies, and that gamification can provide a positive professional development vehicle for schools. It identifies new avenues for further research in the use of gamification for school CPD, and whether gamification should be used to support or replace more traditional CPD practices in schools.

Making learning styles and destinations visible: Using dashboards to support secondary education

The increased accessibility of data analytic tools provides opportunities to improve teaching and learning and career counselling in secondary education. This preliminary study explored the design, development, and deployment of an initiative to use dashboards to provide teachers and career counsellors with tools in the form of dashboards to improve teaching, learning, and guidance. The study applied an action research methodology that drew from the Unified Theory of Acceptance and Use of Technology model in two international secondary schools in Cambodia. Though limited in its scope, the study highlights the potential for dashboards to inform teaching and learning and career counselling when integrated with the school teaching and learning philosophy and professional development.

Effect of instructional materials on Biology instructions among high achieving secondary school students in SPED international secondary school, Oyo, Nigeria

INTRODUCTION: Biology as a branch of science and a prerequisite subject for many fields of learning contributes immensely to the technological growth of the nation. PURPOSE: This research was carried out to determine the effect of instructional materials on biology instruction among high achieving secondary school students in SPED International Secondary School, Oyo. METHODOLOGY: Quantitative research method using quasi experimental design was adopted to test two hypotheses at 0.05 level of significance. Simple random sampling was used to select 20 samples out of the population of 30 that met the criteria for selection. A 20-item Biology Achievement Test with the reliability and validity of 0.93 and 0.78 was used. Pretest and post-test scores of the sample was analyzed using t-test statistics. Results showed that the one sample p-values of the mean pre-test and post-test (0.683, P&gt;0.05). P values for both the mean scores of male and female high achieving secondary school student in biology was (0.000, P&lt;0.05). Results: Based on the findings of this study, there was no significant difference between the biology achievement of high achieving secondary school students taught with instructional materials and those taught without instructional materials. Meanwhile, gender was a potent predictor of academic achievement in biology among high achieving secondary school students. RECOMMENDATION: The results notwithstanding, authors recommended that instructional materials should be consistently used by teachers for biology instructions as it enhanced students’ achievement but maybe not for high achieving secondary school students. Public and private schools should provide teachers with sufficient instructional materials for every subject.

From Near and Afar: International Secondary School Students’ Career Influences

During the previous decade, growth in the numbers of internationally mobile students included international high school students. Prior research on international students’ career development in higher education may not account for the unique context of younger international students in secondary schools. The current study investigated career influences for international secondary students, using the Systems Theory Framework ( Patton &amp; McMahon, 2021 ). International students in senior years completed written, open-ended surveys and in-person interviews regarding their career aspirations, plans and key influences on their decision-making. International student coordinators and school staff also offered their perspectives about these influences. Results indicate the inter-related systemic influences of individuals, significant relationships, location and country contexts, the secondary school environment, and perceived characteristics of occupations and future career pathways. Implications for supporting international high school students in the school setting and future research directions are discussed.

The Market for a Public High School Degree

Here, we question the ways in which the preponderance of international students as tuition-paying consumers of public (and private) schools in the core is shifting the model of education, and the vision of citizenship, in the world system. Although significant work has been done to illuminate these dynamics in higher education, we argue that the nascent market at the secondary level is particularly instructive of global trends in late capitalism. A thoughtful consideration of the presence of tuition-paying high school students in U.S., British, Australian, and Canadian public-school systems demands an engagement with the cultural colonization of periphery knowledge systems that accompanies the extraction of all surplus commodified value in service of the idea of development. In the high stakes globalized free market—in which the gap between core and periphery grows ever-larger—core secondary schools become places to attain core credentials, core values, and core belonging. The students’ tuition dollars represent an increasing proportion of underfunded school districts’ revenues in austerity regimes, blurring the line between education as a public good and education as a salable commodity. We empirically demonstrate the dynamics of the market in international secondary education using existing public data, and we explore its contingencies, beneficiaries, and victims. We posit a world system in which commodified children are coerced consumers of core value systems and are credentialed as honorary members of the “haves.” We argue that, in the increasingly zero-sum competitions for artificially scarce resources, inequality drives demand for international secondary school education, which in turn drives inequality.

The Other Third Culture Kids: EAL Learners' Views OnSelf‐Identity, Home Culture, And Community In International Schools

This article aims to develop a better understanding of the dynamic identity of third culture kids (TCKs) who study English as an additional language (EAL) in an international secondary school in Ukraine. The research focuses on the internal forces of home culture and self‐perceived identities as well as the external forces of the school community and the classroom that influence EAL learners in their language acquisition. The article draws on qualitative data from interviews with individual EAL learners. The interviews investigated how EAL learners see themselves in terms of an EAL identity, how social status and community influence EAL learners, and how the home language and culture are influential in the language classroom. As a result of these data, the discussion focuses on the disconnect between the internal and the external forces that TCK EAL learners experience. The article concludes that more integrated collaboration between EAL and mainstream teachers would foster greater understanding of the internal forces and cultural capital TCK EAL learners bring with them to ensure more effective language learning in the external force of the language classroom. The authors conclude with recommendations for further steps.

How popular music pedagogy is integrated in the diverse environment of international school education in China: A case study in Shanghai

In Western countries, music educators have made efforts to revitalise enthusiasm for music education by integrating more mainstream and culturally-relevant genres into their curriculum. Conversely, current research indicates that popular music pedagogy in mainland China is not encouraged and faces many obstacles, as school music education is used to promote Chinese traditional music and bolster nationalism. This qualitative case study investigates how popular music pedagogy in an international school, based in China, accommodates the diverse cultural backgrounds of its Chinese and non-Chinese students when teaching Western and Chinese popular music. For 6 weeks, I had the privilege of closely observing a music class containing a mixture of 12 Chinese and non-Chinese students at an international secondary school based in Shanghai, China. Findings revealed that students were given autonomy to engage with their preferred music genre during lessons that focused on music performance and composition. Interestingly, Chinese students gravitated towards studying C-pop on their own accord, a domestic and sanitised form of popular music. However, the study of modern popular music genres was not prevalent during the music appraisal lessons. The challenges of integrating Chinese popular music pedagogy in an international classroom setting are also discussed.

Making friends in Australia: expectations and experiences of Chinese international students in Australian secondary schools.

International students in the secondary school sector are a particularly vulnerable group due to their age and status as unaccompanied minors. The establishment of friendships is an important component of the adjustment for these students as they transition into their new school environments. This paper presents issues related to friendships, investigated as part of a larger study examining the motivations, expectations and experiences of international students from the People’s Republic of China studying in Australian secondary schools. Data were collected in two phases from 116 international students and 10 teachers using questionnaires and semi-structured interviews, and descriptive analyses employed. Because there is a paucity of information about the experiences of international secondary school students, this was an exploratory study that has contributed understanding of the lived experiences of a small group of international students from mainland China. The study identified that expectations regarding the establishment of friendships are not being met, and that international students from China are seeking more opportunities to form relationships with Australian peers. To reduce dissonance between expectations and experiences of studying in Australia, it is recommended that Australian schools work with both international and domestic students to provide authentic opportunities to build peer relationships.

Understanding EAL: International Secondary School Teachers’ Experiences and Attitudes in Ukraine and Eastern Europe

This article highlights the need to understand mainstream international secondary school teachers’ attitudes to and experiences of accommodating English as an Additional Language (EAL) learners, and what current collaborative relationships there are between mainstream and EAL teachers in terms of co-teaching and co-planning. The article draws on data collected from a questionnaire sent to secondary teachers at an international school in a major city in Ukraine and to other international schools that offer International Baccalaureate programmes in Eastern Europe. The questionnaire investigated English language training in education, attitudes to EAL in mainstream subjects and participants’ collaboration with EAL teachers. Further follow-up qualitative data collected from a focus group in the school in Ukraine investigated the topics of competencies, responsibilities and collaboration with respect to EAL in the mainstream classroom. Building on this data, the discussion ultimately focuses on the challenges for mainstream teachers and how collaboration with EAL teachers is often confused and lacks definition in terms of current practice and ways forward. Recommendations for next steps of research are made.

PARENTAL INVOLVEMENT AND READING CULTURE AMONG SECONDARY SCHOOL STUDENTS CASE OF INTERNATIONAL SCHOOLS

&lt;p&gt;Poor culture of reading among Rwanda students is a perennial problem. This study sought to investigate the relationship between parental involvement and reading culture among secondary school students. Specifically, the study sought to identify parental involvement practices in promoting reading culture among students in international secondary schools, to identify reading culture practices among students in international secondary schools and to determine the influence of parental involvement on reading culture among students in international secondary schools. Descriptive and correlational research designs were adopted. Primary data was collected using questionnaires and interview guide. The population size was 3557 and a sample size of 360 was computed which comprised of teachers, parents and students. The study utilized purposive, stratified proportional and simple random sampling techniques. Data was processed using IBM SPSS software version 21 in addition to Excel and presented in tabula and graphic forms. Computation of percentages and frequencies formed the basis of descriptive analysis. The study findings indicated that 41% and above of parents, teachers and children supported that parents are involved in various learning practices which includes joint reading, donating books and teaching aids to school, going through students’ homework, buying recommended books to the children, encouraging technology use in reading and offering reading incentives to the children. Additionally, findings did indicate that between 36% to 51%, 39% to 61% and 41% to 57% of teachers, parents and students respectively agreed that students engage in various reading culture practices including having favorite story books, spending free time reading, love for reading, talking about books they have read, creative and writes something on what they have read and making consultations from teachers and parents for clarifications. Moreover, the findings indicated that there is still a great percentage of parents who don’t engage themselves on students learning matters supported by 17%-40% of respondents and also a greater percentage of students having poor reading culture in secondary schools supported by at most 45% of respondents. correlation finings indicated a Pearson correlation coefficient of 0.650 which positive and significant whereas regression finings indicated R squared of 54.7% and beta coefficient of 0.119 with p value of 0.025 for parental involvement. The study concluded that there is a moderate involvement of parents in the learning process of their children, good reading culture is practiced to a moderate extent by secondary school students in Rwanda and there is positive significant influence of parental involvement on reading culture among secondary school students. This study recommends parents to engage in various activities aimed at promoting the reading culture and performance of their children. Schools to organize workshops to enlighten the parents on the need to engage in various supports to promote their students reading culture.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0748/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Chinese international secondary school students as flexible citizens: toward cosmopolitan learning

ABSTRACT Guided by the notion of ‘flexible citizenship’, as a strategy to accumulate and exchange different forms of capital across national borders, our ethnographic study followed eleven Chinese international secondary school students’ transnational lives. This paper is focused on how instrumental goals of flexible citizenship cover over the emotional and existential qualities of these youths’ lives. To orient this concern, we turn to Rizvi’s conception of ‘cosmopolitan learning’ highlighting learners’ relational awareness of their ‘situatedness’ in a hyper-connected world. Our analysis shows that student participants’ understandings and practices were laced with emotional and moral sensitivities emerging from the intersecting transnational regimes of family, nation-states, and capital. Governed by home and host cultural logics and power discourses, the students were pushed and pulled into an instrumental flexible citizenship. They lacked dialogical spaces and pedagogical supports from teachers and parents for their cosmopolitan learning; we suggest stakeholders in East–West study abroad take notice.

Use of Databases and eBooks in International Schools in Hong Kong

This usage of online databases and eBooks in three international secondary schools in Hong Kong is investigated from the student perspective. Major issues relating to e-Resources surfaced include: student preferences for eResources, WWW or print materials; volume of use, and reasons for use; students’ perceived retrieval ability; and ease of use of e-Resources. The implications of library policies and information literacy training are explored. The results raise issues that can assist school librarians to make informed decisions about e-Resource acquisitions and related library activities, such as the need for user education and promotion of e-Resources.