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Friday, 15 November 2019


Students at Mont’Kiara International School made their voices heard during the 20 September Global Climate Strike. Proudly displaying their protest signs made of recycled materials, high school students took the lead in taking to the hallways and common spaces, passionate about protecting the environment. Teachers, too, turned out to show their support (photo: MKIS).

By Andrew Ranson
International schools everywhere are seeking ways to help their students live the core values of the mission statements that define school communities. Five years ago, in our work as coaches of the high school girls’ volleyball team, my colleague and I began an experiment. ..more
By Kenya Washington
In this article, I consider elements of cultural perspective and competence, examine what a culturally inclusive classroom might look like, and discuss the impact on students when we begin to get this right or, conversely, when we fall short of inclusion. ..more
By Gregory R. van Goidtsnoven
With the emergence of a robust Asian market in global economics, the role of “English language” skills has been placed at the forefront of competitive and effective business strategies. What English should be taught? How should we teach it? ..more
Learn how to design a Graduate Profile that redefines your school's vision for student learning and success ..more
We interviewed a teacher about her strategies for building voice, choice, and inquiry into competency-based lessons and projects ..more
In our Rethinking Assessment course, we asked participants to help curate a set of recommended resources on assessment for all of you. Here are some r ..more
Celebrating student learning is important, but we should consider an alternative to educator-decided awards: the exhibition of learning. ..more
What do modern learners want and need for their own professional learning? This is the question The Academy for International School Heads (AISH), set ..more
By Matt Wilce
The American School in Japan (ASIJ) has received a gift of ¥100,000,000 (nearly US$950,000) to its endowment from the ASIJ Parent Teacher Association (PTA). “Building our endowment is one of ASIJ’s most important strategic objectives over the next few years." ..more
Part I of a two-part commentary
By Dallin Bywater
Having lived in international school environments for much of my life, I've noticed a trend. There is something different about international school staff children, that is, the children of educators in international schools. ..more
By Ben Fishman
It can be hard for educators to see our students sad or feeling anxious about friendship dynamics. Having friends is important to children. They promote positive emotional wellbeing and a feeling of inclusion and belonging. ..more
Editor Meadow Dibble talks with Lydia Okutoro-Sack, who has just wrapped up her third year in Chennai, India teaching English to Grade 6 students. Lydia's previous position was in Kuwait, where she also taught middle school English for three years. ..more
By Sue Easton
Just about every day on my Twitter, Facebook, or LinkedIn feed, I find an article about the importance of Social and Emotional (SEL) teaching and learning in our K–12 schools. The research seems conclusive: SEL teaching and learning is not an add-on, but a vital component of a balanced K–12 curriculum to ensure student achievement and, ultimately, the development of healthy, successful citizens. ..more
By Bambi Betts
Thirty years ago, the vision was simple and compelling: create practical training opportunities for practicing and aspiring principals in international schools. The PTC has stayed true to that vision over the course of three decades. ..more
By Martin Walsh, TIE columnist
Things felt a little different this year. Early application numbers and results were equally competitive but less consistent. Unlike past years that saw big gains in everyone’s early numbers, this year was more of a mixed bag. ..more
By Martin Walsh, TIE columnist
Overwhelmed by the cost of attending college, depressed by admit rates that have been on a downward slide for the last decade, and discouraged by a byzantine application process and less than transparent evaluation rubric, a growing number of parents and students are looking for alternative pathways. ..more
By Martin Walsh
Nearly one million college students from other countries study in the United States, or roughly 5 percent of the nation’s total enrollment. California colleges host about 150,000 of them; that’s more than any other state. As such, a close analysis of last year’s University of California admission decisions will provide counselors with the data needed to guide the senior class. ..more
By Gordon Eldridge, TIE Columnist
If a student can transfer something they have learned to a new context, they are more likely to be able to take their learning out of the classroom and make use of it in the world beyond school. The trouble is, so much research suggests that students rarely transfer their school learning to new contexts. ..more
By Gordon Eldridge, TIE Columnist
Collaborative group work has been shown to improve both learning and motivational outcomes. Deciding when to use collaborative learning structures is not always easy, however. A study conducted at the J.W. Goethe University of Frankfurt/Main may give some guidance. ..more
By Gordon Eldridge, TIE Columnist
Professional development programs that are focused on embedded practice, are of longer duration, build explicit skill sets, and are based on active learning may be more effective than those that don’t, but how often do we systematically apply these criteria when organizing or selecting PD opportunities? ..more
By Kim Marshall, TIE columnist
Students who enter school with more information and words find reading easier and more enjoyable, read more, get more out of classroom discussions, and surge ahead, while the opposite often happens with students who enter school with less background knowledge. ..more
By Kim Marshall, TIE columnist
According to a study conducted among students who were with the same teacher for a second year in Grades 3–5, repeat student-teacher matches “allow teachers to reallocate time and effort away from getting to know their students to tasks that directly increase student learning." ..more
By Kim Marshall, TIE columnist
“It’s high time we put the most enduring myths about human behavior to bed, and see the mind – and the world – as it is,” says associate editor Matt Huston in this article in Psychology Today, reviewed by Kim Marshall. ..more