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International education in the K-12 sector = topics, trends and tensions /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	International education in the K-12 sector/ edited by Merli Tamtik, Connie Lam James.
其他題名:	topics, trends and tensions /
其他作者:	Tamtik, Merli.
出版者:	Cham :Springer Nature Switzerland : : 2025.,
面頁冊數:	xiii, 268 p. :ill. (some col.), digital ;24 cm.
內容註:	Chapter 1. Introduction: Exploring the Global Landscape of K-12 International Education: Trends, Topics, and Tensions -- Section1: Trends. Chapter 2. Neoliberal Tensions Shaping K-12 International Education -- Chapter 3. International Student Mobility in Italian Secondary Schools -- Chapter 4. A Confucian Model of International Schooling: A Hybrid Approach to Teaching and Learning -- Chapter 5. A Systematic Review of International Education in Arab Countries, 1990-2023 -- Section 2: Topics. Chapter 6. Language Learning Experiences of Early Study Abroad Students in Ontario, Canada -- Chapter 7. Fee-paying International High School Students, Public Education, and Homestay -- Chapter 8. Assessment of Learning Quality in K-12 Internationalization: SAFAL's Role in Shaping India's International Educational Footprint -- Chapter 9. Unraveling the Significance of Pathway Programs for International High School Students -- Section 3: Tensions. Chapter 10. Are We Still Failing International Students who Study in the United States? -- Chapter 11. Mapping Intentions and Unveiling Epistemic Insecurities in Finnish K-12 Internationalization -- Chapter 12. Reproducing Cultural Hegemony: Experiences of Teachers of Colour in Global South International Schools -- Chapter 13. Crossing Boundaries with Care: Exploring Ethical Complexities in K-12 Internationalization Research -- Chapter 14. Conclusion Charting the Future: Concluding Reflections on K-12 International Education Trends, Topics, and Issues.
Contained By:	Springer Nature eBook
標題:	International education. -
電子資源:	https://doi.org/10.1007/978-3-031-89677-4
ISBN:	9783031896774

International education in the K-12 sector = topics, trends and tensions /
International education in the K-12 sectortopics, trends and tensions /[electronic resource] :edited by Merli Tamtik, Connie Lam James. - Cham :Springer Nature Switzerland :2025. - xiii, 268 p. :ill. (some col.), digital ;24 cm.

Chapter 1. Introduction: Exploring the Global Landscape of K-12 International Education: Trends, Topics, and Tensions -- Section1: Trends. Chapter 2. Neoliberal Tensions Shaping K-12 International Education -- Chapter 3. International Student Mobility in Italian Secondary Schools -- Chapter 4. A Confucian Model of International Schooling: A Hybrid Approach to Teaching and Learning -- Chapter 5. A Systematic Review of International Education in Arab Countries, 1990-2023 -- Section 2: Topics. Chapter 6. Language Learning Experiences of Early Study Abroad Students in Ontario, Canada -- Chapter 7. Fee-paying International High School Students, Public Education, and Homestay -- Chapter 8. Assessment of Learning Quality in K-12 Internationalization: SAFAL's Role in Shaping India's International Educational Footprint -- Chapter 9. Unraveling the Significance of Pathway Programs for International High School Students -- Section 3: Tensions. Chapter 10. Are We Still Failing International Students who Study in the United States? -- Chapter 11. Mapping Intentions and Unveiling Epistemic Insecurities in Finnish K-12 Internationalization -- Chapter 12. Reproducing Cultural Hegemony: Experiences of Teachers of Colour in Global South International Schools -- Chapter 13. Crossing Boundaries with Care: Exploring Ethical Complexities in K-12 Internationalization Research -- Chapter 14. Conclusion Charting the Future: Concluding Reflections on K-12 International Education Trends, Topics, and Issues.

This edited volume focuses on K-12 international education in a global context and examines trends, emerging topics, and prevalent tensions. It considers the rapidly growing phenomenon across a variety of country contexts in a way that can convey both empirical evidence and insights into theorization and practical debates. Contributors touch upon a range of emerging trends in K-12 international education globally, including student mobility, curriculum design, language learning, methodological considerations, and policy considerations through a holistic and comprehensive approach. The book also applies a critical decolonial lens in examining K-12 international education by inviting readers to think critically about issues of power, privilege, equity, and social justice in trying to foster a more informed and socially responsible approach to international education. Ultimately, the book attempts to move beyond a one-size-fits-all approach in order to embrace the complexity of issues that emerge from international education involving vulnerable populations. The book is grounded in institutional theory, which allows to explore the complex web of institutional norms, values, and behaviors that are shaping the experiences through international education across the different chapters in this volume. As an edited volume, authored by academic experts and practitioners from around the world, this book provides the most recent and up-to-date account on documenting developments related to K-12 international education internationally. Through contributing significant evidence across international contexts, the book raises new questions and offers new perspectives to the field, opening conversations both within and across governments and non-governmental stakeholders such as educators, students and parents.

ISBN: 9783031896774

Standard No.: 10.1007/978-3-031-89677-4doiSubjects--Topical Terms:

528402
International education.

LC Class. No.: LC1090

Dewey Class. No.: 370.116

International education in the K-12 sector = topics, trends and tensions /
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505 0 $a Chapter 1. Introduction: Exploring the Global Landscape of K-12 International Education: Trends, Topics, and Tensions -- Section1: Trends. Chapter 2. Neoliberal Tensions Shaping K-12 International Education -- Chapter 3. International Student Mobility in Italian Secondary Schools -- Chapter 4. A Confucian Model of International Schooling: A Hybrid Approach to Teaching and Learning -- Chapter 5. A Systematic Review of International Education in Arab Countries, 1990-2023 -- Section 2: Topics. Chapter 6. Language Learning Experiences of Early Study Abroad Students in Ontario, Canada -- Chapter 7. Fee-paying International High School Students, Public Education, and Homestay -- Chapter 8. Assessment of Learning Quality in K-12 Internationalization: SAFAL's Role in Shaping India's International Educational Footprint -- Chapter 9. Unraveling the Significance of Pathway Programs for International High School Students -- Section 3: Tensions. Chapter 10. Are We Still Failing International Students who Study in the United States? -- Chapter 11. Mapping Intentions and Unveiling Epistemic Insecurities in Finnish K-12 Internationalization -- Chapter 12. Reproducing Cultural Hegemony: Experiences of Teachers of Colour in Global South International Schools -- Chapter 13. Crossing Boundaries with Care: Exploring Ethical Complexities in K-12 Internationalization Research -- Chapter 14. Conclusion Charting the Future: Concluding Reflections on K-12 International Education Trends, Topics, and Issues.
520 $a This edited volume focuses on K-12 international education in a global context and examines trends, emerging topics, and prevalent tensions. It considers the rapidly growing phenomenon across a variety of country contexts in a way that can convey both empirical evidence and insights into theorization and practical debates. Contributors touch upon a range of emerging trends in K-12 international education globally, including student mobility, curriculum design, language learning, methodological considerations, and policy considerations through a holistic and comprehensive approach. The book also applies a critical decolonial lens in examining K-12 international education by inviting readers to think critically about issues of power, privilege, equity, and social justice in trying to foster a more informed and socially responsible approach to international education. Ultimately, the book attempts to move beyond a one-size-fits-all approach in order to embrace the complexity of issues that emerge from international education involving vulnerable populations. The book is grounded in institutional theory, which allows to explore the complex web of institutional norms, values, and behaviors that are shaping the experiences through international education across the different chapters in this volume. As an edited volume, authored by academic experts and practitioners from around the world, this book provides the most recent and up-to-date account on documenting developments related to K-12 international education internationally. Through contributing significant evidence across international contexts, the book raises new questions and offers new perspectives to the field, opening conversations both within and across governments and non-governmental stakeholders such as educators, students and parents.
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