rebecca k. fox, ph.d. & wendy m. frazier, ed.d . center for international education
DESCRIPTION
Fostering 21st Century Teacher Leaders in World Languages and STEM: An Innovative Program for a Changing World. Rebecca K. Fox, Ph.D. & Wendy M. Frazier, Ed.D . Center for International Education George Mason University, Fairfax, VA Presentation to the Alliance for International Education - PowerPoint PPT PresentationTRANSCRIPT
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Rebecca K. Fox, Ph.D. & Wendy M. Frazier, Ed.D.
Center for International EducationGeorge Mason University, Fairfax, VA
Presentation to the Alliance for International Education 20 October 2012
Doha, Qatar
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Funding
Sponsored by the US State Department, Bureau of Educational and Cultural Affairs ECA-IIP/EX (S-ECAAS-09-CA-175 )
September 18, 2009 – December 31, 2011 Total project cost is $546,003 Follow on research and collaboration to the
present
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GMU’s Academic Program Hosts
Center for International Education, committed to
developing international partnerships, delivering high quality academic programs and building the capacity of domestic and international institutions to better serve children, family, community and educators.
ASTL: Advanced Studies in Teaching and Learning, advanced master’s degree program builds on the knowledge base of practicing teachers to increase their capacity for critical reflection, research-based practice, and enriched content expertise
CREST: Center for Restructuring Education in Science and Technology, designed to provide leadership in education by developing partnerships with the education and business communities to conduct teacher professional development, research, and public service
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Mission of USRTPD
Positively impact teachers, students, schools, and communities through intercultural exchange, research, and reflection
http://cehd.gmu.edu/usrtpd
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Program Theme
The program theme is “teacher leaders think systematically about their practice and learn from experience.”
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Curricular Approach
Authentic learning calls for integrated world language and content instruction, in this case
English and the STEM disciplines.
Language learning through content
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Theoretical Framework
Given the current international context and the call for twenty first century skills that prepare global learners for the world’s future, it is essential that teachers gain intercultural competence (Cushner & Brennan, 2007).
We need teachers to possess intercultural collaborative capacity that develops a critical ability to communicate effectively across cultures, verbally and non-verbally, and there is a strong need for a deeper understanding of languages, particularly World Englishes (Fox, 2012).
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Theoretical Framework
There is a call for critical knowledge that enables teachers to be successful in culturally diverse contexts (Cushner, 2012)
Deardorff’s Pyramid of Intercultural Competence (2006) supports teachers’ development of Flexibility, Empathy, Adaptability, & Culturally
competent communication and interaction. Move from “avoidance and tolerance” and an
unconscious ethnocentrism to a more conscious awareness of their own and others’ cultures (Bennett, 1993).
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Research QuestionsIn what ways did the Russian and U.S. teachers
experience growth and change as a result of the US-Russia Teacher Professional Development Program (US-RTPD)?
What were the results of the US-Russia TPDP with respect to :the development of intercultural competence , the development of international mindedness,
and/orthe development of interculturally minded teachers?
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Participant Information
Russian Participants10 WL teachers, 10 STEM teachersPrimorsky Krai, Far East Russia
U.S. Participants6 WL teachers, 12 STEM teachersMid-Atlantic region of U.S.
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U.S. Partner SchoolTJHSST: Thomas Jefferson High School
for Science and Technology— A public high school which is the result of a
partnership of businesses and schools created to improve education in science, mathematics, and technology. School is designated as the Governor's School for Science and Technology in Northern Virginia.
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Russian Partner School
APS: Asia Pacific School— A private primary school in Vladivostok, Russia
recommended for its long-standing history of collaboration with schools across Primorsky Krai, leadership in professional development, and innovative spirit by New Eurasia Foundation, our long-standing university partner.
In-country partner for recruiting and implementation.
Site of “Teacher Researcher Day” in May 2011.
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Program DescriptionOpportunities for Russian and U.S. secondary
school WL and STEM teachers to support each other as partners in the leadership learning process as they:Learn from one another, Compare best teaching practices, and Foster inter-cultural communication and
excellence in the classroom through sharing of ideas and expertise.
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Phase One - Needs Assessment Component
(Aug 2010)
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Phase 2: U.S. Professional Development Component
Russian participants visit the U.S. for four weeks (Fall 2010) to: Experience U.S.-based professional development, Engage in practical classroom-learning
opportunities in partner teachers’ classrooms and visits to other local schools,
Attend a variety of cultural events, Develop an electronic professional portfolio, Learn and conduct action research about a self-
selected topic in their schools, andIntegrate technology into their professional
practice.
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Daily Debrief at TJ – Critical Reflection on
Practice
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Translation in Action: Russian Teachers with
Principal, Dr. Evan Glazer
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Phase 3: Primorsky Krai Follow On (29 April –
15 May 2011)
We and the 5 U.S. teachers, with our 20 Russian colleagues maintained a blog while
in Primorsky Krai in Far East Russia –
http://usrtpd.wordpress.com
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Russian PD Component
U.S. participants visit Russia for two weeks (Spring 2011) to: Experience Russian-based education, Engage in practical classroom-learning opportunities in
partner teacher schools, Collaborate with Russian teachers on joint projects to
build on the professional experiences established during the U.S.-based program,
Learn about culture in Far East Russia to support their development of international mindedness
Share action research results and digital stories on their self-selected topics at the International Teacher Research Conference, Vladivostok in May, 2011,
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Data SourcesPre-post surveysObservationsElectronic professional portfolio with action
research findingsOngoing online communication via private group on
VK.com (Russian Facebook), BlackBoard, and emailDigital stories for sense-making, communication,
and continuing reflectionConference presentationsDirectors’ and participants’ reflective journalsPost program reflections and interviews
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VK – the Russian “Facebook”http://vk.com/#/id79303977
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FindingsIncreased collaborative instructional planning Collaborative action research fostered development of
international mindedness in many teachersInternational community of learners
Participants’ perspectives (U.S. & Russian) created rich dialogue that built intercultural knowledge & supported reflection on curricular practices (intercultural)
Cultural exchanges created deeper awareness and understanding of one another’s educational systems
Mutual understanding of commonalities as educatorsDevelopment of respect and understanding of human beings
across cultures – DIGITAL PHOTO STORYChallenges: Geographic distance, language, time
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Implications for WL & STEM
Professional Development Critical reflective practice and research –based
approaches were key to providing understanding across the two cultures and fostering openness to change. Not all teachers mastered this.
Instructional implicationsImportance of integrated WL and STEM instruction
to provide for content and language learning simultaneously and authentically (in context)
Use of Problem Based Learning as a context for learning and promoting cross cultural interactions
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Implications for WL & STEM
Professional Development
Use of technology to support collaboration on a local to global level & promote sustainability
Importance of two-way teacher to teacher exchanges to foster the growth of international mindedness in both groups
Promoting intercultural awareness to support growth of students’ & faculty’s global citizenship
Flexibility, Empathy, AwarenessDevelopment of culturally competent
interactions need scaffolding
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True learning is an active journey, not a static entity.
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Contact Information
Wendy M. Frazier Rebecca K. Fox703 993-2043 703 [email protected] [email protected]
Center for International EducationCehd.gmu.edu/centers/cie
George Mason UniversityCEHD, Fairfax, VA 22030
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