rebecca k. fox, ph.d. & wendy m. frazier, ed.d . center for international education

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

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

Fox & Frazier (2012, October), AIE, Doha

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


Mission of USRTPD

Positively impact teachers, students, schools, and communities through intercultural exchange, research, and reflection

http://cehd.gmu.edu/usrtpd


Program Theme

The program theme is “teacher leaders think systematically about their practice and learn from experience.”


Curricular Approach

Authentic learning calls for integrated world language and content instruction, in this case

English and the STEM disciplines.

Language learning through content


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).


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).


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?


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.


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.


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.


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.


Phase One - Needs Assessment Component

(Aug 2010)


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.


Daily Debrief at TJ – Critical Reflection on

Practice


Translation in Action: Russian Teachers with

Principal, Dr. Evan Glazer


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


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,


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


VK – the Russian “Facebook”http://vk.com/#/id79303977


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


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


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


True learning is an active journey, not a static entity.

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


rebecca k. fox, ph.d. & wendy m. frazier, ed.d . center for international education

Documents

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contentfox frazier

presentfox frazier

eduusrtpd fox frazier

public servicefox frazier

international partnerships

international institutions

restructuring education