Over the last decade, community leaders have connected with students through school-based mentoring (SBM) programs (e.g., adults who mentor at-risk students). However, research in the area of SBM is only on the cusp of understanding relationship elements for impacting youth. In this collective case study, we examined the perceptions and…

This paper examines a cohort of Chinese preservice teachers' (PSTs') (n = 13) international teaching practicums (ITPs) experiences in Canada from the perspectives of complexity theory and boundary-crossing. Through semi-structured interviews and reflective journals, we positioned PSTs' ITPs within multiple layers, including biographies, the…

This conceptual work examines the misappropriation of culturally responsive pedagogy by identifying ways in which misappropriations commonly occur in urban teaching and learning environments. They include culturally responsive practices as a smokescreen of good intentions, culture as a hook to gain students' attention, and culturally responsive…

Informed by an ethnographic qualitative research study conducted with expatriate teachers of English in Saudi Arabia, we examine emotion(al) labor in the context of transnational mobilities with regards to cultural and institutional tensions. Engaged with wide-ranging interdisciplinary literature on emotion and affect, we discuss the place of…

Schools in Northern Ireland (NI) have become increasingly diverse with the numbers of newly arrived migrant pupils more than doubling over the past decade. While studies have shown an increasingly high prevalence of mental health difficulties among young people in NI generally, there is a paucity of research with at risk groups, including members…

This study aims to explore Chinese students' experiences in the Dutch higher education system with a focus on classroom pedagogy. Based on interviews with 28 Chinese students from eight higher education institutions, it analyses Chinese students' understanding and reflections of teaching and learning practices, and the challenges they encounter.…

This study used ClassMaps Survey to investigate third to fifth grade elementary students' perceptions of five relational (e.g., teacher-student relationships and peer friendships) and three individual (e.g., academic self-efficacy and behavioral self-control) resilience-promoting factors in classrooms in China and the United States. Examination of…

Purpose: The purpose of this paper is to explore the push-pull factors and motivations of African and Asian international students in Chinese universities. Design/methodology/approach: Concurrent mixed methods (qualitative and quantitative) design was used. The quantitative component included 537 Africans and Asians from five notable universities,…

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a broad set of evidence-based strategies designed to create school environments that promote and support appropriate behavior of all students. The "PBIS Cultural Responsiveness Field Guide" provides a foundation for designing a SWPBIS program that meets the needs of…

Within this article, I attend to the slippages among sound, silence, noise, voice and ir/rationality to map out the ways in which white supremacist forces subtly moved with/in a primary classroom (NYC), through a host of bodies and sounds, to reinforce processes of affective assimilation -- or demands for first graders to 'feel white'.…

The International Association for the Evaluation of Educational Achievement (IEA) has been researching the impact of information and communications technologies (ICT) on educational processes, and factors supporting or impeding the pedagogical use of ICT, since the late-1980s. More recently it has turned its attention to investigating ICT-related…

The global order, based on international governance and multilateral trade mechanisms in the aftermath of the Second World War, is changing rapidly and creating waves of uncertainty. This is especially true in higher education, a field increasingly built on international cooperation and the free movement of students, academics, knowledge, and…

Despite the international commitment to Roma social inclusion from 2005 onwards, the overall situation has not significantly changed. In education, important achievements have been reached, mainly in terms of access to primary. Yet, Roma students still lag behind. This paper maps policy initiatives for Roma inclusion in European education systems,…

Although intercultural communication competence can be developed through cross-cultural experiences and dialogues (Jin, Cooper & Golding, 2016) and involving interactions (Rodenborg & Boisen, 2013), studies show that Chinese graduate students considered advanced English speakers continuously report difficulties in engaging in…

This study aims to address how practitioners successfully implement action learning in organizations with different cultural values. To effectively adopt action learning, Japanese learners need to learn questioning skills, as they have been brought up in an atmosphere that negates questioning. Using Kolb's learning model, this study aims to…