In the context of global educational exchange, this study explores the experiences of Chinese teachers temporarily teaching Mandarin Chinese in United States K-12 schools. Using case-study methodology, this research examines the professional challenges and learning experiences of these transnational Chinese language teachers. Findings reveal that…

This paper addresses the problems facing faculty members, who made short-term international exchange programs in foreign countries; in their attempts to internationalize the campus through teaching, research, and service. Some faculty members who participated in foreign exchange programs try to infuse their international experience through…

The increasingly diverse population of the United States is reflected in classrooms across the country. Teachers often struggle with understanding students' cultural differences in the classroom and therefore also struggle with implementing culturally appropriate instructional strategies. The results of this study provide educational leaders with…

Experience may influence beliefs and beliefs may influence practices. Following these premises, we investigated teacher candidates' post experience reflections nine months after an international practicum where they taught for three weeks in rural Kenya. Teacher candidates were placed in non-governmental organization (NGO) sponsored schools on the…

An overview is presented of a three-year project aimed at helping Chinese language teachers in Taiwan refine ways that Chinese, an ideographic language that differs markedly from alphabetic English, is taught in primary schools. Guided by university staff in Taiwan, Hong Kong University and a Taiwanese non-government social enterprise, 20…

Discusses experiences of U.S. and British psychology professors who exchanged teaching duties. Reports perceptions of differences between departments. Examines views concerning students, approaches to teaching, and faculty issues. Concludes that upper level U.S. undergraduates could benefit from British teaching methods. Suggests the British…

Eight British teachers who spent one year teaching history in the United States under the Fulbright program of international exchanges answered a questionnaire concerning their U.S. teaching experience. They commented on areas such as teaching materials, assessment methods, grading, teaching methods, and the structure and planning of history…