Fostering 21st Century Teacher Leaders
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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

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Rebecca K. Fox, Ph.D. & Wendy M. Frazier, Ed.D . Center for International Education

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Rebecca k fox ph d wendy m frazier ed d center for international education

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

20 October 2012

Doha, Qatar


Funding

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


Intercultural research across languages and disciplines with teachers for teachers

Intercultural Research Across Languages and Disciplines with Teachers for Teachers

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


Gmu s academic program hosts

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

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


Mission of usrtpd

Mission of USRTPD

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

http://cehd.gmu.edu/usrtpd

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


Program theme

Program Theme

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

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


Curricular approach

Curricular Approach

Authentic learning calls for integrated world language and content instruction, in this case English and the STEM disciplines.

Language learning through content

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


Theoretical framework

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).

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


Theoretical framework1

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).

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


Research questions

Research Questions

  • In 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/or

    • the development of interculturally minded teachers?

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


Participant information

Participant Information

  • Russian Participants

    • 10 WL teachers, 10 STEM teachers

    • Primorsky Krai, Far East Russia

  • U.S. Participants

    • 6 WL teachers, 12 STEM teachers

    • Mid-Atlantic region of U.S.

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


U s russia teacher professional development 20 teachers from vladivostok

U.S. – Russia Teacher Professional Development 20 Teachers from Vladivostok

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


U s partner school

U.S. Partner School

  • TJHSST: 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.

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


Russian partner school

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.

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


Program description

Program Description

  • Opportunities 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.

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


Phase one needs assessment component aug 2010

Phase One - Needs Assessment Component (Aug 2010)

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


Phase 2 u s professional development component

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, and

    • Integrate technology into their professional practice.

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


Daily debrief at tj critical reflection on practice

Daily Debrief at TJ – Critical Reflection on Practice

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


Translation in action russian teachers with principal dr evan glazer

Translation in Action: Russian Teachers with Principal, Dr. Evan Glazer

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


Phase 3 primorsky krai follow on 29 april 15 may 2011

Phase 3: PrimorskyKrai 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

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


Russian pd component

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,

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


Data sources

Data Sources

  • Pre-post surveys

  • Observations

  • Electronic professional portfolio with action research findings

  • Ongoing online communication via private group on VK.com (Russian Facebook), BlackBoard, and email

  • Digital stories for sense-making, communication, and continuing reflection

  • Conference presentations

  • Directors’ and participants’ reflective journals

  • Post program reflections and interviews

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


Rebecca k fox ph d wendy m frazier ed d center for international education

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


Vk the russian facebook http vk com id79303977

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

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


Findings

Findings

  • Increased collaborative instructional planning

  • Collaborative action research fostered development of international mindedness in many teachers

  • International 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 educators

    • Development of respect and understanding of human beings across cultures – DIGITAL PHOTO STORY

  • Challenges: Geographic distance, language, time

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


Implications for wl stem professional development

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 implications

    • Importance 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

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


Implications for wl stem professional development1

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, Awareness

  • Development of culturally competent interactions need scaffolding

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


An ending thought

An Ending Thought . . .

True learning is an active journey,

not a static entity.


Contact information

Contact Information

Wendy M. Frazier Rebecca K. Fox

703 993-2043 703 993-4123

[email protected] [email protected]

Center for International Education

Cehd.gmu.edu/centers/cie

George Mason University

CEHD, Fairfax, VA 22030

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


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