The COVID-19 pandemic has created unprecedented chaos all over the world, and schools and their leaders have not escaped its impacts. This article analyses the leadership actions of the team from one international school in reopening after mandated lockdown; it seeks to contribute to the discourse on school leadership during these unprecedented…

Responding to the observation that there has been limited policy research in the field of international education (Hayden and Thompson 2008; Lehman 2018), the current article presents a theoretically grounded discussion regarding how British policy actors in Council of International School (CIS)-accredited British international schools may be…

Leadership in 'International Schools' is a very underreported and under-theorized area of education. Even relatively recently, it was being asserted (Hayden & Thompson, 2013, p. 4) that most people are 'completely unaware of their existence.' In particular, the area of leadership of these schools have been neglected by research investigation,…

Recent policy changes to the regulation of international schooling for Chinese nationals in China have seen restrictions on curriculum, admissions and ownership. While there is evidence of the impact of these changes at the institutional level, it is not clear how recent regulation has impacted the actors at the phenomenological level. In order to…

Qatar's transition from a hydrocarbon-based to a knowledge-based economy spurred the development of Education City, which houses several International Branch Campuses and one home-grown university, Hamad bin Khalifa University. Through the case study of EC, this paper seeks to improve our understanding of higher education policy borrowing and the…

One prominent trend in international education is the growth of commercial, profit-driven international schools all around the world, delivering an international curriculum to local students. The increase in such schools is complemented by the evolution of the "international curriculum" themselves. Two of the most common curricula that…

This paper critically surveys four typologies that have been used to identify and understand international school teachers. The critique highlights two main limitations with the typologies. The first, ontological in nature, is that reifying teachers as a type does not capture the complexity of lived experience. The second, ethico-political in…

Entering Oakland International High School is like walking into a brighter and more welcoming world. Conversations in as many as 35 languages float through the sunny courtyard, where students come from nearly as many countries. Every student at the school is a newcomer, which means they have been in the United States for fewer than 3 years.…

LGBTQ+ teachers are an understudied and overlooked population in educational research, especially in the nascent field of international teacher studies. International teachers must contend with new kinds of precarity than they are used to in their home countries, and these kinds of precarity are more threatening to LGBTQ+ and BIPOC teachers. This…

This paper is a response to a recently published article in this journal entitled 'Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers' by Rey, Bolay, and Gez (2020. "Precarious Privilege: Personal Debt, Lifestyle Aspirations and Mobility Among International School Teachers."…

There is a growing literature studying the 'non-traditional' type of international schools. However, a less explored and under-theorised area is the changing dynamics of the global-local interactions in the way these international schools are being redefined and shaped by local processes, regimes of control, and mechanisms. Drawing on empirical…

With their central position in society as facilitators of information, schools and teachers play a key role in the articulation and embedding of government-driven policy targeted at school-age children; under the British government, this key role extends beyond the borders, to British Schools Overseas. In the last decade, this has been especially…

In this paper, I analyze the theoretical and empirical foundations for how class composition affects gifted students' academic outcomes. First, I define the term composition effect and distinguish it from other context effects. Based on this definition, I present the mechanisms behind composition effects while drawing distinctions between…

Whereas growth in international school numbers is widely reported, less attention has been given to how these schools have developed as organisations. Drawing on organisational life-cycle models (Greiner, 1972) and the work of DiMaggio and Powell (1983), this paper addresses that gap. As international schools grow individually, and as the field…

The need to solve the common global challenges at a systemic level in a collaborative, equitable, and culturally sensitive way naturally connects Education for Sustainable Development (ESD) and Internationalization of the Curriculum (IoC). The purpose of this article is to explore how ESD and IoC can strengthen each other and provide a more…