To identify practical recommendations for effective ways to teach culturally and linguistically diverse student bodies, international school teachers (K-12) from the International School of Berne, Switzerland, were interviewed. Part 1 of this article, published in the November 1993 issue of "International Schools Journal," covered…

Student empowerment, joining rights with responsibilities, can only be achieved through participating in an activity whose success depends on a whole-group effort. This article describes a teacher's experience working with students to develop the UNIS/UN Student Conference, held annually at the United Nations and organized and run by and for…

Reviews what international education is and what it should aspire to be. Includes the defining features of international education and ways in which they can be realized in practice. Defines international versus internationalist education. Discusses global citizenship as the most important outcome for international school students. (AUTH/NB)

Exhorts educators to teach children to be truthful, respect others' rights, and learn to take risks and make commitments. Although international schools can't teach morality, they can teach philosophy and explore the importance of developing a sensitivity to ethical questions. All subjects, honestly taught, exemplify the triumph of ethical…

The international school system has unique stressors and a more limited support system than found elsewhere. This article summarizes a 1992 study that explores the nature of stress in the teaching profession, generally, and in one international school in particular. After examining various environmental, organizational, and individual stressors,…

Efforts to describe the multicultural, multilingual, and multinational population in international schools can be confusing, partly because the traditional terms used to describe them are inadequate. This article explores the complex interaction of maternal language, instructional language, environmental language, and foreign language in…

International schools are not always in a position to know what has become of their graduates, though this kind of information is immensely useful. This article describes a survey showing that "third-culture kids" are a very mobile and highly educated minority. All international schools should strive to keep in touch with their alumni. (18…

Second in a two-part series, this article focuses on the internationalization of the Advanced Placement (AP) Program. Once exclusively American, the AP program has expanded to 100 countries. Includes information about the expansion of the AP Program abroad, the AP International Language examination, and AP international professional development…

Counselors in overseas schools have a unique responsibility to develop a school profile with cultural clarity. Besides describing the campus physical environment, the academic program, and the student body, the school profile should convey the school's cultural context--the languages spoken and the percentages of American students, host country…

Educators must realize that multiculturalism and multilingualism are not merely fashionable terms but everyday classroom realities. Teachers cannot always revamp curricula, but they can challenge their cultural assumptions and limited world views and seek ways to connect to other cultures. Multicultural education, cultural learning, and…

The 1997 European Council of International Schools Statistical Survey shows that women comprised 43% of 1,242 senior administrators. Only 20% were heads or directors. Four senior female administrators interviewed had haphazard career paths, positive informal mentoring experiences, and major domestic responsibilities. (10 references) (MLH)

Referring to Iowa contract law, reviews ethical and legal aspects of overseas employment contracts signed by educators at recruitment fairs. Iowa Department of Education guidelines state the following aspects of a good contract: it is in writing; it states the salary, pay periods, benefits, and dates of employment; it lists special conditions and…

International schools can benefit from new students' fresh vision. Some students exhibit "culture shock" on arrival, while others, like Kipling's cat, act as though "all places are alike to them." This article examines the newcomer's adjustment process by proposing a model of personal identity development and poses questions to test the theory…

Discusses internationalism and globalization as contexts for international education. Argues that the values of the British-style international schools include a commitment to world peace and understanding between nations. States that the globalist perspective sees education as a product subject to global quality standards. (Contains 11…

Argues that understanding how values operate, both in individual and cultural contexts, could help educators to determine what can and should be achieved with students and to build an appropriate program. Stresses that values specific to the international school's situation must be considered. (AUTH/NB)