Internationalization Assessment in Schools: Theoretical Contributions and Practical Implications

Autor/in	Yemini, Miri
Titel	Internationalization Assessment in Schools: Theoretical Contributions and Practical Implications
Quelle	In: Journal of Research in International Education, 11 (2012) 2, S.152-164 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240912452205
Schlagwörter	Global Approach; International Schools; Educational Policy; Politics of Education; International Education; Social Influences; Educational Research; Universities; Higher Education; Institutional Evaluation; Evaluation Criteria; Governance; Foreign Students; Administrative Organization + Suchen Sie Ihr Suchwort? Globales Denken; International school; Internationale Schule; Politics of education; Bildungspolitik; Educational policy; Internationale Erziehung; Sozialer Einfluss; Bildungsforschung; Pädagogische Forschung; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung
Abstract	Cosmopolitan, international capital has become an integral ingredient in the set of competencies considered to provide a competitive edge and to be required for affective citizenship in the 21st century. Recently, internationalization of education has become a more common phenomenon in local schools around the world, serving as a tool to provide youth with cosmopolitan capital and relevant capabilities for the future. Although the academic debate on international schools and internationalization is flourishing, few attempts have been made to characterize and measure the intensity of the internationalization process at the school level outside the International Baccalaureate (IB) context. This article focuses on the need for internationalization assessment in schools, and presents a theoretical framework and an initial set of indicators for such assessment. The purpose of this study is to propose a new direction in educational policy research, which reflects the increased political and economic salience of internationalization in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10