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Mark Heyward

Bio: Mark Heyward is an academic researcher from RTI International. The author has contributed to research in topics: Public policy & Basic education. The author has an hindex of 5, co-authored 7 publications receiving 258 citations.

Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors define intercultural literacy as the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross-cultural engagement.
Abstract: This article defines intercultural literacy as the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross-cultural engagement. A new multidimensional and developmental model for intercultural literacy is proposed with reference to previous culture shock and cross-cultural adjustment models, and some implications for international schools are suggested. International schools, it is argued, are in a unique position to develop understandings and practice in relation to intercultural literacy. Not only can they do so—but they should.

201 citations

Journal ArticleDOI
TL;DR: A mixed-methods, multi-site study found that the project had a positive impact on schools and madrasah as discussed by the authors, and the following factors were associated with this impact: the whole school community participated, training was in school clusters; training was ongoing and follow-up mentoring was provided; working through local systems; basing the programme on government policy; providing technical assistance rather than funding; the programme was manageable and affordable for local partners; and building commitment at provincial and district level.
Abstract: A USAID-funded project in Indonesia aimed to improve management and governance of basic education. A mixed-methods, multi-site study found that the project had a positive impact on schools and madrasah. The following factors were found to be associated with this impact: the whole school community participated; training was in school clusters; training was ongoing and follow-up mentoring was provided; working through local systems; basing the programme on government policy; providing technical assistance rather than funding; the programme was manageable and affordable for local partners; and building commitment at provincial and district level.

23 citations

Journal Article
TL;DR: The Multidimensional Model for the Development of Intercultural Literacy as mentioned in this paper is a developmental model describing the nature of intercultural literacy and how it is learnt and is proposed and trialled in the context of a case study of Tanjung Bara International School and its community in East Kalimantan, Indonesia.
Abstract: In this study a new developmental model describing the nature of intercultural literacy and how it is learnt is proposed and trialled. Intercultural literacy is defined as the understandings, attitudes, competencies and identities which enable effective participation in a cross-cultural setting. As such it is presented as a crucial literacy for the globalised world of the twenty-first century. The Multidimensional Model for the Development of Intercultural Literacy is developed on the basis of theory from social psychology and international education, is checked for validity against reference groups in the field - practitioners in international schools in Indonesia, Singapore and Thailand - and is modified in the light of inputs received. The model is then trialled in the context of a case study of the Tanjung Bara International School and its community in East Kalimantan, Indonesia. The case study seeks to map the school and community in terms of intercultural literacy, evaluate the school's intercultural literacy curriculum and explore the relationship between the community and school in relation to intercultural literacy learning. The broad aim is to determine the extent to which the proposed model is useful in helping to describe the case and to answer the questions posed by the case study. The case study concludes that the school and its community is predominately at a monocultural or 'distancing' level with a smaller group moving into the more positive learning stage characteristic of the cross-cultural level in the model. The community is found to have been deeply divided on cultural lines between the Indonesian and the largely Australian expatriate communities. The international school contributed to this divide through reinforcing the status of expatriates as privileged and separate. The objectives of the curriculum and non-core school programs to facilitate intercultural literacy were found to have been seriously hampered by this cultural divide, among other factors. The school was not found to have played a significant role in facilitating intercultural literacy learning in the broader community. The thesis concludes that the proposed Multidimensional Model for the Development of Intercultural Literacy is useful in this case study and is potentially useful in a wide range of contexts, particularly in international schools and their communities. It provides a tool which may assist educators in understanding intercultural literacy and facilitate the development of policy and practice including curriculum, extra-curricular programs and assessment.

22 citations

ReportDOI
29 Sep 2011
TL;DR: A mixed-method, multisite assessment of a project that aimed to improve the management and governance of basic education in Indonesia documented positive impact on school-based management in both public and private schools, including madrasah (Islamic schools) as mentioned in this paper.
Abstract: Indonesia, the world’s fourth most populous nation, has been decentralizing its education sector for the past decade. In this context, school-based management is essential for improving the quality of education. A mixed-method, multisite assessment of a project that aimed to improve the management and governance of basic education in Indonesia documented positive impact on school-based management in both public and private schools, including madrasah (Islamic schools). The following factors were associated with this impact: (1) the program was explicitly based on government policy; (2) technical assistance was provided rather than funding, and the program was manageable and affordable for local partners; (3) the project strengthened local systems and institutions, building commitment at both provincial and district levels; (4) the program was school based and involved members of the entire school community: principals, teachers, staff, parents, and community members; and (5) training was provided on-site in school clusters, was ongoing, and included mentoring in schools to support implementation (one-off training events rarely result in successful reform).

10 citations


Cited by
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Journal ArticleDOI
TL;DR: The authors argue that improved interactions between home and international students are dependant on the way we use both the formal and the informal curricula to encourage and reward intercultur... and they argue that the quality of intercultural interactions between students is dependent on how they use both formal and informal curriculum.
Abstract: This article argues that improved interactions between home and international students are dependant on the way we use both the formal and the informal curricula to encourage and reward intercultur...

596 citations

Journal ArticleDOI
TL;DR: In this article, a review article synthesises the research literature about these concepts around three questions: What is intercultural competence? How can it be developed? And how can it can be measured?
Abstract: Researchers from a range of disciplines have been theorising and empirically examining intercultural competence and intercultural education for decades. This review article synthesises the research literature about these concepts around three questions: What is intercultural competence? How can it be developed? And how can it be measured? Our aim is to provide an overview of current theories and empirical findings, as well as to show gaps in the literature.

338 citations

Journal ArticleDOI
TL;DR: In this article, the authors measured the level of intercultural sensitivity of high school students attending an international school and found that 97% of the students were operating in Bennett's Acceptance or Cognitive Adaptation stages from the DMIS.

196 citations

Journal ArticleDOI
Mary Hayden1
TL;DR: One area in which the impact of globalisation can be seen is that of education as mentioned in this paper, and there are currently two main aspects of the growing internationalisation of education at school level: the internationalization of national systems of education and the growth in numbers of international schools worldwide.
Abstract: One area in which the impact of globalisation can be seen is that of education. This article suggests that there are currently two main aspects of the growing internationalisation of education at school level: the internationalisation of national systems of education and the growth in numbers of international schools worldwide. It is the latter that forms the main focus of the article, beginning with consideration of the background to the development of international schools. A discussion of the changing nature of international schools then follows, as this form of education proves increasingly attractive not only to the globally mobile expatriates for whom such schools were originally founded, but also to those seeking a competitive edge for their child in a globalised market.

169 citations

Journal ArticleDOI
TL;DR: In this article, a qualitative approach utilizing in-depth interviews with 19 participants from six different countries and with varied intercultural experiences was employed in order to explore their perceptions of identity, sense of belonging, multiculturalism, intercultural communication competence, as well as positive and negative factors attributed to their experiences of a life on the move.

132 citations