SAS Cohort: USC Doctoral Commencement Ceremony

USC Doctoral Commencement Ceremony 2 0 2 2

Table of Contents Adrian John Price

1

An Examination of Factors that Potentially Impact Anxiety Levels in High School Students in an International School

Amy Diane Wood

2

Implementation of the PLC Coaching Model

Andrew Kenneth Miller

3

Principals’ Leadership Influence on Teachers’ Capacity to Enact 21st Century Skills Curriculum

Brendan Riley

4

How Innovative Learning Environments Influence Teacher Practice

Christine Elizabeth Demetre

5

Teachers’ Assumptions on the Importance of Executive Function: A Gap Analysis

Christine Lynn Henning

6

The Factors Supporting or Inhibiting Teachers of Color to Accept and Stay in an International School in Southeast Asia

Daniel Joseph Skimin

7

Cultural Intelligence And Self-Efficacy Of Trip Leaders On Short-Term International Educational Programs

Darnell James-Edward Fine

8

Critical Hope for Culturally Responsive Education: An Improvement Study

David Scott Knuffke

9

The Impact of COVID-19 on Instructional Practices

Francesca Cecchi

10

Centering Diverse Funds of Knowledge Towards Reciprocally Beneficial Practices; Peer Practitioners design a Service-Learning framework for an Elementary School

Gynelle Deaun Gaskell The Enactment of Equitable Mathematics Teaching Practices: An Adapted Gap Analysis

11

Jason Scott Windust

12

Implications of a Tracked Mathematics Curriculum in Middle School

Jee Young Kim

13

Reflecting Asian American Students in our Social Studies Curriculum through Culturally Relevant Pedagogy: A Gap Analysis

Jennifer Kae Norman

14

Technology Integration & Self-efficacy of Secondary In-service Teachers in an International School

Katherine Elizabeth McMullen

15

Collaboration Among Interdisciplinary Teaching Teams: A Gap Analysis

Kristoffer Elias David Munden

16

Integrating Project-Based Learning and Work-Based Learning Into a Coherent Program: Is the Sum Worth More Than Its Parts?

Monica Beatriz Gonzalez

17

Critical Hope for Culturally Responsive Education: An Improvement Study

Shabari Karumbaya

18

The Implementation of Response to Intervention: An Adapted Gap Analysis

Shuna Sun

19

Developing A Standards-Based Chinese Curriculum: A Gap Analysis

Timothy Michael Trainor

20

Managing Leadership Transitions in an International School Context

Wendy Lynn Windust

21

Critical Hope for Culturally Responsive Education: An Improvement Study

Ying Chu

22

Implementing Chinese-English Dual Language Immersion Programs in International Schools: A Study for an International School in Southeast Asia

Yuri (Yuan) Liu Exploring Culturally Relevant Pedagogy in A Chinese Immersion Program: A Gap Analysis

23

Adrian John Price Adrian Price has worked at Singapore American School (SAS) as a high school science teacher for the past seven years. Prior to joining SAS, Adrian taught AP Biology, AP Chemistry and a host of other high school science classes and held various leadership positions at Shanghai American School (Puxi), Hong Kong International School and Sacred Heart Girls College in Australia. He is also a former Principal/Head of School of a hybrid local & international school in Hong Kong. Adrian holds two Masters Degrees in Education from The University of Western Australia, a Masters of Arts (Teaching) in Secondary Education from Australian Catholic University and a Bachelors Degree in Biological Science from LaTrobe University. Adrian is both an Australian citizen and a Permanent Resident of Hong Kong.

An Examination of Factors that Potentially Impact Anxiety Levels in High School Students in an International School High school students have identified that a primary source of their anxiety is academics (Horowitz & Graf, 2019). Adolescent ​​ anxiety represents a significant concern for public mental health and, consequently, schools that cater to students in the 14-18 age range. This age range fits within the measurement parameters of both the WHO and the CDC. Some researchers have proposed that one-third of adolescents’ experience anxiety before turning 18 (Merikangas et al., 2010). A study from the Pew Research Center (Anderson & Jiang, 2018) indicated that 70% of teens in the United States saw anxiety as a significant problem amongst their peers, while 26% saw it as a minor problem. Importantly, the adverse effects of anxiety in adolescents have not just been seen during adolescence but are often seen a precursor indicator to mental health issues in adulthood, including continued anxiety disorders, substance abuse, and depression (Johnson et al., 2018).

The purpose of this study was to research anxiety levels in adolescents, ages 14-18, who study in a large international school that delivers a US curriculum. The study also served to examine the potential effect of age, gender, and ethnicity on student anxiety levels. Finally, the study examined the possible effect of academic factors, screen time, phone and social media use and level of physical activity on student anxiety. The researcher used the Screen for Child Anxiety and Related Emotional Disorders (SCARED) psychometric tool to measure student anxiety against independent variables, looking for levels of significance. Across the sample population for this study, 65% of students presented as possibly having an anxiety disorder while 43% reported a SCARED score that was more indicative of an anxiety disorder. The SCARED instrument also allows for the classification of five subscales of anxiety disorders: Significant Somatic Symptoms or Panic Disorder, Generalized Anxiety Disorder, Separation Anxiety Disorder, Social Anxiety Disorder, and Significant School Avoidance Disorder. From this research study, 60% of students reported scores that revealed they may exhibit symptoms of two of more of the five specific types of anxiety disorders measured by the SCARED instrument. Gender, ethnicity, hours of homework typically completed on a school night, student self-reported perception of their phone and social media use were all significant factors that impacted their level of anxiety as measured by the SCARED. With reference to physical activity, students who took part in vigorous physical activity, even once per week, reported lower levels of anxiety on the SCARED. The overall number of days that a student engaged in any form of physical activity was also found to have a significant effect of student anxiety levels reported on the SCARED. The relationship emerged that the more often the student engaged in some type of physical activity the lower their measured anxiety levels were on the SCARED. 1

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Amy Diane Wood Amy Wood joined the first grade teaching team at Singapore American School in the fall of 2017. Prior to relocating to Singapore, Wood lived in Seattle with her husband Jeff and two sons, Jonathan and Jackson. She taught kindergarten at Cascade Christian School and coached the high school varsity volleyball team. Wood also spent 10 years as Associate Faculty in the Early Childhood Education Department at Ashford University. Wood received a Bachelor of Arts in Elementary Education from California Baptist University and a Master’s degree in Educational Leadership from Southern Oregon University. Wood calls the Pacific Northwest home and enjoys spending the summer hiking, biking, and kayaking.

IMPLEMENTATION OF THE PLC COACHING MODEL There is an opportunity in international education to introduce leadership models that will empower leaders with the time and authority to focus on both leading and coaching the members of their teams, individually and collectively within PLCs and give teachers the support they need to produce better outcomes (Bierly, Doyle, & Smith, 2015). The scope of the PLC Coaching model is to increase capacity building for the teacher, resulting in improved student learning. The teacher leader is delegated more responsibility when it comes to all aspects of teacher professional development including “setting specific goals, observing, giving feedback, inspiring and motivating, facilitating high-quality collaboration, and creating strong alignment” between the classroom and PLC (Bierly, Doyle, & Smith, 2015, p. 30).

The purpose of this study was to (a) understand how American Community School (ACS), an independent private school, implemented the PLC Coaching model, (b) investigate promising practices utilized by the PLC Coaches; and (c) understand limitations confronted

by PLC coaches and teachers. Guided by the Quality Implementation Framework (QIF), designed by Meyers et al. (2012b), the researcher gathered data through surveys and semi-structured interviews with teachers and coaches. The Teacher Coach (TC) Model, implemented by Summit City Schools, was also used as a teacher leadership model.

Findings from this study revealed several promising practices and limitations. The promising practices included providing initial and ongoing coach training, providing flexibility in the model to the different divisions, and the opportunity to participate in high-quality collaboration and receive just in time feedback. The limitations included an ambiguous command structure, difficulty in regulating the allocation of time between the three assigned roles, establishing teacher buy-in, coach selection process, and providing a common understanding of the coaches role between teacher and coach. This study highlights areas for further consideration and growth as ACS works towards the 2027 Strategic goals of excellence, possibilities, and extraordinary care. The study also proposes a framework that can be used by educators in other settings to examine quality implementation.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

2

Andrew Kenneth Miller Andrew Miller joined SAS in 2019 and is currently the Director of Curriculum and Instruction.

Previously he has served as an instructional coach, literacy coordinator, department chair, and classroom teacher in the areas of humanities and technology. Miller holds a B.A. in Classics and Masters in Teaching, both from the University of Puget Sound in Tacoma, Washington. He was an international consultant for PBLWorks (formally known as the Buck Institute for Education) for ten years. He is currently a faculty member and consultant for ASCD, and regularly contributes publications to them as well as Edutopia. Miller grew up in Washington state, and currently resides in Singapore.

PRINCIPALS’ LEADERSHIP INFLUENCE ON TEACHERS’ CAPACITY TO ENACT 21ST CENTURY SKILLS CURRICULUM A variety of college and career-ready skills, termed as 21st century skills such as collaboration, problem-solving, communication, and digital literacy, are articulated as transferable skills across the curriculum, but are often defined contextually by the organization or school to include select skills (Dede, 2010; Schleicher, 2012; Voogt & Roblin, 2012). Many studies highlight the challenges of embedding skills in the curriculum, including the explicit teaching of said skills, implementation models, and teacher beliefs and professional learning.

(Akcana, 2020; Gonzalez- Salamanca et. al, 2020; Gordon, et. al., 2009; Lieberman & Mace 2008; McPhail, 2018; Tican & Deniz, 2019). In addition, high stakes testing is cited as having significant negative influence on the ability to effectively implement a 21st century skills curriculum (Berliner, 2009; Blazer, 2011; Minarechova, 2012). Instructional leadership is one of many roles that principals must take to lead a school, but it is a key component in ensuring that teachers are able to enact effective teaching in the classroom. Literature suggests school principals serve as key instructional leaders that can influence teaching practices and communities of practice to increase student achievement (Heck & Hallinger, 2014; Louis et. al; 2010; Printy, 2008; Robinson, 2008). Principals, through their leadership, provide teachers with both the knowledge and motivation to be able to enact a 21st century skill curriculum.

Examining principal leadership influence on teacher motivation and skills allows organizations to understand effective strategies to meet the challenges in enacting a 21st century skills curriculum.

This study examined the performance gap of principals’ leadership influence on teachers’ capacity to enact a 21st century skill curriculum. The purpose of this study was to apply the gap analysis problem solving framework (Clark & Estes, 2008) to identify root causes of the knowledge, motivation and organizational factors that prevented teachers and principals from effectively enacting a 21st century skills curriculum. The subjects of this study were principals and teachers. Interview data was collected and analyzed and used to validate and inform possible solutions for the knowledge, motivation, and organizational influences. Researchbased solutions were recommended to close the knowledge, motivation, and organization gaps. These recommendations included target professional development and training for teachers on how to explicitly teach 21st century skills, and principals employing feedback systems on instruction. In addition, recommendations were made to the organization to foster a culture of safety and risk taking and communicate clear expectations and goals with support of principals as a clear vision is communicated. Critical behaviors of the stakeholders were also examined, and recommendations included engaging in collaborative professional learning and observations of classrooms and using team meetings as an opportunity to provide ongoing feedback on practice and clarify expectations. The outcomes of this study may be used by this school and others to improve implementation of a 21st century skill curriculum.

3

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Brendan Riley Brendan Riley has been teaching MS Science at SAS for the past five years. Prior to that, he helped to found the Futures Academy Innovative Learning Environment at the International School of Beijing. In his 21 years of teaching, he has taught Kindergarten through grade 8 in Canada, the UAE, Japan, Costa Rica, China, and of course, Singapore. Brendan is especially interested in Project-Based Learning (PBL) and has coordinated and co-led workshops around interdisciplinary PBL, as well as sessions on teaching and learning in Innovative Learning Environments (ILEs). Brendan holds a Masters of Education from Endicott College in the United States, and a Bachelor of Education with specialization in Science from McGill University in Canada.

HOW TEACHING IN AN INNOVATIVE LEARNING ENVIRONMENT INFLUENCES TEACHER PRACTICE. SAS is committed to engaging with innovative programs, including the improvement of our learning environments. The school understands the role that ILEs, and the teachers who work within them, play in preparing students for their future. This dissertation is an attempt to learn about the experiences of educators who currently work in ILEs throughout the school.

By learning about how teaching in such spaces has influenced their practice, we can better understand how to support our students and teachers who are currently working in, or who soon might find themselves working in an ILE. There is growing research to support the claim that innovative spaces and programs lead to better student learning outcomes (Biggs 1987; Fullan & Langworthy 2013; Imms et al., 2017; Kember et al. 2004), however, there is still a need for more evidence-based conversations to be had in order to garner support for developing new innovative learning spaces (Imms et al., 2016; Lippman, 2010a, 2010b; OECD, 2015).

This qualitative study interviewed five focus groups of teachers and coaches who have worked in ILEs in the Elementary, Middle and High School. The themes that emerged from this study were (1) Informal vs formal collaboration, (2) personalized learning, (3) interdisciplinary project-based learning, (4) informal vs formal professional development. The study also asked participants to share the benefits and challenges of working in such spaces.

The themes that emerged for the benefits were (1) strong sense of community, (2) opportunity for enhanced professional growth, (3) flexible time and space facilitates learning. The themes that emerged for the challenges of working in an ILE were (1) excess noise (2) the flexibility of the space is heavily dependent on whether you have flexible walls, (3) collaboration overload.

By examining the themes that emerged from this study, SAS as an institution can gain a better understanding of how to support our students and teachers who find themselves working in an ILE.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

4

Christine Elizabeth Demetre Christine Demetre has been a Grade 5 Learning Support teacher at SAS for the past four years.

She has 14 years of experience teaching in Chicago and international schools in Stockholm, Jeddah, Abu Dhabi, and Dubai as both a learning support specialist and ELL teacher. She is originally from Morton, Illinois, the pumpkin capital of the world. She holds an Associates in Applied Science degree in Interpreting American Sign Language from Illinois Central College, Bachelors of Science degree in Special Education from Illinois State University, and a Masters of Arts degree in ELL from North Park University. Her passion for advocating for students’ needs also extends outside the classroom. She does community outreach with marginalized individuals in various organizations such as Running Hour, Willing Hearts, Special Olympics, and United in Stride.

TEACHERS’ ASSUMPTIONS ON THE IMPORTANCE OF EXECUTIVE FUNCTION: A GAP ANALYSIS EVALUATION STUDY Executive function (EF) is recognized as a broad term describing a range of skills required for purposeful, goal-directed persistence, socially appropriate behavior, and independent self-regulation (Denkla, 1994; Meltzer, 2018). EF skills, measured by cognitive tasks in early childhood, have been shown to be predictors of school readiness, achievement, grades, high school completion, and college graduation (Blair & Razza, 2007; Bull & Scerif, 2001; Bull, et al., 2008; Clark, et al., 2010; Duckworth & Seligman, 2012; Espy et al., 2004; Mazzocoo & Kover, 2007; Meltzer, 2018; McClelland, et al., 2013; Morrison, et al., 2010; Viatro, et al., 2005). Students may have weaknesses in one or more of the following skills: working memory, response inhibition, emotional control, sustained attention, task initiation, planning/ prioritizing, organization, time management, goal-directed persistence, flexibility, and metacognition. It is imperative for educators to learn strategies to teach and strengthen EF processes, in order to help students to self-reflect on how they think and learn, which are skills and competencies essential for life in the 21st century (Dawson & Guare, 2018; Meltzer, 2018; Strosnider & Sharpe, 2019).

Through the lens of the Clark and Estes (2008) gap analysis framework, this study examined Grade 5 teachers’ Knowledge, Motivation, and Organizational (KMO) influences that impact their ability to teach executive function in the classroom. Key research questions explored were: (1) what is the current status of teachers’ KMO resources to teach executive function within the core curriculum and (2) what are the recommendations for organizational influences in the areas of knowledge, motivation, and organizational resources in alignment to One World Academy’s (OWA)* mission, vision, and strategic plan for the school. This study gathered data using a qualitative design through interviews and document analysis.

Research-based solutions were recommended based on the needs of teachers’ Knowledge, Motivation, and Organizational resources to explicitly teach all 11 foundational executive function skills, strategies, and interventions. To implement the recommendations proposed in this study, a training plan was developed using the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). *Pseudonym

5

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Christine Lynn Henning Christine Henning is the Human Resources Executive Director for Singapore American School where she has worked for five years. Christine has a background in financial services, operations and service excellence. Prior to joining SAS, she spent the majority of her professional career working for American Express and Citibank and has lived and worked in numerous countries including Australia, Singapore, Switzerland and the US. Christine holds a Masters of Business Administration from New York University, Stern School of Business and a Bachelors of Science in finance with a concentration on international business from Rutgers University. Christine is originally from New Jersey although she has spent much of her adult life outside of the United States and she currently resides in Singapore.

THE FACTORS SUPPORTING OR INHIBITING TEACHERS OF COLOR TO ACCEPT AND STAY IN AN INTERNATIONAL SCHOOL IN SOUTHEAST ASIA Diversity in education recruitment may be described as moving away from a homogeneous group of educators sharing a common race, background, or other attributes. This researcher asserts that diversity in an educational context is merely a word without a receiving environment and culture that welcomes uniquely individual educators, exercises equal, respectful and fair practices, and empowers and appreciates individual identities and expressions, or what may be defined as equity and inclusion. There is a growing concern about the diversity gap in education, commonly referred to as the demographic difference between students and teachers. There is also a large body of research that examines the factors that may influence the decisions of Teachers of Color (TOC) to accept and stay in teaching roles in the United States. There are, however, limited studies that examine these factors in an international Preschool-Grade 12 (P12) school context. Some studies have focused on recruiting and retaining teachers in international schools. However, research that explores the intersection of TOC and their perceptions of teaching in international schools is limited. For this reason, this qualitative study sought to explore the lived experiences of TOC in a P12 international school in Southeast Asia referred to as Innovative American Academy (IAA). This study was guided by the following research question: (1) What factors do TOC perceive as supporting or inhibiting their choice to accept and stay in teaching roles at IAA? Data from this study were gleaned from seventeen semi-structured interviews with a sample of TOC who joined IAA between July 2017 and July 2021. By analyzing the data collected through interviews, seven themes emerged that have been generally classed as (1) induction/ mentorship (2) organization conditions (3) leadership support (4) organization culture (5) racial climate (6) other factors including location and (7) emerging themes including culturally responsive practices.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

6

Daniel Joseph Skimin

Dan Skimin a math teacher and Interim Semester Coordinator at Singapore American School. Prior to moving to Singapore in 2010, Dan spent 12 years teaching in Japan, China, Philippines, Senegal, and India. The majority of this time has been spent teaching mathematics. There was with a sprinkling of IB Economics and Business Studies tossed in there.

Dan graduated from Heidelberg University with a degree in Bachelor’s Degree in Mathematics and Education. He also attended Heidelberg University for a Masters of Arts in Education. In a break from teaching, Dan earned a Masters in Business Administration focused on Finance from the Thunderbird School of Global Management.

CULTURAL INTELLIGENCE AND SELF-EFFICACY OF TRIP LEADERS ON SHORT-TERM INTERNATIONAL EDUCATIONAL PROGRAMS Scholars have studied the benefits and ways to improve educational travel for college-age students. There is a gap in the literature on benefits and practices to improve educational travel for high school students. This dissertation reviews the literature on the benefits of this educational travel and identifies ways to improve the quality of the education provided on short-term educational travel. The framework for this study stems from educational travel, cultural intelligence, self-efficacy, and experiential learning. The qualitative study examined the correlation between the Cultural Intelligence Scale, including the factors of CQ (Metacognitive CQ, Cognitive CQ, Motivational CQ, and Behavioral CQ) with the General Self-Efficacy (GSE) scale of the faculty that led the travel experiences. The study’s main results showed that there is a significant positive correlation between a teacher’s cultural intelligence and their self-efficacy. As previous research has shown the positive correlation between self-efficacy and improved student learning, this study concludes that one way to improve student learning on trips is to strengthen the cultural intelligence of the trip leaders.

7

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Darnell James-Edward Fine

Darnell Fine is an experienced facilitator of adult learning, focusing on curriculum, assessment, and culturally responsive teaching. He has led workshops for numerous conferences and schools throughout the United States as well as Asia, Africa, Europe, the Middle East, and South America.

In addition to facilitation, he serves as a curriculum consultant, reviewing manuscripts and curricula for publishing companies, arts organizations, and universities. After earning his Bachelor’s in Africana Studies and Education at Brown University, Darnell obtained his Teacher Support Specialist Endorsement through Georgia State University and his Master’s in Creative Writing in London. Darnell is a 2012 recipient of the Learning for Justice Award for Excellence in Culturally Responsive Teaching and was named a 2021 Emerging Leader by ASCD.

Critical Hope for Culturally Responsive Education: An Improvement Study This improvement study adapted the gap analysis problem-solving framework (Clark & Estes, 2008: Rueda, 2011) as the conceptual framework to identify the performance gaps that keep Anglia Naxos Community School (ANCS, a pseudonym) from reaching its performance goals and to analyze the obstacles instructional leaders and classroom educators face when trying to implement culturally responsive practices. The gap analysis examined three factors: school leader and classroom educator knowledge and skills, motivation, and the organizational factors that act as barriers to organizational change. The study methodology was a qualitative case study that included interviews, observations, and document analysis for data collection. Based on the study’s findings, research-based solutions addressed the organization’s performance challenges. In addition, an improvement plan and evaluations were suggested using the New World Model (Kirkpatrick & Kirkpatrick, 2010).

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

8

David Scott Knuffke David Knuffke teaches kids science at Singapore American School where he also serves as the Chairperson for the high school science department and as a PLC Coach. Prior to this he spent 14 years as a teacher and then as the Curriculum Associate for Science & Technology for Deer Park UFSD in New York.

David graduated from Stony Brook University with a Bachelor’s Degree in Biology. He subsequently earned a Masters of Arts in Teaching Biology and a Masters of Science in Technological Systems Management. He holds Administrative Certification in New York State in both School Building Leadership and School District Leadership. His major professional interests center around the broad pursuit of progressive science education pedagogies with a major focus on NGSS-centered approaches, along with advocacy for intelligent, free, and open uses of educational technology.

THE IMPACT OF COVID-19 ON INSTRUCTIONAL PRACTICES Initial research approaches to investigating the impacts of the COVID-19 pandemic in education have been largely constrained by the ongoing acute nature of pandemic circumstances in which that research has occurred. This qualitative study examines how different phases of the pandemic have impacted the instructional practices of teaching faculty in the high school division of a large, private international school located in Singapore. Aided by the comparatively short duration of online Emergency Remote Teaching that typified the acute phase of COVID-19 impacts in this system, the study provides the perspectives of 17 members of the high school faculty who have served as teachers and instructional coaches for the duration of the pandemic. Using a semi-structured interview approach and subsequent coding of interview transcripts, the study captures participant perspectives around how the COVID-19 pandemic has impacted instructional practices, how shifts in instructional practices have impacted teachers’ ability to address what they consider to be their most authentic teaching practices, and the longevity of adjustments that participants have made to their teaching practices in response to the changing circumstances of the pandemic. Major findings indicate that there have been numerous and varied pandemic-occasioned changes to participant teaching and coaching practices. Many of the practices that participants implemented during the Emergency Remote Teaching phase of the pandemic have abated with the return to in-person instruction, while those practices that are most closely aligned with participant sentiments around the value of focusing on social-emotional well-being categorize many of persistent changes that participants have made in their teaching and instructional coaching work over the duration of their pandemic teaching.

9

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Francesca Cecchi Francesca teaches grade 2 and leads the G2 Social Studies curriculum team at SAS, which she joined in August of 2018. Francesca grew up in the Italian school system and moved to the United States in fourth grade. She started her professional career in New York City public schools and since then, she has been an educator, teacher mentor and instructional coach for the last 23 years across the United States, Vietnam, Hong Kong and Singapore. Francesca holds a Bachelor of Arts degree from Gallatin School of Individualized Study at NYU, a Masters in Elementary School Curriculum Design from Columbia University, and a Masters in Educational Leadership from Hunter College, in NYC. In her past life, she was a dancer, anthropologist and photographer. She now loves exploring the world with her Adam, Sasha and Gaia.

Centering Diverse Funds of Knowledge Towards Reciprocally Beneficial Practices; Peer Practitioners Design a ServiceLearning Framework for an Elementary School Service-Learning is defined and applied in myriad ways across the world. While the roots of this pedagogy lie in the well-intentioned acts of addressing unmet social needs and, in general, helping people, this hasn’t always been the outcome of the interactions. In many cases, engaging in service-learning has led to harmful reproductions of post-colonialism dynamics, saviorism and disempowerment of the service “recipients.” Throughout the last decades, social and pedagogical movements such as multiculturalism, culturally relevant and sustaining pedagogy, and social justice education have led to the evolution of servicelearning, towards a more reciprocally beneficial practice among all service partners. At the heart of this evolving pedagogy is building authentic relationships that reveal funds of knowledge, practicing ongoing critical reflection, and engaging in reciprocally beneficial practices where both parties are co-constructing a project. In addition, this researcher believes in order to design a critically-minded, service-learning framework that fits a unique organizational context, the organization itself needs to apply those concepts in their design process. This researcher believes collaborative action research is the means that can align content concepts to the design process. While research exists on service-learning and on designing frameworks, research that explores the intersection of designing a critical servicelearning framework on the developmental level of elementary aged students is very limited.

Data for this research was gathered through peer-practitioners’ (PPs) reflections after every session (33 reflections), audio-recording of each session totaling 18 hours, and the PPs exit interviews. The six PPs met for 6 sessions, between October 2021 and February 2022.

The analysis of the data resulted in the following six findings: (1) the role of andragogy (2) the role of collaborative action research (3) Funds of Knowledge (4) leadership impact (5) organizational context (6) environmental factors.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

10

Gynelle Deaun Gaskell Gynelle Gaskell joined Singapore American School in 2011 as a grade 4 classroom teacher.

Since 2013, she has served as a Mathematics and Instructional Coach and is currently an Elementary School Math Specialist. In this role, she co-facilitated the ELC-12 Math Review, is currently a member of the ELC-12 math team, and is leading the implementation of the Math Review recommendations in the Elementary School. Prior to joining Singapore American School, she taught in grades 2-5 and served as a Mathematics Teacher Leader and District Mathematics Coach in Colorado. Gynelle also works as a Mathematics Consultant in international schools, is a consultant for Solution Tree, and has worked with the State Department in the Office of Overseas Schools to support international educators in mathematics. She earned a Bachelor of Arts in Behavioral Sciences and a Master of Arts in Curriculum and Instruction with an emphasis in Information and Learning Technologies. She holds certificates as a Linguistically Diverse Educator and as a Math Specialist in International Schools. Gynelle is proud to be a Colorado native but also considers Singapore her home.

The Enactment of Equitable Mathematics Teaching Practices: An Adapted Gap Analysis Ensuring that all children have opportunities to engage in deep mathematical learning is important for our future. Children must learn to value, appreciate, and use mathematics, and see themselves as knowers and doers of mathematics. Teachers are the key to making this happen and to be successful, many things need to be in place. This study revealed several knowledge, motivation, and organizational influences. Teachers must know and understand the goals of mathematics and math teaching, what types of teaching practices support equity in the mathematics classroom and how to enact them, as well as content knowledge and progressions. Teachers also need to have a sense of teacher efficacy as well as collective efficacy to effectively enact equitable mathematics teaching practices (EMTPs).

The organization must support teachers in a variety of ways as well. Identified organizational influences that support teachers’ ability to enact EMTPs included having a common vision and philosophy, providing ongoing professional learning, and having a standards-based curricular resource aligned to the philosophy. In this study, an adapted gap analysis based on Clark and Estes’ (2008) gap analysis framework was utilized to uncover the gaps in the identified knowledge, motivation, and organizational influences that support Grades 3–5 teachers’ ability to enact EMTPs. Six teachers participated in the study. Both assets and needs were determined based on data collected through interviews and observations.

Findings revealed that teachers maintained high teacher efficacy for impacting their students’ learning, but collective efficacy was low. Findings related to knowledge and organization influences all resulted in needs, signaling the importance of this study. Recommendations include developing a vision and philosophy for mathematics, selecting an aligned resource, and providing ongoing professional learning through professional development sessions, coaching and feedback sessions, and time for PLCs to study mathematics teaching and learning together in order to connect theory and practice, and build collective-efficacy through collaborative learning experiences.

11

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Jason Scott Windust Jason Windust is a grade seven mathematics teacher at Singapore American School and is completing his 23re year as a classroom teacher. Next year he will be splitting his time between teaching math in grade eight and being an instructional coach for the SAS middle school math department. Prior to joining SAS, Jason spent time teaching mathematics in the United States, Dominican Republic, China, Indonesia, and Poland. Jason received a Bachelor of Science degree in mathematics as well as a Masters of Arts in Teaching, both from Oregon State University. Despite a twenty year career overseas, Jason still considers Oregon home, returning back to the great city of Corbett to see family and friends each summer.

THE IMPLICATIONS OF A TRACKED MATHEMATICS CURRICULUM IN MIDDLE SCHOOL The purpose of this study was to look at the relationship between tracking students in math into two different tracks beginning in grade six in a private, international school in Singapore and if there was impact of course placement on (1) academic growth while in middle school, and (2) academic outcomes as measured by completion of higher-level courses by the end of high school. Students were grouped by the number of years they took advanced math while in grade six through eight, then the academic growth they made on a school administered standardized test was compared, as well as the number of high-level courses these students eventually completed by the time they graduated from high school. The analysis showed that course placement in middle school had a significant impact in both of these areas. With students placed into the advanced math track showing greater growth and better academic outcomes. The conclusion of the researcher was that within the context of where this study was carried out, that delaying when students are tracked, and creating more flexible pathways for students, may very well lead to greater growth for students that currently have limited access to some of these more advanced courses.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

12

Jee Young Kim Jee Young Kim has been teaching fifth grade at Singapore American School for 10 years. Prior to this, Jee Young taught middle school math and science in the NYC public school system for five years and fifth grade at Asia Pacific International School in Korea for four years. Jee Young holds a Bachelor of Arts Degree in Economics and Education from Barnard College. She has a Master’s Degree in Middle Childhood Education from Bank Street College of Education.

Through her many years of teaching in the elementary classroom, she has found a passion of inspiring learners to love reading and writing. She enjoys using the reading and writing workshop model and has led professional development on it. Jee Young is from Westchester, NY and has also lived in Seoul, Korea. She now considers Singapore home.

REFLECTING ASIAN AMERICAN STUDENTS IN OUR SOCIAL STUDIES CURRICULUM THROUGH CULTURALLY RELEVANT PEDAGOGY: A GAP ANALYSIS The purpose of this study was to conduct a gap analysis to examine the root causes of the organizational problem of the lack of culturally relevant pedagogy that reflects the cultural contexts of Asian American students at Yishun International School (YIS)*. The stakeholders that were focused on in this analysis were YIS social studies teachers from fourth to eighth grade. The analysis focused on the causes of this problem due to gaps in the areas of teachers’ knowledge and skill, motivation, and organizational resources.

The analysis generated a list of possible or assumed influences that were examined systematically to focus on actual or validated causes. The research questions that guided this study were the following: (1) What is the knowledge & motivation needed in relation to teachers to implement culturally relevant pedagogy that reflects the cultural context of Asian Americans in the curriculum? (2) What organizational factors are facilitating and/or inhibiting the enactment of culturally relevant pedagogy for Asian American students? Through a qualitative research approach, interviews and document analysis were conducted to gather the data. Recommendations for the solutions of the knowledge, motivation, and organization influences were given so that the school could better support teachers in implementing culturally relevant pedagogy that reflects the cultural context of Asian Americans in the curriculum.

13

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Jennifer Kae Norman Jennifer Norman joined Singapore American School in 2018 and currently serves as a high school Instructional Technology Coach. Prior to joining SAS, Jennifer has taught and held leadership positions in international schools in Dominican Republic and Costa Rica, as well as, in the USA states of Iowa, Arizona, and Nevada. She also worked in the Seattle Mariners Major League Baseball team Player Development office where she reimagined educational programs to support marginalized Latino baseball players to become strong, dynamic men on and off the field in the Dominican Baseball Academy. She has a Bachelor’s degree in Education from The University of Iowa, a masters degree in TESOL from Lesley University, and a masters degree in Educational Technology from The University of Nevada, Reno. Jennifer is a fan of American football and baseball, is a novice Spanish speaker, and an avid scuba diver. Born and raised in Iowa, Norman currently resides in Singapore, and considers the Dominican Republic home.

TECHNOLOGY INTEGRATION & SELF-EFFICACY OF SECONDARY INSERVICE TEACHERS IN AN INTERNATIONAL SCHOOL The pedagogical argument for integrating technology has many layers. First and foremost, the digital native students are surrounded by technology (Pew Research Center, 2021).

Second, students ask for and need technology to be used in 21st-century learning to expand their access to knowledge (Harrell & Bynum, 2018). Third, reducing time and mental effort to teach and design lessons with educational technology is another benefit as teachers’ self-efficacy increases with each successful mastery or vicarious experience (George & Sanders, 2017). Finally, technology integration adds value to student-centered learning and performance (George & Sanders, 2017). The use and non-use of technology in teacher instructional practices demonstrate potential digital inequalities in students’ educational experiences (Ragnedda & Muschert, 2013).

This study aims to understand the relationship between teacher self-efficacy and technological pedagogical and content knowledge (TPACK) and the possible influences these variables have on integrating technology into pedagogy practices. This research study approaches through a constructivist paradigm, given that the problem has multiple factors used to construct knowledge (Lochmiller & Lester, 2017). Many internal and external barriers cited in the literature possibly contribute to insufficient classroom instruction use of technology (Durff & Carter, 2019; Ertmer, 1999; Hur et al., 2016; Hsu, 2016; Sang et al., 2011). At SAS, high-quality infrastructure, sufficient access to quality devices, and adequate funds for software and applications eliminate external factors. However, the internal factors, including lack of consistent professional learning, low TPACK, low teacher self-efficacy, and negative attitudes towards technology, are still possible factors (Durff & Carter, 2019; Harrell & Bynum, 2018; Hur, 2016). While many factors affect technology integration, researchers and the current literature have labeled TPACK and teacher self-efficacy as the two factors that have the most significant influence on teachers’ instructional practices and intent to integrate technology (Chicioreanu & Ianos, 2019; Durff & Carter, 2019; Harrell & Bynum, 2018; Hur, 2016). This study examines the factors that prevent teachers from using technologies to enhance instruction in the classroom and will focus on understanding the relationships between the variables of teachers’ years of experience, level of participation in technology professional development, TPACK knowledge, technology self-efficacy, and level of technology integration.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

14

Katherine Elizabeth McMullen Katie McMullen is an Instructional Coach at Singapore American School, where she has worked for the last 7 years. Prior to joining SAS, Katie worked as a Literacy Specialist in Washington State for 15 years. McMullen received a Bachelor of Science in Anthropology from Portland State University, her teaching certification from Western Washington University, and a Master’s Degree in Educational Leadership from University of Washington. Although McMullen was born in Idaho, and spent the majority of her career in Washington State, she spends summers in New York where the majority of her family resides. She considers Singapore to be home.

COLLABORATION AMONG INTERDISCIPLINARY TEACHING TEAMS: A GAP ANALYSIS This study aimed to examine the knowledge, motivation, and organizational influences that facilitate and interfere with middle school content area teachers engaging in collaboration to design and deliver interdisciplinary units at Woodlands International School (WIS)* in Southeast Asia. Clarks and Estes’ (2008) gap analysis provided the conceptual and methodological framework for this study and aimed to answer the following questions: (1) What are the knowledge, motivation, and organizational influences that interfere with the Grade Six and Seven content area teachers engaging in collegial collaboration to design and deliver interdisciplinary units? (2) What are the recommended knowledge, motivational, and organizational solutions? Fourteen content area teachers were interviewed using a semi-structured interview protocol. Each interview was transcribed, coded, and organized into themes for knowledge, motivation, and organization. Findings show that the gaps that exist in knowledge, motivation, and organizational influences are intimately interconnected.

Based on the findings, solutions offered to address the challenges were drawn from the research literature. This study begins to help understand the complexity of interdisciplinary collaboration and how organizations can begin to fill the gap. *Pseudonym

15

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Kristoffer Elias David Munden Kristoffer Munden is an innovative educator specializing in project-based and interdisciplinary learning. He is currently an advisor in the Quest program at Singapore American School, a full-day, year-long interdisciplinary program for 11th and 12th grade students. Prior to Quest, Kris taught middle school mathematics and led an interdisciplinary team that piloted flexible learning environments at SAS. Beginning next school year, he will serve as High School Assistant Dean of Student Life. Kris is a third culture kid, having grown up in countries including the Philippines, Egypt, Botswana, the United States. He is an alumnus of Teach For America, and earned a bachelor’s degree in political science from Boston College and a master’s degree in teacher leadership for international educators from the University of Northern Iowa. In his spare time, Kris enjoys skiing, scuba diving, traveling, and exploring the world of food. He documents his adventures on the Instagram account @teachingpoints.

Integrating Project-Based Learning and Work-Based Learning Into a Coherent Program: Is the Sum Worth More Than Its Parts?

The purpose of this mixed-methods study was to learn how alumni of the Explore program at an International School in Southeast Asia (ISSA) perceive the advantages and disadvantages of the project-based learning (PBL) and work-based learning (WBL) aspects of the program and how, if at all, they applied their learning to their lives after completing the program.

Applying a cultural-historical activity theory (CHAT) framework, the study collected data about each of the activity system components to understand how they all contributed to the outcome of application of knowledge and skills after program completion. Students perceived the advantages of PBL to be the development of skills such as time management, problem solving, collaboration, and research skills. They perceived the disadvantages of PBL to be the open-ended nature of projects, some projects lacked authenticity, and they felt that peers in traditional classes learned more content. Students perceived the advantages of WBL to be the development of career skills, that their internship helped them decide on a college major or career, and that they felt they were engaging in authentic work. Disadvantages were mostly limited to lower-quality internships that were not closely aligned with students’ interests and were not engaged in meaningful work. Students also reported having difficulties managing a schedule involving them attending their internships during the school year.

Alumni reported that they were able to apply their learning after completing the program in many ways, including applying their time management and career skills, and feeling a strong sense of preparation for college.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

16

Monica Beatriz Gonzalez Monica B. Gonzalez joined Singapore American School (SAS) in 2018 and currently serves as a K-5 Spanish world language teacher. She has over 24 years of teaching and leadership experience in public and international schools. Monica has taught all elementary school levels as a bilingual and dual-language (Spanish-English) multiple subjects teacher in grades K-5.

She has also served as a Lead Teacher in various school districts and as a Mentor Teacher through California State University, San Marcos. She has also taught adults English as a Second Language (ESL). She earned double-majors in Psychology and Spanish Literature from California State University, Long Beach, and studied at the Universidad Complutense de Madrid. She earned her BCLAD (Bilingual, Cross-Cultural, Language and Academic Development) Multiple Subjects credential and Master of Arts degree in Bilingual Education from National University, San Diego. She is a member of the Kappa Delta Pi, the international honor society in Education. Monica’s passion is teaching and motivating children to become independent and lifelong learners. Aside from teaching, she enjoys spending time with her family and friends, reading, cooking, and traveling.

Critical Hope for Culturally Responsive Education: An Improvement Study This improvement study adapted the gap analysis problem-solving framework (Clark & Estes, 2008: Rueda, 2011) as the conceptual framework to identify the performance gaps that keep Anglia Naxos Community School (ANCS, a pseudonym) from reaching its performance goals and to analyze the obstacles instructional leaders and classroom educators face when trying to implement culturally responsive practices. The gap analysis examined three factors: school leader and classroom educator knowledge and skills, motivation, and the organizational factors that act as barriers to organizational change. The study methodology was a qualitative case study that included interviews, observations, and document analysis for data collection.

Based on the study’s findings, research-based solutions addressed the organization’s performance challenges. In addition, an improvement plan and evaluations were suggested using the New World Model (Kirkpatrick & Kirkpatrick, 2010)

17

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Shabari Karumbaya Shabari Karumbaya has been an elementary learning support teacher at the Singapore American School for 18 years. Prior to this, she worked for five years at the American International School in Chennai, India and set up their learning support department. She also volunteered as a drama teacher and taught in remedial centers for children with learning disabilities in India. Shabari initially trained as a psychologist and has a Masters in Applied Psychology from Madras University. She realized that her true passion was in teaching students with learning disabilities and subsequently completed an MEd. from the University of Minnesota in the US, after which she vowed never to live in sub-zero temperatures. She is a third culture kid and an army brat with strong family ties to India, where she grew up. Shabari loves to read and dabbles in travel writing as it brings together her love of new experiences, meeting people from different cultures, history, politics, random trivia and food. If she wasn’t a teacher, she would be a perpetual student.

THE IMPLEMENTATION OF RESPONSE TO INTERVENTION: AN ADAPTED GAP ANALYSIS A high percentage of students in the United States do not attain basic reading and math proficiency and are at risk for school failure. Only 35% of 4th graders nationwide were proficient or above in reading and 41% were proficient or above in math (NCES, 2019). In 2019, two million students dropped out of school (NCES, 2019) and data shows that school dropouts have lower median earnings, higher unemployment rates, poorer health, higher rates of institutionalization, rates of criminal activity and have a higher reliance on welfare (Leven & Belfield, 2007; NCES 2019)). With such severe and lifelong consequences for school failure, there is a need to ensure that students have the skills and knowledge to succeed in college and beyond. Response to Intervention (RTI) is a reform effort that aims to address these issues and it also helps identify students with learning disabilities who may require more intensive support. However, educators are challenged to make RTI work due to lack of clarity and consistency in their school’s systems and supports (Braun et al., 2020).

The Clark and Estes (2008) Gap Analysis framework was used to understand knowledge, motivational and organizational influences impacting teacher implementation of RTI in a private international school.The stakeholders that were the focus of this gap analysis were homeroom and learning support teachers teachers in grades Kindergarten through Second Grade. Two qualitative methods of assessment were used in the study: semi-structured interviews and document analysis of the school’s Support Services Review. Interview transcripts were coded thematically. Document analysis examined commonalities and discrepancies from themes found in the interviews. Themes that emerged from interviews were that teachers valued RTI, were motivated to continue to persist with RTI and felt that it was worth implementing in schools. In order to strengthen RTI implementation, the school needs to ensure that all teachers understand the purpose of RTI and the essential components that should be seen in RTI implementation. Furthermore, teachers need training in using evidence-based interventions and progress monitoring. There is a need for greater alignment between grade levels, clarity on RTI tiers and processes and continuous evaluation of the implementation of RTI. Recommendations include setting up a multidisciplinary team to lead out RTI implementation with fidelity.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

18

Shuna Sun Shuna Sun has been teaching K-2 Chinese as a World Language Program at Singapore American School for 15 years. Prior to this, Sun taught Chinese at Canadian American School for four years, held the position of Senior Assistant Director at Nanyang Technological University for two years, and taught English in China for ten years. Sun holds a Bachelor of Art in Education from Yantai Normal College China, a Bachelor of Science in Psychology from Edith Cowan University Australia, and a Master in Business from Western Sydney University Australia.

Originally from Yantai Shandong China, Sun calls Singapore and Yantai home.

DEVELOPING A STANDARDS-BASED CHINESE CURRICULUM IN INTERNATIONAL SCHOOLS: A GAP ANALYSIS FOR EAGLE AMERICAN SCHOOL International schools are independent of the governance of the ministry of education of the host countries. Despite the fact that it is a great advantage to design curricula as the schools and teachers wish, there appears also a need for guidelines, standards, and benchmarks for curriculum design. At Eagle American School (EAS), the Preschool-12 Chinese curricula were teacher developed and school based. This study sought to understand the Chinese teachers’ perceptions about developing a standards-based Chinese curriculum as a World Language Program at EAS. This research was structured using Clark and Estes’ (2008) KMO (knowledge, motivation, and organization) framework, and were guided by the two following research questions: (1) What is the current status of the Chinese teachers’ knowledge, motivation, and organizational resources with regards to developing a standards-based curriculum? (2) What are the recommendations for organizational practice to create a standards-based Chinese curriculum at EAS? Data for this study were collected from a sample of nineteen Chinese teachers from elementary, middle, and high school at EAS. By analysing the data generated from focus groups, semi-structured interviews, and written responses to research questions, there appeared knowledge gaps, especially declarative and procedural knowledge, motivational gaps in terms of self-efficacy, expectancy-value, and equity. There were also organizational barriers in terms of cultural setting and cultural model. Recommendations were made according to the analysis of the gaps. And an implementation plan and evaluations were suggested using Kirkpatrick and Kirkpatrick’s (2010) new world model. *Pseudonym

19

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Timothy Michael Trainor Tim Trainor joined Singapore American School in 2013 and currently serves as the head of Advanced Studies, coordinating the school’s Advanced Placement and Advanced Topics programs. Tim has taught for 18 years and arrived at SAS from the American School of Paris, where he worked as the high school math department chair. He continues to be passionate about math education and is looking forward to taking on a new role next year as an instructional coach. Tim has a Bachelor’s and Master’s degree in Chemical Engineering from Imperial College, London, and is an alumnus of the Teach First program in the UK. Together with his wife, Melissa, he spends most of his spare time wrapped up in the outdoor adventures of their two boys, Alex and Jack.

Managing Leadership Transitions in an International School Context This study explored how a P–12 school, identified as The American International School (AIS) for this study, plans for, manages, and supports principal and assistant principal successions and examined how recently appointed principals and assistant principals experienced their transition into their new roles. Senior school leaders involved with the process of planning, managing, and supporting principal and assistant principal succession were interviewed, as were principals and assistant principals who commenced their roles during the 2020–21 and 2021–22 school years.

After an analysis of the data gathered through 11 semi-structured interviews, the following seven themes emerged: A culture of growth and feedback, the dimensions of effective school leadership at AIS, building and nurturing strong leadership teams, developing future school leaders, managing leadership succession at AIS, new leader socialization supports, and new leader perceptions of their transition. The findings from this study showed that AIS was committed to developing its leadership capacity internally and that a more intentional approach to succession planning was emerging. Models of distributive leadership were found to be an effective support for the school’s leadership pipeline when steppingstone roles were strategically designed to develop the facets of leadership necessary to succeed at the next level. Findings from the study also suggest that intentionally designed steppingstone roles helped to extend the window of professional and organizational socialization, resulting in a smoother transition for internally promoted school leaders.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

20

Wendy Lynn Windust Wendy Windust is a Grade 8 English Language Arts Teacher in her sixth year at Singapore American School. This year marks her 21st year of teaching overseas. Prior to joining SAS, Wendy spent time at schools in the Dominican Republic, China, Indonesia, and Poland. She received a Bachelor of Arts degree in English from Oregon State University and a Master of Arts in Teaching from George Mason University. In her spare time, she loves getting into a good book, spending time in nature, and hanging out with family.

Critical Hope for Culturally Responsive Education: An Improvement Study This improvement study adapted the gap analysis problem-solving framework (Clark & Estes, 2008: Rueda, 2011) as the conceptual framework to identify the performance gaps that keep Anglia Naxos Community School (ANCS, a pseudonym) from reaching its performance goals and to analyze the obstacles instructional leaders and classroom educators face when trying to implement culturally responsive practices. The gap analysis examined three factors: school leader and classroom educator knowledge and skills, motivation, and the organizational factors that act as barriers to organizational change. The study methodology was a qualitative case study that included interviews, observations, and document analysis for data collection.

Based on the study’s findings, research-based solutions addressed the organization’s performance challenges. In addition, an improvement plan and evaluations were suggested using the New World Model (Kirkpatrick & Kirkpatrick, 2010).

21

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

Ying Chu Ying joined Singapore American School in 2011 and served in various roles: world language teacher and PLC chairperson, Chinese immersion teacher, PLC chairperson, and PLC coach.

Ying is an experienced facilitator of adult learning, focusing on second language and literacy development, dual language immersion pedagogies, linguistically and culturally responsive teaching, coaching, and leadership. Prior to SAS, Ying taught in underserved public schools, designed and implemented language institute programs for prestigious private schools; and co-founded a Mandarin immersion school in New York City. Besides K–12 education, Ying has professional values, knowledge, skills, and a vision of supporting and enhancing the opportunities, resources, and capacities of people through health education and promotion, social work practice, and community leadership. She had worked as a bilingual health education specialist in a community health center and a program director at New York Foundation for Senior Citizens. Ying holds a B.A. from Beijing International Studies University and obtained her masters from Columbia University. Ying is committed to exploring and expanding thinking, blending theory with practice, and creating and sustaining a culture of transformative learning, continuous improvement, and courageous love in the pursuit of a smarter, healthier, and more equitable world.

IMPLEMENTING CHINESE-ENGLISH DUAL LANGUAGE IMMERSION PROGRAMS IN INTERNATIONAL SCHOOLS: A STUDY FOR AN INTERNATIONAL SCHOOL IN SOUTHEAST Asia Dual language immersion (DLI) is a form of bilingual education in which students are taught literacy and content in two languages (Center for Applied linguistics, 2021). Dual language immersion programs (DLIPs) have proliferated rapidly in North America and worldwide due to demographic shifts and the fast pace of globalization. Extensive research has demonstrated that DLIPs provide academic and cognitive benefits for all students, regardless of their native language or socioeconomic status (Gleason, 2014; Jong, 2016; Lee & Jeong, 2013; Li et al., 2016). Well-designed and implemented DLIPs promote linguistic, cultural, and racial equity for students, schools, and communities (DeMatthews & Izquierdo, 2016). The purpose of this qualitative study was to examine the process, and promising leadership practices in implementing high-quality Chinese-English DLIPs in international schools. This qualitative study analyzed data from ten semi-structured interviews with program leaders from seven peer international schools where DLIPs have been successfully implemented. Two overarching themes surfaced from the interview and document analysis data. The first theme revealed that DLIP implementation was a systematic process requiring extensive planning, structuring, and step-by-step procedures. Four temporal phases with detailed critical steps and strategies were identified to guide program implementation. The second theme indicated that linguistically and culturally responsive leadership was key to program success in realizing the core goals of dual language education. Four leadership competencies were uncovered to describe DLIP leaders’ knowledge, skills, actions, and dispositions. The findings of this study addressed many of the critical areas of the knowledge gap in DLIP implementation, international education, and Chinese-English DLIPs in the international school context.

SAS

COHORT

US C

DOCTOR AL

COMME NCE MENT

C EREMO NY

22

Yuri (Yuan) Liu Yuri Liu joined Singapore American School in 2018 and has worked with the Chinese immersion program for four years. She has worked in the USA, China and Singapore as a researcher, teacher, instructional coach, and program director in PreK-G16 since 2006. Prior to her journey in Singapore, she was director of the Chinese immersion program at a K-G8 public school in Portland, Oregon. For many years, she directed the STARTALK language programs funded by US Federal grants and developed teacher training programs for PreK-G12 Chinese teachers in the USA. She also speaks at international conferences and consults with schools around Asia on implementing engaging, responsive reading and writing instruction. Yuri holds a Bachelor of Arts in Teaching Chinese as a Foreign Language from East China Normal University, and two Masters from the University of Oregon - Master of Science in Educational Methodology, Policy and Leadership and Master of Arts in Applied Linguistics. She is a Shanghai native and calls both Shanghai and Portland home indefinitely.

EXPLORING CULTURALLY RELEVANT PEDAGOGY IN A CHINESE IMMERSION PROGRAM: A GAP ANALYSIS Dual-language immersion programs in international schools are growing rapidly. Current studies agree that language immersion education aims to achieve high academic performance, bilingualism, and biculturalism. However, limited research has addressed the development of cultural competence through dual-language immersion education (Freire & Valdez, 2017). Immersion educators work with diverse student populations in international schools. While researchers propose that immersion programs investigate adopting culturally relevant pedagogy to help students increase cultural competence and affirmation of their home cultures, few studies exist to support immersion teachers with implementation of culturally relevant pedagogy in their classrooms. This study will adopt the Clark and Estes (2008) Gap Analysis Model to identify the knowledge, motivation and organization influences on the implementation of culturally relevant pedagogy by Chinese immersion educators in the Chinese immersion program of an international school. This study employed a qualitative design composed of semi-structured interviews, observations of professional learning community meetings, and documentation analysis. Findings from this study indicated 11 influences on the problem of practice in the areas of factual, procedural, and metacognitive knowledge, value and self-efficacy, resources, cultural model, and cultural setting. These influences were used to develop evidence-based recommendations to address the knowledge, motivation and organization causes impeding the enactment of culturally relevant pedagogy in the Chinese immersion program. This study concluded with a training program developed using the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) to implement the recommendations proposed through the study.

23

SAS

COHORT

US C

DOCTOR AL

COMME NCE M ENT

C EREMO NY

About SINGAPORE AMERICAN SCHOOL

About USC Rossier School of Education

Education in the past has been good at making kids fit the mold: the IB mold, the AP mold, the IGCSE mold. The mold often says what is possible and what is not. Singapore American School, however, is giving students possibilities like never before with personalized learning, new course offerings, and passion pathways.

Students at SAS find their true selves rather than letting a system define who they can become and how far they can go.

Possibilities don’t make school easier, but they make it different and provide personal awakenings for kids who are looking for more.

The direction SAS is taking reflects what made us one of the most desirable international schools in the first place.

Singapore American School is known for an unmistakable culture of excellence, extraordinary care, and possibilities. We nurture in our students a passion for and commitment to deep intellectual and personal exploration. SAS students grow up in a community where every student learns at high levels, every student is known and advocated for, and every student personalizes their learning.

SAS

COHORT

US C

DOCTOR AL

Classes in education at University of Southern California (USC) began in the 1890s. The Department of Education was established in 1909, and the School of Education was established in 1918.

The mission of the USC Rossier School of Education (pronounced “ross-EAR”) is to prepare leaders to achieve educational equity through practice, research and policy. We work to improve learning opportunities and outcomes in urban settings and to address disparities that affect historically marginalized groups.

We teach our students to value and respect the cultural context of the communities in which they work and to interrogate the systems of power that shape policies and practices. Through innovative thinking and research, we strive to solve the most intractable educational problems.

The USC Rossier School of Education is part of the University of Southern California, one of the world’s leading private research universities. Located in the heart of Los Angeles, USC offers students a rich urban environment in which to learn, as well as many international opportunities for research and study. At USC, students come from all 50 states and 110 countries, including more than 5,000 international students each academic year.

COMME NCE MENT

C EREMO NY

24