Aug 2026· International Journal of Multicultural Education· Vol 28, pp. 1-14· 0 citations
Abstract
This study examines how four local teachers at an international school in Croatia construct their professional identities, drawing on Varghese et al.'s (2005) identity framework and Wenger's (1998) social theory of learning. Through semi-structured interviews, findings reveal a daily balancing act: Novice teachers seek legitimacy through institutional alignment, while expert teachers reframe distance from the national curriculum as professional growth. The study urges educational policy-makers to develop professional support that recognizes the unique cultural and linguistic capital of local staff in international school contexts.
This constructivist grounded theory study examines how Islamic school teachers adapt social-emotional learning (SEL) curricula for Muslim Middle Eastern American (MMEA) students. Drawing on intensive interviews, focus groups, and graphic elicitation with 20 educators across two North New Jersey USA Islamic schools, thr...
Zenab Eldreny, A. Johnson· International Journal of Mul...· 0 citations
Reflecting on the concept, meaning, and properties of empowerment prompted an analysis of selected forms and areas of academic teachers’ activities. The author examines the factors that support and limit academic teacher empowerment, as well as its various dimensions. Depending on the emotional states that accompany th...
M. Kosiorek· Qualitative Sociology Review· 0 citations
This study examines barriers to women's advancement in leadership in higher education through a comparative analysis of Coventry University (UK) and Kyiv National University of Construction and Architecture (Ukraine). Using the Social-Ecological Model as an analytical framework, the research investigates barriers acros...
N. Herbut, H. Barrett, Alirza Mamedov et al.· Society Register· 0 citations
This paper examines how strategic partnership working can respond creatively to current constraints on language learning in UK (higher) education. Drawing on a case study of the collaboration between the Language Zone, a self-access language learning centre at the University of Leeds, and the 2025 Leeds City of Languag...
Sofia Martinho, Bettina Hermoso-Gómez, C. Schneider· Studies in Self-Access Learn...· 0 citations
By its focus on the African immigrant family, Engaging the Diaspora: Migration and African Families carves its own niche on the migration discourse. It brings together the experiences of African immigrant families as defined by various transnational forces. As an interdisciplinary text, Engaging makes a handy reference...
Unknown authors· 1 citation
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