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This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a “soft option”, the study defines “restorative consequences” within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation.

This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP’s perceived lack of accountability. It defines “restorative consequences” within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values.

In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the “with” approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations.

The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international schools. The potential for reputational damage to RP exists if policies lack comprehensive detailing and troubleshooting for varied classroom scenarios. Teacher testimonials carry significant weight, necessitating greater involvement in RP training and research. International schools face unique challenges in achieving staff “buy-in”, requiring culturally responsive training to overcome Western-centric perceptions. The clash of RP with authoritarian cultures poses challenges, emphasising the need for clear values.

While the exemplary RP policy reviewed is from a large, well-supported school district, this may not apply universally, particularly in international schools with diverse affiliations. To safeguard RP’s reputation, detailed policies addressing classroom nuances are crucial. Recognising the influence of teacher testimonials and involving educators in RP training and research is pivotal. International schools face a unique challenge in ensuring staff alignment with RP, requiring culturally responsive training to dispel Western-centric perceptions. Acknowledging RP’s clash with authoritarian cultures, schools must establish clear values. Drawing from educational theorists, future RP research should explicitly explore the consequences–RP relationship, enhancing the understanding of the SDW

The research’s social implications emphasise the need for transparent and detailed RP policies to prevent reputational damage and rejection. Recognising the influence of teacher testimonials, active involvement of educators in RP training is crucial. For international schools, culturally responsive training is vital to overcome Western-centric perceptions and ensure staff alignment. The study underscores the challenge of RP conflicting with authoritarian cultures, emphasising the importance of clear values. Furthermore, it advocates for a nuanced dialogue on the consequences–RP relationship to enhance understanding within the SDW. These implications stress context-specific and inclusive approaches for effective RP implementation in diverse educational settings.

The research offers significant originality by addressing the underdeveloped literature on the role of RP in international schools. It contributes novel insights by defining “restorative consequences” within the RP framework and examining the interplay between consequences and RP in school policies. The comparative evaluation of Responsive Classroom and RP adds a distinctive dimension, guiding international school leaders in transformative decision-making. Moreover, the study advocates for a culturally responsive approach, challenging Western-centric perceptions. This unique focus on consequences, accountability and cultural considerations positions the research as a pioneering contribution, offering valuable perspectives for effective RP implementation and policymaking in diverse educational settings.

The purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.

In total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers.

The learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability).

These findings focus only on the positive learning experiences of undergraduate international students in one Australian university.

The study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.

Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.

The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.

This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.

The purpose of this paper is to investigate international students’ willingness to communicate (WTC) in US university classrooms, focusing on the role of classroom environment. International students in higher education have great economic and academic impacts, studying their WTC in classrooms facilitates their learning and speaking of English and helps them better participate in class activities and acclimatize to schooling in their adopted cultures.

Survey data were collected from 50 Chinese undergraduate students who took English as a second language (ESL) class at a large Midwestern university. Four students participated in follow-up interviews.

Results revealed that in ESL classrooms, confidence and motivation had a direct impact on WTC, classroom environment had an indirect effect on WTC through the mediation of motivation and confidence. Qualitative analysis also showed that classroom environment greatly impacted WTC in both ESL and general classrooms, and teacher factors were most important.

These results have direct pedagogical implications for teachers serving international students in higher education.

This study facilitates the understanding of the previously under-studied influence of classroom environments on WTC, which has direct pedagogical implications. WTC research focuses predominantly on language learning classrooms, this study initiates an extended exploration of WTC in language learning as well as general classrooms.

The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.

The authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.

The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.

This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.

Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.

This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

As an interruption to existing nationalistic and neoliberal frames, teachers are beginning to embrace cosmopolitanism to ground literacy instruction. The purpose of this chapter is to explore the possibilities and tensions of using a cosmopolitan approach to literacy instruction. This chapter presents a qualitative study of interviews with 24 educators from the United States, Belize, and China to examine curricular and instructional choices educators report using to promote students' global meaning-making and cosmopolitan worldviews. Findings include three themes: situated relevance, glocal connections, and intercultural collaboration. Participants reported that creating a welcoming environment and promoting equality in the local classroom is foundational to teaching students at the local or global level. Teaching global literacies included teaching about similarities and differences locally and internationally and making local–global connections on issues of importance to the students. Also, participants reported that for students to engage in global meaning-making, they needed to dialogue and collaborate with people from different countries. While the findings present possibilities, the discussion approaches the data through the lens of potential challenges. Some participants reported first helping students move beyond ethnocentric thinking and stereotypes through reflexive exercises so that students could constructively interact with peers cross-culturally. However, not all participants taught reflexivity or with a critical lens. This study may bring awareness to educators as to curricular choices and instructional processes that hold promise for promoting students' global meaning-making.

This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition.

This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school.

The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions.

The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.

The Coronavirus disease 2019 (COVID-19) pandemic has profoundly altered the zeitgeist of American higher education. Currently, these institutions struggle to find safe and creative ways to reopen in the fall. While the debate is mainly focused on the reopening possibilities, one area of the university experience is profoundly impacted and overlooked: the study abroad programs. The chapter overviews the role and importance of international education for American higher education institutions (HEI) and explains the pandemic’s profound disruption. The chapter will review how institutions reacted, first reactively and then proactively. This chapter will argue for adopting technology not just as a tool to save the immediate study abroad offerings but as a catalyst for change. In the post-pandemic world, universities need to create more robust and agile international experiences for students using alternative formats, facilitating shorter travel experiences, more cultural exposure through technology, and allowing more options for international faculty and students to participate in the life of the college. Universities have an invaluable opportunity to rethink their international offers and approaches, working with the assumption that students will still want to travel (even more than before) and that international travel will eventually resume operations.

This study aims to consider how lesson study (LS) supports international graduate assistants (IGAs) teaching in settings that are culturally different from their own prior experiences as learners.

The authors used a single-case design to understand LS, including two IGAs and a domestic GA teaching at a US university. Data sources include audio recordings and field notes from LS sessions and lesson observations, data collected from online interactions, and individual interviews.

Qualitative analysis indicates IGAs felt their instruction improved as a result of participation, and they incorporated instructional practices aligned with norms in their new context. Through practical work with a narrow focus, IGAs collaborated with one another and with a more-experienced other. This created a context that reduced IGAs' cognitive dissonance, resulting in transformative teacher learning.

The findings suggest LS might provide supports for transformative learning for IGAs and other teachers, especially when they experience cognitive dissonance, such as that caused by culturally different classroom expectations.

This paper speaks to the identified need for supporting IGAs' understanding of values and norms undergirding pedagogy in their new contexts.

This chapter explores the impact of cultural adjustment on international student recruitment and first-year success. The research design consists of a full-year cohort follow-up qualitative methodology study using both undergraduate and graduate students, as well as a two-part interview process and survey of both faculty and service providers, which included 100 research participants. Researchers identified factors associated with international student recruitment and success and how they are being addressed by the research site institution. Recommendations for professional practice are discussed, along with potential areas for further research.