Abstract
International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the pedagogical imaginary; a transitional space between the “purity” of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers.
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Charles B. Hutchison and Lynne M. Bailey are Assistant Professors of Education at the University of North Carolina at Charlotte.
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Hutchison, C.B., Bailey, L.M. Cross-cultural perceptions of assessment of selected international science teachers in American high schools. Cult.Scie.Edu. 1, 657–680 (2006). https://doi.org/10.1007/s11422-006-9028-7
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DOI: https://doi.org/10.1007/s11422-006-9028-7