International Professional Development Partnerships (IPDP) Consortium

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  Zambia: Teaching and Cultural Immersion

  Darnelle Hillard, Jasmine Pena, Jourdan Summers, and Tamiel White

  As Childhood Education majors at Buffalo State, we chose to participate in the IPDS–Zambia program to broaden our pedagogical perspective and gain firsthand experience with education in a different cultural context. Having grown up in the United States under our education system, we were eager to observe how Zambian educators employ creativity and resourcefulness to deliver meaningful instruction despite limited material resources. This experience reshaped our understanding of effective teaching shifting our focus as a whole from reliance on technology to the central importance of relationships, adaptability, and cultural respect.

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  A Comparative Study of Social Interactions in Social Studies Classrooms in Buffalo, New York & Siena, Italy

  Abagail Alex

  Through Buffalo State University’s IPDS (International Professional Development Schools) program, I completed my second student teaching placement in a Social Studies classroom at the International School of Siena. This research study compares social interactions in Social Studies classrooms in Italy and the United States, focusing on how classroom rules and management strategies impact student-teacher relationships, peer interactions, and the overall classroom environment. Findings and conclusions offer valuable insights for educators in Western New York, where classrooms are diverse, and suggest culturally responsive teaching practices that could improve classroom dynamics in the Buffalo area.

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  Evaluating the School Drop-Off Procedure at a Montessori school in the Dominican Republic

  Hannah Alley, Harmoni Brown, Molly Domaradzki, Mya Jones, Zoe LaPress, and Sarah Zakeri

  A positive drop off can set the foundation for the school day. Some common behaviors at drop off time are: -crying or tantrums -clinginess or anger. Reasons for these challenges include: -difficulty regulating emotions -the child’s personality -situations at home including big events or changes -sleep routines -the parent’s attitude about school and the separation

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  Comparative Study of the Development of Citizenship in the U.S and Germany

  Michael Brooks

  This project explores how the concept of citizenship is developed within Waldorf schools in two distinct cultural contexts: the United States and Germany. Rooted in the foundational principles of Waldorf education which emphasize global citizenship and responsiveness to the challenges of contemporary society, this study investigates how educational environments shape students’ understanding of citizenship in both theory and practice. The research was conducted at Aurora Waldorf School in West Falls, NY, and Rudolf Steiner Schule Nürtingen in Nürtingen, Germany. Using IRB-approved observation and interview protocols, I observed classroom instruction and conducted follow-up interviews to gather deeper insights into both explicit and implicit approaches to teaching citizenship. Observations focused on classroom materials, instructional practices, and the general environment. Interviews addressed how teachers define, teach, and assess citizenship within their curricula. This comparative study is significant in its potential to reveal how different cultural and educational frameworks influence the cultivation of democratic values, social responsibility, and global awareness among students. The findings may offer practical implications for educators seeking to strengthen citizenship education across diverse school models.

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  The Importance of Inclusive Playgrounds at Schools and in Communities

  Hailee Cipollina

  Most, if not all schools have students with disabilities and the school provides these students with accommodation, modifications and services that they need. The one thing most of these schools do not have is appropriate equipment on playgrounds for their students with disabilities. Playgrounds at schools often are on ledges, have rough surfaces like woodchips and play equipment that is not safe or suitable for students with disabilities. This can be specifically difficult for students with physical disabilities who can’t access equipment like slides or swings on a noninclusive playground. This research will dive into how inclusive playgrounds at schools will benefit all students, families and the community.

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  Teacher Perception of Standardized Curricula in Colombia

  Zoe Dudzic

  Standardized curricula are frequently critiqued for limiting professional autonomy. Despite extensive preparation in pedagogical best practices, teachers' enacted instruction is often constrained by externally imposed, scripted programs. In contexts like New York State, these curricula are explicitly designed to align with high-stakes standardized tests, directly shaping classroom practice toward assessment outcomes. Seeking to contrast with U.S.-centric, test-focused frameworks, this study investigates how teachers in a Colombian multilingual school perceive and enact internationally sourced, standardized curricula within their specific local context.

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  Classroom Management Procedures in Elementary Schools in the USA and Colombia

  Marley Gertler

  This research examines classroom management procedures in elementary schools in the United States and Colombia, highlighting how cultural and educational contexts influence first-grade classrooms. By comparing these approaches, the study explores their impact on maintaining instructional focus and minimizing disruptions. The findings contribute to a broader understanding of global practices, equipping educators with diverse strategies to enhance learning environments.

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  Adapting Instruction in Germany: Differentiation Strategies in Diverse Classrooms

  Grace Hull

  This study explores differentiation in German public and special education schools. Special schools, with smaller classes and specialized training, provide individualized, systematic instruction. In contrast, public schools face large class sizes and limited resources, leading to surface-level differentiation such as ability grouping. While grouping strategies appeared across settings, personalization was deeper in special schools. Hands-on and movement-based activities were common in public classrooms, enhancing engagement. Findings emphasize the impact of class size, teacher preparation, and support on the effectiveness of differentiation in meeting diverse student needs.

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  Social Work Observations in Santiago, Chile

  Alana Jacowitz

  It is extremely important to understand the past 50 years of Chilean political history to grasp the strength, resilience, and community in Chile. In 1970, democratically-elected President Salvador Allende gained control of Chile. His government was overthrown in a military coup in 1973, led by General Augusto Pinochet. (It is worth noting here that the US government spent around $3 million campaigning against Allende, according to CBS). Allende died during the coup. The following 17 years of Pinochet’s dictatorship were marked by widespread human rights violations, including imprisonment, torture, and the disappearance of thousands of suspected opponents—many of whom were from working- and middle-class backgrounds. Nevertheless, goodness persisted, and a new president was elected by the Chilean population when democracy was restored in 1990. This marked the beginning of a period of incredible growth- which can be seen in the country today. Chile is covered in beautiful art, and locals are warm-hearted and kind, despite this tragic recent history.

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  Exploring SEL in International Inquiry-Based Music Classrooms

  Cameron Juzdowski

  From March to May of 2025, I travelled to Siena, Italy to fulfill half of my student teaching requirements with The Michael and Nancy Chicola International Professional Development Schools Consortium. During this eight-week program, I taught music at the International School of Siena in elementary and secondary inquiry-based classrooms. This study examined how elements of social-emotional learning (SEL) manifested in an inquiry-based, international music classroom. Specifically, I wondered what elements of SEL could be observed within the inquiry music classes in Siena.

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  Christopher Columbus in the US and Colombia

  Declan Morrow

  This survey investigated the differences in the teaching of the Italian explorer Christopher Columbus across lingual and cultural boundaries. By examining educational systems and curriculum in both the United States and Colombia, this study aimed to identify how historical narratives surrounding Columbus are framed. A focus was also placed on identifying differences between the systems and any potentially Eurocentric perspectives. The survey looked at the influences of national identity, cultural values, and historical interpretation in shaping the portrayal of Columbus in the American and Colombian classrooms. Through this cross-cultural analysis, the study contributes to a deeper understanding of how historical figures can be taught differently across local values, ideologies, and cultural experiences.

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  Foreign Language Instruction in Germany and the Influence of Multilingualism on Literacy

  Rachel Pokornowski

  As part of Buffalo State University’s IPDS (International Professional Development Schools) Germany program, I was granted the opportunity to spend two weeks observing in various schools around Stuttgart, Germany. This study focuses on the methods and practices used to teach English (foreign language) in German schools, and the quick rate at which students appear to pick up the language. The findings of this study could be beneficial to schools in the United States as they may consider using similar practices to teach foreign languages, which would in turn increase students’ literacy skills.

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  Intriguing Factors in Chilean Classrooms

  Estefany Vargas

  This project reports on student interactions in formal and informal settings at three schools in Santiago, Chile. Of specific interest was the relationship between culture and off-task behaviors in the Chilean context. Observations were conducted during classroom visits and recess as part of the IPDS Chile program. To gather additional information, group conversations with the students and teachers took place. Reflection was used to analyze the information gathered and consider the implications for my practice as a future educator.

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  Teaching Beyond Borders: A Black Educator’s Experience in Chile with IPDS

  Ciera Watson

  This project explores my experience as a Black woman and Childhood Education major participating in the International Professional Development Schools (IPDS) program in Chile. Through classroom visits, cultural immersion, and reflective practice, I gained a deeper understanding of global education, equity, and the value of diverse learning environments. I also discovered how teaching abroad can expand culturally responsive pedagogy (Ladson-Billings, 1995) by highlighting the importance of connecting instruction to students’ cultural realities and advocating for equity in global contexts.

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  Germany: Developing Positive Self-Efficacy

  Jarrett Whipple

  Through the Buffalo State University IPDS program, I spent two weeks in Germany observing at a wide variety of primary and secondary schools across several different classes. While initial observations were conducted in the Black Forest, most of my observations were conducted in Stuttgart in the Merz, Hegel, and Immanuel Kant Gymnasiums. This study explores how student self efficacy may be supported and developed through both schools and classroom instructional practices. This research can have positive benefits across grade and class types, as student self perception is relevant across grade levels and subject areas.

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  Social-Emotional Learning Integration in Italian Classrooms

  Rachael Blair

  This study examines how social-emotional learning (SEL) is integrated into Italian classrooms. Specifically, what types of SEL goals, activities, or practices are implemented within the curriculum. The methods used to collect data included reading and analyzing the blogs of other participants of IPDS Siena. Prior to my travels, during my time in Siena, and after returning to the United States, I wrote my own blog posts that have allowed me to reflect on the SEL techniques used in my mentor teacher’s classroom. I also collected field notes while in the school to evaluate how my mentor incorporated and prioritized social emotional learning in her classroom. I conversed with her to gather information on more ways social emotional learning is being applied in other parts of the school year as well as other classrooms in addition to what I had seen in my own placement.

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  Career Exploration Opportunities for DP Students

  Kelsey Chubb

  This study examined the differences in American school systems at the high school level to the International Baccalaureate (IB) Diploma Program (DP) . This study looked at student exposure to extensive amount of information on career clusters, future job options, and life pathways. Although core curriculum in United States schools such as mathematics, science, and English prepare students for common core assessments and state testing, high schools need to spend more time in career exploration for students tailored to their own interests. “A national survey commissioned by The Hunt Institute found that a solid majority of parents of school age children (64 percent) and especially parents of high school students (71 percent) believe having programs and courses that teach job skills for future workforce needs is very important.” (Siddiqi, 2022) The purpose of my research is to show how business classes with a guided and controlled curriculum can be beneficial by guiding students to utilize project-based learning and internships to set themselves up for secondary education or the workforce in a career they are interested in.

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  Benefits of Fostering a Multicultural Classroom Community

  Natalie Gang

  Through Buffalo State University’s IPDS (International Professional Development Schools), I gained experience student teaching at the International School of Siena for 8 weeks in Siena, Italy. This study explored if and how multiple cultures and student backgrounds are integrated into the classroom and the benefits of doing so. Examining how that is done at the International School of Siena, a school with students from various countries, can demonstrate the positive impact of fostering a multicultural classroom community. The results of this research would be beneficial to schools in the United States, as culturally responsive teaching can enhance the learning experience of both the student and teacher.

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  Teaching History at an International School with a culturally diverse student body

  Orianne Simon

  In Siena Italy, my peers and I did research that was conducted in and outside of The International School of Siena. To expand our teaching careers and experiences. My research focused on how teachers teach history curriculum in international schools, where diversity has a significant impact since students travel from all over the world to gain an education. The role of the IB International education is significant in my research to understand how a diverse student body alters the teaching of history and how the curriculum ensures inclusivity for all students without compromising their educational experience.

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  Cultural Differences in Teachers’ Perceptions of Classroom Aggression

  Olivia Bell

  Understand the differing teacher perceptions of relational and physical aggression between the Dominican Republic and the United States. Understand the differences in culture, collectivism versus individualism, between the Dominican Republic and the United States.

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  The Journey of Special Education in Montessori Schools

  Hailee Cipollina

  I am an Exceptional Education major and I’ve always had a passion for learning more about special education. When I found out I was traveling to the Dominican Republic with our International Professional Development School (IPDS) program, I knew I wanted to look at the differences in their special education services and supports that are provided in their Montessori schools and the services and supports provided at a Montessori school in Buffalo.

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  Dominican Republic: Classroom Behavior & Management

  Janinna Farragher

  Behavior and Classroom Management strategies are very impactful educational tools that teachers can use to promote a safe, healthy, and well-rounded classroom environment. When teachers are properly trained to carry out these strategies, they are more likely to have better responses with student engagement and a better ability to deliver appropriate positive or negative consequences. A short-term study regarding teacher and administration perspectives on Behavior and Classroom Management strategies was conducted in schools in Cabarete, Dominican Republic. After interviewing the teachers and administrators, a questionnaire was given to participants asking questions about training, preferences, and strengths and weaknesses in a teacher’s classroom and behavior management strategies. I also conducted observation in the classrooms. The findings of these data will be summarized and will focus on understanding the classroom behavior and management strengths and weaknesses in the Dominican Republic.

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  Child Maltreatment & Teachers Views in the Dominican Republic

  Grace Gallagher

  This study focuses on the knowledge/training teachers have when it comes to child abuse/maltreatment the services provided in the United States and how it differs from the Dominican Republic. It is important for teachers to understand and provide the necessary resources to prevent child maltreatment. There has been little to no previous research done in the Dominican Republic regarding this topic. However, social services appear to be emerging in the Dominican Republic (Parada, Moffatt, Duval, 2007). Additionally, prior research in the U.S. has focused on the knowledge of child abuse and reporting of teachers. For instance, a study conducted in Florida used the Educators and Child Abuse Questionnaire to evaluate early childhood educators’ self�reported knowledge regarding “signs and symptoms of child abuse, reporting procedures, and legal aspects” (Dinehart & Kenny, 2015). It was found that many were unsure of the legal aspects of reporting child abuse,but most have had training, as well as knowledge related to child maltreatment.

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  Benefits of Rhythmic Musical Chanting Used As a Strategy for English Language Learning

  Cameron Juzdowski

  In January 2023 a cohort of eight Buffalo State education students and two professors travelled to Torremaggiore Italy as part of the IPDS Italy Program. This three weeklong program encourages teacher candidates to learn about education practices in Italy. This study examined the benefits that teacher candidates can gain while instructing students whose first language is not English. Specifically, I wondered what happens when rhythmic musical chanting is used as a strategy for English language learning?

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  Behavior Management Systems in American and Italian Schools

  Shania Mitchell

  This is qualitative study examined the behavior management systems used by elementary school teachers practicing in Italy to determine how behavioral management strategies may change based on geographical location. The primary research question was: How does behavior management vary in Italian schools versus American schools? Information was gathered through structured interviews with teachers in both countries; field notes were taken while students were interacting in various environments such as classroom, gymnasium and hallways. Information from the blogs of members of my peer’s cohort were also analyzed. Implications for this research may include positive practices in behavior management that can be applied to future classrooms of my own and shared with my educational colleagues and peers.