The The Michael and Nancy Chicola International Professional Development Schools Consortium (IPDS) is one innovative and strategic response to our collective need to increase global competencies.
Beginning in 1991, the SUNY Buffalo State PDS focused its efforts on local school partnerships to prepare and support educators in the Western, NY region. In recent years the classrooms of our school partners have experienced significant cultural and linguistic changes that reflect national demographic changes. To more effectively prepare new teachers for this changing educational context, IPDS was developed by utilizing the existing PDS structures. Through the international contacts of our education faculty, IPDS was established in 2012 with two short-term, faculty-led study away programs. IPDS now includes PK-12 school partnerships across five continents, including programs for teacher candidates, student teachers, experienced educators, as well as virtual connections.
Each partnership is unique, but the overall purpose of IPDS remains the same – to provide distinctive opportunities for individuals working with children and youth opportunities to globalize their understanding and experience of education, including the education of language learners, through international study and travel.
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.
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.
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.
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.
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?
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.
Andrea Newell and Emily Newell
The purpose of this study was to learn more about the Dominican Republic’s definition of child maltreatment, the types of maltreatment recognized and the services provided for child maltreatment.
Approximately 20% of children and adolescents in the United States have documented mental health issues. However, although we know that about 90% of children with mental health concerns come from low- and middle-income countries, there is very little information regarding the prevalence of mental health issues among children and adolescents living in the Dominican Republic.
Introduction: I had the incredible opportunity to study abroad through the International Professional Development Program (IPDS) in Torremaggiore, Italy. This program allows students to travel to other countries to gain knowledge and experience multiculturalism. Not only did this almost three week trip allow myself to experience just that, I also grew professionally, academically and personally throughout this teaching opportunity in Italy. Immersing myself into a new culture has also helped me meet new people, experience new perspectives/cultural norms, strengthen my ability to adapt, and develop a greater sense of cultural awareness.
Student Teaching Abroad: What benefits do teacher candidates report after the international experience?
With international student teaching opportunities available for preservice teachers in many undergraduate and graduate education programs, it is relevant to understand what the benefits are of traveling abroad. More importantly, in what ways can this type of experience help teacher candidates upon returning from an international student teaching experience. The purpose of this research is to learn how international experience can benefit teacher candidates. This research can help determine what elementary classroom practices regarding cultural diversity are implemented in the U.S. elementary classroom upon return. This research will provide relevant information for teacher candidates to weight the benefits of the international experience. With elementary schools in the U.S. becoming more diverse, teacher candidates much develop strategies to teach these students appropriately and adequately.
During the spring of 2023 semester I had the opportunity to travel with Dr. Renzoni and IPBS to Italy where I completed my student teaching. The program encourages teacher candidates to enhance their teaching experience through not only a different culture but in an Inquiry Based school. This study will examine the differences and similarities of American and Italian IB special education. Specifically, what techniques, strategies, and politics of special education are present in an Italian international IB school. What can learn from this different approach to education and what aspects we can iterate into the American classroom.