The The Michael and Nancy Chicola International Professional Development Partnerships (IPDP) consortium is one innovative and strategic response to our collective need to increase global competencies.
Beginning in 1991, the SUNY Buffalo State PDP 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, IPDP was developed by utilizing the existing PDP structures. Through the international contacts of our education faculty, IPDP 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 IPDP 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.
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Teacher’s knowledge/training of Child Maltreatment in the Dominican Republic
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.
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Mental Health Issues Among Children and Adolescents in the Dominican Republic
Alyssia Schwab
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.
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International Professional Development Torremaggiore, Italy
Ella Sturm
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.
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Student Teaching Abroad: What benefits do teacher candidates report after the international experience?
Jennifer Greene
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.
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IB and Special Education: An Italian Case Study
Marita Miller
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.
