GEBG has a strong commitment to both furthering research in the field of K-12 global education and to develop research skills amongst our network of global education practitioners, leading the work at their schools. GEBG works to support emerging and practitioner research in the field, and curates relevant findings to improve student learning and empower global educators.
In September 2021, GEBG launched a professionally facilitated fellowship open to educators at GEBG member schools. This year-long fellowship allowed GEBG Action Research Fellows to learn about action research and execute a research project to improve global education practice at their schools, while learning from and with a cohort of peers.
The Action Research Fellows program focuses on global competence development at the K-12 level. Topics might include Assessing Student Global Competence Development, or Faculty Professional Learning for Global Competence Development.
This program provides training in graduate level research methods, leadership and professional growth, in addition to mentorship and personalized feedback. The body of work produced by each fellow is meant to further their own practice, the programming at their institution, and the GEBG community.
Fellows will meet virtually for 90 minutes once a month from October-June, every third Thursday at 3:30-5PM Pacific // 6:30-8PM Eastern.
The cost of participation is $895. As a non-profit, GEBG offers this kind of opportunity to member schools at well below cost.
Dr. Clare Sisisky is a postdoctoral research fellow and adjunct faculty at the Klingenstein Center, Teachers College, Columbia University, where her research focuses on immersive learning, climate action curriculum, and global citizenship education. She is the Executive Director of GEBG and earned her doctorate at the University of Pennsylvania.
Throughout the school year 2022-2023, a cohort of GEBG Action Research Fellows designed and implemented a wide range of research projects at their schools. We would like to congratulate the following Fellows who worked on their research throughout the last school year and we are pleased to share their research topics. Many of them were able to share their research findings with their own school communities during the back-to-school season, at our annual conference, and have plans for continuing to use action research as a tool for furthering global education at their schools.
To what degree, and in what ways, does an integrated arts component on global experiences foster appreciation for cultural differences and instigate in students a profound curiosity about the world?
What is the evidence that as a result of ICGL Travel, the student is able to analyze and synthesize relevant evidence concerning global issues? What is the evidence that as a result of ICGL Travel, the student can recognize and articulate an understanding of differences and perspectives other than their own?
How do global travel programs increase listening skills among Upper School students?
When teaching global studies in a strictly online capacity, what factors outside of the immediate curriculum need to be taken into account to maximise opportunities for high school students to develop cross-cultural communication skills?
Do students report that the pedagogical design of Brewster’s Global Scholar Program provides meaningful, authentic opportunities for learners to demonstrate growth toward the propensity to take action in service of collective well-being and sustainable development?
How does our school’s thematic approach to global issues impact students’ self-reflections on global competencies for each theme (i.e. climate, conservation, waste, and energy).
Identifying the characteristics, skills and mindset of globally competent educators in the context of Sacred Heart Education.
How and if SenseMaker®, a cloud-based research platform rooted in a science-based approach drawing on anthropology, neuroscience, and complex adaptive systems theory, might be an effective tool in building understanding of student journeys of self-discovery relative to the traits outlined in Collegiate’s Portrait of a Graduate.
Throughout the school year 2021-2022, the first cohort of GEBG Action Research Fellows designed and implemented a wide range of research projects at their schools. We would like to congratulate the following Fellows who worked on their research throughout the last school year and we are pleased to share their research topics. Many of them were able to share their research findings with their own school communities during the back-to-school season, and have plans for continuing to use action research as a tool for furthering global education at their schools.
Determining if intercultural dialogue in English with native Arabic speakers in the language classroom impacts intrinsic motivation for Arabic language learning
Investigating faculty understanding of global competence and key concepts across a large multi-campus school
Using thinking routines to assess student global learning outcomes in a 7th grade arts-based virtual exchange with a partner school in Tanzania
Evaluating the short and long term impact of a student travel program in Senegal
Examining school stakeholder understandings of global education.
Implementing and assessing an interdisciplinary middle school collaboration using school global competencies
Identifying and assessing intercultural learning outcomes for students in language and cultural immersion programs
Evaluating design-thinking as a pedagogical tool for student global competence development
Examining effectiveness and impact of using classroom exit-tickets as a formative assessment tool for global competencies
Generating of school-wide shared language related to global education for the creation of competencies
Assessing student global competence development through a limited but immersive virtual exchange program
Designing and implementing a global competence assessment for use across the school’s global experiential programs
Designing assessment tools and data collection with alumni around long-term empathy development through a specific global education program
Measuring the effectiveness of a virtual exchange program between students in the U.S. and Denmark focused on literature
Investigating the development of global competencies for use in the global studies classroom
Determining if and how students develop perspective-taking in a global ethics and leadership course
GEBG frequently publishes data reports on topics relevant to global education at GEBG member schools. Member schools have access to these reports in the GEBG Resource Library as well as through the GEBG Listserv which distributes them. Benchmark data from both GEBG and partner organizations is also included in our annual magazine Interconnected every year.
Every year, GEBG publishes new research in the field of global education as well as research reviews by educators in our annual magazine Interconnected.