References
- Ball, S. J., and D. P. Nikita. 2014. “The Global Middle Class and School Choice: A Cosmopolitan Sociology.” Zeitschrift Fur Erziehungswissenschaft 17 (3): 81–93.
- Belal, S. 2017. “Participating in the International Baccalaureate Diploma Programme: Developing International Mindedness and Engagement with Local Communities.” Journal of Research in International Education 16 (1): 18–35.
- Bunnell, T. 2014. The Changing Landscape of International Schooling: Implications for Theory and Practice. London: Routledge.
- Bunnell, T. 2019. International Schooling and Education in the ‘new Era’: Emerging Issues. Bingley, England: Emerald.
- Dervin, F., and Z. Gross. 2016. Intercultural Competence in Education: Alternative Approaches for Different Times. Cham: Springer.
- Hayden, M. 2011. “Transnational Spaces of Education: The Growth of the International School Sector.” Globalisation, Societies and Education 9 (2): 211–224.
- Hayden, M. 2013. “A Review of Curriculum in the UK: Internationalising in a Changing Context.” Curriculum Journal 24 (1): 8–26.
- Hayden, M., and J. Thompson. 2013. “International Schools: Antecedents, Current Issues and Metaphors for the Future.” In International Education and Schools: Moving beyond the First 40 Years, edited by R. Pearce, 3–23. London: Bloomsbury.
- Hayden, M., and J. Thompson. 2018. “Time for New Terminology?” International School 21 (1): 3.
- Lai, C., Z. Li, and Y. Gong. 2016. “Teacher Agency and Professional Learning in Cross-cultural Teaching Contexts: Accounts of Chinese Teachers from International Schools in Hong Kong.” Teaching and Teacher Education 54: 12–21.
- Lowe, J. A. 2000. “International Examinations: The New Credentialism and Reproduction of Advantage in a Globalising World.” Assessment in Education: Principles, Policy and Practice 7 (3): 363–377.
- Pearce, R. 2013. International Education and Schools: Moving beyond the First 40 Years. London: Bloomsbury.
- Poole, A. 2016. “‘Complex Teaching Realities’ and ‘Deep Rooted Cultural Traditions’: Barriers to the Implementation and Internalisation of Formative Assessment in China.” Cogent Education 3: 1–14.
- Poole, A. 2018. “‘We are a Chinese School’: Constructing School Identity from the Lived Experiences of Expatriate and Chinese Teaching Faculty in a Type C International School in Shanghai, China.” International Journal of Progressive Education 14 (1): 105–121.
- Poole, A. 2019. “How Internationalised School Teachers Construct Cross-cultural Identities in an Internationalised School in Shanghai, China.” Doctoral thesis, University of Nottingham.
- Shaules, J. 2007. Deep Culture: The Hidden Challenges of Global Living (vol. 16). Bristol: Multilingual Matters.
- Stacey, V. 2018. “Chinese Draft Amendment Threatens Investment in International Schools.” The Pie News. https://thepienews.com/news/chinese-draft-amendment-threatens-international-schools/
- Weenink, D. 2009. “Creating a Niche in the Education Market: The Rise of Internationalised Secondary Education in the Netherlands.” Journal of Education Policy 24 (4): 495–511.
- Yemini, M., and A. Fulop. 2015. “The International, Global and Intercultural Dimensions in Schools: An Analysis of Four Internationalised Israeli Schools.” Globalisation, Societies and Education 13 (4): 528–552.
- Zhang, Z. 2015. “Chinese and Canadian Teacher Implement a Hybrid Sino-Canadian Curriculum: A Multiliteracies Perspective.” Teaching and Teacher Education 48: 106–116.