Transition Support for Third Culture Kids: An International School Case Study of the Development and Implementation of a Transition Program

Simple item page
dc.contributor.advisorEdwards, Donald B.
dc.contributor.authorMiller, Scott Thomas
dc.contributor.departmentEducational Foundations
dc.date.accessioned2023-09-28T20:14:55Z
dc.date.available2023-09-28T20:14:55Z
dc.date.issued2023
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/106097
dc.subjectEducation
dc.subjectinternational schools
dc.subjectThird Culture Kids (TCKs)
dc.subjecttransition
dc.subjecttransition programs
dc.titleTransition Support for Third Culture Kids: An International School Case Study of the Development and Implementation of a Transition Program
dc.typeThesis
dcterms.abstractWith a considerable number of families relocating internationally for work, religious missions, diplomacy, or other personal and work-related reasons, a growing international k-12 school community has developed to support the education of internationally mobile students, otherwise known as Third Culture Kids (TCKs). It has been argued in existing literature that to support the challenges related to international transition, and to support the development of strengths for TCKs, international schools should implement transition programs. In this study, I investigate a single exemplary transition program currently offered at an international school. The research questions for this study include: (1) What are the characteristics of the transition program at this international school? (2) How has the international school’s transition program been designed in an attempt to meet the needs of Third Culture Kids? (3) How does the transition program work in practice, and what are the strengths/limitations of the transition program? (4) In what ways and to what extent is the international school’s transition program supporting Third Culture Kids needs and strengths? This qualitative study is informed by data collected in 2023 at an international school in Latin America via interviews, observations, and documents. The findings for this study outline a functioning transition program which addresses the needs of TCKs during each of the stages of transition, address the strengths and limitations of the program, and how a program can be developed to support TCKs.
dcterms.extent295 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttp://dissertations.umi.com/hawii:11855

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Miller_hawii_0085A_11855.pdf
Size:
1.49 MB
Format:
Adobe Portable Document Format
Download

Collections

Ph.D. - Educational Foundations