xxviii

Introduction

We have chosen this chapter by Sandra Lima Argo to begin our book. This chapter is different from those that follow and complete the book. You will find in this chapter many questions. These questions can inspire, prepare, and question why you might consider taking your educational expertise to another land. You will find in this chapter examples of others’ travels and how the author used those to inform herself. You will also find in this chapter a detailed focus on students’ needs and how those needs might be best met by educators who are globally competent and using curricula prepared for 21st Century learners. We believe this chapter sets the stage for the learning that will follow. Subsequent chapters will answer many of the questions posed by Argo and will provide examples from educators around the world who have moved and been moved by their personal experiences as educators outside their native countries. Enjoy the journey!

WHAT MOVES YOU?

Love brought me here. Love took me to many places. The love for life, for exploring, for discovering, for learning, for trying new things, and for growing personally and professionally moved me from one place to another. The definition of the noun form of the word “move”, according to the Merriam- Webster Dictionary, is “a step taken to gain an objective, the action of moving from a motionless position, or a change of residence or location. As a verb, “to move” means “to go from one place to another, to set in motion, to cause to act, to affect the feelings of, to change position.” Both definitions are applicable for this context. Before each of my moves, as a teacher with the DNA formed by molecules of charts and spreadsheets, I had to dedicate time to plan a safe move. I had to assess all aspects of life and how each of them would be impacted. There was the structural assessment and planning, where I have spent hours to fill up the 5W2H form with reasonable items listed under the columns what, where, when, who, why, how, and how much. Considering that there would be brand new circumstances, each item in my planning had a sub-division: Plan A and Plan B, but depending on the complexity of the item, as a good planner, I tried to have more options in my planning, from A Introduction to, maybe, Z. The structural plan was always flexible and it was the easiest part of the planning to manage. The emotional assessment, however, was more difficult. In each move, the uncertainty and the unknown held hands, invaded my personal space, and resided with me for undetermined time. They brought with them new feelings that I could not list and plan for in response. Some of these feelings I had not felt before while some of them were predictable, yet their intensity was beyond measure. How could I plan what I would feel and what I would do with my emotions? Would I stop a move in my life because I could not control what would come and how I would feel? I have learned very early that planning does not guarantee safety in all areas of your life and that you cannot predict what will really happen. There is much more to be lived and to be learned than what you can see, imagine, and plan. I have found that extraordinary people who have lived wholeheartedly go through the same process: most of the time, they plan a move in their lives and when they are living it, new circumstances and feelings can arise in unpredictable ways. Do those people stop a move in their lives because of what could be unpredictable? What are the required skills to make decisions when living an unpredictable circumstance? What moves them? Amyr Klink, a Brazilian explorer and sailor, was the first man to row solo the South Atlantic from Namibia, in Africa, to Brazil in 1984. In his book, Cem dias entre céu e mar – 100 days between sea and sky (out of print in English), Amyr narrates his journey, his feelings, his struggles, and his perspective of living that challenge. He worked two years planning this journey to be accomplished in one hundred days by himself, rowing a small boat from one continent to another. In the beginning of his journey, when he was trying to leave the offshore of Africa, he lost one of his paddles. Fortunately, he had a spare one. While facing forty-five minutes of “fight with the waves and the wind” to get ahold of the paddle, which was going away quickly because of the strong winds, he said:

I was ready to the worse. As part of a long period in the sea, it would be impossible, eventually, to avoid the worse. So, why not to leave?

Ultimately, my journey will depend on my efforts and dedication, on my decisions and not someone’s else, and I was feeling sufficiently capable to solve all problems that would arise, and that I would find a way out of any circumstances that I would put myself in.

If I was afraid? Whiter than the sea foam, I was pale, completely afraid. But when I noticed I was alone, just me and myself, I suddenly felt calm. I had to start working harder to leave Africa behind, and that was exactly what I was doing. I had to

xxix Introduction conquer the fear, my greatest fear in the journey, I conquered there, in that moment, in the middle of that chaos: it was my fear of never leaving. Undeniably, that was the biggest risk I have taken: the risk of not leaving.

The book says that when Amyr was standing at the Luderitz Harbor, which is in the South of Namibia’s bay, he looked to the sea and he felt “tense, nervous and anxious.” Probably, he thought his fear was the journey, or the vast sea, or even that he might not survive the journey. After he crossed the bay, his last chance to dock was Dias Point, the last part of land in the extreme edge of the African continent in that area. After that, it was just “sea and sky.” Amyr Klink discovered his “greatest fear” while having a chaotic situation, losing a paddle in the offshore. He conquered his greatest fear in that moment, “the fear of never leaving.” He left on his journey and spent exactly one hundred days between sea and sky. In his book, Amyr shares how much he learned about himself, as a professional sailor, about his equipment, the weather, the nature, but especially about himself and his life. While love tried to move me, fear tried to stop me. Like Amyr Klink, once I looked to the vast “sea,” I had to face my first fear, to make the decision to move (and I had to make that decision several times in my life for different types of moves). However later, when I was living a difficult or more complex situation, I would find out which were my real fears. Each time, revealing my real fears to myself gave me a better perspective of who I am and in which direction I am conducting my life personally and professionally. Another extraordinary person who chose to make an extraordinary move in her life was Emma Rowena “Grandma” Gatewood. Gramma Gatewood’s move impacted not only her simple way of living but also brought national attention to an important natural asset in her country, the United States of America. She was a sixty-seven- year-old mother of eleven and grandmother of twenty-three from Ohio, who, in 1954, read an article in the National Geographic Magazine. The article published in 1949 presented the journey of the first man who walked the longest hiking-only footpath in the world, ranging from to – The . Grandma was living alone at that time. Her kids were grown and she had divorced her abusive husband years ago. In the book Grandma Gatewood Ohio’s Legendary Hiker (2012), Kelly Boyer Sagert and Bette Lou Higgins captured some of the impressions that had been written in her diary. Grandma said, “It was funny and I kept thinking no woman had ever hiked the trail by herself before. Why not me? Why couldn’t I be the one? I walked places in my life. How hard could it be?” In 1954, Grandma Gatewood tried for the first time to hike the Appalachian Trail but not far from where she started, she almost fell, broke her glasses, and noticed that she had taken too much weight. She went back home and spent the next year planning her trip without telling her family. This time, she worked a plan to not fail. In 1955, she tried it again, but this time she did it! xxx Introduction

In his book, Grandma Gatewood’s Walk: The Inspiring Story of the Woman Who Saved the Appalachian Trail (2014), Ben Montgomery tells us, when introducing the book for an audience:

Emma Gatewood told her family she was going for a walk and left her small Ohio hometown with a change of clothes and less than two hundred dollars. The next anybody heard from her, this genteel, farm-reared, 67-year-old great-grandmother had walked 800 miles along 2,050-mile Appalachian Trail. And in September 1955, at the top of Maine’s Mount Katahdin, she sang the first verse of ‘America, the Beautiful’ and proclaimed, ‘I said I’ll do it and I’ve done it.’ Grandma Gatewood, as the reporters called her, became the first woman to hike the entire Appalachian Trail alone, as well as the first person – man or woman – to walk it twice and three times. The public attention she brought to the little-known footpath was unprecedented. Her vocal criticism of the lousy, difficult stretches led to bolstered maintenance, and very likely saved the trail from extinction.

Bette Lou Higgings, the artistic director of Eden Valley enterprises, a non- profit organization which produced a movie and a book about Grandma Gatewood, researched her life, talking to her family members. When Higgings interviewed Grandma Gatewood’s son, she learned that “Grandma used to say that the hardest part of hiking the Appalachian Trail was simply making up her mind to do it - and that’s a lesson that we can all take to heart, no matter what we want to achieve.” Higgings (2012) gathered a life lesson from Grandma Gatewood’s extraordinary move:

Grandma Gatewood inspires us to walk boldly into life and to act on our goals. She shows us that we should not be influenced by what others tell us we cannot do. That we can “go for it” and change the world.

A Brazilian explorer and sailor, an American 67-year-old-grandma and hiker, and so many other extraordinary people have lived wholeheartedly and have left their legacies for us. We can learn so much from their stories, not only from what and how they did extraordinary things, but who they were and what it took for them to move, “to go from one place to another, to set in motion, to cause to act, to affect the feelings of, to change position.” Many times, their actions changed the world. When researching people like these, we may find how they planned to do what they did, but, perhaps more importantly, what personal skills they developed through their lives and what personality traits made them unique. Unpredictable events did not stop them. Instead, their fears moved them to courage. Their outcomes created marks in human history. Their personal or professional skills took them beyond others in their time. How did they develop the skills they needed?

xxxi Introduction

As an educator, I try to see life experiences through the lens of the educational field. Many questions come to my mind about the purpose of educating people when I learn about life experiences of people who have created an impact on the history of mankind. I believe that learning about such individuals could help educators to investigate and identify the purpose of what we do as well as how and why we do it. These were ordinary people, like most human beings, until they made their first big moves. In the field of education today, we work to promote learning experiences that will impact who our students are and who they will be personally and professionally. Educating is not just about sharing information or instructions. Those are easy to share quickly and, many times with ‘no filter’ through the internet. To educate the twenty-first century generation, committed educators are looking for ways to understand how to plan so that our students will achieve individual or collective goals. Educators gather around the world to discuss the common purposes in our work with children, teenagers, young adults, and professionals in different careers. Who knows which of these will be the next one to make a move to impact the world in a big way? Considering that their chosen moves could impact their individual lives, their communities, their nations, or the human species, what kind of individual or collective skills are we helping them to develop? Are we, as educators, helping them to become aware of the importance of developing skills that could be used in their personal or professional lives? How are we helping them to know that their moves in life could be the beginning of important change in the world? According to Tony Wagner in his book, The Global Achievement Gap (2008):

In the twenty-first century, mastery of the basic skills of reading, writing, and math are no longer enough. Almost any job that pays more than minimum wage – both blue and white collar – now calls for employees who know how to solve a range of intellectual and technical problems. In addition, we are confronted by exponential increases of readily available information, new technologies that are constantly changing, and more complex societal challenges such as global warming. Thus, work, learning, and citizenship in the twenty-first century demand that we all know how to think – to reason, analyze, weigh evidence, problem-solve – and to communicate effectively (Introduction p. xxii, xxiii).

Wagner (2008) sets the stage for us, educators, to understand that learning experiences of today need to be based on the world in which our students are living. Wagner, in his research, has interviewed “representatives from the New World of Work” and discovered what he calls “the Seven Survival Skills for the twenty-first century: 1- critical thinking and problem solving; 2- collaboration across networks and leading by influence; 3- agility and adaptability; 4- initiative and entrepreneurialism; xxxii Introduction

5- effective oral and written communication; 6- assessing and analyzing information; 7- curiosity and imagination” (p. 1-42). These skills can be learned, practiced and applied in all subjects, including the different sciences and levels of studying. Likewise, they can be used when we are dealing with circumstances in real life, personally and professionally. During a lengthy period, including the years I was in school, teachers focused on developing the “basic skills” to which Wagner (2008) was referring. Curriculum in the sciences focused on developing skills appropriate for that period in history. However, how did the development of the basic skills prepare me to make decisions in life? Were those basic skills enough of a foundation to encourage me to make a move in my life that could impact my world (my family, my community, my country) or the world beyond? According to Allan Glatthorn, Floyd Boschee, Bruce Whitehead and Bonni Boschee, in their book Curriculum Leadership (2016), “The pedagogical concept of education is the art and science of helping students to learn. In helping students to learn, there is a societal philosophy that we are trying to provide young people with the necessary knowledge, skills, and dispositions that will help them to be healthy, informed, and productive citizens. In so doing, the work of education is to envision the future so that they can engage in their world” (p.506). This more contemporary perspective on education will help us to evolve the conception of teaching. Today, we must not teach only content. We must help our students learn how to “engage in their world.” The Seven Survival Skills identified by Wagner (2008) are a reliable starting point when we plan our learning moments with students. However, to live a wholehearted life that impacts the world in tangible ways, like Amyr and Grandma Gatewood, we need more than development of skills. We need moves and the courage to make them. In Curriculum Leadership, in Chapter 2, Glatthorn et al. (2016) present the “Curriculum History, the perspective of the past.” For them, “understanding the history of curriculum development is useful for both scholars and practitioners. It results in a deeper awareness of the extent to which curricular changes are often influenced and are a manifestation of larger forces. It also offers a broader perspective from which to view so-called innovations and reforms, which seem to reverberate with echoes of the past” (p. 40). The larger forces of our rapidly evolving world require from us, educators, a broader view of what we need to develop in our students. In that chapter, they divided the “last 100-plus years of curriculum history” into “nine Educational eras,” and suggest two major observations of the eras: 1- the pace of change, which has become increasingly shorter (from 20 years for each era to less than 5 years for each era); 2- the rhythms and directions of that change, which intertwine with different educational approaches during each era. This timeline helps us to acknowledge that there were always challenges in each Educational era.

xxxiii Introduction

Educators, like me, were schooled in a different Educational era from our students. Thus, we are not naturally equipped to work with a different curriculum from the one that “trained” us. This scenario is challenging for schools and educators as we strive to make decisions about the curriculum and the current needs of our students. In the same book, in Chapter 15 - Individualizing Curriculum, the authors approach Differentiated Instruction as “a unique way of teaching and learning.” It is an approach that starts by considering that “today’s classrooms vary greatly in background, cultures, language proficiency, educational skills, and interests” (2016, p. 518). Taking in consideration the different elements that compose our groups of students, differentiated instruction promotes an opportunity to provide interrelated activities that are based on student needs. This innovative approach has been developed to provide an answer for the needs of the twenty-first century generation. During the last “100-plus years of curriculum history,” we notice the tendency to formulate an ideal program, “a program that could have a balance between the constants (those courses to help all students to achieve essential goals), curriculum variables (special courses determined by the student’s specific educational and career goals), and free electives (courses chosen in response to special interests)” (p. 522). Even tough, we have access to the research which shows that differentiation of teaching and learning has enhanced students’ development, we continue to foster standards-based expectations, working with all students, regardless their abilities, backgrounds, and interests. What is holding us back to move towards our students’ needs to help them to succeed? What is our fear? Are we educating our students, envisioning their future and the world they are engaging? Considering that we are working with the 21st-century generation, we are facing the challenge of synchronizing the direction of education and the learning process with modern, technological pedagogies and curriculum worldwide. According to Glatthorn et al. (2016), “the key is that educators across the globe are becoming internationally interconnected through 21st-century technology. This high level of connectivity is leading to a deepening awareness and deliberate action on the part of improving curriculum globally” (p. 552). We can make changes in education to improve the way we teach and define what our students should learn. No matter where we are in the world, we can join forces with other educators to impact our individual students’ lives. We do not have to isolate ourselves and our students in our classrooms. We can work in partnership with other educators around the world and make our students connections part of our work methodology. This is a possible move for us and for our students. In Wagner’s most recent book, written in collaboration with Ted Dintersmith, Most Likely to Succeed: Preparing our Kids for the Innovation Era (2015), they call on educators to lead the change in our community. They tell us that “unlike global warming, where one person’s impact is just a drop in a massive bucket of carbon, xxxiv Introduction education is inherently local. Someone passionate about changing education can make a difference to a child, class, grade, or school. Local change can inspire national movement. Each of us can contribute to bringing education into the twenty-first century” (p. 221). What does “bringing education into the twenty-first century” mean? How can we contribute to make changes in our community? Are we passionate about changing education? Could our passion move us to “make a difference to a child, class, grade, or school?” Those questions could help us to evaluate how well we understand that our role as educators has changed and must continue to change. A twenty-first century education, which considers the learning process of each individual, and is set up in a context of global connections and global awareness, is capable of developing students who move beyond discrete skills to a holistic ability to act as a global citizen. A global citizen is able to critically examine world issues and life experiences of people from around the world with empathy and understanding. A global citizen understands and appreciates diversity as a strength of human life and communicates with others for the purpose of inclusion. To develop such global citizens from the students we serve, we must first develop ourselves. It takes global citizens to develop global citizens. Do we consider ourselves as individuals to be global citizens? If so, what moves have we made to demonstrate this? When we examine again what Amyr Klink did, we learn from him ‘how much he learned about himself, as a professional sailor, about his equipment, the weather, the nature, but especially about himself and his life.’ We can identify that he needed more than technical skills to accomplish his journey. His venture became a reference in rowing solo in a small boat, causing a change in the sailing world. Grandma Gatewood’s vocal criticism of the lousy, difficult stretches led to bolstered maintenance, and very likely saved the trail from extinction. Her curiosity, courage and determination were outstanding. Her attitude and actions were critical to bring attention to the needs of the Appalachian Trail and cause a notable change in its structure. Amyr and Grandma’s life experiences are just two examples of how ordinary people, using their personal and professional abilities, can cause a change in the world. Throughout human history, we can find many other examples of people who made a move to change the world. The moves we make might change the world, but before that, they change us and enable us to become global citizens. When I examine my own personal and professional experience, I realize that the tough decisions I had to take to move to various places and learn how to live in diverse communities gave me the opportunity to identify personal and professional characteristics that I needed to improve to become a better educator and a global citizen. In each move, I worked in different schools, with different families with unique backgrounds and distinct cultures. Each new context presented new challenges every day. Those challenges helped me to acknowledge my strengths and weaknesses. The most important discovery was the value of developing global competence in myself in order to help students to become global citizens.

xxxv Introduction

In 2002, when researching the concept of metacognition (Hacker, Dunlosky & Graesser, 1998), I first came to understand that the development of “basic skills” was not enough for students to succeed in school and later in life. Metacognition requires more than mental work. It requires an investigative attitude that our team had yet to develop in our students. That awareness was an important step. We were encouraged to define still other abilities needed in our students for success. For nine years, I was the curriculum coordinator of that school, working with a team of seventy-two teachers. The work we developed as a team impacted our lives, the lives of our students, and later, the way many educators in Brazil would work with their students. Together, we influenced a large community of learners. That period in my life caused a huge transformation in my perception of my role as an educator. I now understood that I must first develop myself to be able to work effectively with my students and my team of teachers. In 2010, I moved to the United States, and learned more about the concept of global citizenship. My first year in the country as I experienced a new system of education, I visited schools in Oklahoma, Texas, California, North Carolina, and . I had the privilege to talk with teachers, curriculum coordinators and school principals and watch classes in many different classrooms around the country. I could see firsthand that American psychologist, Carl Rogers, was absolutely right when he attested to the three characteristics that help teachers create an effective learning environment: “respect, empathy and authenticity.” Among these teacher characteristics, Rogers noted that the most important is “to be yourself.” In Learning Teaching (1994), Jim Scrivener affirms Carl Rogers’ work and emphasizes that “respect, or empathy, or authenticity are not clothes to put on as you walk into the classroom, not temporary characteristics that you take on for the duration of your lesson” (p. 8). Instead, we must model personal and interpersonal skills, technical skills, the use of technology, and the willingness to connect globally consistently and with integrity as we work to be the best version of ourselves as professional educators. Carl F. Hobert, in his book Raising Global IQ: Preparing Students for a Shrinking Planet (2013) has developed what he calls “Global Intelligence Quotient,” the development of skills that could lead our students to international diplomacy. He says that “we can teach the next generation to break through historic patterns of destructive isolationism and militarism if we use intelligence not as a military tool, but as an educational and cultural imperative for deepening mutual understanding and connection. We have greater sources than any generation in history – dynamic and creative teachers, cutting-edge technology and students who understand this technology, travel options (including local, national, and international), and funding sources.” (Introduction, p. xix) We have the responsibility to develop ourselves and to help our students to develop skills that could impact the world’s social and political issues. xxxvi Introduction

Those skills together form the global citizen and his global competence. According to the Asia Society, global competence is the possession of knowledge, skills and dispositions to act creatively on issues of global significance. The Asia Society, in partnership with the Teachers College, at Columbia University, and World Savvy, have developed a matrix with the core components of global competence: core concepts, values and attitudes, skills, and behaviors. The matrix presents that a globally competent individual will have a well-rounded education which will prepare him/her to investigate world issues. As a permanent learner, a global citizen will continuously improve his/her global competence according to the evolution of the world. There are numerous examples of educators around the world making a change in their own lives, in their individual students’ lives, or in their communities. These educators understand the importance of developing global competence in themselves and in future global citizens. As permanent learners, we need to improve ourselves continuously, allowing ourselves to evolve personally and professional. The development of our skills is an open-ended process. However, we must acknowledge our need for improvement. We must challenge ourselves to be pushed out of our comfort zone. Amyr and Grandma Gatewood, and many other extraordinary people, left their comfort zone, used their skills, developed new skills, pushed themselves to conquer their fears, faced the challenge to live their journey wholeheartedly, and impacted many lives. Their life experiences proof that any ordinary people can make a move to impact the world. The love that caused me to move brought me here. It has pushed me completely out of my comfort zone. It brought me where I am today, where I live, where I stand in life: what I chose to be personally and professionally. It has taught me that there is so much more to learn. It has taught me that for me to live in the 21st century I need to dare myself greatly (Brené Brown, 2012) and to face my fears in the “vast sea.” It has made realize that life is good and life is short. Our lives in global community are temporary and while we are here, we must do our best in each move we make to cause positive changes in the world we share. The love brought me here continues to move me every day. And you? What moves you?

Sandra Lima Argo Liaison America, USA

Sandra Lima Argo is an educator-entrepreneur who has developed a passion for international studies throughout her career. In Brazil, her birth-country, she worked in K-12 schools in distinct roles, and as a consultant for educational institutions. Her passion took her to other countries to study and improve her understanding about Education. In Brazil, she is licensed as a language and literature teacher and has an MBA in Project Management. In England, she is licensed to teach English as a foreign language

xxxvii Introduction

(EFL). In the US, she has a degree in Management and Leadership and is graduating in December/18 in her Master’s Degree in Educational Leadership. “To live, to study and to work abroad were perfect opportunities to learn to have empathy for those who get out of their comfort zone to embrace the unknown. We are in a period when empathy is a key for connections and respectful relationships.”

REFERENCES

Almeida, L. R., Bruno, E. B. G., & Christov, L. H. S. (2012). O Coordenador Pedagógico e a Formação Docente. São Paulo: SPÇ Edições Loyola. Almeida, L. R., & Placco, V. M. N. (2012). O Coordenador Pedagógico: provocações e possibilidades de atuação. São Paulo: Edições Loyola. Bagin, D., Gallagher, D. R., & Moore, E. H. (2012). The School and Community Relations (10th ed.). Needham Heights, MA: Pearson, Allyn and Bacon. Brown, B. (2012). Daring Greatly, how the courage to be vulnerable transforms the way we live, love, parent and lead. New York, NY: Avery. Bureau of Education and Cultural Affairs. (n.d.a). Exchange Programs. Study abroad opportunities for U. S. high school students. Retrieved on 07/27/2017 from http:// exchanges.state.gov/us/high-school Bureau of Education and Cultural Affairs. (n.d.b). Exchange Programs. Study abroad opportunities for U. S. teachers. Retrieved on 07/27/2017 from http://exchanges. state.gov/us/program/fulbright-hays-program Corey, B. (2016) Love Kindness. Carol Stream, IL: Tyndale. Filmaffects. (n.d.). Trail Magic – the Grandma Gatewood Story Trailer. Retrieved on 07/27/2017 from https://www.youtube.com/watch?v=sd1uqeL78bw Fisher, D., & Frey, N. (2007). Checking for Understanding, formative assessment techniques for your classroom. Alexandria, VA: ASCD. Freire, P. (1970). Pedagogy of the Oppressed. New York, NY: Continuum. George, D. (2016). Cuba, through the eyes of an American children. Retrieved on 07/27/2017 from https://www.washingtonpost.com/local/education/cuba- through-the-eyes-of-american-children/2016/04/20/f5a8c150-01b6-11e6-b823- 707c79ce3504_story.html Glathorn, A., Boschee, F., Whitehead, B., & Boschee, B. (2016). Curriculum Leadership, strategies for development and implementation. Washington, DC: SAGE.

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Hobert, C. F. (2013). Raising Global IQ, preparing our students for a shrinking planet. Boston, MA: Beacon Press. Kawolics, K. (n.d.). Hiking the Appalachian Trail – Emma Gatewood oldest female hiker. Retrieved on 07/27/2017 from https://www.youtube.com/ watch?v=nzuPS93m2K8 Klink, A. (2005). Cem dias entre céu e mar. São Paulo: Companhia das Letras. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: research based strategies for increasing student achievement. Alexandria, VA: McRel, ASCD. Montgomery, B. (2014). Grandma Gatewood’s Walk, the inspiring story of the woman who saved the Appalachian Trail. Chicago, IL: Chicago Review Press. Rasmussen, L. (2015). Cross-culture competence: engage people from any culture. Retrieved on 07/27/2017 from http://www.globalcognition.org/cross-cultural- competence/ Ripley, A. (2013). The smartest kids of the world: how they got that way. New York, NY: Simon & Schuster. Scrivener, J. (1994). Learning Teaching. Oxford, UK: Macmillan. Stollings, J. (2015). Why connecting generations matters (and how to do it). North Charleston, SC: Createspace. Wagner, T. (2008). The Global Achievement Gap. New York, NY: Basic Books. Wagner, T. (2012). Creating Innovators, the making of young people who will change the world. New York, NY: Scribner. Wagner, T., & Dintersmith, T. (2015). Most Likely to Succeed, preparing our kids for the innovation era. New York, NY: Scribner. Wordier Than Thou. (n.d.). Ben Montgomery discuss Grandma Gatewood’s Walk. Retrieved on 07/27/2017 from https://www.youtube.com/watch?v=7OtuMQOHzcA

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