Dr. Kyung Hee Kim
Kyung Hee Kim (PhD, Educational Psychology, University of Georgia; MA, Counseling Psychology, Korea University; BA, German/English Education, Kyungpook National University) is an Associate Professor of Educational Psychology at The College of William and Mary. She previously taught at Eastern Michigan University and the University of Georgia, after having taught English in middle and high schools in Korea for over 10 years. Dr Kim has published over 70 journal articles and other scholarly writings; she trains parents and teachers around the world to foster creativity in children. In July 2010, her study “The Creativity Crisis” featured in Newsweek along with her written assessments of sample creativity tests in a companion article ‘How Creative Are You?’. This opened a national and international debate, which indicated that the U.S. has experienced a general overall decline in creativity since 1990.
Dr Kim is featured in national and international news outlets including The Washington Post, The U.S. News & World Report, The Wall Street Journal, Time, The Metro World News (England), Superinteressante (Brazil), Periodista La Tercera (Chile), Korrespondent (Ukraine), The Globe and Mail (Canada), and others. Dr Kim serves on the editorial board of the International Journal of Creativity and Problem Solving and the Psychology of Aesthetics, Creativity, and the Arts, and on the advisory board of The Creativity Post. She is the Chair Elect of the Creativity Network of NAGC. She is the author of the book, Gardening CAT: Creative Climate, Creative Attitude, Creative Thinking. She is also first editor of the book, Creatively Gifted Students Are Not Like Other Gifted Students: Research, Theory, and Practice.
Dr Kim has received many honours and distinctions that recognise her scholarly contributions including: 2012: The 2012 Torrance Lecturer from the Torrance Center and the College of Education at the University of Georgia; 2011: The Early Scholar Award from the National Association for Gifted Children (NAGC); 2009: The Berlyne Award from the American Psychology Association (APA); The New Voice in Intelligence and Creativity Award from the University of Kansas and the Counseling Laboratory for the Exploration of Optimal States; 2008: The Hollingworth Research Award from NAGC; 2005: The Doctoral Student Research Award from NAGC; The E. Paul Torrance Graduate Student Research Award from the American Creativity Association (ACA) and others.
Dr Kim is in high demand both nationally and internationally as a speaker and a trainer on various topics involving Creativity. She was a keynote speaker at the European Council of International Schools (ECIS) Administrators Conference in Istanbul in May 2011. In 2012, Dr Kim was a keynote speaker for the University of Georgia, the University of Richmond, the 2012 American Creativity Association Conference in Philadelphia, and the ECIS Teachers Conference in Nice. During 2013 she has undertaken speaking engagements and creativity training for school teachers in South Africa, and she was the keynote speaker for the Near East South Asia Council of Overseas Schools Conference in Bangkok.
Mary Langford (MA International Education, University of Bath; BA Latin American Studies and Spanish/Portuguese, University of Texas) has worked for over 30 years in international schools based in England, Spain, Greece, Switzerland and France offering British, US, Spanish, Saudi Arabian and International Baccalaureate curricula. She has experience as a Head of School, Principal, Teacher, and as Director of Communications, Alumni and Admissions, and has served on 8 accreditation teams for the European Council of International Schools, the New England Association of Schools and Colleges, Middle States Association of Schools and Colleges, and the International Baccalaureate Organisation. She first moved internationally at the age of two and during her childhood attended 8 schools in 3 languages (English, French and Spanish). Her MA dissertation, Internationally-Mobile Children and International Schools, was partially funded by a grant from the European Council of International Schools (ECIS).
Her articles on Third Culture Kids, international education, and family global mobility have been published in Britain, Europe, the Far East, and the USA. She was a contributing author in International Education: Principles and Practice (Routledge, 1998), The ECIS Essential Guide for International School Teachers and Marketing and Development in International Schools (John Catt Publisher, 2002 and 2011), part of the ECIS Effective International Schools series. She has featured in the New York City Parent Review and she is a consulting editor and writer for The Good Schools Guide and Good Schools Guide International. Ms. Langford is also a regular feature writer for American in Britain magazine and has written book reviews for IS Magazine and The Journal for Research in International Education.
She has presented and led workshops for a wide range of organizations including The Association of International Schools in India (TAISI), Swiss Group of International Schools (SGIS), European Council of International Schools (ECIS), Nordic Network of International Schools, English Language Schools Association of France (ELSA), European Association of Relocation Agents, Chartered Institute of Linguists (UK), Foreign Service Youth Foundation (US), Diplomatic Families Service Association (UK), Outpost London (Royal Dutch Shell), University of Bath, London International Schools Association (LISA), Independent Schools Council (UK), international women’s clubs, and parent teacher associations in the UK, Belgium, Spain, Turkey and Cuba. She has been interviewed for newspapers, radio and television on the subject of international education and the effects of mobility on children and families, and was featured on the first ‘Meet the Expert’ for the Financial Times www.ft.com live online discussion on International Education.
Ms Langford was the Deputy Executive Director of ECIS where she managed and developed the ECIS certificate programs including the International Teacher Certificate Program (ITC) in partnership with University of Cambridge International Examinations (CIE); the International Leadership and Management Program (ILMP) in partnership with Fieldwork Education and the National Association of Head Teachers (UK); and the Sustainable International Schools Governance Program (SISG) which she developed with Adele Hodgson. She served as an instructor at ITC Institutes for ‘Transition and Mobility Issues’ and ‘Language Issues: Second Language and Mother Tongue’, and led sessions for both the ILMP (characteristics of international schools) and SISG residential programmes (international school admissions). She was also responsible for the ECIS Fellowship Award, the Margaret Sanders Scholarship Nomination, and 32 ECIS Professional Committees. While she was at ECIS, she led a two-year process which led to International Baccalaureate credit recognition from 6 universities in the UK, US and Australia, and recognition of the International Teacher Certificate as equivalent to the IB Teacher Certificate, Level 1 – the first non-university pathway.
During her career, Ms Langford has visited nearly 80 international schools in the Far East, South and Southeast Asia, North Africa, Europe and North, Central and South America. Since founding Langford International Education Consultancy in 2012 she has worked as an independent advisor to schools, families and companies in the area of school career and selection for students, admissions, and managing successful international transition and mobility. Current clients also include two start-up international/bilingual schools in Europe and the University College Zealand in Denmark where she is a visiting lecturer on international schools and education for the International Teacher Education for Primary Schools (ITEPS) programme. She continues to work with the Good Schools Guide Advice Service, and she is an examiner with University of Cambridge International Examinations for the ITC.
Debra Rader (MS Ed in Instructional Leadership, University of Illinois at Chicago; BS Ed in Elementary Education, Keene State College; Certification and Post Baccalaureate Studies in Special Education, University of Kentucky; Principal Training Center Certificate; Cambridge ESOL CELTA) has taught in public and independent schools in the United States, and worked in international schools as a Teacher, Administrator and Educational Consultant over the past 25 years. She was a Principal at international schools in London and Florence where she successfully led the school through IB Primary Years Programme authorization.
Ms Rader became interested in the field of transition through her experience of working with internationally mobile children and their families in international schools, and as a result of her own mobile experiences. She developed a model for Transition Education and has become a specialist in this area presenting numerous workshops on Transition Education and Transition Programming in International Schools at the European Council of International Schools (ECIS) Conferences and at the Swiss Group of International Schools (SGIS) Conference on Transition. She has also presented numerous transition and repatriation workshops for faculty and parents at international schools and with corporate families. She has worked with faculty and parents to establish transition teams, middle school students to develop a welcome pack for their peers, and conducted Writers’ Workshops with children based on the theme of transition.
Debra is co-author of New Kid in School: Using Literature to Help Children in Transition (Teachers College Press, 2003), a professional resource for educators of children from K-5. This resource is often referenced in the ECIS International Teacher Certificate strand on Transition and Mobility. Ms Rader is one of the authors of The Essential Guide for Teachers in International Schools (ECIS, 2002) and has written for ‘iS’ Magazine (ECIS). She was also a contributing author (‘Addressing Transition and Mobility Issues with English Language Learners in the Early Childhood Years’) in Welcoming Linguistic Diversity in Early Childhood Classrooms: Learning from International Schools (Multilingual Matters, 2011). Ms Rader was the Founding Director of Teaching and Learning at the Bilingual School of Lucca, a new bilingual school that opened in Lucca, Italy in September 2013. She is currently writing a new book on developing international-mindedness and global citizenship in children, and is teaching English to Italian children and adults.
Creativity has always figured largely in her work with children, particularly as a teacher and administrator in international schools offering the International Baccalaureate Primary Years Programme (IBPYP), a dynamic, inquiry-based approach to learning in which developing creativity is a key value.
Debra will be presenting a session ‘Easing Transition with Second Language Learners’ at the ECIS ESL and Mother Tongue (ESLMT) Conference in Amsterdam in February 2014.