Date of Award


Document Type

Campus Access Dissertation

Degree Name

Doctor of Philosophy (PhD)


Education/Leadership in Urban Schools

First Advisor

Wenfan Yan

Second Advisor

Zeena Zakharia

Third Advisor

Shirley Tang


The number of Chinese international students studying at the US secondary schools had been increasing for 15 years and hit the peak in 2016. International education has been constructed and impacted by larger political and economic contexts. Considering the compound of the covid-19 pandemic, strained US-China relationship, and anti-Asian violence, resorting to the power of international education and the power of teachers is an essential step to rebuild the confidence in humanity, corporation and justice. Among all educational resources, teachers play a critical role in students’ learning. Attention to narratives of teachers is important for not to lose sight of their experiences and voice. To examine US teachers’ reflective practices toward supporting Chinese international students’ learning, I ask the questions: on what factors in life and teaching experiences do US high school teachers reflect in relation to teaching Chinese international students? What changes have they made to teaching practices? Employed the digital storytelling integrated narrative inquiry method and guided by critically reflective thinking and social constructionism theories, the research found that each participating teacher constructed their knowledge and practices in teaching Chinese international students through different ways. Contextual factors, derived from family, education experiences, language learning, cultural background, institutional support, and exposure to international education and international experiences, have shaped teachers’ knowledge and practices in teaching Chinese international students. Reflected on their life teaching practices, the participating teachers have made changes in curriculum, pedagogy, evaluation, and ways of approaching Chinese international students.


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