International internships can assist pre-service teachers in beginning to build a repository of successful strategies for learning and becoming members of the global educational community. These include school settings and scheduling; use of curriculum and resources; instructional skills and strategies, including lesson planning; and classroom management, including management of student behaviours. The current study examines the reflections of 56 undergraduate teacher education students from Florida who took part in a three-week international internship in Plymouth, UK. The primary purpose of the study was to determine the areas in which the experience had an impact on their pedagogical awareness. Specifically, the research question was: 'How does the short-term study abroad internship impact pre-service teachers' perceptions or understanding of: professional school relationships, and classroom management and structure?' IntroductionInternational internships can assist pre-service teachers in beginning to build a repository of successful strategies for learning and enhance their connection to a global learning community. This paper reports on a three-week internship experience of seven cohorts of teacher education students (N=56) from the University of North Florida (UNF) in partnership with the University College of Plymouth, St Mark and St John. The primary purpose of the study was to determine the areas or ways in which the experience affected the pedagogical perceptions of the interns. It explores how they, as preservice teachers, responded to and reflected upon the obvious and perceived similarities and differences between a UK and a US classroom. The research team -as supervisors and professors interested in the transformational learning of students, both in pedagogy and collegial development -are attempting to explain the impact of practice teaching in a school system which is different in structure, social interaction, curriculum and resources from the school system in Jacksonville, Florida. Pedagogy was selected as a specific area of study to allow the research to focus on more detailed comments regarding the professional aspect of the Plymouth experience.

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The assessment of handicapped and limited English-proficient students of East Asian origin presents a unique challenge for those involved in the task of educational evaluation of these students. Instruments currently used in this process may contain cultural biases and linguistic distortions unknown to those evaluators who are unfamiliar with East Asian cultures and languages. This article discusses how these biases and distortions are present in standardized tests, and offers explanations and suggestions on modifying or eliminating them. Key cultural concepts and linguistic differences are described to assist evaluators in assessing East Asian students appropriately and fairly.

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