Introduction

This volume of Frontiers contains through-provoking articles, essays and book reviews that span a number of important areas in the field of education abroad. The authors provide useful insights into critical topics and deepen our understanding of the experience of our student sojourners. Shames and Alden of The Landmark School provide an overview of and present their own research on a critically important topic for education abroad: the impact of study abroad on identity development in students with learning disabilities and/or attention deficit hyperactivity disorder. The number of students with learning disabilities participating in study abroad has grown dramatically in recent years, and it is essential that we better understand these students and the nature of their study abroad experience. The authors suggest that some of the distinctive features of study abroad programs may contribute to positive identity development in these students. A study of North American students in Israel and the relationship between various aspects of their experience presents useful data not only for understanding Israel as a study abroad destination, but also other areas of the world where heritage study abroad, language learning, and ethnic identity interrelate. Donitsa-Schmidt and Vadish explore important relationships between study abroad elements that often influence student learning, and in so doing shed light on how the study abroad experience in Israel influences students’ identities, attitudes, and Hebrew language proficiency. In his article examining returning study abroad students, Hadis present his research on the determinants of “academic focusing” gains that we often observe in students returning from abroad, thereby contributing to our understanding of the experience of re-entry. Utilizing multiple regression and path analyses, he describes and analyzes student growth in terms of “Academic maturation” and the cluster of factors that contribute to their placing a priority on their academic work when they return from abroad. Using US models for understanding the international student experience, Grayson examines the experience of international students in Canada in his pilot for a three-year research study. This valuable study compares the experiences of domestic students with those of international students, and also the relationship between their experiences and outcomes. This research provides useful information regarding the factors that impact student