International Mindedness in Practice: The Evidence from International Baccalaureate Schools

Autor/inn/en	Hacking, Elisabeth Barratt; Blackmore, Chloe; Bullock, Kate; Bunnell, Tristan; Donnelly, Michael; Martin, Susan
Titel	International Mindedness in Practice: The Evidence from International Baccalaureate Schools
Quelle	In: Journal of Research in International Education, 17 (2018) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240918764722
Schlagwörter	Metacognition; Advanced Placement Programs; Multilingualism; Cultural Awareness; Educational Policy; Case Studies; Evaluation Methods; Student Evaluation; Educational Improvement; Educational Practices; Citizenship Education; Transfer of Training; Focus Groups; Student Attitudes; Interviews; Administrator Attitudes; Cross Cultural Studies; Online Surveys; Parent Attitudes; Teacher Attitudes; Teaching Methods; Foreign Countries; United Kingdom; United States; Qatar; Jordan; Finland; Indonesia; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mehrsprachigkeit; Multilingualismus; Cultural identity; Kulturelle Identität; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Schulnote; Studentische Bewertung; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Training; Transfer; Ausbildung; Schülerverhalten; Interviewing; Interviewtechnik; Cultural comparison; Kulturvergleich; Elternverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Großbritannien; USA; Katar; Finnland; Indonesien
Abstract	International Mindedness is an overarching construct related to multilingualism, intercultural understanding and global engagement (Hill, 2012). The concept is central to the International Baccalaureate (IB) and sits at the heart of its education policies and programmes. The aim of this research study was to examine systematically how schools offering International Baccalaureate programmes (so-called IB World Schools) conceptualise, develop, assess and evaluate International Mindedness (IM), and to understand related challenges and problems, with a view to improving practice in schools. Nine case study schools, identified as being strongly engaged with IM, were selected for in-depth scrutiny of their practice and thinking related to IM. Conclusions from this study will also inform on-going debate on other similar global initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01