Introduction and Literature Review Final.docx

BUILDING INTERNATIONAL MINDEDNESS IN ELEMENTARY SCHOOL 1

What does International Mindedness in an Elementary School Look Like?

Adam Foster Carlin

California State University San Marcos

Summer 2013


Thesis Abstract

In today’s society it is imperative that educational leaders promote international mindedness in

their schools. Globally competent students are able to investigate the world beyond their direct

environment, recognize perspectives, communicate ideas effectively with diverse audiences, and

take action to improve conditions. Students should have opportunities to learn in a way that will

best prepare them for the path they choose (Boix-Mansilla & Jackson, 2011). As all national

schools shift towards embracing the common core standards we have an opportunity to reflect on

our own teaching methodologies and focuses.


Table of Contents:

Abstract 2

List of Tables 4

List of Figures 5

Chapter 1 Statement of the Problem 7

Chapter 2: Literature Review 13

Chapter 3: Methodology 27

Chapter 4: Data Analysis 31

Chapter 5: Findings 58

References 73

Appendix 1: Learner Profile of the Primary Years Programme 78

Appendix 2: International Mindedness Survey 81


List of Tables

Table 1. Correlations between the Survey Questions on International Mindedness in IB Schools

52

Table 2. Categorization of Questions 53

Table 3. Sheffe's Contrasts for Average Teacher Responses 56

Table 4. Correlation Matrix for Teaching and School Variables 58

Table 5. Average Responses Based on Length of IB Accreditation 60

Table 6. Wordle for International Themes Coded 64


List of Figures

Figure 1. The IB Primary Years Programme Curriculum Model 18

Figure 2. Years of Teaching Experience Graph 32

Figure 3. Years of IB Teaching Experience Graph 33

Figure 4. Years of IB Accreditation Graph 34

Figure 5. Student Demographics Graph 35

Figure 6. Free and Reduced Lunch Graph 37

Figure 7. School has a clear effective written statement as it relates to the promotion of IM

Graph 38

Figure 8. My School’s Philosophy and Objectives Graph 39

Figure 9. My School’s Curriculum and Materials Graph 40

Figure 10. Professional Development Responses Graph 41

Figure 11. Administration Measures Teacher’s Ability Responses Graph 42

Figure 12. Accountability System Measures Teacher’s Ability Responses Graph 43

Figure 13. Teacher’s Efforts to Infuse IM Responses Graph 44

Figure 14. View of IM in Curriculum Responses Graph 45

Figure 15. Commitment to IM Responses Graph 46

Figure 16. Understanding of Mission and Objectives Responses Graph 47


Figure 17. Comfort with Incorporating International Themes Responses Graph 48

Figure 18. Students Study Abroad Opportunities Responses Graph 49

Figure 19. Students Language Opportunities Responses Graph 50

Figure 20. Students Understanding of Global Citizenship Responses Graph 51

Figure 21. Average teacher response for each of the Categories divided by Focus 55

Figure 22. Average teacher response for each of the Categories divided by Focus 56

Figure 23. Wordle for Defining IM 61

Figure 24. Wordle for IM Characteristics 62

Figure 25. Wordle for Explaining IM 63

Figure 26. Wordle for International Themes 64


Chapter One: Statement of the Problem

Our world’s community is rapidly evolving and changing. “When I was growing up, my

parents told me, ‘Finish your dinner. People in India and China are starving’. I tell my

daughters, ‘Finish your homework. People in China and India are starving for your job’” (Pink,

2005b). Our children and students face new challenges and a world that is dramatically different

than ours. According to the U.S. Bureau of Labor Statistics:

Economic globalization has been far-reaching and intensive since WWII. World trade

has increased more than a thousand-fold in that timeframe, with soaring foreign

investment and global corporations dominating many sectors. Technology has enabled

traders to track global financial information and shift assets instantaneously, and barriers

such as tariffs on goods and services have been removed. Developing countries, in

particular the "BRIC" group of Brazil, Russia, India, and China, now play a more

significant role. In this more integrated system events quickly ripple through the rest of

the world, as demonstrated by the U.S. economic housing crisis in 2007 (housing prices

had also ballooned in many other countries) and the current EU debt crisis (“Book

reviews, Monthly Labor Review Online, December 2011,” n.d. p.5).

In today’s society 21st century learners have higher expectations than ever before. Not

only are students asked to master traditional curriculum, but also skills such as global

awareness, civics, health, business, and entrepreneurship. After graduating, students are

expected to collaborate, interact, and work with culturally diverse people in a variety of


environments (Howland, 2012). Educators need to respond to the increase in international job

markets and overall growth in global connectivity. “Schools must align classroom atmosphere

with real world environment by infusing 21st century skills into their teaching and learning

process. Skills such as problem solving, innovation and creativity have become critical in

today’s global economy. One needs to understand that the knowledge-based economy cannot

flourish without a proper education system” (Gates, 2005 p 2)

“Estimates of the number of engineers, computer scientists, and information technology students

that obtain 2-,3-, or 4-year degrees vary. One estimate is that in 2004, China graduated about

350,000 engineers, computer scientists, and information technologies with 4-year degrees, while

the United States graduated about 140,000. China also graduated about 290,000 with 3-year

degrees in these same fields, while the United States graduated 85,000 with 2- or 3-year degrees.

Over the past three years alone, both China and India have doubled their production of 3- and 4-

year degrees in these fields, while the U.S. production of engineers is stagnant and the rate of

production of computer scientists and information technologies doubled (Committee on

Prospering in the Global Economy of the 21st Century [National Academies], 2006, p.16).

As educators, how do we best prepare our students not only to be positive members of

our society but also to be able to compete in a more globally connected world? Would 21st

century learners benefit from curriculum and environments that promote more global awareness

and understanding? As the world is rapidly evolving schools have an opportunity and

responsibility to reflect on their own teaching methodologies and focuses.


School organizations such as International Baccalaureate (IB) and Asia Society already

assert that they actively promote the development of international mindedness (IM) at their

school sites to prepare students to be active global citizens. According to the IB Organization,

IM is at the heart of the IB program (Hill, 2012). The IB Learner Profile represents a range of

attributes that contribute to international mindedness, as these traits lead “members of the school

community to respect themselves, others, and the world around them” (“IB Primary Years

Programme at a glance,” n.d. p 3). IB programs also encourage a “constructivist approach” that

consists of the interplay of inquiry, action, and reflection. This approach prompts students and

members of the school community to engage in their environments, both locally and globally.

IB asserts that in these “authentic learning communities” around the world the divisions and

boundaries among local, national, and global concerns are becoming blurred; therefore, students

need to be prepared to engage with and interact in this complex global society. “In this

constructivist approach, international-mindedness takes into consideration humanistic values,

shifting demographics, and 21st century skills; all issues confronting today’s school leaders”

(Van Vooren, 2012 pg 1).

Educational leaders can look to International Baccalaureate and Asia Society programs

that have focused on and practiced enriching their students with curriculum that promotes IM for

many years. Today, scholars such as Turnball (2002) promote the vision of being active in

developing internationally minded students if we expect our next generation to be able to cope

with “…the enormity of global challenges, the rapid expansion of knowledge, and the

complexity of issues in the contemporary world” (p. 4). As our world becomes more globally

connected, are there different skills and attributes required for students to flourish in the


future? How does attending and learning at a school where international-mindedness and global

thinking are a focus impact a student’s learning experience?

Preview of Methodology

This study examines the elements of IM, specifically examining teachers’ perceptions in

IB PYP programs in San Diego. My exploratory design relied on the review of secondary

research, combined with data collected in online, anonymous surveys. The research design was

intended to provide insight into the topic of IM in PYP programs as well as a perception into

global education (Booth, Colomb, & Williams, 2008). My survey was conducted in San Diego

County, California collecting information from three International Baccalaureate Elementary

Schools with a configuration of grades K-5.

Significance of Research Study

The overall purpose of this research study is to explore and comprehend IM on an IB

Primary Years Program (PYP) campus. This includes purposes to examine teacher’s perceptions

and feelings regarding IM in elementary curriculum; to more clearly understand the role IM

plays on students’ everyday learning experiences and how it is intertwined into the curriculum;

and to analyze how IM is utilized at three San Diego County elementary schools to benefit the

students. This is a study of empirical articles, and surveys by both teachers and other school

staff. State and district data are utilized to analyze demographics and background of the school

sites and their population.


The following are the research questions:

1. What does international mindedness in an elementary school look like?

2. What recommendations can be made to educational leaders who want to promote

international mindedness on their campus?

Definition of Terms

International Baccalaureate (IB) Primary Years Program (PYP):

The IB Primary Years Programme (PYP) is a curriculum framework designed for students aged

3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom

and in the world outside. It is defined by six transdisciplinary themes of global significance,

explored using knowledge and skills derived from six subject areas, with a powerful emphasis on

inquiry-based learning.

International Mindedness (IM):

According to Harwood and Bailey, international mindedness is a phrase closely linked in

meaning to ‘global consciousness’ which they describe as capturing a set of skills,

understanding, awareness and actions thought to be necessary for being a good national and

international citizen.


21st Century Skills:

“The term "21st-century skills" is generally used to refer to certain core competencies such as

collaboration, digital literacy, critical thinking, and problem-solving that advocates believe

schools need to teach to help students thrive in today's world” (“How Do You Define 21st-

Century Learning?,” 2010).

Global Economy:

“The economies of the world's nations, considered as a single economic system” (Macmillan

Dictionary)

Common Core Standards:

The Common Core Standards are a set of national academic standards designed to be relevant to

the real world, reflecting the knowledge and skills that our young people need to compete

successfully in the global economy.

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Chapter 2: Review of Literature

Kenneth Cushner, Professor of Education and Director of International Affairs in the

Office of the Provost at Kent State University asserts, “The problems faced around the world

span national borders and will only be solved through the coordinated efforts of people from a

variety of cultural back-grounds—or they are not likely to be solved. Among the essential skills

required by future problem-solvers is that of improved intercultural interaction—the ability to

communicate and collaborate effectively with people whose attitudes, values, knowledge and

skills may be significantly different from their own. Schooling in general, and teacher education

in particular, continues to address culture learning primarily from a cognitive orientation (“The

Role of Experience in the Making of Internationally-Minded Teachers,”).

Turnball (2002) also stresses that in our interdependent world it is also critical that the

curriculum is internationalized, and the curriculum must create opportunities for students to

participate, enquire, and reflect on global issues. He proposes that in our chaotic world, an

international curriculum can make the future look brighter if the teaching of international

mindedness helps drive the curriculum, pedagogy and assessment. But just how international

mindedness can effectively be transmitted through the curriculum, pedagogy and assessment

through to every student is the obscurity many educators in IB schools struggle with (Skelton,

2002, 2007).


The proliferation of new technology has caused a virtual shrinking of the globe that has

provided unique opportunities and responsibilities for global collaboration. Moreover, this

collaboration now requires a foundational knowledge of culture to navigate these changing

interactions. In response, educational institutions worldwide have been scrambling to build

systems that support a shifting global dynamic - one in which global perspectives are engaged

and collaboration fostered. To handle this shift many schools are developing more holistic

approaches to teaching and learning that emphasize global perspectives and problem solving.

One of the most widely implemented approaches to this changing paradigm is the International

Baccalaureate (IB) program, which has established international mindedness as a foundational

pillar of their educational program. “Working collaboratively with schools and educators, we

will develop distinctive, high quality programmes of international education to improve the

teaching and learning of a diverse and inclusive community of students and to influence thinking

about international education globally” (ibo.org, 2013).

Although research indicating the growth of globalism abounds, the lack of research

regarding the effects of international mindedness in education is telling. This innovative

approach to teaching and learning is happening in largely uncharted territory. What is

conclusive is the substantial role that educational leaders play in the success of their schools. As

such, it is imperative that educational leaders have a framework for successfully implementing,

monitoring, and evaluating international mindedness as a key component of their educational

programs. Therefore, in response to this developing need, the purpose of this literature review is

to provide a foundation for defining what is meant by “international mindedness”. In addition,


this literature review will identify the key competencies educational leaders should develop in

order to effectively lead schools with a focus on international mindedness.

The U.S. Department of Education stated in 2006 in a report titled Answering the Challenge of a

Changing World: Strengthening Education for the 21st Century:

This global challenge requires bold action and leadership. America has done it before.

Following the Soviet Union’s 1957 launch of Sputnik, the world’s first satellite, Congress

passed and President Eisenhower signed into law the National Defense Education Act of

1958… Today, America faces not a streaking satellite but a rapidly changing global

workforce (p.4).

History of international education practices

According to Sylvester, in 1864 Charles Dickens wrote an article titled, ‘International

education’ in which he suggested a system of international schools throughout several European

countries. His vision of international schools included programs in which students would move

from school to school, learning the home language and customs. “The curriculum and the

sequence in which it was taught in each institution would be virtually the same to facilitate

mobility.” In line with Victor Hugo, Dickens talks about each student in these schools being ”a

citizen of the world at large” and goes on to say that such schools ”would not denationalize the

young English mind”. Dickens also spoke about developing,” tolerance that comes of near

acquaintance with different ways of thought” (Hill, 2012, p. 251).

In agreement, Hayden and Thompson (2000) document the presence of international

philosophies in schools. Dating back to the 16th and 17th centuries, schools have opened with


the intention of creating more globally minded students, but had little success. The first

international school dates back to 1924 with the International School of Geneva, closely

followed a few weeks later by the Yokohama International School, Japan. Then in 1946 there

was the College Cevenol in France, and in 1948 the Werkplaat International Children’s

Community in Holland. (Hill, 2012). Innovative and full of ideas, these schools failed to

succeed lacking a larger network and foundation. It was not until the 1960s that a curriculum for

international mindedness appeared in the form of the IB Diploma Programme.

In 1962 at a conference of teachers in international schools organized by the International

Schools Association (ISA) in Geneva, the first IB course was designed. The conference stated:

“The Conference asks ISA to issue a statement of educational aims acceptable to all member

schools. It further requests that the development of a joint social studies final exam be explored

by ISA as the first step toward the establishment of basic standards” (First Conference of

Teachers of Social Studies in International Schools, 1962). This led the ISA to begin the process

of developing common standards for examinations and grading (Hayden, Thompson, & Walker,

2004). With common standards and examinations the IB Diploma Programme was prepared to

provide students around the world with a different type of education. In 1962 the term

International Baccalaureate materialized exams began in 1963 (Walker, 2011). Ian Hill asserts,

“This new programme came about because teachers from a number of different countries wanted

to address national bias in an attempt to develop an appreciation of the inevitable range of

cultural perceptions of historical events” (Hill, 2004, pg 16). The ISA supported the vision of

education that promoted similar objectives to these such as world peace and international

understanding.


The teaching practices being ‘practiced,’ in the IB program were very divergent from

common teaching practices of other schools during the 1960s which were consumed with the

drilling of facts and memorization. The instruction currently in place was teacher-directed, and

closed subject-oriented where students played a passive role (Hill, 2012). “In the USA, the

number of state schools taking on IB programmes increased significantly during the 1980s,

attracted mainly because of the pedagogical approach and academic rigor which later gave more

place to the importance of understanding each other in a multiculturally diverse society” (Hill,

2012 p. 254).

According to the International Baccalaureate Organization there are currently 1,439 IB

World Schools in the United States alone, and more than 3,600 IB World Schools in 145

different countries (IBO.org, 2013). International schools have grown in number and attendance,

but still hold on to many of the original core values that Dickens envisioned in the mid 1800’s.

A selection of the IB learner profile states:

IB programmes promote the education of the whole person, emphasizing intellectual,

personal, emotional and social growth through all domains of knowledge. By focusing

on the dynamic combination of knowledge, skills, independent critical and creative

thought and international-mindedness, the IB espouses the principle of educating the

whole person for a life of active, responsible citizenship. Underlying the three

programmes is the concept of education of the whole person as a lifelong process. The

learner profile is a profile of the whole person as a lifelong learner. (IB Learner Profile

Booklet, p. 1)


.

Defining what is meant by international mindedness, IM

The necessity of teaching for global citizenry has become a significant focus for

educators. Therefore, understanding the concepts of international-mindedness that underpin this

teaching is crucial. Researchers have sought definitions of international-mindedness in an effort

to inform instructional leaders as they encourage shifts in pedagogy and provide guidance to

teachers in identifying what international-mindedness looks like in practice (Hicks & Holden,

2007; Asia Society, 2013; McCullough & Faught, 2011; International Baccalaureate, 2012). In

addition, definitions of international-mindedness often involve a discussion of crucial

competencies that contribute to the development of global perspectives. Hicks and Holden

(2007) identified competency frameworks that included conflict, social justice, values and

perceptions, and human rights. Similarly, the Asia Society (2013) posited that internationally

minded students are able to “investigate the world beyond their direct environment, recognize

perspectives, communicate ideas effectively with diverse audiences, and take action to improve

conditions (p. 6).” Common to these definitions is an emphasis on intercultural understanding

and a focus on the skills and outlooks necessary for students to develop as global citizens.

International mindedness is the key concept associated with an international education.

Stated another way, it can be said that the product of a successful international education

is international mindedness. Today, the latter embraces knowledge about global issues


and their interdependence, cultural differences, and critical thinking skills to analyse and

propose solutions. International mindedness is also a value proposition: it is about

putting the knowledge and skills to work in order to make the world a better place

through empathy, compassion and openness - to the variety of ways of thinking which

enrich and complicate our planet. (Hill, 2012 p. 246)

According to George Walker, the former IBO Director, IM involves much more that what

he terms the “Five ‘f’s” which are, flag waving, festivals, food, famous people and fashion. He

sums up IM as the “Three c’s,” cultural understanding, communication and collaboration

(Walker, 2002, p.20). International education is not teaching groups of students of different

nationalities; it is not studying the history, geography and customs of other countries; it is not

arranging foreign exchanges; it is not having a strong modern languages department – though

each of these might help (Walker, 2002). Specifically, the IB Primary Years Programme (PYP)

is designed for students ages 3-12. The curriculum is designed to promote the development of

the whole child, and is defined by six themes of global significance: sharing the planet; who we

are; where we are in place in time; how we express ourselves; how the world works; and how

we organize ourselves. These six themes are intertwined with the six subject areas: language;

social studies; mathematics; arts; science; and physical, social, and personal education. “An

aim of the PYP is to create a transdisciplinary curriculum that is engaging, relevant, challenging

and significant for learners in the 3-12 age range…helps students establish personal values as a

foundation upon which international-mindedness will develop and flourish” (“IB Primary Years

Programme at a glance,” n.d. p 3).


IM Primary Years Curriculum Model

Figure 1. The IB Primary Years Programme Curriculum Model

“Education for international mindedness values the world as the broadest context for learning,

develops conceptual understandings across a range of subjects and offers opportunities to

inquire, act and reflect” (“What is international mindedness?,” ibo.org sect.4).


According to Harwood and Bailey international mindedness is a phrase closely linked in

meaning to ‘global consciousness’ which they describe as capturing a set of skills,

understanding, awareness and actions thought to be necessary for being a good national and

international citizen. They challenge that it is much more complex than simply living within a

different country from which you’re born (Harwood Bailey, YEAR). “International-mindedness

(global consciousness) is a person’s capacity to transcend the limits of a worldview informed by

a single experience of nationality, creed, culture or philosophy and recognise in the richness of

diversity a multiplicity of ways of engaging with the world” (Harwood Bailey, p. 78). This is the

operational definition that developed from their discussions with schools and researchers.

“International-mindedness in the IB, like cultural proficiency, begins with the knowledge of

one’s self and expands to inclusion of and by all students. From this foundation of inclusion,

educators and students are taught to learn and respect the family heritage, culture, and

backgrounds of themselves and each other in their classes, their school and community, and to a

universal application. They learn to listen to other perspectives with an open mind. This

global/local or “global” perspective is modeled by the teacher and the school leaders, and may be

evidenced by the mission statement of the school” (Van Vooren, 2012, p. 2).

Ultimately, these definitions provide guidance for educators as they seek to evaluate the

extent to which they are encouraging international-mindedness in their curriculum and in their

teaching. Philosophies inherent in both the International Baccalaureate (IB) program and in the

shift towards Common Core Standards provide favorable models for a focus on international-

mindedness. The IB program emphasizes a “constructivist approach” that utilizes a design cycle

of inquiry, action, and reflection to prompt their students and teachers to engage fully in their


local and global environments. This engagement contributes to the student’s growing

understanding of alternate perspectives in the wider world, which leads to respect for others’

opinions and a basic comprehension of shared humanity. This level of intercultural

understanding should be the central focus of teaching that is grounded in encouraging a global

perspective and international-mindedness (IBO Learner Profile Booklet, March 2006).

“The adoption of the Common Core State Standards (CCSS) for English language arts

and mathematics in 45 states and the District of Columbia offers educators an unprecedented

opportunity to marry the skill development and acquisition of core content needed to develop

globally competent citizens with the rigorous skills and core content needed to prepare all

students for college and careers” (“What's Global about the Common Core Standards?,”

n.d., p. 1). Key values of international mindedness require skills such as the ability to think

critically, reason, communicate effectively, and solve problems which are heavily focused on in

the Common Core Standards. “To be ready for college, workforce training, and life in a

technological society, students need the ability to gather, comprehend, evaluate, synthesize, and

report on information and ideas, to conduct original research in order to answer questions or

solve problems, and to analyze and create a high volume and extensive range of print and

nonprint texts in media forms old and new. The need to conduct research and to produce and

consume media is embedded into every aspect of today’s curriculum” (Common Core, 2012).

The common core standards focus on developing students who investigate the world, are aware

of perspective, communicate effectively and who take action. “The higher-order analytic skills

and research abilities that describe college and career readiness are equally a part of developing


students to be globally competent citizens.”(“What's Global about the Common Core

Standards?,” n.d. p. 1).

How do leaders ensure that international-mindedness is present in instruction, accounted

for in reporting, and reflected upon for improvement?

The concept of international-mindedness gives promise to narrowing the achievement

gap for students in schools that do not have access to world traveling experiences and provides a

framework for school leaders to narrow the access and equity gap (Van Vooren, 2012, p. 3). An

educational leader who successfully fosters the development of international mindedness in

teachers and students has essential responsibilities. The educational leader must embody the

elements of international mindedness, ensure its presence in instruction, account for it in

reporting, and reflect upon it for improvement. As the IBO proposes, teachers, administrators,

policy planners and leaders need to act internationally, plan internationally, think internationally

and be internationally minded (Walker, 2000, p. 202).

IM leaders and Instructional Practice

The internationally minded leader must be transparent with a presence in both the

classroom and the surrounding school community. By necessity, the internationally minded

leader must be proficient in designing curriculum and instructional processes, and demonstrate a

willingness to embrace cultural proficiency through avenues of art, music, and theater, and

intentionally develop an understanding of cultural differences (Walker, 2008). The


internationally minded educational leader must be willing and able to learn and work with people

from diverse cultures and be committed to fairness and justice (Moran, Harris & Moran, 2012).

Education for international mindedness or international education incorporates essential, relevant

knowledge, skills, concepts and attributes that aim to help students prosper in an interdependent

world and to live successfully amongst the complexities of the real world making it an attractive

option for many schools wanting to prepare students of today for the challenges that the future

may hold (Hill, 2002; Walker, 2002). “IB students give much time to world issues, to the

environment, to poverty and other human problems. This is not only due to the general global

approach of the curriculum, but above all to the requirement of ongoing social service among the

community which is considered as important for the development of the students as academic

studies. In short, it is an education for life, a responsible life, open to the problems of our world

and encouraging students to give time and energy to bring about change” (Hill, 2001, p. 51;

Hill, I. (2001); Curriculum Development and Ethis in International Education. Disarmament

Forum, 3, 49).

Monitoring and Assessing

The educational leader must ensure that international mindedness is monitored and

assessed at all levels of an educational facility. Dr. Harry Weinberg, a prominent California

educator, once stated, “If it’s not monitored it’s optional”. A school site is responsible for the

success of all students and must construct a collaborative accountability model centered around

international mindedness. If international-mindedness is to be valued, “then it follows that we


must assess the concepts, skills, knowledge and attitudes that define it” (Davy, 2011, p. 23). By

collaboratively creating goals that can be monitored and assessed, the internationally minded

leader can account for and respond to the development of international mindedness at their

school.

The Practice of Reflecting on IM

A critical role for the internationally minded leader is the active engagement of his or her

staff in reflective practices. John Wooden once stated, “It’s what you learn after you think you

know it all that counts in life” (Wooden, 2009, p 6). This holds true for the educational leader

who promotes international mindedness. The educational leader must model reflective practice

with staff and students by demonstrating the effectiveness of engaging in the process of

continuous learning; ultimately helping staff and students respond to change. The Global

Engagement Initiative, resulting from a five year partnership between The Center for Strategic

and International Studies and the American Association of State Colleges and Universities,

identified seven key areas of change that may pose challenges for policymakers, businesses, and

citizens. These areas of change include population, resource management, technology,

information, economic integration, conflict and security, and governance. The purpose of

identifying these key areas of change is to promote strategic thinking on long-term trends often

ignored by leaders (Domagal-Goldman, 2012). Therefore, reflective practice by the

internationally minded leader must not only include past and present needs, but must incorporate

future needs and challenges in order to successfully engage in the process of continuous learning.


In closing, the internationally minded educational leader must be able to manage the dynamics of

cultural differences by being aware of the cultural influences on personalities and motivations by

the organization, teacher, and student (Moran, Harris & Moran, 2012). Furthermore, the ability

of the educational leader to be adaptive and reflective can set the stage for incredible opportunity

for students to have a meaningful life. The IB learner profile will be at the heart of this common

framework, as a clear and concise statement of the aims and values of the IB, and an

embodiment of what the IB means by "international-mindedness".


Chapter 3: Methodology

Research design overview

An exploratory design guided this research process. An exploratory research design

allowed for the topic of IM to be further explored and defined. It provided an opportunity to

more deeply understand and conceptualize the topic and therefore provide initial research that

can be used for further research. My exploratory design relied on the review of secondary

research, combined with data collected in online, anonymous surveys. The research design was

intended to provide insight into the topic of IM in PYP programs as well as a perception into

global education (Booth, Colomb, & Williams, 2008).

Setting and Participants

My primary study was conducted in San Diego County, California at the three

International Baccalaureate Elementary Schools with a configuration of grades K-5. Twenty

teachers responded to the survey. The teachers’ experience teaching in IB schools varied from

one year to ten years and all responses were collected between May and July 2013. All the

teacher participants speak English. The schools are located in three different geographic

locations within San Diego, representing both suburban and urban neighborhoods.


Instruments

The survey, “International Mindedness in Elementary School” was created online using

SurveyMonkey.com. The online survey allowed for more access to participants. “Surveys and

inventories can help tap information that would otherwise be inaccessible to us” (Shagoury, 1999

p. 94) The survey was created by the researcher and began with three numerical multiple choice

questions used to learn the population, and one multiple choice question to learn the school

community settings. Then in the survey were seventeen multiple choice Likert Scale item

questions aimed at better understanding the philosophies and practices currently present

pertaining to IM. Lastly, the survey involved four open-ended qualitative questions allowing

respondents to respond in their own terms, in an attempt to analyze the specific vocabulary used

regarding IM (Booth, Colomb, & Williams, 2008).

Procedures

The principal was contacted beforehand via email requesting permission to conduct

surveys. Attempts were made to meet the principals from each site but they were unsuccessful,

so paper copies of the introduction letter were left with the administrative assistants. The

principals at each site sent out an email to their staff requesting their participation in an online

survey. The first page of my survey had the following introduction providing the background of

my survey, so that the participants are aware of the process and methodologies involved.


“This purpose of this survey is to collect data for a research paper on international

mindedness at CSUSM by Adam Carlin. If you wish to participate in this survey, you

may proceed with answering the following questions. There is no penalty to not

participate. The survey is estimated to take five minutes of your time. If you decide to

not answer certain questions or stop the survey at any time, there are no

consequences. Upon request, you may obtain results of the survey and the final report

after August 1st, 2013”

The survey was meant to identify the general “best practices,” and procedures that are occurring

at these specific schools IB sites. The vulnerability is low as all surveys will remain anonymous.

Once the data was collected, the study was closed online and the responses were explored, noting

patterns and themes. All of the survey responses are kept secure and anonymous.

Data Processing / Analysis

In an exploratory research fashion the responses were analyzed individually, and then

combined into summative responses to better statistically review the responses. The responses

from the numerical multiple choice questions were categorized into groups, and analyzed by

percentages. The number of responses, percentages and bar graphs were created and analyzed.

Utilizing the statistical mode, percentage data from the sixteen other multiple choice responses

were statistically analyzed to gain general insight into the philosophies and practices currently

present pertaining to IM. The data were graphed in different forms to visually observe the data

collected from the multiple choice responses.


In order to better locate patterns and themes in the open-response questions I utilized the “cloud

view” feature on Surveymonkey.com and Wordle.com, which specialize in locating the most

commonly used vocabulary. This data analysis software provided visual representations of

responses which were given.


Chapter 4: Data Analysis

Introduction

As our world evolves and becomes more globally connected, different skills and

attributes help to determine who flourishes in the future. As we have read international minded

proficiency and ability to work seamlessly across cultures will benefit 21st century learners. For

large majorities of students to be successful as globally engaged citizens requires a school’s

curriculum to incorporate diverse skills and strategies. “Educating global citizens means much

more than exposure to many nationalities, learning about multiple cultures, or even immersion in

other languages. It requires giving students the outlook and skills that equip them with mental

flexibility and a basic respect for perspectives other than their own” (Walker, 2008, p. 118).

Studies have shown that students require different skills than before in order to thrive in our

globally connected world. “The International Baccalaureate Primary Years Programme (PYP)

transdisciplinary theme “Who am I?” naturally leads students to become more culturally

proficient with the perspective of international-mindedness” (Van Vooren, 2012 p 10) Teachers

and school leaders have the potential to open student thinking to human similarities and

differences on a local and global perspective to better prepare and engage all students in the

knowledge and skills they will need in the changing world of the 21st century. “Traditional

teaching and learning strategies are becoming increasingly ineffective with a generation of

secondary students that have instant access to information, are accustomed to managing their

own acquisition of knowledge, and embrace the roles of content producer and publisher” (Apple

Inc. p 1 2008)


In recent years there has been a large push for more internationally minded education.

“To illustrate the IB’s growth over the years, consider that in 1995 there were only 569

programmes worldwide, in 2000 this had grown to 1,159 and in 2005 there were 2,055 IB

programmes.” (“IB Primary Years Programme at a glance,” p. 2). Appropriate development of

global perspectives in the classroom requires a framework of competencies which include

conflict, social justice, values and perceptions, sustainability, interdependence, human rights,

diversity and citizenship. Such competencies provide a foundation for education that is global in

perspective. Though appropriate to both primary and secondary education, development of

global curriculum should focus on a sense of agency in a “wider world” at the elementary level,

and be expanded into a holistic view of students as “global citizens” at the secondary level.

(Hicks, 2007)

In order to gain general insight into local IB PYP practices that involve the promotion of

international mindedness the following survey data was collected. The data collected from

twenty IB World School teachers is meant to simply begin to “open the door” into this vast topic.

Further studies will be completed.


Data Presentation

Teacher Population

Figure 2. Graph displaying the Years of Teaching Experience Graph

The responses from the three schools were combined to compile substantial information. Of the

IB teachers surveyed 13 responses or 65% of the teachers have been teaching for more than 11

years while only 3, or 15% that have been teaching less than 5 years.

5% 10%

20%

65%

Years of Teaching Experience

Less than two years

2-5 years

6-10 years

11 or above


Figure 3. Years of IB Teaching Experience Graph

The data flips as 85% of the teachers have been teaching IB for less than 5 years but 85% have

been teaching for more than 5 years.

0

1

2

3

4

5

6

7

8

9

Less Than 2 Years 2-5 Years 6-10 YearsResponss 8 9 3

Resp

onse

s Years of IB teaching experience


Figure 4. Years of IB Accreditation Graph

The schools surveyed are all relatively early in the IB process with 55% of responses coming

from teachers at school that have been IB accredited for less than 2 years. All other responses

(45%) represent teacher populations that teach at schools with less than 10 years of IB

accreditation.

The figure below will give you a general feel for the schools involved in the survey. The three

schools in the survey serve diverse student populations in both urban and suburban

neighborhoods.

0

2

4

6

8

10

12

Less than twoyears

2-3 Years 4-10 Years

Responses 11 2 7

Resp

onse

s Years School has been an IB World School


Figure 5. Student Demographics Graph

Figure 6. Free and Reduced Lunch Graph

# of Hispanic

# of CaucasionTotal Students

0

500

1000

ADOK

AB

AD OK AB# of Hispanic 547 268 207# of Caucasion 39 199 113Total Students 617 480 457

Student Demographics

0

10

20

30

40

50

60

70

80

90

AD OK AB

% Free and Reduced Lunch

% Free and Reduced Lunch


The School

“The Mission”

School One Mission Statement

“School One educates students by fostering global and cultural awareness. Teachers facilitate

rigorous, inquiry based instruction and authentic experiences that teach students how to think

rather than what to think. Students take control of their learning by constructing meaning and

knowledge in order to apply it to a changing world. Our educational program is further enhanced

by dynamic instruction through fine arts, additional language, and technology. School One’s

environment promotes positive and safe physical, emotional, and social well-being. We take

pride in our community and value partnerships between home and school.”

School Two Mission Statement

“The mission of School Two is to maintain ongoing growth and innovation within our

educational programs by meeting to the diverse needs of our students. Our program aims to

create culturally proficient, life long learners who inquire and think critically about the

world around them. School Two fosters a culture of universal achievement with systematic

implementation of standards based curriculum, acceleration, intervention, assessment, data

analysis, collaboration, and professional development.”

School Three Mission Statement

"Think globally, learn locally"


Our goal at School Three, an International Studies Magnet, is to promote students who

demonstrate an age-appropriate depth of understanding of the world around them --

politically, socially and culturally. Our students will develop and use their knowledge to

promote peace, tolerance and understanding of others in their daily actions. Our aim is to

nurture inquisitiveness, independence and caring in our young people so that they will act to

create a better and more peaceful world through intercultural understanding and respect. By

fifth grade, our students will be well on their way to becoming active, compassionate and

peaceful citizens of the world community.

All of the above mission statements parallel the foundational themes, skills and practices present

in the definitions of international we have reviewed. All of the terms that are similar have been

highlighted to show corresponding vocabulary.

Responses to the question; “My school has a clear and effective written statement of its

philosophy and objectives as it relates to the promotion of international mindedness.”


Figure 7. School has a clear effective written statement as it relates to the promotion of IM

Graph

The graph displays 90% of responses agreed or strongly agreed while 10% were neutral, and 0%

disagreed.

This corresponded with the responses to the statement, “My school’s philosophy and objectives

commit the school to promoting international and inter-cultural experiences for its students.”

Correspondingly 90% of responses agreed or strongly agreed while 0% disagreed.

35%

55%

10% 0% 0%

School has a clear effective written statement as it relates to the promotion of IM

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


Figure 8. My School’s Philosophy and Objectives Graph

Materials and Practice

In response to the statement; “Curriculum materials at my school represent a variety of

perspectives and cultures.” 66.67% agreed or strongly agreed while 33.33% are neutral or

disagree with the statement.

35%

55%

10% 0%

My school’s philosophy and objectives commit the school to promoting international and inter-cultural experiences

for its students.

Stronly Agree

Agree

Neutral

Disagree


Figure 9. My School’s Curriculum and Materials Graph

“Professional development is made available at the campus level to support the promotion of

international mindedness within the school curriculum.” Only 33.33% agree or strongly agree

while the majority, 66.66% are neutral or disagree.

19%

56%

25%

0% 0%

Curriculum Materials Represent a Wide Variety of Cultures

Stronly Agree

Agree

Neutral

Disagree

Strongly Disagree


Figure 10. Professional Development Responses Graph

When asked about the “Activities at my school are multi-cultural in nature.”

83.33% agree or strongly agree while the other 16.67% or 3 responses were neutral.

Accountability

In response to the statement; “The administration measures a teacher’s ability to incorporate

international content or issues in their instruction.” 72.22% were neutral or disagreed while only

27.78% agreed.

11%

22%

22%

45%

0%

Professional development is made available at the campus level to support the promotion of international

mindedness

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


Figure 11. Administration Measures Teacher’s Ability Responses Graph

The school’s accountability system measures a teacher’s ability to teach with an “internationally-

minded” approach. When combined, 83.33% of responses were neutral or disagreed.

0%

28%

33%

33%

6%

The administration measures a teacher’s ability to incorporate international content or issues in their

instruction

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


Figure 12. Accountability System Measures Teacher’s Ability Responses Graph

Commitment to IM in the Classroom

The following questions were intended to elicit ideas and feeling regarding the incorporation of

international mindedness in the immediate classroom.

“I make concentrated efforts to infuse a variety of perspectives and cultures into my courses.”

6% 11%

44%

39%

0%

The school’s accountability system measures a teacher’s ability to teach with an “internationally-minded”

approach

Strongly Agree

Agree

Neutral

Disagree

Srongly Disagree


Figure 13. Teacher’s Efforts to Infuse IM Responses Graph

88.88% of the responses were positive and agreed with the statement.

“I view international mindedness as a key component of my course curriculum.”

44%

44%

6% 6% 0%

I make concentrated efforts to infuse a variety of perspectives and cultures into my

courses

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


Figure 14. View of IM in Curriculum Responses Graph

83.33% agreed with the statement and 0% disagreed.

I am committed to infusing international mindedness within my own classroom.

33%

50%

17% 0% 0%

I view international mindedness as a key component of my course curriculum

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


Figure 15. Commitment to IM Responses Graph

88.88% Agree or strongly agreed with the statement.

45%

44%

11% 0% 0%

I am commited to infusing IM within my classroom

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


I fully understand the mission and objectives of the IBO in regards to the promotion of

international mindedness.

Figure 16. Understanding of Mission and Objectives Responses Graph

83.33% agreed or strongly agreed while 16.67% were neutral or disagreed. 16.67% is equivalent

to 3 responses in the survey. All three of the responses that showed a lack of IB understanding

came from teachers at a school that has been IB accredited for less than two years.

33%

50%

6%

11% 0%

I fully understand the mission and objectives of the IBO in regards to IM

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


I am comfortable and confident incorporating international themes into my course(s).

Figure 17. Comfort with Incorporating International Themes Responses Graph

44.44% strongly agreed and 44.44% agreed while 11.12% replied neutral and strongly disagree

displaying a need for staff development.

44%

44%

6% 0% 6%

I am comfortable incorporating international themes into my courses

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


Students at my school have varied opportunities for study abroad.

Figure 18. Students Study Abroad Opportunities Responses Graph

88.88% disagreed or strongly disagreed.

0% 0% 11%

45%

44%

Students have varied oppurtunities to study abroad

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


Students at my school have varied opportunities for developing skills in multiple languages.

Figure 19. Students Language Opportunities Responses Graph

The majority, 61.11% of responses agreed while 33.34% disagreed.

11%

50% 5%

28%

6%

Students have varied opportunities for developing skills in multiple languages

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


Perspective on Students

“Students have an understanding of what it means to be a global citizen.”

Figure 20. Students Understanding of Global Citizenship Responses Graph

For this survey question, 55.55% of responses agreed or strongly agreed, while 0% disagreed.

Correlation Matrix

The questions 1-17 were submitted to a Pearson's Correlation Matrix to examine the

relationship between the various questions (see Table 1). The overall Matrix showed a number

of significant correlations, indicating an inter relationship between these questions. The

strongest of these showed Pearson's r of over .9 (Q15 vs. Q14, r=0.914, Q14 vs. Q9, r=0.912).

11%

45%

44%

0% 0%

Students have an understanding of what is means to be a global citizen

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree


There were also 13 comparisons with correlations over 0.7, and there were no significant

negative correlations.

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

Q9

Q1

0 Q1

1 Q1

2 Q1

3 Q1

4 Q1

5 Q1

6

Q1

Q2

0.742

**

Q3

0.4

31

0.678

**

Q4

0.373

0.6

65**

0.5

42*

Q5

0.3

21

0.482

* 0.6

90**

0.5

45*

Q6

0.635

**

0.635

**

0.485

* 0.5

11*

0.474

*

Q7

0.523

* 0.5

23*

0.629

**

0.440

0.5

94**

0.7

16**

Q8

0.3

11

0.415

0.7

92**

0.4

69*

0.710

**

0.408

0.7

67**

Q9

0.381

0.5

08*

0.606

**

0.543

**

0.712

**

0.625

**

0.626

**

0.714

**

Q10

0.424

0.4

24

0.315

0.1

54

0.235

0.2

79

0.216

0.2

27

0.093

Q11

0.457

* 0.4

57*

0.340

0.3

19

0.253

0.3

00

0.233

0.2

45

0.200

0.7

06**

Q1

2 0.5

58**

0.6

63**

0.4

33

0.351

0.3

26

0.652

**

0.455

* 0.2

52

0.378

0.2

81

0.549

*

Q13

0.449

* 0.2

63

0.163

0.2

30

0.578

**

0.488

* 0.4

85*

0.224

0.4

27

0.419

0.3

78

0.159

Q1

4 0.2

89

0.376

0.6

08**

0.3

35

0.595

**

0.541

* 0.6

22**

0.7

68**

0.9

12**

0.1

69

0.114

0.2

43

0.299

Q15

0.334

0.5

45*

0.721

**

0.508

* 0.7

22**

0.5

88**

0.6

37**

0.7

62**

0.8

65**

0.2

95

0.235

0.3

90

0.358

0.9

14**

Q1

6 0.1

27

0.127

0.2

43

-0.16

0 0.3

16

0.125

0.1

79

0.306

0.2

50

0.464

* 0.3

00

0.240

0.3

05

0.285

0.2

77

Q1

7 -0

.073

-0.07

3 0.3

50

-0.07

4 0.4

56*

0.144

0.2

07

0.354

0.2

89

0.107

-0

.058

-0.19

8 0.3

52

0.428

0.4

99*

0.217

Tabl

e 1.

Cor

rela

tions

bet

wee

n th

e Su

rvey

Que

stio

ns o

n In

tern

atio

nal M

inde

dnes

s in

IB S

choo

ls


Categorizing Themes

Based on the observations from the descriptive data of each response profile, and the

outcome of the correlation matrix, it was possible to categorize questions in to relevant

categories based on the active agent impacted, and the focus.

Based on this survey questions were divided based on four factors: Teachers, School,

Students, and Leadership. Each of these factors were further divided into two categories and

these final categories were used to provide the dependent measures for the ANOVA analyses

(Table 2).

Table 2. Categorization of Questions

Category

Focus Questions

TEACHER

Curriculum Q3,Q8,Q9

Efficacy Q13,Q14,Q15

SCHOOL Curriculum Q7,Q4

Philosophy Q1,Q2

STUDENTS Opportunities

Understanding

Q16,Q17

Q6

LEADERSHIP/SUPPORT Professional

Q5,Q12


Development

Accountability Q10,Q11

MANOVA

Using the designated categories the overall means for each focus area were compared

using a MANOVA with Sheffe's contrasts. Figure X shows the average teacher responses for

each of the categories and each focus. Sheffe's contrasts show a number of significant difference

between the categories, in particular for Student Opportunities, which showed a significant

difference from each of the other categories with the exception of Leadership-Accountability.

Leadership-Accountability also was significantly higher (i.e. more negative) than nearly all of

the other categories with the further exception of Student-Understanding and Leadership-

Professional Development (Table 3).


Figure 22. Average teacher response for each of the Categories divided by Focus. Negative

responses were scores more highly then positive responses. Leadership and Student issues

showed the greatest negativity amongst the respondents.

1.81

1.83

1.79

2.11

2.33

3.50

2.56

3.17

Efficacy

Curriculum

Philosophy

Curriculum

Understanding

Opportunities

Professional Development

Accountability

TEAC

HER

SCHO

OL

STU

DEN

TLE

ADER

SHIP

Average Teacher Responses (1=Strongly Agree, 4=Strongly Disagree)


Table 3. Sheffe's Contrasts for Average Teacher Responses

(T1 (T2 (SCH (SCH (STUD (STUD (LS (LS

Critical Value=3.81 ) ) 1) 2) 1) 2) 1) 2)

0.0 5.66— 0.11 1.24 2.17 7.06* 3.10

T1 Efficacy 8 * TEACHER

5.58— 0.19 1.16 2.09 6.98* 3.02

T2 Curriculum *

SCH 5.84— 1.36 2.31 7.26* 3.25

1 Philosophy * SCHOOL

SCH 4.42— 0.93 5.82* 1.86

2 Curriculum *

Understandi— 4.89* 0.93 3.49

ST1 ng STUDENT

Opportuniti 3.95— 1.40

ST2 es *

LS1 PD — 2.56

LEADERS

HIP Accountabil

— LS2 ity

*Met Critical value


Correlation Matrix for Ordinal Teaching and School Variables

There were four questions that served as categorical variables that could be used as

independent variables in an ANOVA analysis. Two were related to teachers' experiences: these

were, (1) the years of teaching experience, (2) years of teaching IB, and one was related to the

school charter itself: that was (3) length of accreditation in IB. There was also a question

regarding the setting of the schools: urban, suburban or rural, but because this variable did not

fall on a ordinal scale, it was excluded from the current analysis.

There were only a few significant correlations for each of the teaching and school based

variables. First, there were no significant correlations for teachers' length of experience teaching

IB. However, there were three significant correlations for length of teaching experience overall.

These were under the Category of Teacher, and the Focus of Curriculum and Efficacy.

Interestingly, both of these correlations were positive, indicating that greater years of teaching

experience were associated with more negative responses. There was also one negative

correlation for years of teaching experience and this was for Leadership-Accountability,

indicating greater positivity towards the leadership accountability policy for IM by more

experienced teachers.


Table 4. Correlation Matrix for Teaching and School Variables

Category Focus Q# Teaching

Exp

Teaching

IB

IB Charter

Length

TEACHER

Curriculum

Q3 0.192 0.146 -0.221

Q8 0.299 0.185 -0.139

Q9 0.488* 0.302 -0.284

Efficacy

Q13 -0.108 0.147 -0.326

Q14 0.410# 0.086 -0.285

Q15 0.299 -0.01 -0.22

SCHOOL

Curriculum Q4 0.284 0.096 -0.32

Q7 0.038 -0.027 -0.478*

Philosophy Q1 -0.163 0.086 -0.520*

Q2 -0.07 0.086 -0.433#

STUDENT Opportunities

Q16 -0.03 0.038 0.114

Q17 -0.035 -0.022 0.23

Understanding Q6 0.061 -0.075 -0.483*

LEADERSHIP PD Q5 0.173 0.286 -0.108


Q12 -0.059 0.041 -0.25

Accountability Q10 -0.419# -0.196 -0.211

Q11 -0.085 0.242 -0.227

There were also four significant correlations between the length of the IB charter and

several of the questions. Not surprisingly three of the four significant correlations fell under the

Category of School. Schools with longer IB charters responded more positively towards both the

curriculum and the philosophy as it related to IM. In addition, schools with a longer IB charter

were more likely to report that their student body understood what it meant to be a global citizen.

ANOVAs for Teaching and School Variables

In addition to examining correlations between these demographic variables from teachers

and schools, separate one-way ANOVAs were run examining each of the categories outlined

above (Table2). There were no significant differences for any of the dependent variables based

on Teacher's experience, where all F values were <1, with one exception School Curriculum

(F=2.4, p=0.12). For Teacher's Experience teaching IB, again nearly all F values were less than

1, with the exception of Leadership Accountability (F=1.25, p=0.31). However, for Length of IB

accreditation, there were a greater number of tendencies towards significance. Teacher Efficacy,

both School Categories (Philosophy & Curriculum), and Student Understanding, all showed F


values above 1 (1.14; 2.19 & 2.61; 2.97) and School Curriculum, and Student Understanding

both reach trend levels, (p=0.10; p=0.08, respectively). The response means for each group also

fit with an expected pattern. It is possible to notice, that greater length of IB accreditation was

associated with lower (or more positive) responses (Table 5).

Table 5. Average Responses Based on Length of IB Accreditation

Strongly Agree=1,

Strongly Disagree=5 < two years 2-3 years 4-10 years

TEACHER Curriculum 1.97 1.83 1.61

Efficacy 2.03 1.83 1.44

SCHOOL Curriculum 2.40 1.75 1.75

Philosophy 2.00 1.75 1.42

STUDENTS Opportunities 3.35 3.50 3.75

Understanding 2.60 2.50 1.83

LEADERSHIP PD 2.65 3.00 2.25

Accountability 3.35 3.00 2.92


Open-Ended Questions

In order to better locate patterns and themes in the open-response questions I analyzed the

open-ended responses by spotlighting vocabulary. I utilized the “cloud view” feature on

Surveymonkey.com, and Wordle.com which specialize in locating the most commonly used

vocabulary in text. This data analysis software provided visual representations of responses

which were provided in the survey.

The word’s physical size is directly dictated by the amount of times it is used visually

displaying the most common themes and feelings regarding each survey question.

How would you define international mindedness?

Figure 22. Wordle for Defining IM

Similar to the expert definitions of international mindedness the Worlde created above

demonstrates that the IB teachers define IM with words such as; different, world, perspective,

cultures, global, understanding and ability.


A school where international mindedness is present has the following characteristics:

Figure 23. Wordle for IM Characteristics

The most common characteristics that were given to describe a school where international

mindedness is present were: attitudes, respect, cultures, open, aware, variety and perspectives.

This vocabulary correlates strongly with the definitions of international mindedness provided

above.


How would you explain international mindedness to an IB teacher at your school in their

first year?

Figure 23. Wordle for Explaining IM

The predominately used words for explaining international mindedness to a new teacher

consisted of words similar to the words used to define IM such as; cultures, understanding,

global/world, and aware/ness, but also included teaching as the most commonly used word in all

responses.


What general international themes are used in your classroom?

Figure 24. Wordle for International Themes

The Wordle for the survey question regarding the international themes used in classrooms

included a menagerie of terms and vocabulary. This clearly displays the multitudes of

possibilities related to international themes. The most commonly used words were; world,

lessons, themes, throughout, language, different, and immigration.

Table 6. Wordle for International Themes Coded

Nouns

World

Verbs

Speaking

Adjectives

Different


Children

Lessons

Issues

Themes

Habitats

Language

Discussions

Values

People

Stickies

Question

Boards

Africa

Asia

Israel

Language

Heritage

Understanding

move

affects

respect

want

need

addressing

saving

lives

know

integrate

Six

African

Russian

Similar

Multicultural

Particular

Well

Transdisciplinary

Preposition

Around

Throughout


Weather

Immigration

Elements

Questions

Empathy

Planet

Philippines

Patterns

Bulletin

Inquiry


Chapter Five: Findings

Research Question: What does international mindedness in an elementary school look like?

Based on my research and survey results international baccalaureate teachers and leaders

strive to provide a learning experience in which their students develop perspective, skills and

understandings that are summed up as international mindedness. IB PYP schools where

international mindedness is promoted strive to incorporate global thinking throughout the

curriculum and entire school community. International Mindedness in elementary school is

cultural shift in beliefs and perspectives moving towards a more inclusive way of being.

Throughout the literature review, evidence was provided regarding the challenges of supporting

21st century learners and their futures in a competitive global economy. This study displays that

IM takes many shapes and forms in an IB PYP setting. The levels to which IM is being fostered

is incredibly challenging to quantify as are the exact teaching methods that promote this

deposition in which students are open-minded, curious as well as knowledgeable about diverse

cultures. Overall my study shows that the teachers at the San Diego Elementary Schools who

were surveyed believe that international mindedness is being incorporated at their school sites

and in their instruction.

Findings

• While looking at the entire group of teachers, the weakest or most negative responses

surfaced in regards to questions related to administration, and student and staff

opportunities.


• Overall teaching experience and years of IB accreditation had more effect on responses

than years of IB teaching experience on responses.

• Years of IB accreditation impacted answers the most but not significantly in Anovas.

• Common themes involved in incorporating IM into IB PYP classrooms are: world,

lessons, themes, language, different, understanding, immigration and affects.

• The teachers with less experience responded more negatively

• The teachers from schools with less years of IB experience answered on average more

negatively than those at schools with more IB experience.

• Similar to the expert definitions of international mindedness the IB teachers define IM

with words such as; different, world, perspective, cultures, global, understanding and

ability.

Evident throughout the study are themes that provide insights into critical steps that are being

taken by IB schools to promote their students’ development towards being internationally

minded students. Also present throughout the research is the growing importance for

differentiated instruction to meet the evolving needs of 21st century learners.

“The learning environments supporting the common core's mission of providing

standards that are "robust and relevant to the real world, reflecting the knowledge and

skills that our young people need for success in college and careers"2 need to operate

much differently than the compartmentalized, assembly line, teacher driven, passive


student filled classrooms of today. In the end the success of the common core depends on

a dance between content (standards) and process (pedagogy) because a focus on one

without the other will simply not result in the dramatic change needed for our children to

succeed in school, college, the workplace and the world” (Nichols, Challenge Based

Learning - Common Core,” 2012).

As the common core is requiring teachers to reevaluate teaching methods and curriculum,

there is an opportunity to analyze the benefits of international-mindedness and the practices in

place in successful IB programs. Schools can observe and reflect on the strategies that an IB

program uses to intertwine international mindedness into curriculum and continue to build on the

practice. Schools need to reflect on the students that we are teaching today and project what

types of skills will benefit them.

As stated by Bill Gates, “Schools must align classroom atmosphere with real world

environment by infusing 21st century skills into their teaching and learning process. Skills such

as problem solving, innovation and creativity have become critical in today’s global economy.

One needs to understand that the knowledge-based economy cannot flourish without a proper

education system” (Gates, 2005 p 19).

Considered Implications

This research project can be used to get a general overview of international mindedness

in PYP IB programs in San Diego County. With the results of the teacher survey, and the

research provided, future researchers can use the results to generate more questions relating to

the topic. Researchers can compare my survey results to questions with predominantly negative


outcomes such as, “The school’s accountability system measures a teacher’s ability to teach with

an internationally-minded approach, and the administration measures a teacher’s ability to

incorporate international content or issues in their instruction,” across larger populations in

means to collect information on assessing teachers’ methods.

From this study we are shown that the teachers at these three particular schools feel that

there is lacking staff development that promotes international mindedness. This can lead to

further research on the topic because support and staff development are critical for changing and

restructuring instructional practice.

Limitations to the Study:

My study was limited by the amount of surveys that I was able to conduct. Some

participants chose not to answer all of the questions. By increasing the numbers of classrooms

observed and participants surveyed I could gain a broader perspective of IM in the elementary

classroom. Also by not having a large amount of participants and only collecting data from one

school leaves out diverse perspectives. I struggled with the IRB approval process and that

impacted my time available to collect and distribute data.

My research study was also limited by initial knowledge of the subject being researched.

For this study I believe that my lack of exposure to the concepts of international mindedness and

the International Baccalaureate had both positive and negative impacts on my study. In an

attempt to gain general insight into to the topic, my inexperience led to an inquiry and


explanation of the basics of international mindedness in PYP programs. Now that I have

researched and surveyed on the topic I have built background on the topic. This would now

allow me to approach the topic with more impactful questions which would lead to a deeper

analysis of actual teaching and learning process present at each site.

Further Study Needed:

Collect a larger survey sample and analyze differentiated responses from schools at different

stages of IB.

Focus on specific valuable instructional practices that are used by both teachers and

administrators to develop IM.

Diverse practices for different programs and age levels.

Compare and contrast International Baccalaureate and Asia Society Schools practices for

developing IM.

Evaluate connections between IM and the Common Core.

Evaluate Challenge Based Learning and promoting IM.

Compare and contrast U.S. and International practices for developing IM.

Why do most teachers respond that they infuse IM in their teaching, but aren’t sure about the

definition?


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Appendix 1 : Learner Profile of the Primary Years Programme

PYP Learner Profile

Inquirers Their natural curiosity has been nurtured. They have acquired the skills

necessary to conduct purposeful, constructive research. They actively

enjoy learning and this love of learning will be sustained throughout their

lives.

Thinkers They exercise initiative in applying thinking skills critically and

creatively to make sound decisions and to solve complex problems.

Communicators They receive and express ideas and information confidently in more than

one language, including the language of mathematical symbols.

Risk-takers They approach unfamiliar situations without anxiety and have the

confidence and independence of spirit to explore new roles, ideas and


strategies. They are courageous and articulate in defending those things

in which they believe.

Knowledgeable They have spent time in our schools exploring themes which have global

relevance and importance. In so doing, they have acquired a critical mass

of significant knowledge.

Principled They have a sound grasp of the principles of moral reasoning. They have

integrity, honesty and a sense of fairness and justice.

Caring They show sensitivity towards the needs and feelings of others. They

have a sense of personal commitment to action and service.

Open-minded They respect the views, values and traditions of other individuals and

cultures and are accustomed to seeking and considering a range of points

of view.

Well-balanced They understand the importance of physical and mental balance and

personal well-being.


Reflective They give thoughtful consideration to their own learning and analyse

their personal strengths and weaknesses in a constructive manner.


Appendix 2 : International Mindedness Survey

Survey

This purpose of this survey is to collect data for a research paper on international mindedness at

CSUSM by Adam Carlin. If you wish to participate in this survey, you may proceed with

answering the following questions. There is no penalty to not participate. The survey is

estimated to take five minutes of your time. If you decide to not answer certain questions or stop

the survey at any time, there are no consequences. Upon request, you may obtain results of the

survey and the final report after August 1st, 2013.

How many years of overall teaching experience do you have?

A=Less than two, B=2-5 years, C=6-10 years, D=11 or above

How many years of IB teaching experience do you have?


How many years has your school been an accredited IB World school?



My school is best described as

A=Urban B=Suburban C=Rural

A=Strongly Agree, B=Agree, C=Neutral, D=Disagree, E=Strongly Disagree

My school has a clear and effective written statement of its philosophy and objectives as it

relates to the promotion of international mindedness.

My school’s philosophy and objectives commit the school to promoting international and inter-

cultural experiences for its students.

I view international mindedness as a key component of my course curriculum.

Curriculum materials at my school represent a variety of perspectives and cultures.

Professional development is made available at the campus level to support the promotion of

international mindedness within the school curriculum.

Students have an understanding of what it means to be a global citizen.

Activities at my school are multi-cultural in nature.

Activities in my classroom are multi-cultural in nature.

I am committed to infusing IM within my own classroom.

The administration measures a teacher’s ability to incorporate international content or issues in

their instruction.


The school’s accountability system measures a teacher’s ability to teach with an

“internationally-minded” approach.

Faculty members have opportunities and are encouraged to undertake projects of a global nature.

I fully understand the mission and objectives of the IBO in regards to the promotion of

international mindedness.

I am comfortable and confident incorporating international themes into my course(s).

I make concentrated efforts to infuse a variety of perspectives and cultures into my

courses.

Students at my school have varied opportunities for study abroad.

Students at my school have varied opportunities for developing skills in multiple languages.

Open-ended

How would you define international mindedness?

A school where international mindedness is present has the following characteristics:

How would you explain international mindedness to an IB teacher at your school in their first

year?

What general international themes are used in your classroom?


What ways does your school support you in incorporating more international themes/issues in

your classroom?