Contextual Interpretations of International Mindedness in International Baccalaureate Diploma Students

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atmire.migration.oldid4596
dc.contributor.advisorDavis, Brent
dc.contributor.authorBeek, Avis
dc.contributor.committeememberBohac-Clarke, Veronika
dc.contributor.committeememberTarc, Paul
dc.date.accessioned2016-07-06T15:26:17Z
dc.date.available2016-07-06T15:26:17Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractThe purpose of this study was to examine contextual interpretations of international mindedness by International Baccalaureate (IB) Diploma students in a national and an international school in the Czech Republic. Three research questions were addressed in the study: • How is international mindedness actualized by IB Diploma students? • What is the experience of education for international mindedness for IB Diploma students? • What is the role of context in developing international mindedness in IB Diploma students? The conceptual framework was based on Wilber’s (2006) comprehensive integral theory, a novel application in the study of international mindedness. Through integral methodological pluralism, a form of mixed methods research, quantitative and qualitative data was collected and analyzed. Using an empirical methodology, the Global Perspectives Inventory (Braskamp, Braskamp & Engberg, 2014) was administered to IB Diploma students. Descriptive statistical analysis of the results revealed no significant difference between participants from the two schools. Using a hermeneutic phenomenological methodology, interviews were conducted with IB Diploma students and experienced IB Diploma teachers. Findings revealed the experience of international mindedness can be characterized by the development of an intercultural identity, the ability to take alternate perspectives and the capacity to resolve disconnection from important others. Contextual factors of privilege, parent influence and exposure to diversity also characterized the experience of student international mindedness. Implications for improving the education for international mindedness at the level of the school and IB organization are discussed.en_US
dc.identifier.citationBeek, A. (2016). Contextual Interpretations of International Mindedness in International Baccalaureate Diploma Students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25439en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25439
dc.identifier.urihttp://hdl.handle.net/11023/3107
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Curriculum and Instruction
dc.subject.classificationinternational mindednessen_US
dc.subject.classificationInternational Baccalaureateen_US
dc.subject.classificationinternational educationen_US
dc.subject.classificationIntegral Theoryen_US
dc.subject.classificationinterculturalen_US
dc.titleContextual Interpretations of International Mindedness in International Baccalaureate Diploma Students
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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