An Inquiry Into the Internationally Minded Curriculum
Total Page：16
File Type：pdf, Size：1020Kb
University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 8-2019 An Inquiry into the Internationally Minded Curriculum Matthew Justin Thompson Follow this and additional works at: https://digscholarship.unco.edu/dissertations Recommended Citation Thompson, Matthew Justin, "An Inquiry into the Internationally Minded Curriculum" (2019). Dissertations. 584. https://digscholarship.unco.edu/dissertations/584 This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2019 MATTHEW JUSTIN THOMPSON ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School AN INQUIRY INTO THE INTERNATIONALLY MINDED CURRICULUM A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Matthew Justin Thompson College of Education and Behavioral Sciences School of Teacher Education Educational Studies August 2019 This Dissertation by: Matthew Justin Thompson Entitled: An Inquiry into the Internationally Minded Curriculum has been approved as meeting the requirement for the Degree of Doctor of Education in College of Education and Behavioral Sciences in School of Teacher Education, Program of Educational Studies Accepted by the Doctoral Committee ______________________________________________________ Dr. Christy McConnell Moroye, Ph.D., Research Advisor ______________________________________________________ Dr. Valerie Middleton, Ph.D., Committee Member _______________________________________________________ Dr. Kathleen O’Neil, Ph.D., Committee Member _______________________________________________________ Dr. Spencer Weiler, Ph.D., Faculty Representative Date of Dissertation Defense: April 22, 2019 Accepted by the Graduate School ________________________________________________________ Linda L. Black, Ed.D. Associate Provost and Dean Graduate School and International Admissions Research and Sponsored Projects iii ABSTRACT Thompson, Matthew J. An Inquiry into the Internationally Minded Curriculum. Published Doctor of Education dissertation, University of Northern Colorado, 2019. This qualitative curriculum study was an inquiry into the development, application, and assessment of a curriculum for international mindedness in an International Baccalaureate Primary Years Programme school. The participants included one teacher and 11 students. The influence of teacher beliefs, intentions, and actions regarding international mindedness; student perceptions of the curricular activities; and possible implications for international mindedness in U.S. schools in general were of particular interest to this study. I used Eisner’s (1994b) educational connoisseurship and criticism methodology and two additional frameworks: Eisner’s (1988) ecology of schooling and Uhrmacher, McConnell Moroye, and Flinders’ (2017) instructional arc to explore planning for, teaching about, and assessing an international mindedness unit of inquiry. This process led to identifying four themes: passion, intentionality, modeling, and reflection, as well as the development of a tool for others to further explore becoming internationally minded for themselves or with others. Implications could influence future hiring practices and professional development practices by asking higher-order questions through a framework of the what, the how, and the why. A consideration of these questions helped inform the creation of a tool for reflective practice. iv ACKNOWLEDGEMENTS There are many whom I am deeply grateful for their support along my dissertation journey. Thank you to my committee members: Dr. Valerie Middleton, Dr. Kathleen O’Neil, and Dr. Spencer Weiler. I appreciate your feedback and questions, and when needed, for allowing me to push back a little. I am especially honored to have such a wonderful research advisor and mentor as I have in Dr. Christy McConnell Moroye. You have made me work harder, think deeper, and write more concisely. Thank you for helping me understand the relationship between my perfectionism and procrastination. Thank you to Dr. Brian Rose, whose mentorship, regular check-ins, and advice of “It’s not going to write itself” helped me keep moving forward each week. To my family, especially Brandi, John, and James: thank you for concurrently giving me space and never leaving my side. Through this journey I have learned how deeply I love and care for each of you and the importance of self-care, maintaining balance, and life fit. v TABLE OF CONTENTS CHAPTER I. INTRODUCTION ...................................................................................................1 Study Rationale ............................................................................................3 Research Questions .....................................................................................4 Research Question One ....................................................................4 Research Question Two ...................................................................4 Research Question Three ................................................................5 Research Question Four ..................................................................6 International Baccalaureate and International Mindedness ............6 International Mindedness Curriculum Development .......................9 Research Representation ...........................................................................12 Introduction of the Methodology ...............................................................14 Educational Connoisseurship and Criticism ..................................15 Site Selection and Participants .......................................................16 Data Collection and Analysis.........................................................18 Summary of Chapters ...............................................................................20 II. REVIEW OF THE LITERATURE ......................................................................22 Search Description ....................................................................................22 International Education and the International Baccalaureate ....................23 Criticism of International Baccalaureate ...................................................27 The Language of International Mindedness .............................................31 Educational Cosmopolitanism ......................................................34 Global Citizenship Education .......................................................36 Global Perspectives: Global Mindedness, Competence, and Interconnectivity ................................................................37 Globalization versus Internationalization .....................................38 Intercultural Understanding ...........................................................38 International Education .................................................................39 International Mindedness ...............................................................40 Worldmindedness ..........................................................................42 Conceptual and Theoretical Frameworks .................................................43 Teaching for International Mindedness .........................................44 Theory of Growth ..........................................................................44 The Instructional Arc .....................................................................46 III. METHODOLOGY ................................................................................................48 Introduction ................................................................................................48 Educational Connoisseurship and Criticism ..............................................49 vi The Structure of Educational Connoisseurship..............................55 The Structure of Educational Criticism .........................................56 Description and Interpretation ..........................................57 Thematics and Evaluation .................................................57 Validity ..........................................................................................58 Research Questions and Study Design ......................................................60 Research Question One .................................................................61 Research Question Two ................................................................61 Research Question Three ..............................................................61 Research Question Four ................................................................62 Data Collection and Analysis.....................................................................63 The Participants .............................................................................65 Journaling ......................................................................................66 Interviews .......................................................................................67 Observations ..................................................................................67 Artifacts..........................................................................................68 The Site ..........................................................................................68