상세정보
Export to Refworks부가기능
Global Perspectives and Classroom Implications: A Mixed Methods Analysis Comparing General High School Social Studies Teachers with Those Who Teach in the International Baccalaureate (IB) Diploma Programme
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Global Perspectives and Classroom Implications: A Mixed Methods Analysis Comparing General High School Social Studies Teachers with Those Who Teach in the International Baccalaureate (IB) Diploma Programme. |
| 개인저자 | Brooks, David P. |
| 단체저자명 | The University of North Carolina at Chapel Hill. Education (Curriculum and Instruction). |
| 발행사항 | [S.l.]: The University of North Carolina at Chapel Hill., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 163 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085753463 |
| 학위논문주기 | Thesis (D.E.)--The University of North Carolina at Chapel Hill, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Rong, Xue. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | This mixed methods, convergent parallel design study utilized the Global Perspective Inventory and related open-ended questions to compare the responses of International Baccalaureate Diploma Programme teachers with their peers who teach the standard high school social studies curriculum, situated in three large public school districts in one Southeastern US state. The IB is considered one of the most important settings for effective K-12 global education, and it is important to determine the extent to which IB teachers demonstrate global competencies that differ from their non-IB peers. In general, teachers in both groups scored similarly, but the IB teachers scored slightly but significantly lower on inventory scales that measured their self-understandings in relation to their backgrounds and the extent to which they engage with people of diverse groups. However, when controlled for teachers' sociodemographic characteristics, IB teachers demonstrated higher scores on the inventory scale indicating their interactions with people of diverse groups. Furthermore, the differences between these groups was corroborated through teachers' qualitative responses to open-ended questions. Additionally, teachers' responses to open-ended questions demonstrated that teachers in both IB and non-IB groups who scored more highly on the quantitative inventory also generally had more detailed and nuanced global understandings. Moreover, teacher responses to open-ended questions highlighted barriers to global education, including curricular inflexibility, student tracking, and re-segregation. Teachers also reflected that their globally-focused professional learning has been most effective when it has been ongoing and has provided time for integration of learning into daily curricular and instructional planning. |
| 일반주제명 | Social sciences education. Educational evaluation. Secondary education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
