Promoting Positive Academic Dispositions Using a Web-based ...
AN ANALYSIS OF THE DEVELOPMENT OF POSITIVE ACADEMIC ... · impact on positive academic behaviors....
Transcript of AN ANALYSIS OF THE DEVELOPMENT OF POSITIVE ACADEMIC ... · impact on positive academic behaviors....
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NATIONALCENTERFORRESTRUCTURINGEDUCATION,SCHOOLS,ANDTEACHING
TEACHERS COLLEGE, COLUMBIA UNIVERSITY
ANANALYSISOFTHEDEVELOPMENTOFPOSITIVEACADEMICMINDSETSINDIVERSEIBOSCHOOLS
ElisabethBarnett
OsvaldoAvila
FenotAklog
March2017
NationalCenterforRestructuringEducation,SchoolsandTeaching
TeachersCollege,ColumbiaUniversity
NewYork,NewYork
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TABLEOFCONTENTSExecutiveSummary 4Introduction 9ReasonforthisResearch 9InternationalBaccalaureate(IB)Programmes 9TheNationalCenterforRestructuringEducationSchoolsandTeaching 10
ReviewoftheLiterature 10
ResearchDesignandMethodology 13Overview 13Sampleselection 15Datacollectionmethods 16DataAnalysis 18
Findings 18SchoolEnvironmentandClassroomPracticesthatFosterPositiveAcademicMindsets 18MeasuresofStudentAcademicMindsets 30StudentPerceptionsofSchoolCultureandClassroomPractices 33RelationshipsBetweenPositiveAcademicMindsetsandPositiveAcademicBehaviors 37
ConclusionsandImplicationsforIBO 38Summaryoffindings 38ImplicationsforIBO 41
AreasforFutureResearch 43
FinalThoughts 43
References 44
AppendixA:Instruments 47
AppendixB:StudentSurveyDesignandReponses 60
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ListofTablesandFigures
Table1.SampleSchoolCharacteristics 15Table2.SummaryofDataCollectionActivitiesintheSampleSchools 16Table3.AverageDifferencesinStudentAcademicMindsetbyCountry 32Table4.RelationshipBetweenSchool/ClassroomFactorsandAcademicMindsets 37Table5.RelationshipBetweenAcademicBehaviorsandAcademicMindsets 38
Figure1:LogicModel–ResearchonAcademicMindsets 14Figure2:AverageResponsestoMeasuresofAcademicMindsetsbySchool 31Figure3:ResponsestoMalleableIntelligenceKeyItems 33Figure4:ResponsestoSenseofBelongingKeyItem 33Figure5:ResponsestoSelf-ConfidenceKeyItem 34Figure6:ResponsestoSchoolWorkRelevanceKeyItem 34Figure7:SchoolCultureandClassroomPracticesAverageResponsesBySchool 35Figure8:ResponsestoSchoolCultureandClassroomPracticeKeyItems 36Figure9:StudentAcademicBehaviors,AverageResponsebySchool 37
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ExecutiveSummary
ANANALYSISOFTHEDEVELOPMENTOFPOSITIVEACADEMICMINDSETSINDIVERSEINTERNATIONALBACCALAUREATEWORLDSCHOOLS
Overview
Thereisgrowingevidencethatstudents’postsecondaryandcareerreadinessisdrivenbymorethantheircontentknowledgeandcoreacademicskills.Non-cognitivefactors(i.e.setsoflearningstrategies,academicmindsetsandbehaviors)playacriticalroleinstudentsuccess(Farrington,Roderick,Allensworth,Nagaoka,Keyes,Johnson,andBeechum,2012;Levin,2012).Theliteraturealsoincreasinglysuggeststhatstudentsaremorelikelytodemonstratethosenon-cognitivebehaviors,attitudesandstrategiesineducationalcontextsthatarespecificallystructuredtoencouragestudentstodevelopandexhibitthem.
ThecurrentstudyexaminedthewaysinwhichInternationalBaccalaureate(IB)DiplomaProgramme(DP)schoolsandclassroomsfosteranddevelopstudents’non-cognitiveassets,withaparticularfocusonacademicmindsets.Academicmindsetsarethe“beliefs,attitudes,orwaysofperceivingoneselfinrelationtolearningandintellectualworkthatsupportacademicperformance”(Farrington,etal.,2012).WefollowFarringtonetal.inconsideringasetoffourdimensionsofacademicmindset:1)thebeliefthatsuccessismainlyaproductofeffort,2)asenseofbelonging,3)confidenceinone’sabilitytosucceed,and4)aconvictionthatlearningtasksareimportant,interestingand/orrelevant.Theirresearchsuggeststhatstudents’academicmindsetshaveanimportantinfluenceonacademicbehaviorssuchasstudyskillsandtimemanagementthatarecloselyrelatedtoacademicperformance.
Thefollowingquestionsguidedourresearch:
1. HowdoDPschools’structures(philosophy,structure,leadership)andclassroompractices(curriculumandintendedandenactedinstruction)contributetostudents’positiveacademicmindsets?
2. TowhatextentdoDPstudentsandteachersperceivethattheIBprogrammeandtheschools’structure,curriculumandinstructionsupportthedevelopmentofpositiveacademicmindsets?
3. WhatoutcomesdoDPstudentsobtainonstandardizedmeasuresofacademicmindset?Howdotheseoutcomescompareacrossschools,especiallythoseindifferentcountries?Whatschool-basedfactorsmightcontributetothisvariation?
4. WhatlinkagescanbeobservedbetweenpositiveacademicmindsetsandpositiveacademicbehaviorsinDPschools?
5. WhatstrategiesmighttheInternationalBaccalaureateOrganization(IBO)useorstrengthentodeveloppositiveacademicmindsetsamongDPstudentsinthefuture?
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Thisstudywasconductedusingamultiplecasestudydesign,implementedinfourschools—twointheUnitedStatesandtwoinPeru.Datawerecollectedusingstudentsurveysandbyconductingschoolvisitsthatincludedinterviewsandobservations.Schoolfindingswereexaminedindividually,althoughthefocuswasoncross-schoolresults.
Summaryoffindings
Ourresearchprovidesevidenceinsupportoftherelationshipsamongschoolconditionsandacademicmindset.Thestudentsurveyresultssuggestedthatparticularaspectsoftheschoolenvironmentandanumberofclassroompracticesareindeedassociatedwithpositiveacademicmindsets.Thetablebelowshowstherelationshipbetweenstudentresponsestoschoolenvironmentandclassroompracticesscaleditemsandacademicmindsetsscaleditems.Wefoundpositiveandstatisticallysignificantassociationsbetweenschoolenvironmentandacademicmindsetsandbetweenclassroompracticesandacademicmindsets.
Table.RelationshipBetweenSchool/ClassroomFactorsandAcademicMindsets
Relationships Correlation(rvalue)
Schoolenvironment
with….
Malleableintelligence .26***
Senseofbelonging .59***
Selfconfidence .51***
Relevanceofschoolwork .56***
Classroompractices
with….
Malleableintelligence .08*
Senseofbelonging .43***
Selfconfidence .47***
Relevanceofschoolwork .43***
*Statisticallysignificantatthep<.05levelorless.
**Statisticallysignificantatthep<.01levelorless.
***Statisticallysignificantatthep<.001levelorless.
Forinstance,studentswhobelievedthattheschoolculturewaspositivewereespeciallylikelytofeelastrongsenseofbelonging(anrvalueof.589,astrongrelationship).Similarly,studentswho
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believedthatthereweregoodclassroompracticeswereespeciallylikelytofeelasenseofself-confidence(anrvalueof.469,amoderaterelationship).
Further,studentswithpositiveacademicmindsetswerefoundtobemorelikelytopracticethegoodacademicbehaviorsassociatedwithpositivestudentoutcomes,asfoundintheresearchliterature.
Thestudentsurveyresultsalsosuggestthat,whilemalleableintelligence(orgrowthmindset)getsmoreattention,sensesofrelevance,belongingandself-confidencearemorecloselyassociatedwithpositiveacademicbehaviorsintheIBschoolsstudied.Theywerealsopresentinhigherlevelsamongstudentsatallfouroftheschoolsparticipatinginourresearch,increasingtheirpotentialimpactonpositiveacademicbehaviors.Furthermore,wefoundthatschoolleadersandteachershaddevelopedmorewaystopromoteself-confidence,belonging,andrelevancethanmalleableintelligence.
Themostimportantfindingsrelatedtoschoolenvironmentsandpracticesthatpromotepositiveacademicmindsetswereasfollows:
Malleableintelligence:Attitudesvariedwithregardtothemalleabilityofintelligenceamongbothadultsandstudentsinthefourschoolsstudied.Severalschoolshadadoptedpracticesthatbuiltonthisconceptbyemphasizingpoliciessuchasde-tracking.Othersweremorelikelytoseekoutdifferentwaysforstudentstoshine(e.g.throughtheartsorleadership).Whilebothstrategiescouldhelpstudentsbesuccessful,thefirstismorelikelytoadvancetheideathatallstudentscangrowtheirintelligence,whilethesecondismorelikelytomakestudentsfeelthatit’sacceptabletonotbeanintellectualstarifyoucansucceedinotherways.
Similarnumbersofstudentssaidthattheywerepraisedforintelligenceandforeffort.Thissuggeststhatsomepracticesconsidereddetrimentaltoamalleableintelligencemindset(i.e.praiseforintelligence)arewidelyused.Atthesametime,schoolleadersexpressedacommitmenttohavingallstudentsgoasfaraspossibleintheirlearningandwefoundpoliciesencouragingaccesstotheintellectuallychallengingDPcurriculuminallofthefourschools.Inallschools,everystudent,includingspecialeducationstudents,tookatleastoneDPcourse,andmostlearnedthattheywerecapableofsucceedingintheserigorousandchallengingcourses.
Inaddition,schoolleadersandteacherswereabletodescribeinstructionalpracticesthattheybelievedwouldstrengthenstudents’malleableintelligencemindset.Theseincludedseekingtherightblendofchallenge/highexpectationsandsupport/scaffoldingor,asoneprincipalsaid,“therightamountofdissonance–strugglewithoutdeflation.”Most,ifnotall,teacherscommunicatedthattheybelievedthatallstudentscouldlearnrigorouscoursematerialandthatstudenteffortintheclassroomwaskeytoacademicsuccess.Anumbersoughtwaystoputinplacestructurestohelpstudentsthroughthestepsinvolvedinchallengingthemselvesintellectually.
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Belonging:Asenseofbelongingwasdescribeddifferentlyineachschool,withsomeemphasizingschoolspirit,whileotherstalkedaboutschoolprideorasenseofbeingpartofacomfortablefamilyenvironment.Amongstudentssurveyed,overhalf(54%)agreedwiththestatement“Ifeelasenseofbelongingtotheschoolcommunity.”ThedevelopmentofasenseofbelongingseemedtobemorepervasiveinthePeruvianschoolswherethestudentshadattendedthesameschoolsinceagethreeorfour.Acrossallschools,warmrelationshipsbetweenstudentsandteacherswerementionedasespeciallyimportanttodevelopingasenseofbelonging.Insomecases,teachersshowedtheirconcernforstudentsbyspendingextensiveout-of-classtimewiththem.
Schoolsuseddifferentmethodstofosterasenseofbelongingincludingstructuressuchashomeroom,houses,andarangeofactivitiesinwhichstudentscouldengageinout-of-schooltime.Teachersatsomeschoolsarrangedtheirclassroomsinwaysthatencouragedasenseofcommunity(e.g.,organizingdesksincirculargroupsorclusters)orprovidedstudentswithopportunitiestoworkingroups,facilitatingpeerbonding.CASactivitieswerealsosettingsinwhichstudentsbondedwitheachotheranddevelopedasenseofbelonging;theywerealsocitedashelpingstudentstodevelopself-confidenceandseetheirlearningasrelevant.
Self-confidence:EspeciallyintheUSschools,effortsweremadetopromotestudents’self-confidenceinundertakingchallengingDPcourses.Intervieweesstatedthatstudentsoftengainedconfidenceintheirabilitytobesuccessfulinschoolfromtheexperienceofsucceedinginthesecourses.Inaddition,therewereexamplesofmoregeneraleffortstobuildstudentself-confidence,oftenthroughleadershipopportunitiesintheclassroom,inclubs,sports,etc.Intheoneall-girlsschoolinthestudy,aschoolleadertalkedabouthowasinglegenderenvironmentencouragesthedevelopmentofleadershipandself-confidenceamongstudents,astheydonothavetocompetewith–ordeferto–boys.
Therewasevidencethatseveralschoolsworkedtohelpstudentsfindarenasinwhichtheycouldshineasawaytobolstertheirself-confidence.Thissometimestooktheformofencouragingexplorationofdifferentinterestsand“selves”throughinvolvementinCASwithitsemphasesoncommunityservice,thearts,andsports.Inaddition,someteachersemphasizeddevelopingself-confidencethroughself-knowledgeandprovidedopportunitiesforthemtousewrittenreflectionstoconsidertheirareasofstrengthandtoembraceworkingonareasofweakness.Opportunitiesforautonomousdecision-makingwerealsoseenasawaytobuildstudentself-confidence.TheoryofKnowledge,CAS,andExtendedEssayteacherstendedtogivetheirstudentsconsiderableautonomyinchoosingwhatprojectstoworkon.
Relevance:Developingaschoolenvironmentinwhichstudentsperceivedtheircourseworkasrelevanthadmuchtodowithemphasizingtheimportanceoflearningfortheattainmentoffuturegoals,especiallysuccessincollege.Thiswasahighpriorityforthemajorityofstudentsineachoftheschools.Insomecases,thiswasreinforcedbythecourseworkavailablethroughIB.Whilemoststudentstookcorecollegepreparatorycourses,somealsotookDPcoursessuchasbusiness
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managementandmusicthatallowedstudentstolearnabouttopicstheyfoundengagingorworthconsideringascareeroptions.Teachersinourstudyschoolswereoftenobservedtobemakinganefforttoengagestudentsbecausetheyrecognizedthatstudentswillputmoreeffortintoworkthattheyviewasrelevant.
MostteachersstatedthattheybuildrelevanceintheirclassroombypushingstudentstoengagewithquestionsthataskthemtoexaminetheirlivedexperiencesinTheoryofKnowledgeandotherclasses.Inothercases,teacherssoughtoutwaystokeeplearningconnectedtolifebygivingstudentschoicesonresearchpapertopicsorinselectingCASorclassroomprojectsofinteresttothem.CASprojectsandrelatedtravelwereoftencitedasimportanttoconnectinglearningtolifeexperiences.
Finalthoughts
IBschoolsareclearlysettingsinwhichthereisconsiderableinterestinhighqualityeducationandindevelopingtheenvironmentsandclassroompracticesmostconducivetostudentsuccess.TheIBOworkshardtoprovidestrongmaterialsandprofessionaldevelopmenttosupportthem.Inourresearch,weobservedahighlevelofcommitmenttotheuseofinnovativepracticesandprocessesforcontinuousimprovementintheschoolswevisitedandintheIBO.Wecommendthemforthesequalitiesandhopethatthisresearchonacademicmindsetsservesasafurthersourceofinspirationgoingforward.
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ANANALYSISOFTHEDEVELOPMENTOFPOSITIVEACADEMICMINDSETS
INDIVERSEIBOSCHOOLS
Introduction
ReasonforthisResearch
Thereisgrowingevidencethatstudents’postsecondaryandcareerreadinessisdrivenbymorethantheircontentknowledgeandcoreacademicskills.Non-cognitivefactors(i.e.setsoflearningstrategies,academicmindsetsandbehaviors)playacriticalroleinstudentsuccess(Farrington,Roderick,Allensworth,Nagaoka,Keyes,Johnson,andBeechum,2012;Levin,2012).Theliteraturealsoincreasinglysuggeststhatstudentsaremorelikelytodemonstratethosenon-cognitivebehaviors,attitudesandstrategiesineducationalcontextsthatarespecificallystructuredtoleadstudentstodevelopandexhibitthem.
ThecurrentstudyexaminesthewaysinwhichInternationalBaccalaureate(IB)DiplomaProgrammeschoolsandclassroomsfosteranddevelopstudents’non-cognitiveassets,withaparticularfocusonacademicmindsets.Academicmindsetsarethe“beliefs,attitudes,orwaysofperceivingoneselfinrelationtolearningandintellectualworkthatsupportacademicperformance”(Farrington,etal.,2012).WefollowFarringtonetal.inconsideringasetoffourdimensionsofacademicmindset:1)thebeliefthatsuccessismainlyaproductofeffort,2)asenseofbelonging,3)confidenceinone’sabilitytosucceed,and4)aconvictionthatlearningtasksareimportant,interestingand/orrelevant.Theirresearchfurthersuggeststhatstudents’academicmindsetshaveanimportantinfluenceonacademicbehaviorssuchasstudyskillsandtimemanagementthatarecloselyrelatedtoacademicperformance.
Thisstudywasconductedusingamultiplecasestudydesign,implementedinfourschools—twointheUnitedStatesandtwoinPeru.ItwasdesignedtoinformtheInternationalBaccalaureateOrganization’sthinkingabouthowitpromotespositiveschoolenvironmentsandclassroompracticesthatsupportstudentdevelopmentofpositiveacademicmindsets.Itwillalsoprovidecontributionstotheliteratureonthewaysinwhichnon-cognitiveassetsthatcontributetostudents’successfulacademicperformancecanbetaughtandlearnedinschoolandclassroomsettings.Thiswillbeofparticularinteresttothoseinterestedinhownon-cognitiveassetsarevaluedandexpressedindifferentculturesandsettings.
InternationalBaccalaureate(IB)Programmes
IBschoolsofferoneormoreoffouravailableIBprogrammes.Threeofthesearewellestablishedandhavebeenofferedformanyyears—theDiplomaProgramme(DP)implementedsince1968,theMiddleYearsProgramme(MYP)since1997,andthePrimaryYearsProgramme(PYP)since1994(Bunnell,2011).Morerecently,theIBOhasaddedanIBCareer-relatedCertificate(IBCC)
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Programme,intendedtointegrateacademicandcareer-orientedlearning.Alloftheprogrammesseektopromotelife-longlearningandinternationalmindedness,anaimthatisadvancedthroughhelpingstudentstostrivetobeinquirers,knowledgeable,thinkers,communicators,principled,open-minded,caring,risk-takers,balancedandreflective,asdescribedintheIBLearnerProfile(IB,2008).
Inaddition,eachprogrammehasitsowngoalsandnorms.TheDiplomaProgramme,offeredtostudents16-19,isbyfarthelargest,accountingfor56%oftotalIBprogrammes(IB2011AnnualReport).Itisnotedforitsrigorandforitsuseofexamstoassurethatstudentsmeethighacademicstandards.Studentsengageincourseworkinlanguages,socialstudies,theexperimentalsciences,mathematic,thearts,andTheoryofKnowledge(TOK).Thosecompletingtheircourses,passingassociatedexams,writinganextendedessay,andparticipatinginCreativity,ServiceandAction(CAS)activitiesareeligibletoearntheIBDiploma.
TheIB/DPprogrammestructureandpractices,theLearnerProfile,theirnewerAcademicTeachingandLearningframework,thefocusoninternationalmindedness,andthepracticesofteachersinDPclassroomsmayallplayaroleinsupportingthedevelopmentofpositiveacademicmindsetsinstudents.
TheNationalCenterforRestructuringEducationSchoolsandTeaching
TheNationalCenterforRestructuringEducationSchoolsandTeaching(NCREST)atTeachersCollege,ColumbiaUniversityconductedthisstudy.Foundedin1990,NCRESTisaneducationresearchanddevelopmentorganizationthatcarriesoutresearchincriticalareasofschoolreformsuchasassessment,accountability,standards,andrestructuringelementary,middle,andhighschools—includingtheirorganization,governance,instruction,curriculum,teacherandstudentlearning.NCREST’smissionistodisseminateknowledgetomultiplestakeholdersonhowlearning-andlearner-centeredschoolsandeducationcanincreaseequity.
ReviewoftheLiterature
Non-cognitiveassets,includingacademicmindset,haverecentlygainedprominenceamongthoseconcernedwithstudentacademicperformance.Priorresearchhasfoundanimportantassociationbetweentheexpressionofnon-cognitiveskillsandacademicsuccessandpersistenceinbothsecondaryandpostsecondaryeducation(e.g.,Porchea,Allen,Robbins,&Phelps,2010;Poropat,2009;Robbins,Allen,Casillas,Peterson,&Le,2006;Trapmann,Hell,Hirn,&Schuler,2007).
Academicmindsetsareasub-setofnon-cognitiveskillsorassets.ThetermmindsetiscloselyassociatedwiththeworkofnotedscholarCarolDweck.Sheconductedresearchshowingthatstudentswitha“growth,”ratherthana“fixed”mindsetaremorelikelytobeeffectivelearnersandattaingoodacademicoutcomes(Dweck,2006).Inherresearch,sheemphasizestheimportanceof
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believingthatitispossibletobeasuccessfulstudentbasedoneffort,notjustonesbasedoninnatequalities.
Whilethereisextensiveliteratureonthetopicofnon-cognitiveskillsandaconsiderableamountonacademicmindsetsinparticular,wefoundtwosourcestobeofparticularrelevanceinconstructingthisstudy.Asnotedabove,Farringtonetal.(2012)offerawell-arguedapproachtoframingnon-cognitiveskillsthatdrawsextensivelyontheresearchoftheChicagoSchoolsResearchConsortiumaswellasfromotherscholarsandorganizations.Inaddition,wefoundthatSnipes,Fancsali,andStoker(2012)havesynthesizedarangeofstudiesthatdescribeinterventionsthatpromotepositiveacademicmindsets.Intandem,thesetworesourcesallowedustolayastrongfoundationforthisstudy.
Farringtonetal.(2012)positthatnon-cognitiveskillscanbesub-dividedintoseveralcategories.Intheirframing,academicmindsetsareconsideredtobefoundationalandapreconditionforothernon-cognitiveskills.Positiveacademicmindsetscontributetoacademicperseverance,definedastheintensity,directionanddurationofstudenteffort.This,inturn,leadstopositiveacademicbehaviorssuchasstudyskillsandtimemanagement,whichthenresultingoodacademicperformance.Intheirframework,therefore,positiveacademicmindsetsunderlieothernon-cognitiveskills,andthushaveparticularimportance.Inthecurrentresearch,wefollowFarringtonetal.(2012)inconsideringfourdimensionsofacademicmindset:1)thebeliefthatsuccessismainlyaproductofeffort(whichweshortento“malleableintelligence”),2)asenseofbelongingtoanacademic,learningand/orsocialcommunity(“belonging”),3)confidenceinone’sabilitytosucceed(“self-confidence”),and4)aconvictionthatlearningtasksareimportant,interestingand/orrelevant(“relevance”).
Buildingontheworkofanumberofresearchers,Snipes,Fancsali,andStoker(2012)identifyarangeofschool-based“tools,practices,andstrategiesfocusedonpromotingpositiveacademicmindsetsandlearningstrategies”(p.4)anddiscusstheevidencesupportingtheiruse.Theirlistisextensiveandpertainstomanyaspectsofschoolpractice.WeidentifiedthosethatappearedmostlikelytoberelevanttoIBschoolsandclassifiedthemintothoserelatedtoschoolenvironmentsandthoseusedintheclassroom.ThistwopartdivisionisalignedwiththeworkofDurlakandcolleagues(2011)whoidentifiedtwomainstrategiesthatpromotethedevelopmentofnon-cognitiveskills:instructionalandenvironmentalapproaches.
WhilethefollowingaspectsoftheschoolenvironmentandclassroompracticearesummarizedintheworkofSnipesetal.(2012).Itshouldbenotedthatmanyoftheseideascomefrom–andareattributedto–othernotedscholarsandpractitioners(e.g.Carr&Walton,2011;Lee&Smith,1999:Marzano,2000).
Schoolenvironment:Certainaspectsofaschool’sculturehavebeenfoundtobeassociatedwithpositiveacademicmindsetsincludinganatmosphereofrespectforscholarship,anemphasison
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teamwork,apositivepeerculture,school-wideassumptionsthatallstudentscanbesuccessfullearners,andanoverallstrongandhealthyorganization.Scholarshavealsofoundevidencethatcertainstructuressuchasextendedtimewithteachersandaconsistentgroupofpeers(e.g.blockscheduling,looping)areassociatedwiththedevelopmentofpositiveacademicmindsets.Otherschoolconditionsfoundtobepositiveareasystemofrewardsandconsequencesthataretransparentsothatstudentsunderstandwhatisrequiredtosucceed.Inaddition,studentsbuildpositiveacademicmindsetswhentheyaregivenopportunitiestoengageinservicetoothers.
Classroompractice:Attheclassroomlevel,researchershavefoundthataspectsofcurriculumandinstruction,studentsupports,assessmentpracticesandclassroomculturecaninfluencethedevelopmentofpositiveacademicmindsets.Studentsaremorelikelytoholdpositivemindsetswhentheinstructionalpracticesincludechallengingbutachievableassignments;whenpraiseisofferedforhardworkratherthanintelligence;throughopportunitiestoundertakeauthentic,relevanttasksappliedtorealworldsettings;andwhenclassroomactivitiesincorporatestudents’culturalknowledgeandpersonalopinions.Inaddition,itishelpfulwhenstudentsaregivenchoices,cognitiveautonomyandownershipoflearning.Inaddition,studentswhohaveaccesstosupportswhentheystrugglewithlearningaremorelikelytodeveloppositivemindsets.Withregardtoassessments,studentsbenefitfromtransparentgradingpracticesandfromregular,supportivefeedbackfromteachersonprogresstowardgoalattainment.
Linkageshavealsobeenfoundbetweenpositiveacademicmindsetsandtrustandsafetyintheclassroom.Studentsbenefitalsofromhighexpectationsamongteachers,especiallywhenitisalsoclearthatteachersrespectthemaslearners.Moregenerally,positivestudent-teacherrelationshipsareassociatedwithpositivemindsets.Inaddition,welookedforwaysinwhichparticularIBOcoreideas,framingdocumentsandinitiativesmightintersectwitheffortstopromotepositiveacademicmindsetsamongstudents.WeexpectedthattheremightbeparticularconnectionbetweentheIBLearnerProfileandacademicmindsets,whilealsoacknowledgingthatthespecificitemsintheprofiledidnotoverlaptoasignificantdegreewiththefourfocaldimensionsofacademicmindsets.1Inaddition,wewereinterestedinwhetherarelativelynewinitiativewithinIBOentitledtheApproachestoTeachingandLearning(IB)2wouldbelikelytopromotepositiveacademicmindsets,inparticularwithregardtotheself-managementskills,oneoffiveareasemphasized.Finally,webelievedthataspectsoftheDPdesigncouldleadtopositiveacademicmindsetssuchasCreativity,ActionandService(CAS),theextendedessay,andtheTheoryofKnowledgeCourse(IBO,2016).Ineachof1TheIBLearnerProfilequalitiesareinquirers,knowledgeable,thinkers,communicators,principled,open-minded,caring,risk-takers,balanced,reflective.Seehttp://www.ibo.org/benefits/learner-profile/2Thesearethinkingskills,communicationsskills,socialskills,self-managementskills,andresearchskills.Seehttp://www.ibo.org/globalassets/digital-tookit/flyers-and-artworks/approaches-to-teaching-learning-dp-en.pdf
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thesecases,wehypothesizedthatstudentswouldbeexposedtoexperiencesthatrequiredthemtoconsider–andpossiblydevelop–beliefinthemalleabilityofintelligence,asenseofbelonging,self-confidenceandasensethatlearningwasrelevant.
Thereisconsiderabledifferenceofopinionregardingwhethernon-cognitiveassetsareinnateorcanbelearned.Iftheyareindeedlearned,inwholeorpartially,thentheycanbetaughtineducationalsettings.Whilethereisreasontobelievethatpeoplemaybebornwithpersonalitytraitssuchasconscientiousnessthatareassociatedwithgoodacademicoutcomes(Noftle&Robins,2007),thereisalsoconsiderableevidencethatnon-cognitiveassetscanbeinfluencedbyteachersandschools(Farringtonetal.,2012).
YeagerandWalton(2015)positthatworktopromotepositiveacademicmindsetsmaybelessaboutteachingcontentthanaboutinterveninginsocial-psychologicalterms.Theynotethatrelativelysmallinterventionsmayhaveanoutsizedeffectwhentheytargetkeymentalprocessesthatcandeterstudentachievement.Conversely,Shechtmanetal.,(2013)suggestthatopportunitiestolearnacademicmindsetsbeintroducedintotheacademiccoresothatstudentscanexplicitlylearnandpracticetheminacademicsituationsandunderstandhowtheycaninfluencetheiracademicachievement.Farnsworthetal.(2012)foundresearchevidencethatpositiveacademicmindsetsmaybefosteredbothinrelationtoinstructioninspecificcontentareasaswellasincontextsthatspancontentareas.
Studieshaveshownwaysthatthedevelopmentofpositiveacademicmindsetscanbeadvancedthroughthecurriculum(Bailey,Heape,&Shields,2009),throughstudentsupports(Cassen,Feinstein,andGraham,2008)orthroughsocio-culturalapproachesthatinvolveschool-widewaysofthinkingaboutstudentcapacity(Duckworth,Kamentz&Keene,2012).Classroomteacherscanhelpstudentsdevelopastrongacademicmindsetbypresentingtasksinwaysthatseemattainableaswellasbyofferingthesupportandtoolsneededtobesuccessful(Dweck,Walton&Cohen,2014).
ResearchDesignandMethodology
OverviewNCRESTemployedamixedmethod,multiplecasestudydesignforthisstudy.EachIBschoolselectedforinclusioncomprisedacaseorunitofanalysis.AmultiplecasestudydesignwasselectedtoenableNCRESTtostudyanddescribetheschoolandclassroom-levelfactorsthatcontributedtostudents’developmentofpositiveacademicmindsetsateachoftheschoolsinoursample,aswellastoexploreanddescribecommonanddivergentthemesthatemergedacrosstheIBstudyschools.Weusedbothquantitative(surveyadministrationandanalysis)andqualitative(guidedinterviewsandclassroomobservations)methodstoanswertheresearchquestions.
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Toframeourresearch,wedevelopedthefollowinglogicmodel,basedontheresearchliteraturethatwereviewedandourunderstandingoftheDPmodel.Inourstudy,wefocusedonthefirstthreeboxes;thefourthonecouldnotbeexploredwithinthetimeframeorresourcesavailable.
Figure1:LogicModel-ResearchonAcademicMindsets
Thefollowingquestionsguidedtheresearch:
1. HowdoDPschools’structures(philosophy,structure,leadership)andclassroompractices(curriculumandintendedandenactedinstruction)contributetostudents’positiveacademicmindsets?
2. TowhatextentdoDPstudentsandteachersperceivethattheIBprogrammeandtheschools’structure,curriculumandinstructionsupportthedevelopmentofpositiveacademicmindsets?
3. WhatoutcomesdoDPstudentsobtainonstandardizedmeasuresofacademicmindset?Howdotheseoutcomescompareacrossschools,especiallythoseindifferentcountries?Whatschool-basedfactorsmightcontributetothisvariation?
4. WhatlinkagescanbeobservedbetweenpositiveacademicmindsetsandpositiveacademicbehaviorsinDPschools?
5. WhatstrategiesmightIBOuseorstrengthentodeveloppositiveacademicmindsetsamongDPstudentsinthefuture?
DPschools/programsimplement-
Positiveschoolenvironment
Positiveclassroompractices
Studentsdeveloppositiveacademicmindsetsincluding:
- Malleableintelligence
- Relevance- Self-confidence- Belonging
Studentsexhibitpositiveacademicbehaviors
StudentssuccessfullycompleteDPcoursesandprograms
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SampleselectionOurresearchfocusedonfourschoolslocatedintwocountries.Tomakedecisionsaboutwhichcountriestoworkin,weprioritizedthosewithaconsiderablenumberofIBschoolsanddecidedthatoneofthesecouldbetheUnitedStates(ideallyNewYorkState)tokeepcostsincheck.WeconsideredonlycountrieswhereEnglishorSpanishisspokenasthesearethetwoIBlanguagesinwhichourresearchteamisfluent.Inselectingschools,wedevelopedasetofcriteriaintendedtoidentifythosewithwellestablishedDPprogramsaswellasconditionsthatmightbefavorabletothisresearch.WewereassistedintheidentificationofschoolsbyrepresentativesofIBObasedonourselectioncriteria,asfollows:
1. Timeinexistence(authorizedafter2008).2. EvidenceoffullimplementationofDPwithapreferenceforschoolsrecognizedfortheir
useoftheLearnerProfile.3. Somediversity(intheUS,with20%ormorestudentsfromminoritygroupsoreligiblefor
freeorreducedlunch).4. AsubstantialproportionofstudentswhowereDPexamtakers(over25%inpublic
schools;over50%inprivateschools).5. Aninterestexpressedbyschoolpersonnelinparticipatinginastudyofthiskind.
Thefollowingfourschoolswereselected:Table1.SampleSchoolCharacteristics
School Location Control Grades/forms
No.ofstudents DPparticipants
SchoolA NY,USA Public 9-12 1100AllstudentstakeDPcourses;abouthalfworktowardtheDiploma
SchoolB NY,USA Public 9-12 1400AllstudentstakeDPcourses;5-20worktowardtheDiploma
SchoolC Peru Private Pre-KthroughFormVI 1200girls
AllsecondarystudentstakeDPcourses;abouthalfworktowardtheDiploma
SchoolD PeruPrivate,parent
cooperative
Pre-KthroughFormV 1400
AllstudentstakePYP,MYPorDPcourses;abouthalfworktowardtheDiploma
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DatacollectionmethodsTocollectdata,two-dayvisitsweremadetoeachschool.Duringeachvisit,interviewswereconductedwiththeDPcoordinator,theschoolheadorprincipal,thepersoninchargeofCASandtheextendedessay,selectedteachers(includingtheTOKteacher),andotherschoolleaders.Inaddition,weconductedobservationsinarangeofclassroomsandsomeCASactivities.Duringorjustpriortoourvisit,astudentsurveywasadministeredtostudentsparticipatinginDP.Inpreparationforourvisits,weconductedaninterviewwithJennyGillett,SeniorCurriculumStrandManageratInternationalBaccalaureateinTheHague,tolearnabouthowtheIBcurriculumintegratesanyofthefourdimensionsofacademicmindsetsofinterestinourresearch.
Thefollowingsummarizestheresearchactivitiesundertaken:
Table2.SummaryofDataCollectionActivitiesintheSampleSchools
School Location Dateofvisit Interviewees(#)
Observations(#)
Studentssurveyed
(#)SchoolA NY,USA Nov2016 9 4 454SchoolB NY,USA Nov2016 18 4 406SchoolC Peru Oct2016 5 4 44SchoolD Peru Oct2016 12 4 162Total 43 16 1066
Morespecifically,thefollowingactivitieswerecompletedateachschool.AllinstrumentsandprotocolsweredevelopedinEnglishandtranslatedintoSpanishforuseinPeru.TheseareincludedinAppendixA.Consentformsandprocedureswerealsodevelopedinbothlanguages.
1. SchoolLeaderandIBCoordinatorInterviews.NCRESTdevelopedprotocolsforandconductedsemi-structuredinterviewswithschoolleadersandDPCoordinators.Theinterviewsweredesignedtocollectdataontheschoolandprogram-levelstructuresandpracticesthatdevelopandsupportstudents’positiveacademicmindsets.WewerealsointerestedinhowIBandDPresourcessuchastheLearnerProfileandtheTheoryofKnowledgecurriculummightpromotepositiveacademicmindsets.
2. TeacherInterviews.Theteacherinterviewguidesweredesignedtocollectdataonteachers’understandingsofacademicmindsetsaswellasinstructionalpracticesthatsupportstudents’developmentofpositiveacademicmindsets.Theyalsoaddressedteachers’perceptionsofthewaysinwhichtheIBprogramaswellasotherschoolandclassroomfactorssupportthedevelopmentofpositiveacademicmindsets,inthecontextoflocalculturesandnorms.
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3. StudentSurvey.NCRESTdevelopedatwo-partquestionnairethatwasadministeredtoDPstudentsinthestudyschools.ItemsinthefirstpartweredevelopedbyNCRESTandwereusedtocollectstudentdemographicinformationaswellasdataonstudents’perceptionsofschoolenvironmentsandclassroompracticesthatmaysupporttheformationofpositiveacademicmindsets.Tofacilitatelateranalysis,weconstructedscalesinwhichitemsrelatedtoschoolenvironmentandtoclassroompracticewereclustered.ThefinalscalesusedareincludedinAppendixBalongwiththeirvalidity(Cronbach’salpha)values.
Thesecondsectionofthestudentquestionnairecontaineditems/scalesdesignedtoassessstudents’academicmindsetsandacademicbehaviors.Forthese,wedrewonexistingscalesthathadbeenpreviouslyvalidated.AnimportantsourcewastheMotivationandEngagementScale(MES),developedinAustralia,whichmeasuresbehavioral,emotionalandcognitivedimensionsofstudentengagementandhaselevensubscales(Martin,Yu,Papworth,Ginns,&Collie,2015).TheMES-HighSchool(MES-HS)wasdesignedforstudentsage12-19andhasstrongpsychometricproperties;itwasnormedon21,579studentsin58highschoolsinAustralia.Cronbach’salphafortheelevensubscalesis0.79fortheMES-HS(0.77–0.82forindividualscales).3FromtheMES,weusedscalesforacademicbehavior,relevanceandself-confidence.
WealsoincorporatedoneversionofDweck’s(n.d.)mindsetscaletomeasurestudents’perceptionsofmalleableintelligence.4Tomeasurebelonging,weadaptedascaledevelopedbyHurtadoandCarter(1997)foruseinresearchconductedwithLatinocollegestudents.
AllitemsusedclosedresponseoptionsandallitemsthatenteredscalesusedaLikertscalerangingfrom1forstronglydisagreeto5forstronglyagree.
4. ClassroomObservations.Duringourvisits,theresearchersspenttimeinclassroomsandCASactivities,whenpossible.Theobservationswereguidedbyanobservationprotocolthatfocusedourattentiononteacherinteractionswithstudentsthatwerelikelytogenerate/supportpositiveacademicmindsets.TheobservationguideusedinthisresearchisincludedinAppendixD.
5. ReviewofSchoolDocuments.NCRESTalsocollectedandreviewedrelevantschooldocuments,suchasmissionstatements,policies,curriculumdocuments,etc.relevanttoourresearchquestions.
3TheMESwasdevelopedbyDr.AndrewJ.MartinoftheUniversityofSydney,andispublishedbytheLifelongAchievementGroup.Sampleitemsandinformationonconstructsmeasured,psychometricproperties,administrationandscoringarecanbefoundat:http://www.lifelongachievement.com/the-motivation-and-engagement-scale-mes-i8/
4https://mindsetonline.com/testyourmindset/step1.php.ItshouldbenotedthatthiswastheonescalethatweusedwithalowCronbach’salphavalue.Despitethis,wedecidedtogoaheadanduseitinitsoriginalformbecauseithasbeenusedextensivelyinpreviousstudies.
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DataanalysisTheanalysisofinterviewdatawasdoneusingdetailednotestakenduringeachinterview;recordingswerealsomadeandusedtoverifythenoteswhenneeded.Thesenoteswereanalyzedbyfirstorganizingthemaccordingtotheresearchquestionsandthenclusteringtheresponsesintocategoriesbyemergenttheme.ThesurveyresponsesweredownloadedinExcelandtransferredtoSPSSforanalysis.Wefirstgeneratedsimpledescriptivetablesandchartsshowingaveragestudentresponsestoeachitemandforeachscale.Wenextlookedforcorrelationalrelationshipsbetweenthedifferentscalesincludedinthelogicmodel.SeeAppendixBformoredetails.
Findings
SchoolEnvironmentandClassroomPracticesthatFosterPositiveAcademicMindsets
Inthissectionweaddressourfirsttworesearchquestions.Theseare,“HowdoDPschools’philosophy,structure,leadership,curriculumandintendedandenactedinstructioncontributetostudents’positiveacademicmindsets?”and“TowhatextentdoDPstudentsandteachersperceivethattheIBprogrammeandtheschools’structure,curriculumandinstructionsupportthedevelopmentofpositiveacademicmindsets?”Becauseourinterviewandsurveyquestionsfocusedonbothofthesetopicsatthesametime,itwasdifficulttodisentanglethetwo;thereforeweaddressthetwoquestionstogether.Inkeepingwithourlogicmodel,ourdiscussionisseparatedintoschoolenvironmentandclassroompracticessections.
Schoolenvironment
Schoolenvironmentandmalleableintelligence
Emergingandcompellingresearchthatsuggestsnon-cognitivefactorsassociatedwithpositiveacademicoutcomesandschoolsuccess,suchaspro-academicmindsets,arelargelycreationsofschoolandclassroomcontextsratherthanthepersonalcharacteristicsthatstudentsbringwiththemtoschool(Farrington,et.al,2012;Hamedani,Zheng&Darling-Hammond,2015).Forthemostpart,wefoundthattherewaswidespreadbeliefinthefourschoolsvisitedthatintelligenceismalleable,althoughitwasoccasionallyquestionedtosomedegree.Inmanycases,respondentstoldusthatallgoodteachersbelievethatintelligencecanbebuiltwitheffortandgoodteaching.Moststudentssurveyed(79%)agreedwiththestatementthattheirIBprogramemphasizedhardworkasawaytosucceed.Sixtytwopercentofstudentsagreedwiththestatement,“Nomatterhowmuchintelligenceyouhave,youcanalwayschangeitagooddeal.”However,fewer-52%-agreedthattheyweregenerallypraisedforeffortwhile46%saidthattheywerepraisedfortheirintelligence,suggestingthatperceptionsofadultsonthistopicvary.
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Inanumberofcases,beliefinthemalleabilityofintelligencewasseenasrelatedtobothfamilyandschoolculture.Inseveraloftheschools,thepointwasmadethatstudents’familiesencouragedthemtobelievethattheycouldlearnwitheffort.
Weliveinacommunitywheresuccessisveryimportanttofaculty,studentsandhome.Parentspushthemathome.IBisrigorous.Youreallyhavetoworkinordertobesuccessful.Studentsjusthavethatmindsetcomingin.
Inothercases,theemphasiswasontheclimateandphilosophyofeducationwithintheschoolitself:
Theschoolitselffostersthat.Wehaveaclimatewhere[students]arechallengedanditisnotcooltotaketheeasypath…Theideathateverybodycandoitisfosteredfromthedaytheywalkinin9thgrade.
Ingeneral,schoolleadersexpressedacommitmenttohavingallstudentsgoingasfarastheycanintheirlearningandwefoundthatpoliciesencourageprogressionthroughtheDPcurriculuminallofthefourschools.AtSchoolB,theprincipalnotedthat“IBforall”isamottoandmessageattheschool.Theschoolencouragesstudentstoconsiderthemselvesascapableofachievingathighlevels,andtotrythingsthataredifficult.Structurally,theschoolrequiresall11thgraderstotaketheDPEnglishandHistorycourse.Theprincipalexplainedthatit'sawayforstudents“tolearnwhatisinvolvedandlosethefearofmorerigorouscoursework.”TheschoolhasanominimumrequirementforentryintoahigherlevelDPcourseand,astheprincipalnoted,ifastudentiswillingtotry,theyarenotdiscouraged.
Wealsofoundthatmeasuresaretakentohelpstudentstobuildaconvictionthattheycanengageinrigorousandchallengingacademicwork.AtSchoolA,staffworktocreateanenvironmentinwhichstudentsarechallengedbutalsofrequentlypraisedandsupported.Theseeffortsarepartoftheschool’slong-termcommitmenttode-trackingandengagingstudentsinrigorouscoursework.Aspartofitsde-trackingefforts,theschooloffersvariedIBoptionsrangingfromtakingoneclass,totakingseveral,toearningtheDPdiploma.Inaddition,theschoolhassupportclassesforstudentswithspecialneedsaswellasstaffresources(e.g.guidancecounselors,socialworkersandpsychologists)tohelpstudentstacklemorechallengingcoursework.
AtSchoolD,policiesandstructurescommunicateanunderlyingbeliefthatallstudents,includingspecialneedsstudents,cansucceedintherigorousDPacademicprogram.StudentscompletetheDPcourseworkbytheequivalentoftheUS11thgrade,anearlieragethanistypicalforDPstudents.Theschoolisconcernedwithboostingstudents’confidenceandacademicself-efficacy.Theyhavestartedadepartmentoflearningsupport,whichincludesbothacademicsupportsandsocial-emotionalcounseling.Anotherthemethatemergedwashelpingstudentstogrowtheirintelligencebyprovidingtherightmixtureofchallengeandsupportor,asoneprincipalsaid,“therightamountofdissonance–strugglewithoutdeflation.”
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Inaddition,anumberofschoolsusedsystemsthatprovidesystematicwaystohelpstudentsthroughrigoroustasks,likelytoinfluencetheirbeliefthattheirintelligenceisgrow-able.Thethinkingisthatstudentswillbenefitfromasetofstructuredexperiencesthatwouldallowthemtogrowintellectually.Forexample,ateacheratSchoolDtalkedabouthowIB’sExtendedEssayprocesshelpsstudentstobuildabeliefthattheycantackleadifficultproject.
It’saprogressive2-yeareffort.Foryear2theypickthetopicorcoursewheretheywillbedoingtheirresearch.Theymeetwiththeirsupervisorattheendofyear1tobeginresearch.Beforeyear2thereisanothermeetingtomakesurethereissomemovement….Atthebeginningofyear2thereisareview.Thereisaformwherestudentsandsupervisorstracktheirprogresssotheycanfinishontime.
Leadershipattitudesappearedtobeveryimportantinaddressingquestionsaboutmalleableintelligence,particularlywhetherallstudentsarecapableofengaginginrigorouscoursework.ThiswasespeciallysalientintheUSpublicschoolsthatwereenrollingprogressivelymorestudentsinDPcourses.Oneprincipalinparticularwaseloquentonthistopic.
Howdoteachersreact?Teachersarecautiousatfirst.Guarded.Thisissecondorderchange.Changeishardforanyone….It’sabigshifttobelievethiscanbedoneforall.Themajoritynowbelievethatallstudentscandothisbutit’snoteasy.Leadershavetokeepupthepress.
Atthesametime,weencounteredexampleswheredoubtwasexpressedbyschoolpersonnelthatintelligenceisfullymalleable.Onequestionedwhetherallstudentsshouldbepreparedforcollege,believingthat“notallstudentsarewiredthatway.”Anotherintervieweebelievedthatgirls’andboys’brainslearndifferentlyandthatgirlsbenefitedfrombeinginclassroomssegregatedbygender.
Schoolenvironmentandasenseofbelonging
Students’senseofbelongingisfosteredandexhibitedwhentheyformasenseofidentitywithandfeelthattheyaregenuinemembersofanacademicandlearningandsocialcommunity—attheschool-leveland/orclassroomlevel.(Snipes,et.al.,2012).Asenseofbelongingwasdescribeddifferentlyineachschool.Sometalkedaboutschoolspirit,whileotherstalkedaboutschoolpride,orasenseofbeingpartofacomfortablefamilyenvironment.Amongstudentssurveyed,overhalf(54%)agreedwiththestatement“Ifeelasenseofbelongingtotheschoolcommunity.”
InthetwoPeruvianschools,asenseofbelongingwaswellestablishedbythetimestudentswereintheDPprogramme.Inbothcases,moststudentsenteredattheageofthreeorfourandstayeduntilgraduationfromsecondaryschool.Asoneschoolleadersaid,
Herethekidscomeinatnurserysothespiritisthereandtheygrowuptogether.Thestudentsarecomfortablewithoneanother.Thereareveryfewinstancesofbullyingandstudentsseemtohavearespectforoneanother.
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Inaddition,thepopulationsoftheseschoolsarewelloffeconomicallyandfairlyhomogeneous,reducingthedifferencesamongstudentsthatcancausetensions.Thus,theschoolsdidnotneedtomakeasmuchefforttoengenderasenseofbelongingamongstudents.However,SchoolCexplicitlyaddressedtheimportanceofasenseofbelongingontheirwebsite:
Wevalueeachandeverystudent,theiruniqueness,andthediversityofourcommunity,andthe commitment and skills of our staff. Building a strong sense of community is veryimportantforus;webelievethatwhenpupilsfeeltheybelongtheyaremorelikelytobecomeacademicallymotivated,toactethicallyandtodevelopsocialandemotionalcompetencies.
SchoolCalsofosteredstudents’senseofbelongingthroughstructuresthatcreatestudentidentitygroups.Allstudentsareassignedtoahomeroomatthebeginningoftheirsecondaryschoolyearsandtoaleadteacherwhostayswiththestudentcohortthroughgraduation.Theymeetbrieflyatthebeginningofeachdayandalsoonceaweekforapersonaldevelopmentclass.Theleadteacherkeepstrackofhowindividualstudentsaredoingbothsociallyandacademicallyandinterveneswhennecessary.Inaddition,theschoolhasahousesystem,inwhichstudentsareassignedtooneoffourhousesinthe2ndgradeinwhichtheyremainuntilgraduation.Thehousesystemaimstopromoteschoolspirit,teamworkandhealthycompetitionamonghousesinacademicsportsandspecialprojects.
IntheUSschools,studentswerelesslikelytohavegrownuptogetherandparticularlyinoneschool,studentswerelesswell-off.However,expliciteffortsweremadetopromoteasenseofbelongingamongstudents.BothUSschoolsencouragedstudentstoparticipateinactivitiesandorganizationssuchasfishingorlanguageclubsthatwouldpromoteaconnectiontotheschoolandeachother.AtSchoolA,theschoolencouragedparticipationintheir56studentclubsandactivities,someofwhichcouldbeusedbyDPstudentstofulfilltheirCASrequirements.InSchoolB,aschoolleadertalkedabouteffortsmadetoengenderasenseofbelongingacrosstheyears.
Expliciteffortsforbelonging?New9thgradersgetatour.Wehavespiritweek….clubs…backtoschoolnight…juniorgala…homecoming.
AtSchoolB,theprincipalnotedthathemakesitaprioritytosupportstudentsandstafftodevelopasenseofbelongingandprideintheschool,andnotesthathefrequentlyhearsstudentssaywithpride,“I’manIBstudent.”Inaddition,theprincipalperceivesthatthestudentswhostrivetoearntheDPdiplomafeelasenseofkinshipandprideinundertakingrigorouswork.
Acrossallschools,warmrelationshipsbetweenstudentsandteacherswerementionedasespeciallyimportanttodevelopingasenseofbelonging.
Ican'treallyascribehappinesstoanythingtheschooldoesinparticular.Theschoolisafairlyfriendlyplacebecausestudentsalreadyknowthestaffandwho'sgoingtobetheirteacherfromyeartoyear.
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Studentshavelotsofaffectionfortheteachers.Therearegreatrelationships.Teachersgotoweddingsofformerstudents,knowthefamily.Therearealwaysthingsgoingoninstudents’families.
Atthesametime,therewerecaseswherethesenseofbelongingcouldbeweakenedbythedivisionofstudentsintoDPdiplomastudentsandthosewhowerenot.Studentsworkingtowardthediplomaweresometimesconsidereddifferentorofhigherstatusintheschool,somethingthatcoulddiminishthesenseofbelongingtoaschoolcommunity.
Schoolenvironmentandself-confidence
AscitedinFarringtonetal.(2012),Bandura(1986)notedthatstudentsaremostlikelytoengageinlearningactivitiesthattheyfeelabletocompletesuccessfullyandtoavoidthosethattheydonotfeelconfidentaboutundertaking.Accordingtoourinterviewees,IBcourseworkcanseemdauntingtostudentsand,especiallyinthetwoUSschools,effortsweremadetopromotestudents’self-confidenceinundertakingthesecourses.Inaddition,therewereexamplesofmoregeneraleffortstobuildstudentself-confidence.
Therewasevidencethatseveralschoolsworkedtohelpstudentsfindarenasinwhichtheycouldshineasawaytobolstertheirself-confidence.Thissometimestooktheformofencouragingexplorationofdifferentinterestsand“selves”throughinvolvementinCASwithitsemphasesoncommunityservice,thearts,andsports.AteacheratSchoolDpointedoutthatmanyoftheseopportunitiesareun-gradedsoitencouragesstudentstotakemorerisksanddevelopconfidenceintryingnewendeavors.OneCAScoordinatorsaid,“Weencouragethemtostepoutsideoftheircomfortzone.”
Inothercases,studentswereofferedleadershipopportunitiesthatappearedtocontributetotheirself-confidence.InoneofthePeruvianschools,studentscouldbeleaderswithinstudentgovernment,in“houses”similartothoseintheBritishschoolsystem,orinvarioussports,clubs,andactivities,allowingthemtogainconfidenceindifferentroles.Intheoneall-girlsschoolthatwevisited,aschoolleadertalkedabouthowasinglegenderenvironmentencouragesthedevelopmentofleadershipandself-confidenceamongtheirstudents.Therewasnodeferencetoboysorassumptionsthatgirlsarelimitedtocertainareasofaccomplishment.
Withanall-girlsschool,girlsareabletorecognizeandseethemselvesasscientistsandmathematicians….Becausethisisanall-girlsschool,girlsbelievetheycanthriveanywhere.
Therewasalsothoughtgiventohelpingstudentstakechargeoftheirowneducation.Atoneschool,anexternalreviewerhadquestionedwhetherstudentsweregiventoomuchsupport.Theschoolwasindiscussionsaboutwhethertoreducetheamountof“spoonfeeding”andincreasestudents’opportunitiesto“thinkforthemselves.”
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Finally,insomeschools,therewasexplicitconcernwithstudents’self-conceptandsupportisprovidedtobolsterit.Asoneleadersaid,therigoroftheprogramcanmakeithardforstudentstomaintaintheirconfidenceandtheschooloffersvariousresources.
Thepsychologistisalwaysinvolvedwithsupportingthekidswithsocialemotionalproblems.Shedoeslotsofcoachingforkidswhoneedit.SomestudentswereshockedwhentheirgradeswentdownbecauseoftherigoroftheIBprogram.
TheDPcoordinatorswereanotherresourceforstudentswhoseself-confidenceneededbolstering.Acrossalloftheschools,theywereinvolvedinencouragingfalteringstudentsandhelpingthembelievethattheycouldsucceedinchallengingclassesandaspiretobecomeaDPdiplomaholder.
InoneoftheUSschools,theprincipalmadeaparticularefforttobuildasenseofprideandabeliefthatstudentsatthatschoolcouldbeasgoodasstudentsanywhere.Infact,theuseoftheIBcurriculumhasplayedaroleinconvincingstudentsthattheycansucceedinlife.
WhenIstartedhere27yearsago,therewaslowself-esteemandthebeliefthat[SchoolD]studentsaredumb.Ikepttellingthemthatthey’regreat.Istartedbymakingtheschoollookbettertoreinforcetheideaofself-pride.IBhasbeenabigpartofthatalso.
Schoolenvironmentandrelevance
Schoolwidestructuresandpracticesthatpromoteandfosterstudentadoptionofacademicmindsetsincludelearningopportunitiesandexperiencesthatstudentsenjoyandperceivetoberelevantandvaluabletothemselves,theircommunitiesand“therealworld”(Snipes,et.al,2012).Inthefourcasestudyschools,weconsistentlyfoundthatschoolfacultyidentifiedstructuresandpracticesthatbuildstudents’beliefthateducationisrelevant.Ofstudentssurveyed,60%agreedthat“I’mabletousesomeofthethingsIlearnatschoolinotherpartsofmylife,”onemeasureofrelevance.
Developingaschoolenvironmentinwhichstudentsfindtheircourseworkrelevanthadmuchtodowithemphasizingtheimportanceoflearningandachievementfortheattainmentoffuturegoals,especiallysuccessincollege.Themajorityofstudentsinallfourschoolswerebroughtupwiththeideathattheyshouldtakethestepsnecessarytoattendandgraduatefromagoodcollege;94%ofthosesurveyedexpectedtogotocollegerightafterhighschool.Accordingtoschoolstaff,thismessageisoftendrivenhomebyparents.Inaddition,schoolstookmeasurestoreinforcetheideathatschoolsuccessleadstocollegesuccess.Atoneschool,alumniwereregularlyinvitedintospeakwithstudentsaboutthevalueofstudyinghard.
Howdoyouconvincestudentsit’sworththeeffort?Bringinformerstudentstoconnecthowthiswillberelevantandhelpful.BringtheminforschooleventstoremindthemthatDPisastrugglebutthatonceyougettouniversity,it’sacakewalk.
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Insomecases,studentstookcoursesthatwererelevanttotheirfutureplans.IBcoursesofferedatSchoolAsuchasbusinessmanagementandartsallowedstudentstolearnabouttopicstheyfoundengagingoruseful.FacultyatSchoolBdiscussedwaysthatotherDPcomponentssuchasCASandtheExtendedEssayofferlearningexperiencesthatareintrinsicallyenjoyableandrelevant,asstudentareencouragedtofocusontopicsandexperiencesthataremeaningfultothem.
Inaddition,weobservedthatschoolleadersandstaffwereoftencommittedtomakingthelearningrelevanttostudents’currentlivesandinterests.AtSchoolA,recentfacultyprofessionaldevelopmenthadfocusedondifferentiatingcoursesinwaysthattakeintoaccountstudentchoiceandinterests,includingstudentselectionofresearchandstudytopics,waysoflearning,andsometimesmeansofassessment.AtSchoolD,connectingstudentlearningopportunitiesandexperiencetostudentinterestsisfosteredthroughthestructureforcourseselection.Studentsandparentsdecidewhatcoursesshouldbetakenbasedontheirinterestsandgoals.
CASactivitieswereoftenstructuredtogivestudentsaconnectionwiththerealworld.Inmanycases,serviceprojectsbroughtstudentsintocontactwithpeopleandplacestheywouldnothaveotherwiseknown;theyalsoprovidedstudentswithopportunitiestobeusefultoothers.ThisappearedtobeespeciallytrueinthePeruvianschoolswheremanystudentshadledshelteredlives.Forexample,atoneschool,studentsweretutoringyoungerchildrenfromalow-incomeschool.Inanother,studentsorganizedgamesandsocialactivitiesforspecialeducationstudents.CASactivitiesalsoallowedstudentstobecreativeinrealworldsettings.Onegroupofstudentswasworkingwithasmalllocalmuseumtosetupinteractivedisplaysthatwouldengagethepublicandhelpthemtolearnaboutancienttextiles.Atthesametime,onlyhalf(50%)ofstudentssurveyedagreedthattheylearnskillsinCASactivitiesthatarerelevantintherealworld,suggestingthatmorecouldbedonetoconnectCAStostudentinterests.5
Finally,mostoftheschoolsinvolvedatleastsomestudentsintripstoplacesthatbroadenedtheirhorizonsandunderstandingoftheworld.AtoneoftheUSschools,studentsgoonafieldtriptoNicaraguaalmosteveryyeartocarryoutserviceactivities.Studentsformedcloserelationshipswiththeirhostfamiliesandgainedinsightsintoadifferentculture.Thisschoolalsoregularlytookgroupsofstudentstoconductresearchinthelibraryatalocalcollegetoexposethemtothecollegeenvironmentandresources.AtoneofthePeruvianschools,therewasanannualtriptothejungletostudyecologyaswellastodoserviceprojects.
Inaddition,itwasclearthatstudentswereoftenconcernedwithmakingtheadultsintheirlivesproudofthem,anattitudethatmadesuccessinschoolrelevantinapersonalway.Thisconnectionwasstrengthenedwithinschoolsbythededicationthatteachersshowedtoeducatingandsupportingtheirstudents.
5Althoughtherangewasfrom89%agreeingatSchoolCto28%atSchoolB.
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ClassroompracticesFarringtonet.al.(2012)statethat“Classroomconditionshavepowerfulinfluencesonstudents’feelingsofbelonging,self-efficacy,andvaluationofschoolworkandcanalsoreinforceorundermineagrowthmindset(p.32).”Unfortunatelytheresearchislimitedwithregardtospecificclassroomstrategiesthatdirectlytranslateintothedevelopmentofacademicmindsets.However,multiplestudieshavefoundthereareinterventionsthathaveapositiveeffectinpromotingpositiveacademicmindsets(Snipes,2012).ThesefindingsservetohighlightthewaysthatIBteacherpracticesinfluenceacademicmindsetsinthefourcasestudyschools.ClassroompracticesandmalleableintelligenceClassroompracticesthatsupportamalleableintelligencemindsetarecomplicatedtoidentifyandassess.Inmanyways,theyareembeddedinongoingteacherpracticeanddailycommunicationswithstudents.Researchsuggeststhatmuchdependsonhowteacherscommunicateandvaluestudenteffortaswellashowstudentsinternalizethemessage.Inthisstudywefoundthatteachersoverwhelminglyexpressedabeliefthatintelligenceismalleable,yetstudentsingeneraldidnotscoreashighinthemalleableintelligencemindsetastheydidfortheotheracademicmindsetmeasuresinthestudentsurvey(seeFigure2onpage25anditem-levelsurveyresultsinAppendixB).Most,ifnotall,teacherscommunicatedthattheybelievedthatallstudentscouldlearnrigorouscoursematerialandthatstudenteffortintheclassroomwaskeytoacademicsuccess.Insomecases,theassessmentsystemreflectedeffortaswellasmasteryofknowledgeandskills.SchoolB’steachersgive“goodhousemarks”tostudentswhoareexcellingacademicallyandstudentswhodemonstratepositivebehaviorintheclassroom.ADPcoordinatoratSchoolDstatedthat,“studentsearnbothacademicandattitudinalgrades.Professorsmayrecognizeextraeffort.”Inaddition,attentionwaspaidtobolsteringstudents’willingnesstoinvesteffortintheirstudies.InSchoolB,ateachertalkedaboutwaystomakesurestudentmoraleishigh.Forinstance,ifshehasastudentwhoisnotproficientinEnglishshemayprovideanalternativeassignmentoravoidaskinghimorherquestionsinfrontofthewholeclasstoavoidembarrassment.Similarly,teachersfromSchoolsBandDmentionedtheimportanceofprovidingstudentswithpositivefeedbackandtheeffectithasontheiracademicsuccess.InSchoolB,teacherswerespecificinstatingthattheyhavegravitatedawayfromhighlightingstudentfailuresormishaps.Onestated,
Intheolddaysifyouwereintrouble,youlostpointsorloweredyourgrade.Nowweemphasizeareasyouareabletodowell.‘Ifyouaddthesepiecestoyourwritingthenyouwillbehereorthere.’Studentsunderstandwhatisneededtothriveandtheeffortneeded.
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Thisisaclearindicationofateacher’sefforttogravitatetowardsastyleofteachingalignedwithpromotingpositiveacademicmindsets.Thisteacherwentontoexplainthatshehelpsstudentunderstandtheneedforperseverancebyexpressingherselfhonestlyandshowingstudentsherownstruggles.Shesometimesmodelsherownprocessofconqueringherweaknessesandhelpedstudentsrealizethat,althoughthecourseworkmaybedifficult,itisachievable,andtheyarecapableofachievingherrigorousstandards.Inaddition,wenotedthatteacherstookadvantageofthecharacteristicsofseveralDPcoursesandactivitiestopromoteamalleableintelligencemindset.TheseincludedtheTheoryofKnowledge(TOK)course,theExtendedEssay,andtheCommunity,ActivityandService(CAS)program.Teachersacrossschoolspointedoutthatthesearesettingsinwhichstudentsarerequiredtoapplyskillsetsthatmaybeneglectedintypicalacademicclassrooms.InacourselikeTOKstudentsmayspendmoreclassroomtimethinkingdeeplyandcriticallyaboutacademicandlifeissuesandstretchingthemselvesasintellectuals.OneteacherfromSchoolDstated,
Theyareencouragedtoquestionthingsintheirlives.Itgetsthemconnectedtoreallifeandaseriesofrelevanttopics.It’snotonlyaboutaskingquestions,butalsofindinganswers.Thinkingaboutdifferentwaystoanswerbasedondifferentkindsofframing.
TOKcoursesallowteacherstoprobecomplexissueswithstudentsandtograntstudentstheacademicspacetochallengethemselvesandvalidatetheirperceptionsabouttheirownintelligence.AsanotherSchoolDleadteacherputit:
Inquiryisanotherareathatencouragesgrowthmindsets.Whenthereisnorightorwronganswer[totheseopen-endedquestions].It'snotabouttherightorwronganswerbutratherhowdidyougetyouranswer.Thispromotesmindset.
ManyCAScoordinatorsfeltsimilarlythattheiroverallgoalistoencourageinquiryandreflection.Forinstance,aCASteacheratSchoolAstatedthatafter18monthsofworkingwiththeirpeersandinthecommunity,students’writtenreflectionsshowagrowthinmaturityandincomplexityofthought.Thesestudentreflectionsplayasignificantroleingradingandallowteacherstoprovidepositivefeedbackandpromotepositiveacademicmindsets.Teachersoverseeingstudents’ExtendedEssaysalsopracticestrategiesthatpromoteabeliefinmalleablemindsets,particularlyhelpingstudentslearnhowtohandlechallengingprojects.ClassroompracticesandbelongingHumanshaveabasicneedtobelongintheworld(Mazlow,1943)and,formanystudents,theclassroomisamajorpartoftheirlife.Teacherpracticesthatpromoteastudentsenseofstudentbelongingdependonaclassroomculturethatisestablishedbyteacher.Studentsupportsmustbe
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inplacesostudentsmayproductivelystrugglewiththeiracademicworkandyetpersistandthriveintheiracademicenvironment.Soisateacher'sabilitytopromotetrustintheclassroom(Farringtonetal.,2012).Asenseofbelongingintheclassroominvolvesrelationshipswithandamongbothteachersandpeers.Almostallschoolleadersspokehighlyoftheirteachers’effortstopromotestudents’senseofbelongingbysupportingthemandshowingthemthattheywereimportant.Onewaythiswascommunicatedacrossschoolswasthroughteachers’willingnesstostayafterschoolorcometoschoolearlytohelpstudentswhorequestedtheirassistance.AschooladministratoratSchoolCstated:
Teachersareverywillingtogivetheirfreetimetohelpstudents.Studentsrarelysaythatateacherdoesnotwanttohelpthem.
Beyondbeingavailable,teachersusedotherstrategiestopromoteclassroomcohesivenessandasenseofbelonging.TeachersatSchoolsAandDarrangedtheirclassroomsinwaysthatencouragedasenseofcommunity(e.g.,organizingdesksincirculargroupsorclusters).Similarly,providingstudentswithopportunitiestoworkingroupsallowedteacherstoencourageinteractionamongstudentswithdifferentacademicandnon-academiccharacteristics,facilitatingpeerbonding.AsoneSchoolDteachernoted:
Kidsformconnectionsthataren’tnecessarilybasedonacademiclevels;they’rebasedonotherkindsofaffinities.Butbotharegood.Inmanygroups,studentsdivideuptheworkdependingontheirdifferentstrengths.
Thesestrategicclassroompracticesfacilitatedialogue,whichSchoolCteachersfeltwasimportanttopromoteasenseofbelongingintheclassroom.Ateacherstatedthathedemanded“gooddiscussion”andavoidedstructuringtheclassroominawaythatemphasizedtheroleoftheteacherasalecturer.Thisteacherpreferredtobeginclasseswithsmallgroupdiscussion.
Anotherimportantpieceincreatingaclassroomenvironmentthatpromotesastudentsenseofbelongingisassigningtasks/projectsthatencouragebondingamongstudents.SchoolCsentitsstudentstotherainforesttoconductresearchonlocalecology.Anotherschooltookgroupsofstudentstovisittheirlocaluniversitywheretheywereguidedbyuniversitylibrariansinconductingresearch.Oneschooltookitsstudentstovisitanotherschoolinamountainousregionfamousforitsarcheologicalsites.Theseexperiencescreated,asoneSchoolAteacherputit,an“allinthistogethermentality.”However,students’senseofbelongingintheclassroomoftencamebacktotheirrelationshipandsenseofconnectionwithteachers.AteacherfromSchoolDsaid,
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It’sabouttherelationshipwiththeteacher…..Studentswillcomeandsaythattheyusedtobereallyscared—bothexcitedandscared—feltunabletobesuccessful…..Soyouneedtoshowstudentsthatyoubelieveinthem.Thatmakesabigdifference.
Insomecases,therewereothermotivationsforconnectingwithstudents,however.AteacherfromSchoolDstatedthatclassroomswouldbeemptyiftheydidnothavepositiverelationshipswiththeirstudents.Teachersofclassesthatarelessintrinsicallypopularneedtocreateaclassroomenvironmentthatisbothacademicallychallengingandfunsothatstudentswilltaketheirclasses.
Classroompracticesandself-confidenceManyteachersinthefourschoolsstudiedbelievedthattheirstudentswerequitemotivatedandconfident,buttookmeasurestoreinforcethisintheclassroom.OneSchoolBteacherusedtalkingpointstoremindstudentsthattherearemultipleopportunitiesforsuccessinschoolandinlife.Teachersfromseveralschools(SchoolsA,BandD)mentionedthatstudents’writtenreflectionswereveryimportantinidentifyingtheirweaknessesandstrengths,allowingthemtoassiststudentstoharnessareasofstrength,whilepushingthemselvestoimproveinareasofweakness.InSchoolD,ateachertalkedaboutusingdifferentiatedinstructionasatoolforhelpingstudentstogainconfidenceaslearners(e.g.,auditory/visuallearners).Opportunitiesforautonomousdecision-makingwereseenasawaytobuildstudentself-confidence.TheoryofKnowledge,CAS,andExtendedEssayteacherstendedtogivetheirstudentsconsiderableautonomyinchoosingwhatprojectstoworkon.OneschoolleaderfromSchoolCsaidthat,acrosscoursesandactivitiesattheschool,"studentshavethefreedomtochoosetheprojectstheywanttoworktowards."Theopportunitytomakethesedecisionscontributedtotheirfeelingthattheworkwasrelevantandalsobuilttheirself-confidenceastheychosetopicsofinterestandthencouldbuildacademicskills.Thissentimentwasechoedthroughoutourconversationswithadministratorsandteachingstaff.ASchoolDteacherexplainedwhygivingstudentsthefreedomtochooseishelpful:
Ithelpsraiseself-esteembecausetheprojectsforcethemtobeleadersandmakethembespeakers.Thishelpsraiseself-esteemandmakesthemlessintroverted.
ASchoolCteacherechoedthisviewintalkingabouthowCAS’semi-structuredcurriculumallowsstudentstohaveavoiceinwhatactivitieswillbeundertaken.LikeotherCAScoordinators,sheconductsindividualinterviewswithstudentsthroughoutthecourseoftheprogramwheresheencouragesstudentstoreflectonhowCAShelpsthemtobuildskillsandconfidence.Thisteachersaid,
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Thisisthevalueoftheindividualinterviews.Studentstalkabouttheirfearsandworries.Onegirldecidedtoovercomeherfearsbypushingherselftoparticipateintheschoolplay;thenshegotinvolvedinthefundraisingwalk.
However,therewereconstraintstohowmuchautonomyteacherswillgivetheirstudents.Forinstance,SchoolCandDteacherssupervisingtheExtendedEssaywilltypicallynotletastudentworkonaprojectifinstructorsarenotwellversedinthetopicordonotthinkthatitwillgarneragoodassessmentfromDP.Assessmentpracticescanalsoinfluencestudentself-confidence.SometimesassessmentguidelinescomefromIBintheformofcomprehensiverubricsthatteachersusetoclarifywhatisneededtoearnsuccessfulgradesonDPprojectsandproducts.Incourseswhereteacherswereaffordedmoreassessmentautonomy,theytendedtobeveryexplicitabouttheirgoalsfortheclassroom.Forinstance,oneSchoolDartteachermentionedassessingherstudentsatthebeginningoftheyearandadaptingherpracticetofittheneedsofherstudents.Shestated,
Theinstructionbecomesveryindividualized—startingwithformativeassessmentandthenworkingfromtheirstrengths.Gettingstudentstotakeresponsibilityfortheirlearning.Lettingthemfail;showingthemwheretheycouldbestronger.Showingsuccesses—oncetheyfeelsuccessfultheyjustgo.Inarttherearemanywaystobestrong.Studentscanfindthemselves.
Thisteacher’swillingnesstoadapttoherstudentneedsshowedherinterestinusingassessmentandindividualizedinstructiontobuildstudents’self-knowledgeandself-confidence.ClassroompracticesandrelevanceItiswidelyunderstoodthatstudentsare,"naturallymotivatedtolearnwhentheyperceiveatasktobeinherentlyinteresting."(Farringtonet.al,2012,pg.29).TheresearchofLeeetal.asdiscussedinSnipes(2012)emphasizestheimportanceofgivingstudentsauthentic,relevanttasksthatcanbeappliedtorealworldsettingsandalsomakingeffortstoincorporatestudents’culturalknowledgeinclassroomdiscussions.Teachersinourstudyschoolswereoftenobservedtobemakinganefforttoengagestudentsbecausetheyrecognizedthatstudentswillputmoreeffortintoworkthattheyviewasrelevant.Mostteachersstatedthattheybuildrelevanceintheirclassroombypushingstudentstoengagewithquestionsthataskthemtoexaminetheirlivedexperiences.Forinstance,duringasingleTheoryofKnowledgeclassinSchoolC,therewereanumberofdiscussiontopicsthatallowedstudentstoreflectontheirownexperiencesandexploretheirvalues.
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• TherewasadiscussionofEudaimonia,onewayofknowingthatemphasizeshumanwelfare.Theclasstalkedaboutthesocialconsequencesofminingusingthisframing.
• Theteacheraskedwhatstudentswoulddoifstoppedbyapolicemanandaskedtopayabribetoavoidalargefine.Heasked,“Whichisbetter?Doesrespectforthepoliceofficerrequireyoutopaythefine?Ifyoupaythefine,willitbeusedforcorruptpurposes?”
• Therewasadiscussionaboutwhetherpeoplewithmentalillnesseshavetobehaveethically.AstudentaskedaboutpeoplewithAsperger’s.Anothertalkedaboutsomeonesheknewwithschizophrenia.
Teachersatallschools,especiallyTheoryofKnowledgeteachers,similarlyarticulatedaclassroomnormwheretheirstudentsconnecttheirlearningwiththeirlivedexperiences.ASchoolDteachergaveafewexamplesofthetypesofpromptsheusedtofacilitatemeaningfuldiscussion:
IntheTOK,thereareaseriesoftoolsthathelpyouteach.Themannerofaskingquestionsiskey—Whatarethelimitsofknowledge?What’sthebasisfortheknowledgethatwehave?Thishelpskidstoaskgoodquestionsanddigintodifferenttopics.Theyareencouragedtoquestionthingsintheirlives.Itgetsthemconnectedtoreallifeandaseriesofrelevanttopics.
Anotherpracticethathasalreadybeenmentionedinprevioussectionsisteachers'willingnesstoallowstudentstopicktheirownprojects,specificallyforTheoryofKnowledge,ExtendedEssay,andCAS.Givingstudentsthatautonomyincreasesthepossibilitythatthestudentwillchoosetoexploreanareaofcontenttheyarepassionateaboutandinturnbetterengagewiththematerial.OneSchoolBadministratorinparticularemphasizedtheimportanceofmakinglearningrelevant.Hestated,"Studentsdon’twanttojustsitanddobusyorboringwork.”Hechallengestheteachertobeengaging,usingtechnologyandflippedclassrooms.AschoolleaderatSchoolAwaspromotingdifferentiatedinstructionasawaytoengagestudentsandmakesurethattheyconnectwiththematerialtaught.Professionaldevelopmentonthistopichasbeenofferedanumberoftimesinthepastyear.Ingeneral,wenotedthatleadershipsupportservestomotivateteacherstocontinuetofigureoutwaysofmakinglearningrelevant.TeachersatSchoolsAandBnotedthatthereareaspectsoftheDPprogramthatinterferewithateacher'sabilitytomakelearningandcontentrelevant.BothteachersstatedthattheDPguidelinesaretoorigidandoverly“academicallybased.”Theybelievedthattheguidelinesdonotallowteacherstoexploreideasthatgobeyondtherequiredcontent.MeasuresofStudents’AcademicMindsets
Inthissection,weexaminethefindingsofourstudythataddressresearchquestion3:WhatoutcomesdoDPstudentsobtainonstandardizedmeasuresofacademicmindset?Howdothese
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outcomescompareacrossschools,especiallythoseindifferentcountries?Whatschool-basedfactorsmightcontributetothisvariation?Weprimarilyusetheresultsofthestudentsurveytoaddressthesequestions.Asectionofthesurveyasksstudentstoagreeordisagreewithscaleitemsdesignedtoindicatetheirstrengthoneachofthesedimensionsofacademicmindset.EachscaleiscomprisedofmultipleitemsasshowninAppendixB.Figure2,showseachschool’saverageresponsesoneachofthefourdimensionsofacademicmindsetsona1-5scalewhere5indicatedstrongagreement.6Acrossallschools,studentswerelesslikelytoembodyamalleableintelligencemindsetascomparedwiththeotherthreemindsetdimensions.Students’averageratingsplacethembetween“disagree”and“neitheragreenordisagree”onthemalleableintelligencemindset.Itisworthnotingthatthereliabilityofthescaleusedtomeasuremalleableintelligencewasquitelow(Cronbach’salphaof.56)indicatingthattheresultsshouldbeinterpretedwithcaution.Withregardtotheirsenseofbelonging,students’averageresponsesplacethembetween“neitheragreenordisagree”and“agree,”exceptinSchoolCwheretheywereconsiderablyhigher.Thesamepatternisfoundonstudents’sensethatschool/courseworkwasrelevant.Students’self-confidencewassomewhathigherwithaveragesfallingbetween“agree”and“stronglyagree”atallschools.Figure2:AverageResponsestoMeasuresofAcademicMindsetsbySchool
Weexamineddifferencesonthefourdimensionsofacademicmindsetacrossthefourschools.Significantdifferenceswerefoundoneachdimension.However,aposthocScheffetestrevealedthatthedifferencesamongschoolswerenotconsistentinanyparticulardirectionandwereleast
61=stronglydisagree,2=disagree,3=neitheragreenordisagree,4=agree,and5=stronglyagree.Itemswerereversecodedwhereappropriate.
2.82
3.664.06
3.63
2.88
3.44
3.993.59
2.83
4.324.52
4.30
2.99
3.60
4.083.87
1
2
3
4
5
Malleableintelligence SenseofBelonging Self-confidence School/Courseworkrelevance
SchoolA SchoolB SchoolC SchoolD
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likelytobesignificantinregardtothemalleableintelligencemindset.Noparticularconclusionsaredrawnfromthisanalysis.Wealsocomparedaverageacademicmindsetsscoresbycountry.AsTable3showswefoundsmallbutstatisticallysignificantdifferencesoneachofthefourmindsetdimensions—withstudentsinthetwoPeruvianschoolsconsistentlyscoringhigher,onaverage,thanstudentsintheUSschools.Thelargestdifferencesfoundwereinthedimensionsofrelevanceandbelonging.Therecouldbemanypossibleexplanationsforthis.ThetwoPeruvianschoolswerebothprivatewithrelativelyhighsocio-economicstatusamongtheirstudents.Bothenrolledstudentsfromnurseryschoolthroughhighschool,givingthemmoretimeinwhichtoestablishnormsandrelationshipsassociatedwithpositiveacademicmindsets.Atthesametime,thesampleofschoolsstudiedisextremelysmall,limitingourabilitytodrawinferencesfromthisfinding.Table3.AverageDifferencesinStudentAcademicMindsetbyCountry
Average Difference
Malleableintelligence
Peruvianschools 2.95.11*
USschools 2.84
SenseofBelonging
Peruvianschools 3.76.21*
USschools 3.55
Self-confidence
Peruvianschools 4.17.14*
USschools 4.02
RelevancePeruvianschools 3.96
.35*USschools 3.61
*Significantatthep<.05levelorless.Toprovidefurtherinsightintostudents’statusonacademicmindsetsacrossschools,wealsodisplayresponsestooneortwoquestionsrelatedtoeachmindsetdimension.Thesewereselectedasitemsthatareparticularlyrepresentativeofeach.MalleableIntelligence:Twospecificsurveyitemsprovideadditionalinsightintostudents’statusonmalleableintelligence.Figure3showsthepercentageofstudentswhoagreedorstronglyagreedwithtwoitemsthatcapturethecoreconceptsassociatedwithmalleableintelligence(i.e.growthversusafixedmindset).Ascanbeseen,therewasconsiderablevariationbyschoolinthepercentageofstudentswhoagreedwiththesetwoitems.InSchoolsBandDamajorityofstudents(61%and78%respectively)respondedinawaythatreflectsamalleableintelligencemindset.Incontrast,responsesofthemajorityofstudentsinSchoolA(57%)reflectedafixedmindset.Itis
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interestingthat,despitethefactthattheresponsestothesetwostatementsshouldbedifferent,somestudents(especiallyatSchoolD)appearedtoagreewithboth.Figure3:ResponsestoMalleableIntelligenceKeyItems(%whoagreedorstronglyagreed)
Belonging:Figure4providesstudents’responsesacrossschoolstooneitempertainingtotheirsenseofbelonging.Thereisconsiderablevariationbyschoolonthisdimension.Figure4:ResponsestoSenseofBelongingKeyItem(%whoagreedorstronglyagreed)
49%
61%
51%
78%
57%
36%
51% 52%
0%10%20%30%40%50%60%70%80%90%100%
SchoolA SchoolB SchoolC SchoolD
NomaQerhowmuchintelligenceyouhave,youcanalwayschangeitagooddeal.
Youcanlearnnewthings,butyoucannotreallychangeyourbasiclevelofintelligence.
65%
53%
83%
60%
0%10%20%30%40%50%60%70%80%90%100%
SchoolA SchoolB SchoolC SchoolD
IfeelthatIamamemberoftheschoolcommunity
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Self-confidence:Similarly,Figure5showsthelevelofstudentagreementwithanitemthatrevealstheirself-confidence.Responsesonthisitemwerehighacrossschools,althoughtherecontinuedtobeconsiderablevariation.Figure5:ResponsestoSelf-ConfidenceKeyItem(%whoagreedorstronglyagreed)
Relevance:InFigure6,weseelowerlevelsofagreementwiththeselecteditemontheperceivedrelevanceofwhattheyarelearningtotheirfutureplans.Considerablevariationacrossschoolsisfoundhereaswell.Figure6:ResponsestoSchoolWorkRelevanceKeyItem(%whoagreedorstronglyagreed)
84%78%
98%
83%
0%10%20%30%40%50%60%70%80%90%
100%
SchoolA SchoolB SchoolC SchoolD
IfItryhard,IbelieveIcandomyschoolworkwell.
44% 41%
65%58%
0%10%20%30%40%50%60%70%80%90%
100%
SchoolA SchoolB SchoolC SchoolD
WhatIlearnatschoolwillbeusefulinthefuture.
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StudentPerceptionsofSchoolCultureandClassroomPracticesTocontextualizeourexaminationofstudents’statusonmeasuresofacademicmindset,welookedatstudentresponsestomeasuresofschoolcultureandclassroompracticespositedtobeassociatedwithpositiveacademicmindsetsinstudents.Theresultsreflecttheextenttowhichstudentsagreedthatschoolswerestrongonthesedimensions.7EachscaleiscomprisedofmultipleitemsasshowninAppendixB;thesescaleshadgoodreliabilityindicators.Figure7showsaverageschoolresponsesonthetwodimensionsofschoolcultureandclassroompracticesona1-5scalewhere5indicatedstrongagreement.TheresultsonschoolculturewerefairlyuniformacrossschoolswiththeaverageresponseinSchoolsA,BandDfallingbetween“neitheragreenordisagreeand“agree,”butgenerallycloserto“agree.”SchoolChadanaverageresponseof“agree.”Onstudents’ratingsofclassroompractices,theaverageresponsesateveryschoolweremorepositivewithSchoolsAandCbeingratedat“agree”oraboveandSchoolsBandDratedatslightlybelow“agree.”Figure7:SchoolCultureandClassroomPracticesAverageResponsesBySchool
7Studentsindicatedtheextenttowhichtheyagreedwiththesestatements.Schoolcultureitems:Myclassmatesshowrespectforpeoplewithacademicability;TeamworkisencouragedinmyIBprogram;StudentsinmyIBprogramtendtosupportoneanother;InmyIBprogram,adultsbelievethatallstudentscansucceed;Iconsidermyschooltohaveahealthy,supportiveculture;IfeelsafeinmyschoolandIBcourses;TeachersinmyIBprogrambelievethatstudentslikemecansucceed.Classroompracticeitems:InmyIBprogram,scholarshipisrespected;IconsidermyIBcourseworktobechallenging;IwouldsaythatmyIBteachershavehighexpectationsfortheirstudents;IwouldsaythatmyIBassignmentsarechallengingbutachievable.
3.794.11
3.49 3.644.09
4.43
3.69 3.84
1
2
3
4
5
Schoolculture ClassroompracUces
SchoolA SchoolB SchoolC SchoolD
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Figure8showsstudentresponsestocoreitemsontheschoolcultureandclassroompracticesscales.Althoughamajorityofstudentsacrossthefourschoolshavepositiveperceptionsoftheschool-andclassroom-levelfactorspositedbytheresearchtobeimportanttogrowthmindsetdevelopment,thefindingsalsodemonstratethattheremaystillberoomtostrengthenschoolcultureandpractices.Figure8:ResponsestoSchoolCultureandClassroomPracticeKeyItems(%whoagreedorstronglyagreed)
Wewerealsointerestedincorrelations–orrelationships–betweenthedimensionsstudied.Weranstatisticalteststhatshowthestrengthoftherelationshipbetweenanytwofactorssuchasschoolcultureandeachoftheacademicmindsets.Apositivecorrelation(expressedasanrvalue)indicatesthatasstudentperceptionofschoolculturebecomesmorepositivesomaytheiracademicmindset.8
InTable4,weseetheresultsofthisanalysis.Asaruleofthumb,acorrelation(rvalue)of.3to.5isconsideredmoderateandacorrelationof.5andaboveisconsideredstrong.9Wecanseethat,forexample,studentswhobelievedthattheschoolculturewaspositivewereespeciallylikelytofeelastrongsenseofbelonging(anrvalueof.589,astrongrelationship).Similarly,studentswhobelievedthatthereweregoodclassroompracticeswereespeciallylikelytofeelasenseofself-confidence(anrvalueof.469,amoderaterelationship).
.
8Theoppositemayalsobetrue.Asastudent’smindsetbecomesmorepositive,theirperceptionofthecultureoftheschoolmaybecomemorepositive.9Fromhttps://explorable.com/statistical-correlation
80%
69%
64%
58%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
IwouldsaythatmyIBteachershavehighexpectaUonsfortheirstudents.
IwouldsaythatmyIBassignmentsarechallengingbutachievable
InmyIBprogram,adultsbelievethatallstudentscansucceed.
Iconsidermyschooltohaveahealthy,supporUveculture.
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Table4.RelationshipBetweenSchool/ClassroomFactorsandAcademicMindsetsRelationships Correlation(rvalue)
Schoolculturewith….
Malleableintelligence .261*Senseofbelonging .589*Selfconfidence .508*Relevanceofschoolwork .559*
Classroompracticeswith….
Malleableintelligence .076*Senseofbelonging .425*Selfconfidence .469*Relevanceofschoolwork .427*
*Statisticallysignificantatthep<.05levelorless.RelationshipsBetweenPositiveAcademicMindsetsandPositiveAcademicBehaviors
Wealsousedstudentsurveydatatoaddressresearchquestion4:WhatlinkagescanbeobservedbetweenpositiveacademicmindsetsandpositiveacademicbehaviorsinDPschools?Tolookattheserelationships,wefirstlookedatwhetherstudentsinschoolswithmorepositiveschoolenvironmentsandstrongclassroompracticeswouldalsohavemorepositiveacademicmindsets.Subsequently,welookedattherelationshipbetweenpositiveacademicmindsetsandpositiveacademicbehaviors.Figure9presentsstudents’averageresponsesonthescaleonacademicbehaviors(seeAppendixBformoreinformationonthisscale).Theitemsinthisscalefocusedmainlyonstudyhabitssuchas:a)BeforeIstartanassignment,IplanouthowI’mgoingtodoit,andb)WhenIstudy,IusuallystudyattimeswhenIcanconcentratebest.Aswiththepreviousitems,responseswereona1-5scalewith5beinghigh/positive.Ascanbeseen,students’responsestothesekindsofquestionsfellsquarelyinthemiddlebetween“neitheragreenordisagree”and“agree.”Therewaslittlevariationbyschool.Figure9:StudentAcademicBehaviors,AverageResponsebySchool
3.58 3.47 3.61 3.48
1
2
3
4
5
SchoolA SchoolB SchoolC SchoolD
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Toexaminewhetherthereanyassociationsexistbetweenstudents’academicbehaviorsandtheiracademicmindsets,weconductedcorrelationanalysesbetweenthesescales.AsTable5shows,therewerepositiveandsignificantrelationshipsbetweenstudents’academicmindsetsandtheiracademicbehaviors.Positiveacademicmindsetsamongstudentsareassociatedwiththepracticeofgoodacademicbehaviors.Thisrelationshipwasstrongestbetweenasenseofrelevanceandgoodacademicbehaviors(rvalueof.381);itwasweakestbetweenthemalleableintelligencemindsetandgoodacademicbehaviors(.225).
Table5.RelationshipBetweenAcademicBehaviorsandAcademicMindsetsRelationships Correlation(rvalue)
Academicbehaviorswith….
Malleableintelligence .225*Senseofbelonging .320*Selfconfidence .375*Relevanceofschoolwork .391*
*Statisticallysignificantatthep<.05levelorless.
ConclusionsandImplicationsforIBO
Inthissectionwesummarizeourfindingsandalsoaddressourfinalresearchquestion:WhatstrategiesmightIBOuseorstrengthentodeveloppositiveacademicmindsetsamongDPstudentsinthefuture?SummaryoffindingsOurresearchprovidesevidenceinsupportoftherelationshipspositedinthelogicmodelonpage7.Thestudentsurveyresultssuggestthatschoolenvironmentsandclassroompracticesareindeedassociatedwithpositiveacademicmindsets;further,studentswithpositiveacademicmindsetsaremorelikelytopracticegoodacademicbehaviorsfoundintheresearchliteraturetoleadtogoodstudenteducationaloutcomes.Thestudentsurveyresultsalsosuggestthat,whilemalleableintelligence(orgrowthmindset)getsmoreattention,sensesofrelevance,belongingandself-confidencearemorecloselyassociatedwithpositiveacademicbehaviorsintheIBschoolsstudied.Theywerealsopresentinhigherlevelsamongstudentsatallfouroftheschoolsparticipatinginourresearch,increasingtheirpotentialimpactonacademicbehaviors.Furthermore,wefoundthatschoolleadersandteachershaddevelopedmorewaystopromoteself-confidence,belonging,andrelevancethantheydidmalleableintelligence.
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Themostimportantfindingsrelatedtoschoolenvironmentsandpracticesthatpromotepositiveacademicmindsetswereasfollows:Malleableintelligence:Attitudesvariedwithregardtothemalleabilityofintelligenceamongbothadultsandstudentsinthefourschoolsstudied.Severalschoolshadadoptedpracticesthatbuiltonthisconceptbyemphasizingpoliciessuchasde-tracking.However,othersweremorelikelytoseekoutdifferentwaysforstudentstobeshine(e.g.throughtheartsorleadership).Inbothcases,therewasintenttohelpstudentsbesuccessful,howeverthefirstismorelikelytoadvancetheideathatallstudentscangrowtheirintelligence,whilethesecondismorelikelytomakestudentsfeelthatit’sOKnotbeanintellectualstarifyoucansucceedinotherways.Similarnumbersofstudentssaidthattheywerepraisedforintelligenceandforeffort.Thissuggeststhatsomepracticesconsidereddetrimentaltoamalleableintelligencemindset(i.e.praiseforintelligence)arewidelyused.Atthesametime,schoolleadersexpressedacommitmenttohavingallstudentsgoingasfarastheycanintheirlearningandwefoundthatpoliciesencourageaccesstotheintellectuallychallengingDPcurriculuminallofthefourschools.Inallschools,everyone,includingspecialeducationstudents,tookatleastoneDPcourse,andmostlearnedthattheywerecapableofsucceedinginrigorousandchallengingcourses.Inaddition,schoolleadersandteacherswereabletodescribeinstructionalpracticesthattheybelievedwouldstrengthenstudents’malleableintelligencemindset.Theseincludedseekingtherightblendofchallenge/highexpectationsandsupport/scaffoldingor,asoneprincipalsaid,“therightamountofdissonance–strugglewithoutdeflation.”Most,ifnotall,teacherscommunicatedthattheybelievedthatallstudentscouldlearnrigorouscoursematerialandthatstudenteffortintheclassroomwaskeytoacademicsuccess.Anumberofteachersalsosoughtwaystoputinplacestructurestohelpstudentsthroughthestepsinvolvedinchallengingthemselvesintellectually.Theybelievedthatstudentswouldbemorelikelytoinvesttheeffortindifficultassignments,forexample,iftheprocesswasclearlylaidout.Belonging:Asenseofbelongingwasdescribeddifferentlyineachschool,withsomeemphasizingschoolspirit,whileotherstalkedaboutschoolpride,orasenseofbeingpartofacomfortablefamilyenvironment.Amongstudentssurveyed,overhalf(54%)agreedwiththestatement“Ifeelasenseofbelongingtotheschoolcommunity.”ThedevelopmentofasenseofbelongingseemedtobeeasierinthePeruvianschoolswherethestudentshadattendedthesameschoolsinceagethreeorfour.Acrossallschools,warmrelationshipsbetweenstudentsandteacherswerementionedasespeciallyimportanttodevelopingasenseofbelonging.Insomecases,teachersshowedtheirconcernforstudentsspendingextensiveout-of-classtimewiththem.
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Schoolsuseddifferentmethodstofosterasenseofbelongingincludingstructuressuchashomeroom,houses,andarangeofactivitiesinwhichstudentscouldengageinout-of-schooltime.Teachersatsomeschoolsarrangedtheirclassroomsinwaysthatencouragedasenseofcommunity(e.g.,organizingdesksincirculargroupsorclusters)orprovidedstudentswithopportunitiestoworkingroups,facilitatingpeerbonding.CASactivitieswerealsosettingsinwhichstudentsbondedwitheachotheranddevelopedasenseofbelonging;theywerealsocitedashelpingstudentsdevelopself-confidenceandseetheirlearningasrelevant.Self-confidence:EspeciallyintheUSschools,effortsweremadetopromotestudents’self-confidenceinundertakingchallengingDPcourses.Intervieweesstatedthatstudentsoftengainedconfidenceintheirabilitytobesuccessfulinschoolfromtheexperienceofsucceedinginthesecourses.Inaddition,therewereexamplesofmoregeneraleffortstobuildstudentself-confidence,oftenthroughleadershipopportunitiesintheclassroom,inclubs,sports,etc.Intheoneall-girlsschoolinthestudy,aschoolleadertalkedabouthowasinglegenderenvironmentencouragesthedevelopmentofleadershipandself-confidenceamongstudents,astheydonothavetocompetewith–ordeferto–boys.
Therewasevidencethatseveralschoolsworkedtohelpstudentsfindarenasinwhichtheycouldshineasawaytobolstertheirself-confidence.Thissometimestooktheformofencouragingexplorationofdifferentinterestsand“selves”throughinvolvementinCASwithitsemphasesoncommunityservice,thearts,andsports.Inaddition,someteachersemphasizeddevelopingself-confidencethroughself-knowledgeandprovidedopportunitiesforthemtousewrittenreflectionstoconsidertheirareasofstrengthandtoembraceworkingonareasofweakness.Opportunitiesforautonomousdecision-makingwerealsoseenasawaytobuildstudentself-confidence.TheoryofKnowledge,CAS,andExtendedEssayteacherstendedtogivetheirstudentsconsiderableautonomyinchoosingwhatprojectstoworkon.
Relevance:Developingaschoolenvironmentinwhichstudentsperceivedtheircourseworkasrelevanthadmuchtodowithemphasizingtheimportanceoflearningandachievementfortheattainmentoffuturegoals,especiallysuccessincollege.Thiswasahighpriorityforthemajorityofstudentsineachoftheschools.Insomecases,thiswasreinforcedbythecourseworkavailablethroughIB.Whilemoststudentstookcorecollegepreparatorycourses,somealsotookDPcoursessuchasbusinessmanagementandmusicthatallowedstudentstolearnabouttopicstheyfoundengagingorworthconsideringascareeroptions.
Teachersinourstudyschoolswereoftenobservedtobemakinganefforttoengagestudentsbecausetheyrecognizedthatstudentswillputmoreeffortintoworkthattheyviewasrelevant.MostteachersstatedthattheybuildrelevanceintheirclassroombypushingstudentstoengagewithquestionsthataskthemtoexaminetheirlivedexperiencesinTheoryofKnowledgeandotherclasses.Inothercases,teacherssoughtoutwaystokeeplearningconnectedtolifebygivingstudentschoicesonresearchpapertopicsorinselectingCASorclassroomprojectsofinterestto
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them.CASprojectsandrelatedtravelwereoftencitedasimportanttoconnectinglearningtolifeexperiences.
ImplicationsforIBOConsiderableresearchsuggeststhatpositiveacademicmindsetslayanimportantfoundationforotherkindsoflearning.Further,thereisemergingandcompellingresearchsuggestingthatthemosteffectivewayforschoolstohelpstudentsdevelopthesemindsets(andothernon-cognitiveskills)istosupportchangesineducators’instructionalpractices(Farrington,etal.,2012).Inmanycases,schoolsattemptshort-term,isolatedinterventionsthatfocusonnon-cognitivefactors,e.g.academicmindsets.However,theresearchpointsoutthatnon-cognitivelearningismosteffectivewhenintegratedcomprehensivelyacrosskeycomponentsoftheschool(Hamedani,etal.,2015).Infact,Farringtonetal.,(2012)concludedthat,“Theessentialquestionfordevelopingstudentsaslearnersisnothowtochangestudentstoimprovetheirbehaviorbutratherhowtocreatecontextsthatbettersupportstudentsindevelopingcriticalattitudesandlearningstrategiesnecessaryfortheiracademicsuccess”(p.74).
Shechtmanetal.,(2013)furtherassertthatopportunitiestolearnacademicmindsetsandrelatednon-cognitiveskillscanbeintroducedintotheacademiccoresothatstudentscanexplicitlylearnandpracticetheminacademicsituationsandunderstandhowtheycanaffecttheiracademicachievement.Weobservedinanumberofsettingsthatinstructionthatsupportedthedevelopmentofacademicmindsetswasalreadyinplaceinanumberofschools;however,itispossiblethatthiscouldbemoreintentionalandbetterintegratedwithinexistingIBcourses.Clearly,theTheoryofKnowledgecoursecameuprepeatedlyasoneinwhichstudentswerelikelytodeveloppositiveacademicmindsets,asdidCAS.Butcouldmorebedone?
OneopportunityappearstoemergeinrelationtoIB’sApproachestoTeachingandLearning(ATL),launchedinearly2015.Thisframeworkincludesanexplicitfocusonself-management,includingpracticalaspectsliketimemanagement(alignedwith“academicbehaviors”inourlogicmodel)andemotionalaspectssuchasresilienceandperseverance(alignedwith“academicmindsets”inourlogicmodel).Inaddition,thesocialdimensionoftheATLincludesopportunitiesforstudentstodevelopasenseofbelonging.AnATLself-reflectiontool(IBO,2015)developedforusebyteachersinauditingtheirownpracticesincludesitemsalignedwithacademicmindsetssuchas:
• askstudentstolookforpersonalrelevanceinthesubjectmatter;• createanatmospherewherestudentsdonotthinktheyhavetogeteverythingrightthe
firsttime;• helpstudentstoseethe“bigpicture”relevanceofwhattheyarestudying;• explorecontemporaryglobalconcernssuchasdevelopment,conflict,rights,andthe
environment;• encouragestudentstofeelcomfortableaskingquestionswhentheydon’tunderstand;
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• setatasktogaininsightintostudents’particularstrengthsandweaknesses.
ItcouldbeworthwhiletoreviewandreflectonthisandotherATLdocumentsinlightoftheresearchcitedinthispaper-aswellasourfindings-toseeiftheymightbestrengthened.Inaddition,itappearsthatATLisonlybeginningtobeknownandusedbyIBschools.Furthereffortstodisseminatetherelatedresourceswouldbeusefultoteachersthinkingabouthowtoincorporatebuildingofacademicmindsetsintotheirlessons.Similarly,whenrevisingtheIBOstandardsandpractices,curricula,andtheLearnerProfile,itwouldmakesensetoreviewtheresearchonacademicmindsetstomakesurethattheseconceptsaretakenintoaccount.ThisalignswellwithIBO’sinterestinmakingsurethatteachersarehelpedtobe“teachersoflearners,notjustcontent”(IBO’sSeniorCurriculumStrandManager,personalcommunication,May2016).
Thefindingsofthisresearchsuggestthatthereisroomforgrowthondevelopingpositiveacademicmindsetsamongstudents.Theyalsoprovidesomeareasforreflectiononhowtodothis.Somehintsareinstudents’responsestoresearchquestions.Forexample,while78%ofrespondentsagreethattheirIBcourseworkinchallenging,33%saythattheyfindithardtogethelpiftheyarestrugglingwithadifficultassignment.Lessthanhalfofstudents(46%)agreethatwhattheylearninschoolwillbeusefulinthefuture.Alittleoverhalf(56%)agreethattheylikeworkthatthey’lllearnfromeveniftheymakealotofmistakes,aproportionthatcouldideallybehigher.TimespentanalyzingtheresultsofthestudentsurveycouldprovidehintstowaystofurtherstrengthentheIBcurriculumandapproach.Otherapproachestostrengtheningacademicmindsetsemergefromtheliterature.Thefollowinglistwasgleanedfromourearlyreviewofresearchandusedtoinformourresearchdesignandanalysis.FurtherworkcouldbedonetoincludethefollowingelementsintoIBOprovidedprofessionaldevelopmentanddiscussiongroups.Schoolculturethatencouragespositiveacademicmindsets
a. Atmosphereofrespectforscholarship(AchievementGapInitiative,2001;inSnipesetal,2012)
b. Atmosphereofteamwork(AchievementGapInitiative,2001;inSnipesetal,2012)c. Systemofrewardsandpunishments(Snipesetal,2012)d. Assumptionsthatallstudentscansucceed(CarrandWalton,2011;inSnipesetal,2012)e. Extendedtimewithteachersandpeers(e.g.blockscheduling,looping;Osterman,2000;in
Snipesetal,2012)f. Overallstrong,“healthy”organization(Snipesetal,2012)
Classroompracticesthatencouragepositiveacademicmindsets
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a. Messagesaboutvalueofeffort(Snipesetal,2012)b. Praiseforhardworknotintelligence(Dweck,2007;inSnipesetal,2012)c. Transparentgradingpractices(Marzano,2000;inSnipesetal,2012)d. Regularfeedbackfromteachersongoalattainment(Marzano,2000;inSnipesetal,2012)e. Challengingbutachievableassignments(NationalResearchCouncil,2004;inSnipesetal,
2012)f. Highexpectationsofteachersconveyingrespect(variousinSnipesetal,2012)g. Availabilityofsupportsforlearning(Gordon&Bridgall,inFarringtonetal,2012)h. Authentic,relevanttasksappliedtorealworldsettings(Leeetal.,1993;inSnipesetal,
2012)i. Incorporatingstudents’culturalknowledge(Leeetal.,1993:inSnipesetal,2012)j. Givingstudentschoice,cognitiveautonomy,ownershipoflearning(NRCinSnipesetal,
2012)k. Chancetocontributetothegreatergood(Snipesetal,2012)l. Encouragementofgoodrelationships(Snipesetal,2012)m. Leveloftrustandsafetyintheclassroom(BrykandDriscollinFarringtonetal.2012)
AreasforFutureResearchAddedresearchcouldprovidefurtherinsightsintotheschoolenvironmentsandclassroompracticesmostconducivetothedevelopmentofpositiveacademicmindsets.Individualschoolsmaywishtousethestudentsurveydevelopedbythisprojecttoconducttheirownanalysesoftheirstudents’statusonmindsetsandwaysthattheirschoolsfacilitateorhindertheirdevelopment.IBOcouldidentifythemostpromisingschoolenvironmentsandclassroompracticesandconductprofessionaldevelopmenttosupporttheirimplementation;accompanyingresearchcouldbeconductedtoevaluatetheextenttowhichtheyleadtoimprovedstudentmindsets,academicbehaviors,andoutcomes.FinalThoughtsIBschoolsareclearlysettingsinwhichthereisconsiderableinterestinhighqualityeducationandindevelopingtheenvironmentsandclassroompracticesmostconducivetostudentsuccess.TheIBOworkshardtoprovidestrongmaterialsandprofessionaldevelopmenttosupportthem.Inourresearch,weobservedacommitmenttoinnovativepracticesandprocessesforcontinuousimprovementintheschoolswevisitedandintheIBOoverall.Wecommendthemforthesequalitiesandhopethatthisresearchonacademicmindsetsservesasafurthersourceofinspirationgoingforward.
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Robbins,S.B.,Allen,J.,Casillas,A.,Peterson,C.H.,&Le,H.(2006).Unravelingthedifferentialeffectsofmotivationalandskills,social,andself-managementmeasuresfromtraditionalpredictorsofcollegeoutcomes.JournalofEducationalPsychology,98,598–616.
Robbins,S.B.,Lauver,K.,Le,H.,Davis,D.,Langley,R.,&Carlstrom,A.(2004).Dopsychosocialandstudyskillfactorspredictcollegeoutcomes?Ameta-analysis.PsychologicalBulletin,130,261–288.
Shechtman,N.,DeBarger,A.H.,Dornsife,C.,Rosier,S.,&Yarnall,L.(2013).Promotinggrit,tenacity,andperseverance:Criticalfactorsforsuccessinthe21stcentury.Washington,DC:U.S.DepartmentofEducation.
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Snipes,J.,Fancsali,C.,&Stoker,G.(2012).Studentacademicmindsetinterventions:Areviewofthecurrentlandscape.Columbia,MD:ImpaqInternational.
Trapmann,S.,Hell,B.,Hirn,J.O.W.,&Schuler,H.(2007).Meta-analysisoftherelationshipbetweentheBigFiveandacademicsuccessatuniversity.JournalofPsychology,215,132–151.
Yeager,D.S.,&Walton,G.M.(2011).Social-PsychologicalInterventionsinEducation:They’reNotMagic.ReviewofEducationalResearch,81(2),267-301.
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AppendixA:Instruments
LeadershipInterviewProtocol
Introduction/ConsentScriptThankyoufortakingtimeoutofyourscheduletomeetwithustoday.Mynameis________________(andthisis_____________),andwe’rewithNCREST.NCRESTisaresearchanddevelopmentcenteratTeachersCollege,ColumbiaUniversity.Thepurposeofthisinterviewisforustounderstandhowstudents'academicmindsetisnurturedatyourschoolandtheroleyouplayincreatingaconduciveenvironmentforpositiveacademicmindsetdevelopment.Academicmindsetsarethe“beliefs,attitudes,orwaysofperceivingoneselfinrelationtolearningandintellectualworkthatsupportacademicperformance”Academicmindsetisespeciallyaboutthebeliefthatsuccessismainlyaproductofeffort.Thisconversationwilltakeapproximately45minutesandiscompletelyvoluntary.Ifyoudonotfeelcomfortableansweringanyofourquestions,youcanchoosenottoanswerthem,orendtheinterview.Alltheinformationwecollectinthisinterviewwillbekeptconfidential.Wewouldalsoliketoaudiorecordtheinterviewtomakesurewecaptureyourresponsesaccurately,andsowecanfocusontheconversationwithyou.Pleasenotethatonlytheresearchteamwillhaveaccesstothenotes,recordings,andtranscriptscollectedduringthisinterview.Alloftheinformationisstoredsecurelyandcanonlybeaccessedbytheresearchteam.Also,wewillnevermentionyournameinourreport,andwewillmakeeveryefforttopreventanyoneoutsideoftheprojectteamfromconnectingyourindividualresponseswithyouridentity.Doyouhaveanyquestionsforme?DoIhaveyourconsenttomoveforwardwiththeinterview?Introduction
1. Tostart,pleasetellmealittleaboutyourselfandtheroleyouplayintheschool,specificallywithregardstoDP?
2. CanyoutellusabitabouttheschoolandtheDPprogramme(Probe:whereDPfitsinthe
school;coursesoffered;numberofstudents;accomplishments)3. Whatschoolgoals,ifany,arebeingemphasizedthisyear?
4. Howwouldyoudescribeyourschoolculture?(vii,f)
CoreAcademicMindsetQuestions
1. WouldyousaythatmostDPteachersatthisschoolbelievethatintelligencecanbebuiltorincreased?Pleasediscuss.(MI)
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2. WouldyousaythatyourDPteachershelpstudentstoappreciatethevalueofeffort?Ifso,
howdoesthishappen?(MI)
3. TowhatextentisaneffortmadeinyourDPprogrammetomakelearninginterestingtostudents?Inwhatways?(R)
4. Whatkindsofthingsaredonetomakelearningrelevant?(R)
5. DoyourstudentshaveasenseofbelongingtotheDPprogramme?Totheirschool?Please
describe.(B)
6. Areanyparticulareffortsmadetobuildasenseofbelonging?
7. Arethereeffortsmadetobuildstudents’self-confidence?Ifso,pleasedescribe.(SC)FacilitatingaPositiveAcademicMindset
8. CouldyoutalkabouttheextenttowhichDPteachersareencouragedtoworktogether?
How/whendoesthishappen?(ii)
9. HowwouldyoudescribeDPteacher-studentrelationshipsingeneral?Aretherenormsaboutthekindsofteacher-studentrelationshipsthatareencouraged?(l)
10. Wouldyousaythatthereisaschoolculturethatencouragesattentiontostudiesamong
students?Howso?(i,iv)
11. Howiscourseschedulingdoneforeachstudent?Whatfactorsaretakenintoaccountindevelopingacourseschedule?(vi,j)
12. Ingeneral,whatarethegradingpoliciesintheDPprogramme?Howmuchofthegrade
dependsontheDPexamvs.otherkindsofworkoreffort?(c,d,e)
13. Whatkindsofsupportsareavailableforstudentswhoarestrugglingintheircourses?(g)
14. Ingeneral,howcomfortabledostudentsfeelaboutexpressingdifferingopinions?Abouttalkingabouttheirownculturaltraditions?(m,i)
15. HowisCAShandledatyourschool?(Probefor:leadershipopportunities,chancestodo
good,involvementinauthentictasks,havingchoices)(k,j,h)
16. Arethereanyotherwaysthattheschoolpromotespositiveacademicmindsetsthatwehaven’tdiscussedyet?
ClosingQuestions
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1. Whathavebeenthebiggestchallengesatyourschoolasitrelatestostudentsuccess?
2. WhatelseshouldweknowaboutyourschoolorDPprogramme?
Thankyouforparticipatinginthisinterview!
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TeacherInterviewProtocolIntroduction/ConsentScriptThankyoufortakingtimeoutofyourscheduletomeetwithustoday.Mynameis________________(andthisis_____________),andwe’rewithNCREST.NCREST[insertsentenceaboutNCREST]Thepurposeofthisinterviewisforustounderstandhowstudents'academicmindsetisnurturedatyourschoolandtheroleyouplayincreatingaconduciveenvironmentforpositiveacademicmindsetdevelopment.Academicmindsetsarethe“beliefs,attitudes,orwaysofperceivingoneselfinrelationtolearningandintellectualworkthatsupportacademicperformance”Academicmindsetisespeciallyaboutthebeliefthatsuccessismainlyaproductofeffort.Thisconversationwilltakeapproximately60minutesandiscompletelyvoluntary.Ifyoudonotfeelcomfortableansweringanyofourquestions,youcanchoosenottoanswerthem,orendtheinterview.Alltheinformationwecollectinthisinterviewwillbekeptconfidential.Wewouldalsoliketoaudiorecordtheinterviewtomakesurewecaptureyourresponsesaccurately,andsowecanfocusontheconversationwithyou.Pleasenotethatonlytheresearchteamwillhaveaccesstothenotes,recordings,andtranscriptscollectedduringthisinterview.Alloftheinformationisstoredsecurelyandcanonlybeaccessedbytheresearchteam.Also,wewillnevermentionyournameinourreport,andwewillmakereasonableeffortstopreventanyoneoutsideoftheprojectteamfromconnectingyourindividualresponseswithyouridentity.Doyouhaveanyquestionsforme?DoIhaveyourconsenttomoveforwardwiththeinterview?Introduction
1. Tostart,pleasetellmealittleaboutyourselfandtheroleyouplayintheschool,specificallywithregardstoDP?
2. CanyoutellusabitabouttheschoolandtheDPprogramme(Probe:whereDPfitsinthe
school;coursesoffered;numberofstudents;accomplishments)
3. Whatschoolgoals,ifany,arebeingemphasizedthisyear?
4. Describethetypeofcultureyouliketoseeinyourclassroom?(vii,f)CoreAcademicMindsetQuestions
1. YoufeelthatmostDPteachers,includingyourself,atthisschoolbelievethatintelligencecanbebuiltorincreased?Pleasediscuss.(MI)
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2. Whatinstructionaltools/strategiesdoyouusetoencouragestudentstobelievethatacademicsuccessistiedtotheireffortnottotheirinherentintelligence?(MI)
3. Whatareexamplesofwaysthatyouhelpstudentsappreciatethevalueofeffort?(MI)
4. Howaretheseeffortsincorporatedintoyourin-classassignmentsand/assessmentofstudentwork.(MI)
5. OneofthegoalsofDPistohelppreparestudentswithvaluesandlifeskillstoliveafulfilled
andpurposefullife.TowhatextentisaneffortmadeinyourDPclassestomakelearninginterestingtostudents?Inwhatways?(R)
6. Whattypesoftasksdoyouassignthatrequirethemtoapplytheirlearningtotheirlivedexperience?(R)
7. Doyourstudentsfeelasenseofbelonginginyourclassroom?(B)
8. Whateffortsaremadetobuildasenseofbelonging(e.g.,Teambuildingactivities,groupactivities,DPinstructionaltools,DPcurriculum,DPprojects)(B)
9. Arethereeffortsmadetocreateaclassroomenvironmentwherestudents'self-confidence
isnurturedanddeveloped?(SC)FacilitatingaPositiveAcademicMindset
1. Howwouldyoudescribeyourexperienceworkingatthisschool?(ii)
2. HowoftenareyouabletoworkwithotherDPteachers?(ii)
3. Howwouldyoudescribeyourrelationshipwithotherteachers(l)
4. Howwouldyoudescribeyourrelationshipwithstudents?Whattype(s)ofstudent/teacherrelationshipsareencouraged?(l)
5. Wouldyousaythatthereisaschoolculturethatencouragesattentiontostudiesamong
students?Howso?(i,iv)
6. Whatteachingstrategiesdoyouutilizetopromoteanenvironmentwherestudentsfeeltheyhavecontroloverwhattheyarelearning?(J)
7. Dostudentsdecidethetypesofactivitiestheywillparticipateinordotheyhaveasayinthecreationofclassroomnorms/goals?(J)
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8. Ingeneral,whatarethegradingpoliciesintheDPprogramme?HowmuchofthegradedependsontheDPexamvs.otherkindsofworkoreffort?(c,d,e)
9. Howdoyouengageandsupportstudentswhomaybestrugglingacademically(g)
10. Arethereanyearlyinterventionsystemsforstudentswhobegintoshowsignsofstruggle(g)
11. Howdoyoukeephighachievingstudentsengaged?(g)
12. Ingeneral,howcomfortabledostudentsfeelaboutexpressingdifferingopinions?Abouttakingabouttheirownculturaltraditions?(m,i)
13. HowisCAShandledatyourschool?(Probefor:leadershipopportunities,chancestodo
good,involvementinauthentictasks,havingchoices)(k,j,h)
14. Arethereanyotherwaysthattheschoolpromotespositiveacademicmindsetsthatwehaven’tdiscussedyet?
ClosingQuestions
1. Whathavebeenthebiggestchallengesatyourschoolasitrelatestostudentsuccess?
2. WhatelseshouldweknowaboutyourschoolorDPprogramme?Thankyouforparticipatinginthisinterview!
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ObservationProtocol
è DistrictandSchoolName:_________________________________
è ClassGrade&Title:_________________________________
è Numberofadultsinclassroom:_______ Numberofstudentsinclassroom:_______
è Whatpartoftheperiod:beginningORmiddleORend
è Observer:__________________________Date:____________________
Instructionthatinfluencesacademicmindsets
Topic or Activity What is teacher doing or saying related to academic
mindsets
4 aspects of academic
mindsets
(circle all that apply)
B MI SC R
B MI SC R
B MI SC R
B MI SC R
B MI SC R
B MI SC R
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Classroom/schoolstructuresthatinfluenceacademicmindsetsClassroom/school structures Explain how they do so
B MI SC R
Classroomvisualsthatprovideinsightintothe4AcademicMindsetcomponents:
Visual Cues Explain how they exemplify
B MI SC R
è Timespentteacherleadlecture:______
è Timespentstudentindependentwork:________
è Timespendstudentgroupwork________
è Othercommentsorobservations:
___________________________________________________________________________
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StudentSurvey
[StudentAssent]
DearIBStudent,
WeareinvitingyoutoparticipateinaresearchstudybeingconductedbyTeachersCollege,ColumbiaUniversityabouttheInternationalBaccalaureate(IB)DiplomaProgramatyourschool.ThepurposeofthisstudyistohelpuslearnmoreaboutIBstudentexperiences,yourIBcoursesandyourschool.
Yourparticipationinthisstudyinvolvescompletingthisonlinesurvey.Thesurveyisnotatest.Therearenorightorwronganswers.Thesurveywilltakeabout30minutestocomplete.
Yourparticipationisvoluntary,andyoucanstopparticipatinginthesurveyatanytimebyclosingthewebbrowser.Youcanskipaquestiononthesurveyifyoudonotwanttoanswerit.Ifyoudecidenottoparticipate,youwillnotbeinanykindoftrouble.HowyouanswerthesequestionsandwhetherornotyoucompletethesurveywillNOTaffectyourgradesinanyway.
Wewillnotaskyoutoprovideyournameonthesurvey,andyourresponsestothequestionswillbesentdirectlytotheresearchers.Yourindividualresponseswillbekepttotallyprivateandwillnotbesharedwithyourschooladministratorsorteachers.
IfyouhaveanyquestionsaboutthesurveyyoucancallDr.ElisabethBarnettat646-745-8228
Pleasechecktheboxbelowtoindicatewhetherornotyouagreetoparticipateinthissurvey.Thenclickthe“Continue”buttonbelow.
o Yes,IagreetoparticipateintheIBDPAcademicMindsetStudyStudentsurvey.IunderstandthismeansthatIwillfilloutthissurveyonetimeonly.Myanswerswillbekepttotallyprivate;nooneelsebesidestheresearcherwilleverseethem.IunderstandIdon’thavetoansweranyquestionifIchoosenotto.
o No,IdonotagreetoparticipateintheIBDPAcademicMindsetStudyStudentsurvey.<filtertoendofsurveymessage:Thankyouforyourtime>
[CONTINUEbutton]
1. Whatisthenameofyourschool?_________
2. Whatgradeareyouin?___________
3. AreyoucurrentlytakingorhaveyoualreadytakenanyIBclasses?o Yeso No<Filtertoendofsurvey;“Thankyouforyourtime,thesurveyisforstudentswhoareinthe
IBprogram”>
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4. Intotal,howmanyIBcourseshaveyoutakensofar(includingtheclassesyouarecurrentlytaking)?_______
5. DoyouexpecttoearntheIBdiploma?o Yeso No
ABOUTYOURSCHOOLANDIBPROGRAM
6. Pleaseindicateyourlevelofagreementwiththefollowingstatements St
ronglyagree
Agree
Neitheragree
nordisagree
Disagree
Strongly
disagree
Notapplicable
a) InmyIBprogram,scholarshipisrespected. ¡ ¡ ¡ ¡ ¡ ¡
b) Myclassmatesshowrespectforpeoplewithacademicability.
¡ ¡ ¡ ¡ ¡ ¡
c) TeamworkisencouragedinmyIBprogram. ¡ ¡ ¡ ¡ ¡ ¡
d) StudentsinmyIBprogramtendtosupportoneanother.
¡ ¡ ¡ ¡ ¡ ¡
e) InmyIBprogram,adultsbelievethatallstudentscansucceed.
¡ ¡ ¡ ¡ ¡ ¡
f) IseemanyIBclassmatesinmorethanonecourseeachyear.
¡ ¡ ¡ ¡ ¡ ¡
g) StudentsintheIBprogramarepraisedforeffort. ¡ ¡ ¡ ¡ ¡ ¡
h) ItiscleartomewhatIneedtodotoearngoodgradesinmyIBcourses.
¡ ¡ ¡ ¡ ¡ ¡
i) Iconsidermyschooltohaveahealthy,supportiveculture.
¡ ¡ ¡ ¡ ¡ ¡
j) InmyIBprogram,thereisanemphasisonhardworkasthewaytosucceed.
¡ ¡ ¡ ¡ ¡ ¡
k) TeachersinmyIBprogrambelievethatstudentslikemecansucceed.
¡ ¡ ¡ ¡ ¡ ¡
l) Iampraisedformyintelligence. ¡ ¡ ¡ ¡ ¡ ¡
m) IgetregularfeedbackfrommyIBteachersonmyacademicperformance.
¡ ¡ ¡ ¡ ¡ ¡
n) IconsidermyIBcourseworktobechallenging. ¡ ¡ ¡ ¡ ¡ ¡
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o) Ihaveanadult,otherthanmyteacher,whocanhelpmewithmyIBcoursework.
¡ ¡ ¡ ¡ ¡ ¡
p) IwouldsaythatmyIBteachershavehighexpectationsfortheirstudents.
¡ ¡ ¡ ¡ ¡ ¡
q) ItishardformetogethelpifIamstrugglingwithadifficultassignment.
¡ ¡ ¡ ¡ ¡ ¡
r) TherearefewtopicsthatIstudyinmyIBclassesthatarerelevanttome.
¡ ¡ ¡ ¡ ¡ ¡
s) IhavedrawnonexperiencesfrommyfamilyandcommunitylifewhencompletingIBassignments.
¡ ¡ ¡ ¡ ¡ ¡
t) Ioftengettochoosewhattowriteaboutwhendoingwritingassignments.
¡ ¡ ¡ ¡ ¡ ¡
u) InmyCASactivities,Ilearnskillsthatarerelevantintherealworld.
¡ ¡ ¡ ¡ ¡ ¡
v) IwouldsaythatmyIBassignmentsarechallengingbutachievable
¡ ¡ ¡ ¡ ¡ ¡
w) IfeelcomfortablestatingunpopularpointsofviewinmyIBclasses.
¡ ¡ ¡ ¡ ¡ ¡
x) WeseldomhavediscussionsaboutsocialjusticetopicsinIBclasses.
¡ ¡ ¡ ¡ ¡ ¡
y) IhaveparticipatedinaCASprojectthatwasdesignedtoimprovesociety.
¡ ¡ ¡ ¡ ¡ ¡
z) IfeelsafeinmyschoolandIBcourses. ¡ ¡ ¡ ¡ ¡ ¡
aa) Ifrequentlymissdaysofschool. ¡ ¡ ¡ ¡ ¡ ¡
YOURSTUDYHABITS
7. Pleaseindicateyourlevelofagreementwiththefollowingstatements St
ronglyagree
Agree
Neitheragree
nordisagree
Disagree
Strongly
disagree
a) WhenIstudy,IusuallystudyinplaceswhereIcanconcentrate.
¡ ¡ ¡ ¡ ¡
b) WhenIstudy,Iusuallyorganizemystudyareatohelpmestudybest.
¡ ¡ ¡ ¡ ¡
c) BeforeIstartanassignment,IplanouthowI’mgoingtodoit.
¡ ¡ ¡ ¡ ¡
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d) WhenIstudy,IusuallystudyattimeswhenIcanconcentratebest.
¡ ¡ ¡ ¡ ¡
e) IgetitclearinmyheadwhatI’mgoingtodowhenIsitdowntostudy.
¡ ¡ ¡ ¡ ¡
f) Iusuallysticktoastudytimetableorstudyplan. ¡ ¡ ¡ ¡ ¡
YOURVIEWSABOUTSCHOOLANDLEARNING
8. Pleaseindicateyourlevelofagreementwiththefollowingstatements St
ronglyagree
Agree
Neitheragree
nordisagree
Disagree
Strongly
disagree
a) Nomatterhowmuchintelligenceyouhave,youcanalwayschangeitagooddeal.
¡ ¡ ¡ ¡ ¡
b) Youcanlearnnewthings,butyoucannotreallychangeyourbasiclevelofintelligence.
¡ ¡ ¡ ¡ ¡
c) I’mabletousesomeofthethingsIlearnatschoolinotherpartsofmylife.
¡ ¡ ¡ ¡ ¡
d) Iusuallyturninmyassignmentsontime. ¡ ¡ ¡ ¡ ¡
e) It’simportanttounderstandwhatI’mtaughtatschool. ¡ ¡ ¡ ¡ ¡
f) Iseemyselfasapartofthisschool ¡ ¡ ¡ ¡ ¡
g) IfIworkhardenough,IbelieveIcangetontopofmyschoolwork.
¡ ¡ ¡ ¡ ¡
h) Ilikemyworkbestwhenitmakesmethinkhard. ¡ ¡ ¡ ¡ ¡
i) WhatIlearnatschoolwillbeusefulinthefuture. ¡ ¡ ¡ ¡ ¡
j) IlikemyworkbestwhenIcandoitreallywellwithouttoomuchtrouble.
¡ ¡ ¡ ¡ ¡
k) IlikeworkthatI'lllearnfromevenifImakealotofmistakes.
¡ ¡ ¡ ¡ ¡
l) IlikemyworkbestwhenIcandoitperfectlywithoutanymistakes.
¡ ¡ ¡ ¡ ¡
m) IfeelthatIamamemberoftheschoolcommunity ¡ ¡ ¡ ¡ ¡
n) IfItryhard,IbelieveIcandomyschoolworkwell. ¡ ¡ ¡ ¡ ¡
o) Whensomethingishard,itjustmakesmewanttoworkmoreonit,notless.
¡ ¡ ¡ ¡ ¡
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p) Totellthetruth,whenIworkhard,itmakesmefeelasthoughI'mnotverysmart.
¡ ¡ ¡ ¡ ¡
q) Ifeelasenseofbelongingtotheschoolcommunity ¡ ¡ ¡ ¡ ¡
r) IfIdon’tgiveup,IbelieveIcandodifficultschoolwork. ¡ ¡ ¡ ¡ ¡
s) Learningatschoolisimportant. ¡ ¡ ¡ ¡ ¡
t) IfIhaveenoughtime,IbelieveIcandowellinmyschoolwork.
¡ ¡ ¡ ¡ ¡
MOREABOUTYOU
9. Whatisyourgender?o Maleo Female
10. Howoldareyou?_______
11. Whatisthehighlevelofeducationofyourmotherorfemaleguardian?
o Lessthanhighschoolo Highschooldiplomao Somecollegeo Collegedegreeo Graduatedegree
12. Areyoueligibleforfreeorreducedlunch(USonly)
o Yeso No
13. Whichisthelanguagethatyouspeakathomemostoften?o Englisho Spanisho Anotherlanguage(pleasespecify)____________________
14. Whatisyourplanforafterhighschool?(checkallthatapply)
o Attendcollegeo Getajobo Other(pleasedescribe)__________________
15. Inwhatjob/careerwouldyoueventuallyliketowork?_____________
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AppendixB:StudentSurveyDesignandResponses
DuringthemonthsofOctoberandNovemberof2016,a10-15minuteWeb-basedstudentsurveywasadministeredtoallstudentswhohadtakenorwerecurrentlytakingDPcourses.AllDPcoordinatorsattheirrespectivesiteschosetoadministerthesurveyincaptiveadministration,meaningalleligiblestudentsateachschooltookthesurveyataspecificpointintimeduringtheschoolday(typicallydoneduringanelectiveperiod).ThesurveyposedgeneralstudentcharacteristicquestionsandmoredetailedquestionsregardingstudentperspectivesabouttheirschoolandIBprogram,studentstudyhabits,andviewsaboutlearning(resultspresentedbelow).
Thefollowingtablesummarizesthescalesusedforthisreport.Aconfirmatoryfactoranalysiswasconductedonthefirstfivefield-testedscales.Thelasttwoscalesareexploratoryscalescreatedusingfactoranalysiswithvarimaxrotation.Onlyvariableswithfactorcoefficientshigherthan.30wereretainedfortheexploratoryscales.Ascalereliabilitytest(Cronbach'salpha)wascomputedforallscales.Additionally,onlyrespondentswhoansweredatleasthalftheitemsreceivedascaledscoreforbothconfirmatoryandexploratoryscales.
SurveyScaleItemsandScaleReliability
*MalleableIntelligenceDweck(n.d) α=.56
Nomatterhowmuchintelligenceyouhave,youcanalwayschangeitagooddeal.
Youcanlearnnewthings,butyoucannotreallychangeyourbasiclevelofintelligence.
Ilikemyworkbestwhenitmakesmethinkhard.
IlikemyworkbestwhenIcandoitreallywellwithouttoomuchtrouble.
IlikeworkthatI'lllearnfromevenifImakealotofmistakes.
IlikemyworkbestwhenIcandoitperfectlywithoutanymistakes.
Whensomethingishard,itjustmakesmewanttoworkmoreonit,notless.
Totellthetruth,whenIworkhard,itmakesmefeelasthoughI'mnotverysmart.
*SenseofBelongingHurtadoandCarter(1997) α=.92
Iseemyselfasapartofthisschool
IfeelthatIamamemberoftheschoolcommunity.
Ifeelasenseofbelongingtotheschoolcommunity
*SenseofSelf-ConfidenceMartinetal.,(2015) α=.84
IfIworkhardenough,IbelieveIcangetontopofmyschoolwork.
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IfItryhard,IbelieveIcandomyschoolworkwell.
IfIdon’tgiveup,IbelieveIcandodifficultschoolwork.
IfIhaveenoughtime,IbelieveIcandowellinmyschoolwork.
*SenseofAcademicRelevanceMartinetal.,(2015) α=.82
I’mabletousesomeofthethingsIlearnatschoolinotherpartsofmylife.
WhatIlearnatschoolwillbeusefulinthefuture.
Learningatschoolisimportant.
It’simportanttounderstandwhatI’mtaughtatschool.
*StudentAcademicBehaviorsMartinetal.,(2015) α=.85
WhenIstudy,IusuallystudyinplaceswhereIcanconcentrate.
WhenIstudy,Iusuallyorganizemystudyareatohelpmestudybest.
BeforeIstartanassignment,IplanouthowI’mgoingtodoit.
WhenIstudy,IusuallystudyattimeswhenIcanconcentratebest.
IgetitclearinmyheadwhatI’mgoingtodowhenIsitdowntostudy.
Iusuallysticktoastudytimetableorstudyplan.
**SchoolCulture α=.86
Myclassmatesshowrespectforpeoplewithacademicability.
TeamworkisencouragedinmyIBprogram.
StudentsinmyIBprogramtendtosupportoneanother.
InmyIBprogram,adultsbelievethatallstudentscansucceed.
Iconsidermyschooltohaveahealthy,supportiveculture.
IfeelsafeinmyschoolandIBcourses.
TeachersinmyIBprogrambelievethatstudentslikemecansucceed.
**ClassroomPractices α=.71
InmyIBprogram,scholarshipisrespected.
IconsidermyIBcourseworktobechallenging.
IwouldsaythatmyIBteachershavehighexpectationsfortheirstudents.
IwouldsaythatmyIBassignmentsarechallengingbutachievable Source:IBAcademicMindsetStudentSurvey2016Notes:Allitemsareona5-pt.scale:1=stronglydisagree,2=disagree,3=neitheragreenordisagree,4=agree,5=stronglyagree.*Confirmatoryfactoranalysis**Exploratoryfactoranalysis
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SurveyResultsbyItem
SurveyItem1 SanSilvestre Lincoln SouthSide Hilton TotalWhatIsthenameofyourschool? 44(4%) 162(15%) 454(43%) 406(38%) 1066
SurveyItem2 9th 10th 11th 12th 13th TotalWhatgradeareyouin? 1(<1%) 91(9%) 549(52%) 415(39%) 1(<1%) 1057
SurveyItem3–Questionusedtoassureaccuratestudentsurveysample.SurveyItem4 Average Minimum MaximumHowmanyIBcourseshaveyoutakensofar? 5.3 0 19SurveyItem5 Yes No TotalDoyouexpecttoearntheIBdiploma? 526(50%) 526(50%) 1052
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SurveyItem6a-aa Strongly
Disagree
Disagree
Neitheragree
nordisagree
Agree
Strongly
Agree
Total
InmyIBprogram,scholarshipisrespected. 33(3%) 36(4%) 220(23%) 414(43%) 249(26%) 952
Myclassmatesshowrespectforpeoplewithacademicability. 35(4%) 76(8%) 155(16%) 538(55%) 182(18%) 986
TeamworkisencouragedinmyIBprogram. 31(3%) 117(12%) 238(24%) 436(45%) 157(16%) 979
StudentsinmyIBprogramtendtosupportoneanother. 39(4%) 94(10%) 249(25%) 415(42%) 184(19%) 981
InmyIBprogram,adultsbelievethatallstudentscansucceed. 51(5%) 109(11%) 191(19%) 428(43%) 208(21%) 987
IseemanyIBclassmatesinmorethanonecourseeachyear. 19(2%) 32(3%) 118(12%) 426(44%) 372(38%) 967
StudentsintheIBprogramarepraisedforeffort. 71(7%) 135(14%) 266(27%) 356(36%) 154(16%) 982
ItiscleartomewhatIneedtodotoearngoodgradesinmyIBcourses.
53(5%) 102(10%) 160(16%) 453(46%) 221(22%) 989
Iconsidermyschooltohaveahealthy,supportiveculture. 68(7%) 103(10%) 246(25%) 418(42%) 153(15%) 988
InmyIBprogram,thereisanemphasisonhardworkasthewaytosucceed.
25(3%) 52(5%) 128(13%) 482(49%) 299(30%) 986
TeachersinmyIBprogrambelievethatstudentslikemecansucceed.
26(3%) 42(4%) 158(16%) 485(49%) 270(28%) 981
Iampraisedformyintelligence. 58(6%) 148(15%) 329(34%) 311(32%) 135(14%) 981IgetregularfeedbackfrommyIBteachersonmyacademicperformance.
55(6%) 143(15%) 272(28%) 381(39%) 125(13%) 976
IconsidermyIBcourseworktobechallenging. 31(3%) 50(5%) 133(14%) 344(35%) 426(43%) 984
Ihaveanadult,otherthanmyteacher,whocanhelpmewithmyIBcoursework.
187(20%) 280(29%) 171(18%) 214(23%) 99(10%) 951
IwouldsaythatmyIBteachershavehighexpectationsfortheirstudents.
26(3%) 34(3%) 134(14%) 452(46%) 339(34%) 985
ItishardformetogethelpifIamstrugglingwithadifficultassignment.
137(14%) 270(28%) 241(25%) 219(22%) 107(11%) 974
TherearefewtopicsthatIstudyinmyIBclassesthatarerelevanttome.
66(7%) 145(15%) 293(30%) 283(29%) 193(20%) 980
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SurveyItems6a-aa(cont.)
Strongly
Disagree
Disagree
Neitheragree
nordisagree
Agree
Strongly
Agree
Total
ItishardformetogethelpifIamstrugglingwithadifficultassignment.
137(14%) 270(28%) 241(25%) 219(22%) 107(11%) 974
TherearefewtopicsthatIstudyinmyIBclassesthatarerelevanttome.
66(7%) 145(15%) 293(30%) 283(29%) 193(20%) 980
IhavedrawnonexperiencesfrommyfamilyandcommunitylifewhencompletingIBassignments.
103(11%) 195(20%) 318(33%) 261(27%) 80(8%) 957
Ioftengettochoosewhattowriteaboutwhendoingwritingassignments.
124(13%) 205(21%) 249(25%) 314(32%) 87(9%) 979
InmyCASactivities,Ilearnskillsthatarerelevantintherealworld.
76(9%) 98(12%) 246(29%) 257(31%) 161(19%) 838
IwouldsaythatmyIBassignmentsarechallengingbutachievable
55(6%) 70(7%) 178(18%) 521(53%) 157(16%) 981
IfeelcomfortablestatingunpopularpointsofviewinmyIBclasses.
85(9%) 133(14%) 283(29%) 325(33%) 148(15%) 974
WeseldomhavediscussionsaboutsocialjusticetopicsinIBclasses.
103(11%) 211(22%) 296(31%) 241(25%) 101(11%) 952
IhaveparticipatedinaCASprojectthatwasdesignedtoimprovesociety.
78(10%) 98(12%) 193(24%) 258(32%) 179(22%) 806
IfeelsafeinmyschoolandIBcourses. 43(4%) 71(7%) 192(20%) 454(47%) 214(22%) 974
Ifrequentlymissdaysofschool. 429(50%) 188(22%) 131(15%) 74(9%) 44(5%) 866
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SurveyItems7a-f Strongly
Disagree
Disagree
Neitheragree
nordisagree
Agree
Strongly
Agree
Total
WhenIstudy,IusuallystudyinplaceswhereIcanconcentrate. 19(2%) 48(5%) 122(13%) 489(51%) 280(29%) 958
WhenIstudy,Iusuallyorganizemystudyareatohelpmestudybest.
32(3%) 110(12%) 181(19%) 405(43%) 224(24%) 952
BeforeIstartanassignment,IplanouthowI’mgoingtodoit. 53(5%) 173(18%) 239(25%) 342(35%) 160(17%) 967
WhenIstudy,IusuallystudyattimeswhenIcanconcentratebest.
36(4%) 112(12%) 204(21%) 386(40%) 218(23%) 956
IgetitclearinmyheadwhatI’mgoingtodowhenIsitdowntostudy.
36(4%) 158(16%) 212(22%) 392(41%) 163(17%) 961
Iusuallysticktoastudytimetableorstudyplan. 138(15%) 278(30%) 226(24%) 199(21%) 100(11%) 941
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SurveyItems8a-t Strongly
Disagree
Disagree
Neitheragree
nordisagree
Agree
Strongly
Agree
Total
Nomatterhowmuchintelligenceyouhave,youcanalwayschangeitagooddeal.
39(4%) 98(10%) 223(24%) 422(45%) 161(17%) 943
Youcanlearnnewthings,butyoucannotreallychangeyourbasiclevelofintelligence.
67(7%) 236(25%) 219(23%) 323(34%) 97(10%) 942
I’mabletousesomeofthethingsIlearnatschoolinotherpartsofmylife.
74(8%) 113(12%) 191(20%) 442(47%) 127(13%) 947
Iusuallyturninmyassignmentsontime. 29(3%) 44(5%) 105(11%) 329(34%) 447(47%) 954
It’simportanttounderstandwhatI’mtaughtatschool. 30(3%) 32(3%) 157(17%) 443(47%) 288(30%) 950
Iseemyselfasapartofthisschool 46(5%) 94(10%) 200(21%) 399(42%) 207(22%) 946
IfIworkhardenough,IbelieveIcangetontopofmyschoolwork. 25(3%) 45(5%) 100(11%) 427(45%) 355(37%) 952
Ilikemyworkbestwhenitmakesmethinkhard. 121(13%) 211(22%) 299(32%) 226(24%) 84(9%) 941
WhatIlearnatschoolwillbeusefulinthefuture. 96(10%) 130(14%) 286(30%) 303(32%) 131(14%) 946
IlikemyworkbestwhenIcandoitreallywellwithouttoomuchtrouble.
14(1%) 44(5%) 165(17%) 389(41%) 338(36%) 950
IlikeworkthatI'lllearnfromevenifImakealotofmistakes. 45(5%) 107(11%) 259(27%) 379(40%) 155(16%) 945
IlikemyworkbestwhenIcandoitperfectlywithoutanymistakes. 23(2%) 63(7%) 225(24%) 347(37%) 291(31%) 949
IfeelthatIamamemberoftheschoolcommunity. 54(6%) 85(9%) 228(24%) 378(40%) 189(20%) 934
IfItryhard,IbelieveIcandomyschoolworkwell. 22(2%) 37(4%) 107(11%) 437(46%) 342(36%) 945
Whensomethingishard,itjustmakesmewanttoworkmoreonit,notless.
105(11%) 207(22%) 277(30%) 237(25%) 110(12%) 936
Totellthetruth,whenIworkhard,itmakesmefeelasthoughI'mnotverysmart.
99(11%) 228(25%) 241(26%) 220(24%) 136(15%) 924
Ifeelasenseofbelongingtotheschoolcommunity 64(7%) 102(11%) 261(28%) 344(37%) 161(17%) 932
IfIdon’tgiveup,IbelieveIcandodifficultschoolwork. 19(2%) 70(7%) 192(20%) 418(44%) 246(26%) 945
Learningatschoolisimportant. 26(3%) 27(3%) 151(16%) 434(46%) 313(33%) 951IfIhaveenoughtime,IbelieveIcandowellinmyschoolwork. 14(1%) 24(3%) 119(13%) 423(45%) 365(39%) 945
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SurveyItem9 Female Male TotalWhatisyourgender? 548(56%) 428(44%) 976SurveyItem10 Average Minimum MaximumHowoldareyou? 16.4 12 19SurveyItem11
Lessthan
highschool
Highschool
diplom
a
Somecollege
College
degree
Graduate
degree
Total
Whatisthehighestlevelofeducationofyourmotherorfemaleguardian?
29(3%) 113(12%) 116(12%) 337(35%) 375(39%) 970
SurveyItem12(USonly) Yes No TotalAreyoueligibleforfreeorreducedpricelunch? 128(16%) 687(84%) 815SurveyItem13 English Spanish Other TotalWhichisthelanguageyouspeakathomemostoften? 764(79%) 193(20%) 16(2%) 973
SurveyItem14 Attendcollege Getajob Other TotalWhatisyourplanforafterhighschool? 902(94%) 44(5%) 15(2%) 961
SurveyItem15–openendedresponse.SurveyScaledItems
Average Minimum MaximumMalleableIntelligence 2.87 1.13 4.63SenseofBelonging 3.60 1.00 5.00SenseofSelf-Confidence 4.06 1.00 5.00SenseofAcademicRelevance 3.68 1.00 5.00StudentAcademicBehaviors 3.53 1.00 5.00SchoolEnvironment 3.68 1.00 5.00ClassroomPractices 3.91 1.00 5.00