本論文的研究題目是「香港國際學校IB中文科教師的知識建構：多個個案研究」，主要是透過結合理論分析和探究式訪談，探討香港地區IB中文科教師對IB中文課程的認識，初步歸納出當前香港地區IB中文科教師的知識結構。 本研究選取了三位職前受訓的IB中文科教師、兩位在職的IB中文科教師 和兩位大學的教師培訓者作爲本研究的研究對象，以半結構性訪談作爲主要的研究方法，所有的訪談都進行現場錄音，訪談內容則語譯成詳細的訪談提綱，並進行深入而詳細的分析。 本研究發現，在實習之前，三位職前教師只是知道一些關於IB中文課程的基本知識、考試模式等知識，對於真正的IB中文科的課堂教學知識並不知曉；而在實習之後，他們的知識建構有了較大的改變，除了進一步鞏固其IB中文課程的基本知識之外，還掌握到了一些具體的教學法知識、課堂管理的知識。 至於在職的IB中文科教師方面，本研究發現兩位在職教師和職前教師一樣，都具備了對IB中文科的學科知識、課程知識以及學科教學知識。而由於他們在教學上具備多年的經驗，因此他們和職前教師相比，還具備了有關學生的背景的知識、其他教育背景的知識、掌握時事新聞的知識、跨學科和跨文化的知識等等。 而在大學教師方面，本研究發現大學的教師培訓者在設計IB中文科教師培訓課程時，能夠針對職前和在職的IB中文科教師的需要，把課程的重點放在教學法和研究法裡，致力把世界最先進的第二語言教學的理論、教學的方法傳授給IB中文科教師，為香港及全球的學校培養中文作爲第二語言的老師和IB中文科教師。 研究員在上述研究發現的基礎上，提出一些改善目前IB中文科教師培訓課程、教師自身的知識建構、IB中文科教師培訓課程的教學內容，以及發展有效的師資培訓模式和教學方法等建議。本研究對於IB中文科教學的理論探討、IB中文科師資培訓的課程設計，以至香港地區的IB中文科教學狀況的研究都具有參考價值。 The topic of this research is the knowledge construction of IB Chinese teachers in Hong Kong International Schools: Multiple case studies, mainly to explore the different stages of teachers’ knowledge construction through theoretical analysis and interview, and sum up objectively the current process of knowledge construction for teachers in International Baccalaureate (IB) Chinese Language courses in Hong Kong. There were three kinds of research participants in this study, including three pre-service IB Chinese Language teachers, two in-service IB Chinese Language teachers and two teacher trainers in the university. The participants had the semi-structured interviews with the researcher in the study. The researcher had in-depth discussion on the topic of IB Chinese Language courses, audio-recorded all the interviews and transcribed all the conversations into protocols for in-depth analysis. This study found that, before the internship, the three pre-service teachers only knew some basic knowledge on the mode of examination of the IB Chinese Language courses, they did not know any teaching knowledge of the real IB Chinese Language class. But after the internship, there were some significant changes on their knowledge construction, in addition to further consolidate their basic knowledge of the IB Chinese Language courses, they grasped the specific knowledge of pedagogy and classroom management. As for the in-service IB Chinese Language teachers, this study found that two in-service teachers just like the pre-service teachers, they knew the knowledge on the IB Chinese Language subjects and curriculums, and the knowledge on pedagogy. However, to compare with the pre-service teachers, as the in-service teachers had got a lot of experiences in teaching, they also knew the knowledge on the students' background and the mastery of other educational background, they knew the knowledge on current events as well as the interdisciplinary and cross-cultural knowledge and so on. For the university teachers, this study found that when the teacher trainers in the university designed the IB Chinese Language teacher training courses, they could meet the needs of the pre-service and in-service IB Chinese Language teachers. The courses focused on the teaching methodology and research methodology, they tried to teach the IB Chinese Language teachers with the most advanced second language teaching theory and teaching methods in the world, to train the IB Chinese Language teachers and the teachers in Teaching Chinese as a Second Language for the IB schools in Hong Kong and around the world. On the basis of the above-mentioned study, the researcher made some recommendations for the IB Chinese Language teacher training courses. The emphasis was to improve the teachers' own knowledge construction, improve the teaching content of the IB Chinese Language teacher training courses, and develop some effective teacher training models and teaching methods. All in all, this research is helpful for exploring the theory and curriculum design of the IB Chinese Language teaching, as well as the research on the IB Chinese Language teaching in Hong Kong. / published_or_final_version / Education / Master / Master of Education

This study was an autoethnography about inquiry learning and teaching through extraction and construction of meaning from experience. Using a collaborative autoethnography methodology I explored experiences in my past with others in the field through a “critical friend” Blog, to unpack what may have enabled me to value inquiry-based teaching as a physical education teacher. I created narratives from my autoethographic data and again shared them with my Blog members, inviting critical responses. Over an eight month period I created a community of learners with purposefully selected colleagues working in an International Baccalaureate Primary Years Programme curriculum school in the Middle East. I shared my narratives with my colleagues in order to support, question, connect or contrast my personal findings. Through our dialogues we came together to unpack our understandings of learning, who we were as learners, teaching, who we were as teachers and inquiry. As a community of learners exploring our experiences and perceptions, our understanding of constructivism evolved. This study revealed the tensions that exist between what teachers know about learning for meaningful understanding and the disabling learning and teaching environments they are and have been a part of.

This study was an autoethnography about inquiry learning and teaching through extraction and construction of meaning from experience. Using a collaborative autoethnography methodology I explored experiences in my past with others in the field through a “critical friend” Blog, to unpack what may have enabled me to value inquiry-based teaching as a physical education teacher. I created narratives from my autoethographic data and again shared them with my Blog members, inviting critical responses. Over an eight month period I created a community of learners with purposefully selected colleagues working in an International Baccalaureate Primary Years Programme curriculum school in the Middle East. I shared my narratives with my colleagues in order to support, question, connect or contrast my personal findings. Through our dialogues we came together to unpack our understandings of learning, who we were as learners, teaching, who we were as teachers and inquiry. As a community of learners exploring our experiences and perceptions, our understanding of constructivism evolved. This study revealed the tensions that exist between what teachers know about learning for meaningful understanding and the disabling learning and teaching environments they are and have been a part of.

As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.

International Baccalaureate (IB) schools are focused on a school-wide approach to developing inquiring students who are motivated to succeed. The problem explored in this case study was based on a local IB elementary school's response to a reform model to integrate music into other content areas. The curriculum lacked an interdisciplinary approach to music education even though teachers had participated in some professional development (PD) to help them integrate music into content areas. The purpose of this study was to investigate the perceptions of elementary teachers regarding the influence of professional development on music integration at the IB elementary school. Maslow's theory of human motivation was the conceptual framework. The research questions focused on participants' perceptions of music integration, curriculum, and PD. A case study design was used to capture the perceptions of 10 Kindergarten and 1st grade teacher participants through a questionnaire, individual interviews, and a focus group. Emergent themes were identified from the data, and findings were validated through triangulation and member checking. The key results were that teachers' desire to implement music integration increased after PD and they recognized the benefits of fostering the whole child and encouraging creative thinkers associated with using music integration as an instructional practice. A PD project that included customized curriculum content was developed to assist teachers with the integration of music to enhance school curriculum. Positive social change might be realized as teachers become more prepared, confident, and consistent in music integration and are able to enhance students' creative thinking and foster development of the whole child in the classroom.

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Thesis advisor: Hans de Wit / Thesis advisor: Gerardo L. Blanco / Today’s global knowledge economy has become complex, dynamic, and competitive. In this environment, the talented workforce is increasingly diverse, educated, and mobile. International talents tend to migrate to anglophone countries and contribute to technological innovation, scientific discoveries, and economic growth. The largest international student population in the top destination countries comes from Asia. At the same time, research has shown that Asian international students reported lower satisfaction and higher adjustment challenges due to linguistic and cultural barriers, negatively impacting their learning and living experiences. This dissertation aims to understand and explain the transnational transition process through a subset of the Asian international student population. Thirty-five current university student interviewees are purposefully selected. They are graduates of the “International Baccalaureate Diploma Programme,” a rigorous education pathway program popular in Asia for families to prepare their children for Western higher education. Asian International Baccalaureate (IB) alums, who received education in linguistically and culturally diverse settings, offered more nuanced and complex answers to what traditional literature has indicated about international student transitions and experiences. A Successful International University Transition Model is generated from the grounded theory analysis. This model illustrates the causal and intervening conditions that impact international transitions, with the central tasks of being a university student and becoming an adult. Further, the results are discussed with Bourdieu’s concepts of habitus/practice to explain the heterogeneity in the process amongst the diverse international student population. Lastly, recommendations to stakeholders suggest ways to support globally mobile young adults in their transition and development journey. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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Anthropology is an underrepresented subject in precollegiate education. Despite concerted institutional efforts through organizations such as the American Anthropological Association (AAA), there has not been significant growth in the field. Although the field of anthropology has not shown significant growth at the precollegiate level, there does exist a presence of precollegiate anthropology, especially through the International Baccalaureate Organization (IBO) and standalone courses at schools at the elementary through high school level. Many of these standalone courses were created by an individual teacher. This applied thesis used anthropological methods to identify if a social network exists among precollegiate anthropology teachers while also examining how the AAA can create and/or facilitate a stronger community of precollegiate anthropology teachers. Linking to institutions such as the Advanced Placement program in addition to IB may create the critical mass to encourage a positive feedback loop which produces more anthropology students at the college level and more individuals who create standalone courses. With a growth in precollegiate programs, the existing social networks within and outside the AAA will grow.

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