NATIONAL CENTER FOR RESTRUCTURING EDUCATION, SCHOOLS, AND TEACHING 

 

TEACHERS COLLEGE, COLUMBIA UNIVERSITY

                                                                                                            

 

 

 

 

 

 

ANANALYSISOFTHEDEVELOPMENTOFPOSITIVEACADEMICMINDSETSINDIVERSEIBOSCHOOLS

ElisabethBarnett

OsvaldoAvila

FenotAklog

March2017

NationalCenterforRestructuringEducation,SchoolsandTeaching

TeachersCollege,ColumbiaUniversity

NewYork,NewYork

 

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TABLEOFCONTENTSIntroduction 3ReasonforthisResearch 3InternationalBaccalaureate(IB)Programmes 3TheNationalCenterforRestructuringEducationSchoolsandTeaching 4

ReviewoftheLiterature 4

ResearchDesignandMethodology 7Overview 7Sampleselection 9Datacollectionmethods 10DataAnalysis 12

Findings 12SchoolEnvironmentandClassroomPracticesthatFosterPositiveAcademicMindsets 12MeasuresofStudentAcademicMindsets 24StudentPerceptionsofSchoolCultureandClassroomPractices 29RelationshipsBetweenPositiveAcademicMindsetsandPositiveAcademicBehaviors 31

ConclusionsandImplicationsforIBO 32Summaryoffindings 32ImplicationsforIBO 35

AreasforFutureResearch 37

FinalThoughts 37

References 38

AppendixA:InstrumentsLeadershipInterviewProtocol 41TeacherInterviewProtocol 44ObservationProtocol 47StudentSurvey 49

AppendixB:StudentSurveyDesignandReponses 54

 

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ListofTablesandFigures

Table1.SampleSchoolCharacteristics 9Table2.SummaryofDataCollectionActivitiesintheSampleSchools 10Table3.AverageDifferencesinStudentAcademicMindsetbyCountry 26Table4.RelationshipBetweenSchool/ClassroomFactorsandAcademicMindsets 31Table5.RelationshipBetweenAcademicBehaviorsandAcademicMindsets 32

Figure1:LogicModel–ResearchonAcademicMindsets 8Figure2:AverageResponsestoMeasuresofAcademicMindsetsbySchool 25Figure3:ResponsestoMalleableIntelligenceKeyItems 27Figure4:ResponsestoSenseofBelongingKeyItem 27Figure5:ResponsestoSelf‐ConfidenceKeyItem 28Figure6:ResponsestoSchoolWorkRelevanceKeyItem 28Figure7:SchoolCultureandClassroomPracticesAverageResponsesBySchool 29Figure8:ResponsestoSchoolCultureandClassroomPracticeKeyItems 30Figure9:StudentAcademicBehaviors,AverageResponsebySchool 31    

 

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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).Ineachof                                                            1TheIBLearnerProfilequalitiesareinquirers,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?

DP schools/ 

programs 

implement ‐ 

Positive 

school 

environment 

Positive 

classroom 

practices 

Students develop 

positive academic 

mindsets including: 

- Malleable intelligence 

- Relevance - Self‐confidence - Belonging 

Students 

exhibit 

positive 

academic 

behaviors 

Students 

successfully 

complete DP 

courses and 

programs 

 

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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

 

  25

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

3.66

4.06

3.63

2.88

3.44

3.99

3.59

2.83

4.324.52

4.30

2.99

3.60

4.083.87

1

2

3

4

5

Malleable intelligence Sense of Belonging Self‐confidence School/Courseworkrelevance

School A School B School C School D

 

  26

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

 

  27

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%

School A School B School C School D

No matter how much intelligence you have, you can always change it a good deal.

You can learn new things, but you cannot really change your basic level of intelligence.

65%

53%

83%

60%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School A School B School C School D

I feel that I am a member of the school community

 

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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%

School A School B School C School D

If I try hard, I believe I can do my schoolwork well.

44% 41%

65%58%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School A School B School C School D

What I learn at school will be useful in the future.

 

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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

                                                            7 Studentsindicatedtheextenttowhichtheyagreedwiththesestatements.Schoolcultureitems:Myclassmatesshowrespectforpeoplewithacademicability;TeamworkisencouragedinmyIBprogram;StudentsinmyIBprogramtendtosupportoneanother;InmyIBprogram,adultsbelievethatallstudentscansucceed;Iconsidermyschooltohaveahealthy,supportiveculture;IfeelsafeinmyschoolandIBcourses;TeachersinmyIBprogrambelievethatstudentslikemecansucceed.Classroompracticeitems:InmyIBprogram,scholarshipisrespected;IconsidermyIBcourseworktobechallenging;IwouldsaythatmyIBteachershavehighexpectationsfortheirstudents;IwouldsaythatmyIBassignmentsarechallengingbutachievable.

 

3.794.11

3.493.64

4.094.43

3.693.84

1

2

3

4

5

School culture Classroom practices

School A School B School C School D

 

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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%

I would say that my IB teachers have highexpectations for their students.

I would say that my IB assignments arechallenging but achievable

In my IB program, adults believe that allstudents can succeed.

I consider my school to have a healthy,supportive culture.

 

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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

School A School B School C School D

 

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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.

 

  34

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

 

  35

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;

 

  36

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

 

  37

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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References

Bailey,R.,Heape,T.,&Shields,A.(2009).Athematicunitaboutperseverance.Retrievedfromhttps://www.google.com/?gws_rd=ssl#q=Renee+Bailey%2C+Tracy+Heape%2C+Ashley+Shields

Bandura,A.(1986)Socialfoundationsofthoughtandaction:Asocialcognitivetheory.EnglewoodCliffs,NJ:PrenticeHall.

Bunnell,T.(2011).TheInternationalBaccalaureateintheUnitedStates:Fromrelativeinactivitytoimbalance.TheEducationForum,75:66‐79.

Carr,P.&Walton,G.M.(2011).Workinghardertogether:Asenseofworkingwithothersincreasesintrinsicmotivation.Unpublished

Cassen,R.,Feinstein,L.,&Graham,P.(2008).Educationaloutcomes:Adversityandresilience.SocialPolicy&Society8:1,73‐85[CambridgeUniversityPress].

Durlak,J.A.,Weissberg,R.P.,Dymnicki,A.B.,Taylor,R.D.,&Schellinger,K.B.(2011).Theimpactofenhancingstudents’socialandemotionallearning:Ameta‐analysisofschool‐baseduniversalinterventions.ChildDevelopment,82(1),405‐432.

Dweck,C.S.(2006).Mindset:Thenewpsychologyofsuccess.NewYork:BallantineBooks.

Dweck,C.S.,Walton,G.M.,andCohen,G.L.(2011).Academictenacity:Mindsetsandskillsthatpromotelong‐termlearning.WhitepaperpreparedfortheGatesFoundation.Seattle,WA.

Dweck,C.S.(n.d).Testyourmindset.RetrievedonJuly2016fromhttps://mindsetonline.com/testyourmindset/step1.php

Duckworth,A.,Kamentz,D.&Keene,L.(2012).Exploringhowtomeasureandbuildstudents’non‐cognitiveskillstoincreasecollegepersistence[presentation].Denver,CO:NACACNationalConference.

Farrington,C.A.,Roderick,M.,Allensworth,E.,Nagaoka,J.,Keyes,T.S.,Johnson,D.W.,&Beechum,N.O.(2012).Teachingadolescentstobecomelearners.Theroleofnoncognitivefactorsinshapingschoolperformance:Acriticalliteraturereview.Chicago:UniversityofChicagoConsortiumonChicagoSchoolResearch.

Hamedani,M.G.,Zheng,X.,&Darling‐Hammond,L.(2015).Learningfromsuccessfulpractice:Socialemotionallearninginthreediverseurbanhighschools.Stanford,CA:SCOPE.

Hurtado,S.,&Carter,D.F.(1997).EffectsofcollegetransitionandperceptionsofthecampusracialclimateonLatinocollegestudents’senseofbelonging.SociologyofEducation,70,324‐345.

 

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IBO(2008).IBlearnerprofilebooklet.Cardiff,Wales,GB:InternationalBaccalaureateOrganization.

IBO(2015).ApproachestoteachingandlearningintheDiplomaProgramme:Reflectiontool.Cardiff,Wales,GB:InternationalBaccalaureateOrganization.

IBO(2016).KeyfactsabouttheDP.RetrievedJanuary2017fromhttp://www.ibo.org/programmes/diploma‐programme/what‐is‐the‐dp/key‐facts‐about‐the‐dp/

Lee,V.E.,Smith,J.B.(1999).SocialsupportandachievementforyoungadolescentsinChicago:Theroleofschoolacademicpress.AmericanEducationalResearchJournal36:907‐945.

Levin,H.M.(2012).Morethanjusttestscores.Prospects,42(3),269‐284.

Martin,A.J.,Yu,K.,Papworth,B.,Ginns,P.,&Collie,R.J.(2015).MotivationandengagementintheUnitedStates,Canada,UnitedKingdom,Australia,andChina: Testingamulti‐dimensionalframework.JournalofPsychoeducationalAssessmentApril2015vol.33no.2103‐114

Marzano,R.J.(2000).Transformingclassroomgrading.Aurora,CO:Mid‐continentResearchforEducationandLearningInstitute.

Mazlow,A.H.(1943).Atheoryofhumanmotivation.PsychologicalReview,50,370‐396.

Muijs,D.(2004).DoingquantitativeresearchineducationwithSPSS.ThousandOaks,CA:SagePublications.

Noftle,E.E.,&Robins,R.W.(2007)Personalitypredictorsofacademicoutcomes:BigfivecorrelatesofGPAandSATscores.JournalofPersonalandSocialPsychology.93(1):116‐30.

Porchea,S.F.,Allen,J.,Robbins,S.,&Phelps,R.P.(2010).Predictorsoflong‐termenrollmentanddegreeoutcomesforcommunitycollegestudents:Integratingacademic,psychosocial,socio‐demographic,andsituationalfactors.JournalofHigherEducation,81,750–778.

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

Leadership Interview Protocol 

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)

 

  42

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

 

  43

1. Whathavebeenthebiggestchallengesatyourschoolasitrelatestostudentsuccess?

2. WhatelseshouldweknowaboutyourschoolorDPprogramme?

Thankyouforparticipatinginthisinterview! 

 

  44

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)

 

  45

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! 

 

 

  47

Observation Protocol 

District and School Name: _________________________________  

Class Grade & Title: _________________________________ 

Number of adults in classroom: _______     Number of students in classroom: _______ 

What part of the period:   beginning    OR     middle     OR     end 

Observer:__________________________                   Date:____________________ 

Instruction that influences academic mindsets 

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/school structures that influence academic mindsets 

Classroom/school structures Explain how they do so

B MI SC R

 

Classroom visuals that provide insight into the 4 Academic Mindset components: 

Visual Cues Explain how they exemplify

B MI SC R

 

Time spent teacher lead lecture:______ 

Time spent student independent work:________ 

Time spend student group work________ 

Other comments or observations: 

___________________________________________________________________________ 

 

  49

Student Survey 

[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”>

 

  50

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.

 

  51

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.

 

  52

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.

 

  53

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?_____________

 

  54

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.

 

  55

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 Total

WhatIsthenameofyourschool?

44(4%) 162(15%) 454(43%) 406(38%) 1066

SurveyItem2 9th 10th 11th 12th 13th Total

Whatgradeareyouin? 1(<1%) 91(9%) 549(52%) 415(39%) 1(<1%) 1057

SurveyItem3–Questionusedtoassureaccuratestudentsurveysample.SurveyItem4 Average Minimum MaximumHowmanyIBcourseshaveyoutakensofar? 5.3 0 19

SurveyItem5 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%) 976

 

SurveyItem10 Average Minimum MaximumHowoldareyou? 16.4 12 19

 

SurveyItem11

Lessthan

highschool

Highschool

diploma

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%) 815 

SurveyItem13 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