Advisor Information
Kay Keiser
Location
MBSC 201
Presentation Type
Poster
Start Date
6-3-2020 9:00 AM
End Date
6-3-2020 10:15 AM
Abstract
This qualitative case study explores the perceptions of educators during the candidacy phase of the International Baccalaureate Primary Years Programme in a suburban Midwest school. The methodology was comprised of a two-phase research design. During Phase 1, participants responded anonymously through written narrative responses via electronic questionnaire. This data was analyzed for common themes. After initial data analysis, focus group questions were generated using the findings of common themes to ask focus groups what strengths and challenges were faced during the implementation phase of the International Baccalaureate Primary Years Programme. The goal of this research was to gain insight on the structures, strategies and support systems that educators found beneficial in the implementation process.
Participant response analysis reported that though the programme is arduous to implement, it brings benefits to students, teachers and the entire school community. Structures that were found beneficial were aligned with the Coherence Framework (Fullan & Quinn, 2016) to include focusing direction, creating collaborative cultures, deepening learning, securing accountability, and leadership. Recommendations developed from the findings include creating structures that support time, providing continuous, scaffolded professional learning experiences, and appointing a strong coordinator with sufficient release time.
TEACHER PERCEPTIONS DURING THE CANDIDACY PHASE OF THE INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME
MBSC 201
This qualitative case study explores the perceptions of educators during the candidacy phase of the International Baccalaureate Primary Years Programme in a suburban Midwest school. The methodology was comprised of a two-phase research design. During Phase 1, participants responded anonymously through written narrative responses via electronic questionnaire. This data was analyzed for common themes. After initial data analysis, focus group questions were generated using the findings of common themes to ask focus groups what strengths and challenges were faced during the implementation phase of the International Baccalaureate Primary Years Programme. The goal of this research was to gain insight on the structures, strategies and support systems that educators found beneficial in the implementation process.
Participant response analysis reported that though the programme is arduous to implement, it brings benefits to students, teachers and the entire school community. Structures that were found beneficial were aligned with the Coherence Framework (Fullan & Quinn, 2016) to include focusing direction, creating collaborative cultures, deepening learning, securing accountability, and leadership. Recommendations developed from the findings include creating structures that support time, providing continuous, scaffolded professional learning experiences, and appointing a strong coordinator with sufficient release time.