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CRITICAL THINKING, GLOBAL MINDEDNESS 203
level.” Teachers also expressed a desire for more specific examples of IB-aligned materials for
their specific subject area. According to one social studies teacher, “One time they got us an
example of a geography exam. And then we talked about it, we looked through it. .. what's good,
bad about it. That was helpful.”
A palpable desire for more professional training was likewise evident regarding critical
thinking instructional methods and curriculum design more generally. On the survey all but one
teacher chose “strongly agree” or “agree” in response to the statement, “I would like to receive
additional professional development training in teaching critical thinking methods.” Similarly,
more than 93% answered “strongly agree” or “agree” in response to the statement, “I would like
to receive additional professional development training in critical thinking curriculum design.”
Just 59% of DAS teachers reported already having received professional development training in
how to teach critical thinking. Length of tenure at DAS was not a factor, with 67% of teachers
who had worked at the school for less than one year answering affirmatively. This finding is
somewhat surprising, given that senior administrators suggested during interviews that most
teachers come to DAS with little formal teacher training. New teachers may view the quality of
their prior training differently than their supervisors. One important finding was teachers
educated in Saudi Arabia or holding Saudi citizenship were much less likely to say that they had
received training in critical thinking instruction than their counterparts, with only 25% of Saudi
citizens responding affirmatively.
Interviews revealed that many teachers want DAS to provide professional development
training by outside content-area IB experts and/or current IB teachers from other schools to work
with faculty in their particular subject areas. This finding is significant because the majority of
Object Description
| Title | Critical thinking, global mindedness, and curriculum in a Saudi Arabian secondary school |
| Author | Atwell, Catherine Victoria |
| Author email | catwell@usc.edu;cvatwell@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Global Executive |
| School | Rossier School of Education |
| Date defended/completed | 2018-08-01 |
| Date submitted | 2018-08-01 |
| Date approved | 2018-08-01 |
| Restricted until | 2018-08-01 |
| Date published | 2018-08-01 |
| Advisor (committee chair) | Krop, Cathy |
| Advisor (committee member) |
Datta, Monique Maddox, Anthony |
| Abstract | Globally minded critical thinking skills have become important in both education and the workplace. This study examined how one PK-12 school in Saudi Arabia is implementing the International Baccalaureate (IB) program to support the development of students’ globally minded critical thinking skills while remaining respectful of existing cultural norms, including those relating to religion and gender. The study focused on the knowledge, motivation and organizational assets that humanities and social studies teachers possess that are promoting the school’s successful transition to the IB program. It also identified ongoing needs that teachers and the school should address to fully implement globally minded critical thinking into curriculum and instructional methods. Findings suggest that teachers need pedagogical expertise and knowledge of Saudi cultural norms. They should also demonstrate positive, adaptive behaviors and attitudes and possess values aligned with those of the rest of the organization, as well as the IB program. Teacher also need consistent expectations and accountability mechanisms together with sufficient organizational resources and support. |
| Keyword | International Baccalaureate (IB); critical thinking; global mindedness; Saudi Arabia |
| Language | English |
| Format (imt) | application/pdf |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Atwell, Catherine Victoria |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-AtwellCath-6592.pdf |
| Archival file | Volume3/etd-AtwellCath-6592.pdf |
Description
| Title | Page 203 |
| Full text | CRITICAL THINKING, GLOBAL MINDEDNESS 203 level.” Teachers also expressed a desire for more specific examples of IB-aligned materials for their specific subject area. According to one social studies teacher, “One time they got us an example of a geography exam. And then we talked about it, we looked through it. .. what's good, bad about it. That was helpful.” A palpable desire for more professional training was likewise evident regarding critical thinking instructional methods and curriculum design more generally. On the survey all but one teacher chose “strongly agree” or “agree” in response to the statement, “I would like to receive additional professional development training in teaching critical thinking methods.” Similarly, more than 93% answered “strongly agree” or “agree” in response to the statement, “I would like to receive additional professional development training in critical thinking curriculum design.” Just 59% of DAS teachers reported already having received professional development training in how to teach critical thinking. Length of tenure at DAS was not a factor, with 67% of teachers who had worked at the school for less than one year answering affirmatively. This finding is somewhat surprising, given that senior administrators suggested during interviews that most teachers come to DAS with little formal teacher training. New teachers may view the quality of their prior training differently than their supervisors. One important finding was teachers educated in Saudi Arabia or holding Saudi citizenship were much less likely to say that they had received training in critical thinking instruction than their counterparts, with only 25% of Saudi citizens responding affirmatively. Interviews revealed that many teachers want DAS to provide professional development training by outside content-area IB experts and/or current IB teachers from other schools to work with faculty in their particular subject areas. This finding is significant because the majority of |
