University of Southern California Dissertations and Theses

Learning 21st century skills In a multicultural setting

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Learning 21st century skills In a multicultural setting

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Content Running Head: LEARNING 21
ST
CENTURY SKILLS 1
LEARNING 21
ST
CENTURY SKILLS IN A MULTICULTURAL SETTING

by

Terilyn M. Colacino

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2013

Copyright 2013 Terilyn M. Colacino

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CENTURY SKILLS 2

Epigraph
There are two lasting bequests we can give our children. One is roots. The other is
wings.
- Hodding Carter Jr.
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Dedication
I dedicate my lifelong pursuit of being a positive and significant change agent in
education to my mother, Sharon Walker, who did the same with her life. I dedicate this
dissertation and research to my father, Kenneth Walker, who afforded me this incredible
life-changing opportunity. I love you, mom and dad. Fight On!

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Acknowledgments
Immense gratitude goes out to an amazing USC cohort 2010 and creative
dissertation thematic group chaired by Dr. Patricia Tobey and assisted by Dr. Stuart
Gothold and Dr. David Dwyer. Thank you, APRISE, for the innovative global
opportunities to further my knowledge and abilities. Thank you to the SAIS students,
teachers, and staff for hosting me during my research. Special acknowledgements to Dr.
Gabriela Mafi and my brother, Christopher Vaccaro, for helping me development the
academic writing skills needed to effectively convey my ideas and research. Special love
and thanks to my wonderful brother, James Walker, and my precious son, Jacob
Colacino, who have given me love, patience, and support needed to endure this
commitment. Jamie Drouet and all my dear friends, thank you for your friendship and
humor and for keeping me grounded in an otherwise overwhelming world of research.

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Table of Contents
Epigraph 2

Dedication 3

Acknowledgments 4

Abstract 7

Chapter 1: The Problem and its Underlying Framework 8

Background of Problem 9

Statement of the Problem 10

Purpose of the Study 10

Significance of the Problem 11

Limitations and Delimitations 12

Definition of Terms 13

Organization of the Study 15

Chapter 2: Review of the Literature 17

Multicultural and Diverse Learners 17

Strong Knowledge Base 18

Caring Attitude 19

Taking an Active Role 22

21
st
Century Skills 24

Core Subjects (3Cs) and 21
st
Century Themes 25

Learning and Innovation Skills (4Cs) 26

Information, Media, and Technology Skills 29

Life and Career Skills 29

Universal Design for Learning 30

Multiple Means of Engagement 31

Multiple Means of Instruction 33

Multiple Means of Assessment 35

Conclusions 37

Chapter 3: Research Methodology 38

Research Design 38

Population and Sample 39

Instrumentation 44

Data Collection 46

Validity and Reliability 49

Data Analysis 50

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Chapter 4: Findings 53

Findings from Instruction 53

Findings from Assessment 60

Findings from Student Interactions with Peers 64

Summary 68

Figure 1: Flow Chart of Findings 70

Chapter 5: Discussion 71

Conclusions 72

Implications for Practice 74

Suggestions for Further Research 75

References 77

Appendices
Appendix A: Criterion Matrix 83

Appendix B: Research Question Grid 84

Appendix C: Interview Guide 85

Appendix D: Student Engagement Walkthrough Checklist 86

Appendix E: Institutional Review Board Information and Consent Form 87

Appendix F: Teacher Interview Guide 91

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Abstract
This case study examined how culturally diverse students at a Southeast Asia
international school were engaged in learning 21
st
century skills when multiple means of
instruction and assessment were provided. Universal Design for Learning framework was
applied to a multicultural setting where skills of communication, collaboration, critical
thinking, and creativity were emphasized. Interviews and observations of eleven students
representing nine countries were observed in classrooms and then interviewed about their
experiences in the observed classes. After analyzing the collected data, findings were
categorized into three categories: (1) what engaged culturally diverse students during
instruction; (2) what engaged culturally diverse students during assessment; and (3) what
engaged culturally diverse students during interactions with their peers. Conclusions from
this case study suggest that using multiples means to represent information and assess
knowledge and skills, relating content to real-world issues and student interests, and
fostering positive interactions among culturally diverse student populations can increase
student engagement in acquiring the 21
st
century skills of communication, collaboration,
critically thinking, and creativity.

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Chapter 1: The Problem and its Underlying Framework
In the wake of technological advances in a globalized world, the twenty-first
century has ushered in a need to redefine education for diverse learners. People live in
what is now considered a flat world (Friedman, 2005). Technology has increased
communication between businesses, governments, and educational institutions around the
world. Educational organizations and institutions are looking to one another for best
practices in order to better serve diverse learners and prepare them with twenty-first
century skills needed for college and career readiness. An international school in
Southeast Asia has addressed this issue by utilizing multiple means of instruction and
assessment to engage its multicultural student population to learn 21
st
century skills
needed to advance in this interconnected and globalized world. The purpose of this case
study was to explore how that international school in Southeast Asia approached
instruction, assessment, and student engagement throughout the learning process.
Illuminative themes from this study will be shared educators seeking to engage
learners by providing various ways to represent new information during instruction and
allow learners to express their mastery of knowledge and skills through various
assessments. There were certain limitations to this study. Educators can read the
descriptions and can make informed decisions on the usefulness of themes for their own
educational settings. The hope is that, through this study, educators will understand the
relevance and importance of providing learners with multiple means of instruction and
assessment for the sake of engaging diverse students throughout the learning process in
this technologically advanced 21
st
century.
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How do culturally diverse students engage in the learning process when multiple
means of instruction and assessment are provided? From this overarching research
question, each sub-question was designed to illuminate any common themes found.
Utilizing the Universal Design for Learning (UDL) framework, six open-ended sub-
questions were developed: (a) what engaged culturally diverse students during the
instruction; (b) what engaged culturally diverse students during the assessment; (c) what
engaged culturally diverse students during their interactions with peers. These sub-
questions assisted in answering how culturally diverse students were engaged in the
learning process to acquire 21
st
century skills.
Background of Problem
On March 14, the 2012 International Summit on Teaching Profession met in New
York City. Ministers of education and educational leaders from twenty-three countries
gathered to discuss problems and possible solutions for preparing all students with skills
and knowledge needed to succeed in a globalized world that is changing at a rapid pace
(Asia Society, 2012). Those who gathered agreed that there was urgency in reforming
education for the twenty-first century, focusing on higher-order thinking skills such as
critical thinking and creativity, communication and collaboration skills, and outcomes
based on deeper thinking (2012). The International Summit’s goal was to address this
urgent dilemma.
This problem in today’s educational systems is the current twentieth century
mindset of focusing on filling students’ with facts and details. Today, students need to
learn how to transfer knowledge and skills to real-world problems by communicating and
collaborating in groups locally, nationally, and globally to find creative solutions that are
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innovative, efficient, and sustainable. Instead, we have 21
st
century learners being taught
by 20
th
century teachers in a 19
th
century educational system (Asia Society, 2012).
Because of the globalized world’s new demands for careers and life in the 21
st
century,
international educational leaders are transforming outdated educational systems to reflect
a variety of instructional strategies and assessments that will engage multicultural and
diverse student populations.
Statement of the Problem
For this research, a pseudonym was assigned to the school site that was studied.
The school site, Southeast Asia International School (SAIS), was focused on staying
current with education reform in maintaining current instructional strategies, assessment,
and student engagement in a multicultural setting. This study was meant to capture a
summary of SAIS’ instruction and assessment processes and how culturally diverse
students were engaged throughout the learning process, providing suggestions for
educators based on data analysis and findings. What was not known was the degree to
which culturally diverse students were engaged during the learning process. This study
was meant to illuminate differences in instructional delivery and assessment that engaged
students. Specific attention was given to how diverse students engaged during the
instruction and assessment of 21
st
century skills.
Purpose of the Study
This study explored how SAIS’ diverse student population was engaged
throughout the learning process when multiple means of instruction and assessment were
utilized to teach 21
st
century skills. To carry out this research, a qualitative case study
was conducted with interviews and observations of students in their final year at SAIS.
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Their work samples were reviewed and their stories were compared. Twenty-first century
skills in this study were taken from Partnership for 21
st
Century Skills (P21) framework,
specifically the 4C’s that focus on: (a) critical thinking; (b) creativity; (c) communication;
and (d) collaboration (Kay & Greenhill, 2011). The multicultural environment in this
study focused on: (a) knowledge of the cultures represented in the classroom; (b) a caring
attitude towards one’s own culture and the many diverse cultures within the learning
environment; and (c) acting as a unified learning community while respecting each
individual’s diverse characteristics with dignity, integrity, and importance (Banks, 1998).
The interview questions and observations regarding multicultural environments
and 21
st
century skills were directed at students’ levels of engagement during instruction
and assessment through the framework of Universal Design for Learning (UDL). This
framework, from which to view the learning process, allowed themes to be placed under
three major categories: (a) multiple means of instruction; (b) multiple means of
assessment, and (c) multiple means of student engagement. Through the UDL
framework, instruction and assessment were examined and analyzed for common themes
regarding student engagement throughout the learning process. The common themes that
are illuminated in this study can be shared with other educators interested in engaging
diverse and multicultural students throughout their learning processes as well.
Significance of the Problem
It was the researcher’s aim to take the research gathered from this study and share
the implications with educators in the hope that others will study how student
engagement varies when multiple means of instruction and assessment are utilized
throughout the learning process. Furthermore, this study was important because it
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focused on culturally diverse students as the sampling population rather than students
with disabilities, which is the population traditionally studied under the framework of
Universal Design for Learning. This study examined how culturally diverse learners can
experience accessible and equitable learning opportunities through the use of UDL. With
countries like Sweden and Norway incorporating universal design in all facets of their
education systems, attention is focused on how to ensure all students are provided
opportunities to learn (Design for All, 2012; Norwegian Ministry, 2009). In this study,
the researcher hoped to contribute to the current research on how culturally diverse
students can be engaged in learning 21
st
century skills through the framework of
Universal Design for Learning.
Limitations and Delimitations
There were certain limitations and delimitations within this study. Although
limitations were beyond the control of the researcher, great effort in designing the
research was utilized in order to increase internal validity of this study. Delimitations that
were used to increase this study’s internal validity were purposeful sampling and
instrumentation selection. A variation of culturally diverse students was selected for this
study. This purposeful sampling was utilized to measuring culturally diverse students’
engagement, rather than seeking student engagement within one certain ethnicity, race,
nationality, language, or gender. Students from nine different countries were selected.
Instruments utilized were open-ended protocol questions, participant-observer
observations, and artifact collection that were consistent for all participants. Analysis
included cross-validating data sources and information, formulating links among the
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various parts of data, and consistent reflection throughout the analysis to address any bias
held by the researcher.
There were limitations to the generalizability of results that decreased the external
validity of this study. Specifically, this school had a student population of high-achieving
academically oriented students. It could be argued that because of this overrepresented
population in this study, the results and implications cannot be generalized to all student
populations represented in education. Further research should include students with
varying socioeconomic status. However, the results and implications from this study can
be shared with other educators that are interested in using the international school as a
benchmark for educating culturally diverse student populations.
Definition of Terms
The three main areas of study in this dissertation were 21
st
century skills, the
multicultural environment, and Universal Design for Learning (UDL). Each of these
areas had specific definitions for this particular study. In this section, definitions are
explained in order to clarify frameworks and concepts that were domain specific to this
case study. In addition, words that were redefined due to 21
st
century trends are
discussed. By providing concise definitions of key words, both the researcher and the
reader can share a baseline understanding of the concepts discussed in the research.
Four key words that were important for understanding the setting and population
of this study are: (1) diversity, (2) multiculturalism, (3) globalization, and (4) the flat
world. Diversity is defined as a community of people who differ based on gender, ability,
background (prior knowledge and prior experience), and socio-economic status.
Multiculturalism is a community of people who differ by cultural, ethnic, and racial
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identity. Globalization describes the highly connected world in which we live today due
to innovative technology such as new ways of efficient transportation around the world
and efficient communication systems that instantly connect people across the world. As a
result, the term “flat world” used prior to Christopher Columbus’ time has been redefined
to mean a world in which people communicate, collaborate, and compete with cultures
across the world in a hyper-connected world that moves faster than mankind can manage
(Friedman, 2011).
Partnership 21
st
Century Skills (P21) is a framework utilized in the United States
of America and Canada. P21’s framework includes four skill sets: (a) Core Subjects and
21
st
Century Themes; (b) Learning and Innovation Skills; (c) Information, Media, and
Technology Skills; and (d) Life and Career Skills. The main focus of this study will be on
the Learning and Innovation Skills, which include the 4Cs: (a) creativity, (b) critical
thinking, (c) communication, and (d) collaboration (Kay & Greenhill, 2011).
Universal Design for Learning (UDL) was chosen as the theoretical framework
for this study because it focuses on providing multiple means of instruction, assessment,
and student engagement for multicultural and diverse student population. The Higher
Education Opportunity Act of 2008 defined UDL as a scientifically valid framework used
in education, grounded in research based on neuroscience, cognitive psychology, and
learning sciences (HEOA, 2008). UDL has three main principles: multiple means of
student engagement, multiple means of instruction, and multiple means of assessment.
Implementing this framework allows multicultural and diverse learners to see information
represented in a variety of ways. Similarly, learners are provided a variety of ways to
express their mastery of content. UDL addresses student engagement across cultures and
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abilities by allowing learners to select topics of interest within the curriculum that
intrinsically motivates students to actively engage in a task and put forth the mental effort
needed to persist and successfully complete the task. Multiple means of engagement,
instruction, and assessment are the cornerstones of the Universal Design for Learning
framework.
Student engagement is defined by the International Center for Leadership in
Education as the extent to which students are committed and motivated to learn, have a
sense of accomplishment and sense of belonging, and have supportive relationships with
peers, teachers, and parents (Jones, 2009). Observing student engagement in this case
study was measured based on the International Center for Leadership in Education’s
Student Engagement Walkthrough Checklist examining student engagement behaviors in
the classroom as defined by observing body language, student focus, verbal participation,
student confidence, and the level of engagement during instruction and assessment
(2009). A more detailed explanation of this checklist is described in the methodology
chapter of this dissertation
Organization of the Study
This study was organized into five chapters. The first chapter introduced the
research question based on a current problem faced in education. In this introductory
chapter, limitations and delimitations of the study were briefly discussed and key terms
with their definitions were provided. Chapter two provides information and previous
research on key aspects of this study that include 21
st
century skills, a multiculturalism
and diversity, and Universal Design for Learning. Following chapter two, an explanation
of the study’s methodology is explained. This chapter goes into detail on the qualitative
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nature of the study, population that is sampled, the research and protocol questions, and
data collection and analysis. In the fourth chapter, the results of the study and key
findings are shared. Chapter five concludes the dissertation with a summary of the
findings and limitations, important implications for practice, and future research needed
in this particular.

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Chapter 2: Review of the Literature
A purposeful review of literature for this chapter centered on multicultural
learners, twenty-first century skills, and the theoretical framework of Universal Design
for Learning. This review of literature for multiculturalism and diversity highlights the
level of knowledge, care, and action that is needed to educate future global leaders. In
the next section, twenty-first century skills are defined and explained with a discussion on
relevant research from each outlined skill set. An explanation of Universal Design for
Learning will follow, including how it served as the theoretical framework for this case
study. Finally a brief overview of the interrelatedness and possible implications of these
is presented
Multicultural and Diverse Learners
An understanding of multiculturalism is integral to education because of the
diverse learners in schools who speak different languages, have unique cultural norms,
differ in abilities, and hold a variety of prior knowledge and experience (Banks, 1998;
Bennett, 2001; Garcia, 2002; Gay, 1994, 2000, 2002). A common goal found in various
definitions of multiculturalism is creating an educational system and environment that is
inclusive, accessible, and equitable for all learners. This goal is meant to educate learners
so they know and care about themselves and others, regardless of background, language,
and ability, and act with cultural dignity and integrity (Banks, 1998; Bennett, 2001;
Garcia, 2002; Gay, 1994, 2000, 2002).
The school site for this study placed great emphasis on multiculturalism, which
contributed to creating accessible and equitable learning environments by thinking
critically about multicultural education within the school structure in order to develop
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inclusive curriculum, pedagogy, attitudes, and programs that increase the cultural
consciousness and competence of learners, teachers, and educational leaders. Since the
school site placed a priority on creating a multicultural environment, it emphasized the
importance to provide multiple means of instruction, assessment, and student engagement
to ensure that all students are involved in the learning process. The following subsections
review Banks’ (1998) three concise and important concepts of multiculturalism. These
three specific concepts of multiculturalism are defined as the following: (a) student
knowledge the cultures represented in the classroom, the school, the community, and the
world; (b) a caring attitude towards one’s own culture and the cultures of others; and (c)
actions that unify a community while respecting each individual’s diverse characteristics
with dignity, integrity, and importance (Banks, 1998).
Strong Knowledge Base
In 2002, a scholar by the name of Eugene Garcia wrote that the twenty-first
century would bring with it a culturally and linguistically assorted population of learners.
He explained that with the explosion of immigration, international job opportunities,
technological advances, global communication and collaborative efforts, and efficient
transnational transportation services, the people of the 21
st
century would need
knowledge and skills in developing positive relationships with those of differing cultural
backgrounds and abilities. Educational systems need to be proactive in responding to
diverse learners. Not only do educators need the knowledge and training, but also
students need knowledge and training on how to communicate and collaborate with
peers, teachers, and future employers who may possess a different set of cultural norms
or abilities.
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Understanding, examining, and establishing cultural notions, history, and
viewpoints within core subjects is a way that educators can share with learners a base
knowledge of multiculturalism and diversity (Banks, 1998). Diversity can be found in
gender, sexual orientation, social-class, religions, ethnicities, abilities, and languages
(1998). What educators cannot do is overlook or ignore those differences in the hopes of
not offending anyone (Gay, 2002). Teaching learners to be culturally aware and
competent should be intentional and purposeful, with the outcome of learners acquiring
the knowledge and understanding that is necessary to care about people from all
backgrounds, languages, and abilities.
Christine Bennett (2001) added to the research on multiculturalism by focusing on
curriculum reform. The idea of purposefully planning curriculum to include learning
about cultures through perspectives held by diverse populations while using one’s own
culture as a point of reference is important. In doing so, students (and teachers for that
matter) can begin to anticipate what barriers may arise do to cultural, language, or ability
differences. This process encourages learners and educators to develop strategies to
effectively communicate with diverse populations. Communication and collaboration is
further supported with curriculum, materials, and pedagogy that are inclusive of all
learners’ cultural needs (2001). Bennett’s view to design curriculum, material, and
pedagogy creates a comprehensive learning environment for all.
Caring Attitude
Learning to care about others must first begin with caring about oneself; learners
must participate in the self-transformation process (Banks, 1998; Bennett, 2001). Reading
about one’s own culture, language, and ability sets a foundation that informs the self and
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generates cultural competence (Bennett, 2001). From that understanding, a respect for
one’s background, language, and ability grows and can create a sense of self-esteem.
However, during the process, it is possible that the self will uncover biases and historical
downfalls or inflated pride that is shameful to one’s sense of familial background or
heritage (Banks, 1998; Bennett, 2001). Through this, the individual is able to transform
and connect with others who self-reflect on personal cultural backgrounds, language, and
abilities (1998). This is meant to assist learners in confronting past cultural histories and
inequities together without blame, and instead give focus to working together as a
community to challenge and overcome social inequities and injustices (Bennett, 2001).
Banks (1998) explained how this self-transformational process sheds light on how
interconnected people are.
Bennett’s (2001) research on various multicultural theories found a common
theme; by implementing structures, practices, and attitudes that promoted respect and
appreciation for people with diverse backgrounds, languages, and abilities schools were
able to create a positive and caring school climate. Bennett’s research also found that
positive relationships between teachers and learners coupled with a positive and caring
school climate increased the academic achievement of learners and peer relationships.
Overall, the positive school climate cultivated learning and respect among students and
educators. Ways to establish a culturally competent and caring school climate can include
safe classrooms where learners and educators have clearly defined guidelines for
discussing subject content and global themes, smaller groups when discussing personal
experiences, confidentiality, and mutual respect when people are sharing their personal
experiences. Another strategy can be used to educate learners how to care about and
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respect different cultures by demonstrating various ways that people communicate, both
verbally and non-verbally across cultures. This can better prepare learners for an
extension activity where they select community members or local business owners to
interview for the purpose of gathering information about the cultural norms, personal
heritage, language, traditions, and styles of preferred communication. After information
is gathered from the interview, learners discuss what they learned and how to build more
effective ways to work with diverse populations at school and in future careers.
James Banks (1998) also believed that creating a school structure that was
inclusive, accessible, and equitable was necessary to encompassing a multicultural
approach to implementing a positive cultural climate at educational institutions. Banks
explained that this did not solely mean initiating a culturally represented curriculum and
content, but also included school activities, student leadership, staff, and faculty as well.
In doing so, it could encourage attitudes of collaboration and support future work
relations with people from diverse populations (1998). During this time of globalization,
diverse populations find that their fates are tied to those across the world. With this
important phenomenon, learners must also grasp the idea that while embracing diversity,
it is equally important to maintain one’s own cultural identity (Banks, 1998; Bennett,
2001). Furthermore, the native cultures of learners warrant respect and affirmation. While
the world is shrinking and diverse populations are integrated with one another, it is
imperative that educators allow learners to still see themselves within the whole
community and reach their full potential (Bennett, 2001). Educators should address this
dilemma so that both inclusion and identity are maintained, cultivated, and validated.
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Taking an Active Role
Playing an active role in order to foster a multicultural education is everyone’s
responsibility according to scholars, Geneva Gay (1994 & 2000) and James Banks
(1998). By stressing the importance of demonstrating a desire to include, appreciate, and
respect diversity within a group or institution, Gay and Banks believed that knowledge,
caring, and acting are crucial elements to a multicultural education. Each scholar further
emphasized the importance of educational systems taking responsibility to implement
multiculturalism into all aspects of education, stating that the implementation needs to be
purposeful, sustainable, and comprehensible. If an educational institution follows only
one or two cultural frameworks, then all other cultures within the institution may feel
excluded or pressured to leave behind their cultural norms at the expense of conforming
(Banks, 1998; Gay, 1994).
Christine Bennett (2001) agreed with Banks and Gay and added that educational
institutions and leaders were responsible for eliminating inequities within the structural
systems and providing educational opportunities that were equitable and accessible. For
this reason, education systems must stress the importance of knowledge that educators
and learners must have with regards to multiculturalism. This knowledge is meant to
encourage learners to become leaders that advance justice, equality, and freedom for
society (Gay, 2000). This call to social action for promoting justice, equality, and
freedom can present some learners with a feeling of overwhelming pressure or
responsibility. Educators should explain that small victories are just as important and that
small victories can be accomplished in the classroom, in the school, or in the community;
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it does not have to be on a national or global level to be a victory for equality (Bennett,
2001).
A strategy for supporting learners in their call to social action is the
implementation of cultural therapy, which was established by George and Louise
Spindler when they were working in Germany with the Ojibwe villages (Bennett, 2001).
This process provides learners and educators an outlet to analyze and reflect on their
individual journey of self-awareness, the awareness of other cultures, and how the two
interrelate. Journaling is a safe and private way for people to reflect on any biases they
may have, were able to overcome, may currently be confronting, or potential biases. The
goal of cultural therapy is to view one’s culture from a close distance so that the bias is
seen as a behavior manifested by one’s culture and not by the person’s character or
personality. In doing this, learners and educators are able to confront their own biases in a
nonthreatening way. All school community members are encouraged to engage in
cultural therapy (2001). Developing this habit can continue into post-secondary education
and career paths when learners will have opportunities to communicate and collaborate
with diverse populations.
For educational systems and organizations to impact the multicultural facet within
schools, a proactive and deliberate approach needs occur with regards to curriculum and
course design, instructional and assessment design, school and community programs, and
affiliations with local businesses. Creating an educational community supportive of
multiculturalism will benefit not only the learners, but also the community as a whole.
For learners to be able to apply their knowledge and experiences relating to
multiculturalism and demonstrate cultural consciousness, competency, and care they have
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for diverse populations, they can contribute more positively and effectively to their post-
secondary education institutions and places of work with the hope that they become
leaders with integrity who stand for equality in a technologically advanced globalized
world.
21
st
Century Skills
Because of globalization and technological advances, the skills required of
learners and employees across the world are evolving. In this review, twenty-first century
skills that were examined are from the national organization Partnership 21
st
Century
Skills that is utilized in American and Canadian schools. This framework not only
stresses the importance of reading, writing, and arithmetic (3Rs), but also the importance
of creativity, critical thinking, communication, and collaboration (4Cs) (Kay & Greenhill,
2011). P21’s Framework includes four skill sets: (a) Core Subjects and 21
st
Century
Themes; (b) Learning and Innovation Skills; (c) Information, Media, and Technology
Skills; and (d) Life and Career Skills. The P21 Framework encourages the acquisition of
twenty-first century skills needed to become leaders in today’s globalized education and
work environments (Kay & Greenhill, 2011).
Twenty-first century skills are not new to education. Rotherham and Willingham
(2009) suggest that instead of new skills, they are skills that are now mandatory for all
and no longer saved for students with elite educational opportunities or students who
were lucky enough to have teachers who incorporated 21
st
century skills into lessons on
their own accord. Twenty-first century skills are skills that need to be taught more
explicitly rather than taught if there is extra time allowed after pre-planned lessons have
been delivered (Rotherham & Willingham, 2009). What is new about 21
st
century skills is
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the need to have them integrated into academic content standards so that they are part of
the learning outcomes assessed in all courses. Today, the emphasis on 21
st
century skills
should be more than a passing educational fad that is popular today but forgotten five
years from now.
According to Kay and Greenhill (2011), the outcome of a twenty-first century
education is to gain the knowledge, skills, and expertise to excel in education, careers,
and life. Over 80% of jobs have shifted from the manufacturing-industry to the service-
industry, which requires employees to be creative and innovative, critical thinkers who
can collaborate and communicate with others across the globe (Kay & Greenhill, 2011).
With technology able to do more procedurally based skills, twenty-first century workers
are expected to handle the more advanced work-related skills that integrate technology,
information, innovation, and teamwork. Because of this shift, educational systems must
purposefully integrate the teaching of twenty-first century skills.
Core Subjects (3Cs) and 21
st
Century Themes
Considered the keystone of P21, Core Subjects and 21
st
Century Themes are
crucial elements to a twenty-first century education (Kay & Greenhill, 2011). These Core
Subjects are courses that can be considered liberal arts education or general education
that is already in place throughout educational institutions. These courses may include:
English or Language Arts, World Languages, Arts, Math, Economics, Science,
Geography, History, and Government or Civics. In addition to these Core Subjects, P21
incorporates four interdisciplinary themes that are addressed in all Core Subjects: (a)
Global Awareness; (b) Financial, Economic, Business, and Entrepreneurial Literacy; (c)
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Civic Literacy; and (d) Health Literacy. Both Core Subjects and 21
st
Century Themes
focus on content knowledge and are the keystones within the framework of P21 (2011).
Content knowledge alone will not meet the need for well-prepared students and
future innovators. By taking overarching themes and connecting them to content
knowledge and real-life situations, learners would be able to master content more deeply
(Dewey, 1899). Although Dewey’s (1899) idea of stressing the connectedness of content
to life applications is over 100 years old, it remains relative today and is transparent in
P21’s Core Subjects and 21
st
Century Themes. Learners are able to gain a deeper
understanding of content and apply that knowledge to real-world problems that they will
face in post-secondary education and career settings. Intertwined in these themes and
courses should be multicultural content as well for the purpose of increasing knowledge
of various cultural backgrounds, abilities, and languages (Banks 1998; Bennett, 2001;
Garcia, 2002; Gay, 1994, 2000, 2002). Educators can develop teaching strategies that
draw on learners’ culture from the home. One strategy is to allow learners the opportunity
to share their funds of knowledge form their own cultural experiences to create more
authentic and meaningful lessons (Bennett, 2001). This strategy can be utilized in core
subjects and across global themes, allowing for cultural consciousness and competency to
be fostered in various course contents. By incorporating a variety of perspectives of
content over the course of the academic year, learners can gain the opportunity to see
content and themes through a multicultural lens.
Learning and Innovation Skills (4Cs)
With Core Subjects and 21
st
Century Themes serving as the keystone, Learning
and Innovation Skills are the heart and soul of the P21 framework (Kay & Greenhill,
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2011). According to Kay and Greenhill, Learning and Innovation Skills were more
recognizable in students who were in post-secondary education and career settings than
those who were not. Learning and Innovation Skills include four sub-skills that are
termed the 4Cs: (a) critical thinking; (b) creativity; (c) communication; and (d)
collaboration. P21 expands upon these four specific skills as described below.
The first of the four Learning and Innovation Skills is critical thinking. P21
defines critical thinking as the ability to actively think and investigate (Kay & Greenhill,
2011). Diane Halpern (1996), an academic scholar, added to the definition of critical
thinking by saying that critical thinking is also focused and targeted in a direction that is
reasonable. Adding to Halpern’s idea of a focused and targeted direction of thinking, two
philosophers believed that critical thinking also needed to include creativity as well (Paul
& Elder, 2006). By being able to combine focus and creativity to the thinking and
problem solving process, an organized and systematic way of thinking can ensue and
bring about new, creative ideas.
Creativity is the second skill set under Learning and Innovation Skills. A leader
and presenter known for his creative thinking and innovation is Sir Kenneth Robinson. In
a presentation by Sir Robinson (2006) he explained how children begin as creative
thinkers and as they progress in the education system, that creativity is drained from them
due to the standardization and one-right-answer approach. This may be considered by
some to be a generalized or extreme comment about today’s educational system, but it is
worth discussion due to the high need for learners to increase their creative and
innovative thinking. In today’s diverse world with quickly emerging technology and
global competition, our learners become our leaders and innovators of tomorrow.
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Educational systems must purposely address these skills and interweave them into course
content and global themes.
Additionally, educators should embrace multiculturalism as a creative contributor
to the learning community (Garcia, 2002). With diverse learners come diverse ideas and
innovation. Respecting diversity and integrating it into the learning environment can
benefit the entire classroom and school. Innovation and creativity is fostered through
diversity according to Aristotle (Garcia, 2002). In a world where classrooms and business
can stretch beyond borders, unification is necessary, but not at the cost of shunning
diversity (Garcia, 2002).
Also entwined in teaching the content and global themes are communication and
collaboration, these are the third and fourth skills of Learning and Innovation. With a
multicultural population in a globalized world, the ability to communicate and work
together across the world is necessary and these skills must be taught in an educational
system prior to entering post-secondary education and the work place (Bennett, 2001;
Kay & Greenhill, 2011). Communicating important ideas to others effectively and in a
way that supports a collaborative nature between peers and coworkers can be seamlessly
integrated into core courses and even extend to focus on thematic topics. Knowing and
caring about multicultural norms and languages can increase the effectiveness of
communicative and collaborative skills. Geneva Gay (2002) revealed the importance of
being able to communicate within a multicultural lens. Being able to communicate for
different purposes with diverse populations in a variety of ways and settings is a required
skill. Allowing learners to integrate their knowledge of multiculturalism into group
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projects in an educational setting can contribute to the overall success of communication
and collaboration skills needed for post-secondary education and careers.
Information, Media, and Technology Skills
Information or digital literacy requires learners to find data and assign meaning to
it (Kay & Greenhill, 2011). P21 outlines information or digital literacy in a clear and
concise way that allows educators to implement instruction and assessment. After
accessing the applicable data, learners must be able to evaluate the data for accuracy and
relevance so that it can be transformed into usable information. Finally, learners need to
know how to utilize the information effectively so that it can be turned into knowledge
that is useful (Kay & Greenhill, 2011).
Life and Career Skills
Providing learners the opportunity to learn the skills needed to succeed in their
careers and life can begin prior to university or career entrance. These skills assist
learners to become responsible for their actions and trustworthy in their work. According
to Howard Gardner (2006), a person has five minds. Of those five, two are related to the
Life and Career Skills section. One mind is respectful and therefore culturally aware; the
second mind is ethical and thereby trustworthy and responsible (2006). It is crucial that
the learners obtain leadership qualities that include being resourceful, accountable,
productive, and take initiative in their life and career. These skills, combined with
innovation, information or digital literacy, subject content, and global themes are the
necessities that twenty-first century education must embrace in order for our learners to
be successful in post-secondary education, their careers, and their lives.
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Universal Design for Learning
Universal Design for Learning (UDL) is the theoretical framework utilized in this
case study. UDL has three main principles: multiple means of student engagement,
multiple means of instruction, and multiple means of assessment. The framework allows
diverse learners to access information through a variety of mediums including lecture,
video, and hands-on activities. Likewise, learners’ knowledge and abilities are assessed in
a variety of ways, such as written and oral exams, performance, portfolios, projects, and
community out-reach events. UDL addresses student engagement across cultures by
allowing diverse learners to select topics of interest that allow mastery of course content
to be demonstrated. Multiple means of engagement, instruction, and assessment are the
cornerstones of the UDL framework.
The Higher Education Opportunity Act of 2008 has defined UDL as a
scientifically valid framework used in education and is grounded in research based on
neuroscience, cognitive psychology, and learning sciences (HEOA, 2008). The UDL
framework is an extension of Ronald Mace’s Universal Design, which originated in the
1950’s and was most recognized for architectural accessibility designs such as curb cuts
and ramps. Beginning in the 1980’s, with a collaborative effort by Dr. David Rose and
the Center for Applied Special Technology (CAST), Universal Design made its way into
education and became Universal Design for Learning. Since the inception of UDL’s
framework, CAST’s mission has been focused on all students, having multiple
opportunities to learn with the assistance of educational strategies and resources that are
technology-based innovations (CAST, 2012). This framework supports the mastery of
learning as well as the mastery of knowledge.
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According to Rose and Gravel (2010), the mastery of learning is equally
important as the mastery of knowledge and should be a twenty-first century goal in
education. They go on to explain that inflexible educational systems are based on a one-
size-fits-all structure. With today’s diverse learners being the norm and not the
exception, this structure brings with it unintentional barriers that are difficult to remove
based on rigid educational systems. Whether learners are from culturally diverse
backgrounds, have differing abilities, or speak a different language, by providing multiple
means of engagement, instruction, and assessment, the UDL framework enables
educators to design accessible and equitable curriculum, instruction, and assessment for
all. Rose and Gravel (2010) further say that these narrow pathways provide too few
accessible and equitable routes for learners to achieve mastery of learning.
How can educators optimize learning for such variability of learners? Learning
can be optimized through implementation of the three principles of Universal Design for
Learning (UDL), including multiple means of representation of information (instruction),
multiple means of action and expression for processing information (assessment), and
multiple means of engagement during the learning process. Educational systems can
change the way in which learners interact with course selection and content by including
multiple ways to (a) recognize what information is being taught; (b) plan strategies on
how to learn the presented information; and (c) motivate learning by relating why
information is important to each learner (Rose, 2001; Rose, et al., 2006).
Multiple Means of Engagement
An important principle of UDL is engagement, where learning is made relevant.
Choosing to actively engage in the learning process and put forth the mental effort and
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persistence needed to master the content and persist in one’s educational career is
affected by multiple means of engagement during instruction (Edyburn, 2010; Scott,
McGuire, and Shaw, 2003; Yang, Tzuo, and Komara, 2011). In neuroscience, student
engagement in the learning process is referred to as affect, the level of motivation that
learners demonstrate when presented with a task or content (National Center on UDL,
2012). Providing a variety of ways to engage learners take a great deal of knowledge and
flexibility on the part of the educators, consider that learners are engaged by very
different means. Some students are engaged by working independently, while others
prefer to work in groups. A learner’s prior knowledge, experience, and cultural
background may also influence the means of engagement in tasks and courses.
Although educational systems may find difficulty in changing the learning
objectives that have been established by schools, these systems may be able to alter the
way in which they engage learners’ interests through educational pathways such as
offering International Baccalaureate paths, vocational paths, and a combined path of
international academic skills paired with vocational skills. UDL research has not focused
on multiple pathways of education towards post-secondary education and career
opportunities. When the interests of individual learners are allowed multiple outlets with
regards to course design and course selection, learners are more apt to actively engage,
put forth mental effort and persist in the task. In addition, when these diverse learners are
given a certain level of choice and autonomy, their motivation becomes intrinsic rather
than extrinsic; they become more self-determined to master the content. (Edyburn, 2010;
Scott, McGuire and Shaw, 2003; Yang, Tzuo, and Komara, 2011).
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Renzaglia, Karvonen, Drasgow and Stoxen (2003) added to the research in the
area of self-determination and how it relates to UDL’s principle of engagement. What
this particular group of researchers found is that by creating the right balance of challenge
and skill and teaching learners how to self-regulate by setting goals and monitoring
progress, learners become more determined to master the content. To do this, Renzaglia
et al. (2003) stress the importance of designing courses and activities that relate to
individual interests and encourage personal response and self-reflection. Educational
systems can build upon UDL principles to increase learning and motivation by linking
content to individual interests, teaching learners how to self-regulate the learning
processes, providing scaffolding, and presenting information in a variety of ways.
Furthermore, research on educational systems that extend UDL’s principle of multiple
means of engagement into the structuring of multiple pathways to post-secondary
education and career opportunities should be explored.
Multiple Means of Instruction
Multiple means of instruction is the second of three principles in the UDL
framework that impacts the comprehension of learners. Perception and comprehension of
information is processed differently for learners with varied ability, language, culture,
age, and socioeconomic backgrounds. To optimize learning opportunities in the
educational setting for diverse populations, it is important to present content in a variety
of ways such as cooperative group learning, simulations, discovery, and role-playing
(Banks, 1998 & Gay, 2000). Vicarious learning may be utilized for learners who may not
have opportunities to travel and see other cultures and practices first-hand. With videos
and simulation games, this can allow those learners to access novel information more
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readily (1998). Presenting content through guided instruction and with access to multiple
means of representation can increase sensory input, reduce cognitive overload, and create
recognizable patterns for learners to build schema, especially when students are novice
learners (Clark, Kirschner, & Sweller, 2012).
In addition to helping novice learners access new information, other researchers
have found that tapping into prior knowledge through familiar or accessible media in
addition to traditional lecture will allow the opportunity for learners who may have
weaknesses in auditory processing or language barriers to receive information of content
(Bernacchio, Ross, Wahburn, Whitney and Wood, 2007; Dukes, Koorland, and Scott,
2009). For novice learners more opportunities are available to come into contact with
new information, while expert learners can move on to the application of content
(Bernacchio, Ross, Wahburn, Whitney and Wood, 2007; Clark, Kirschner, & Sweller,
2012; Dukes, Koorland, and Scott, 2009). With a new focus on twenty-first century skills,
learners will be confronted with new information and educators will need to adjust
instructional strategies for these novice learners.
Several studies (Kettleer, Elliott, and Beddow, 2009; Pisha and Coyne, 2001;
Scott, McGuire, and Foley, 2003) find that by presenting information through multiple
means of representation, cognitive overload could be minimized. With new complex
content, the researchers examine educators who reduce extraneous instruction for learners
who have difficulties with lecture style formats. Formats such as video, diagrams,
images, music and animation are utilized to reduce cognitive overload of information.
The learners in studies relating to the first principle of UDL, recognition, display stronger
comprehension of content presented by relating information to prior knowledge and
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reducing cognitive overload (Kettleer, Elliott, and Beddow, 2009; Pisha and Coyne,
2001; Scott, McGuire, and Foley, 2003).
Multiple Means of Assessment
Learners vary in their ability to strategize, organize, and practice newly acquired
information. Multiple means of action and expression are needed to organize new
information into schema that makes sense to individual learners based on their cultural
background, primary language, abilities, prior knowledge, experiences, and interests
(Gay, 2002; Hitchcock, 2001; Pisha and Coyne, 2001; Rose, 2001). Scaffolding and
cultural scaffolding to support executive functioning skills will vary across learners and
can be reduced as needed. Metacognitive skills may not have been taught in previous
educational settings and learners may need to learn how to reflect upon their thought
process while learning newly presented information or content. Educators can utilize this
UDL principle of assessment to adjust instruction based on individual learners’ Zone of
Proximal Development and incorporate graduated scaffolding (Hitchcock, 2001; Pisha
and Coyne, 2001; Rose, 2001).
Two different studies conducted by Gradel and Edson (2009) and Silver, Bourke,
and Strehorn (2006) stress the importance of assessing learners’ executive functioning
abilities for the purpose of teaching them how to create plans of action for organizing and
creating schema around instructional content. Graduated scaffolding based on the
variability of learners assists in communicating and expressing how to develop the ability
to learn content. Higbee (2009) added to the research by stressing the importance of
modeling and guided instruction for learners depending on current executive functioning
skills. When educators employ scaffolds at various levels of need, learners are supported
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throughout the process of knowledge acquisition. Such scaffolding that can be provided
to learners at different points of action and expression are advanced organizers, coping
models, effective feedback and guided notes during lecture. From the research gathered,
educators should understand that not one method of scaffolding or support is sufficient
for the variability of learners within learning environments.
Again, flexibility and a working knowledge of how to assess learners’ abilities
and limitations are critical in planning for instruction and support. Vygotsky’s Zone of
Proximal Development (ZPD) is a theory embedded within UDL’s assessment principle
(Hitchcock, 2001; Pisha and Coyne, 2001; Rose, 2001). ZPD conveys the idea that
understanding where each individual learner performs allows for the educator to provide
the appropriate scaffolding and modeling needed to increase learning. This idea of
providing multiple means of assessment should also be utilized to assess learners’
progress in current educational programs and help facilitate a flexible transition into an
alternative educational pathway that equitably addresses learners’ needs and aspirations
for post-secondary education and career opportunities.
Zone of Proximal Development is ever changing, moving up as learners increase
their ability and down as learners encounter new information, which is why scaffolding is
graduated and is either eliminated once the learner is able to perform the task
independently or incorporated when the learner is facing a new task that is challenging.
When educators use this theory for individual learners within the learning environment, a
supportive climate is created and learners are more readily inclined to actively engage in
the learning process (Gradel and Edson, 2009; Hitchcock, 2001; Pisha and Coyne, 2001;
Rose, 2001; Silver, Bourke, and Strehorn, 2006).
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Universal Design for Learning addresses individual variability of learners through
three principles: representation (instruction), action and expression (assessment), and
engagement. Each principle is important to mastering the learning process and changing
novice learners into expert learners. With multiple means of representation, cognitive
overload can be reduced. Multiple means of action and expression can assist people in
learning how to learn. Providing multiple means of engagement increases the desire to
learn and continue learning. By effectively implementing these principles of Universal
Design for Learning within learning environments and education systems, barriers are
reduced, content is challenging, and learners are supported.
Conclusions
After reviewing the selected literature on twenty-first century skills and
multiculturalism and diversity, the theoretical framework that lends itself to multiple
means of engagement, instruction, and assessment for diverse learners is Universal
Design for Learning. This case study investigated the issue of diverse learners accessing
twenty-first century skills through multiple means of instruction, assessment, and
engagement. This research is meant to provide an alternative view to traditional
instruction and assessment that overemphasize academic coursework limited to lecture
and exams focused on rote memorization of facts and details.
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Chapter 3: Research Methodology
The following qualitative methodology used for this case study was viewed
through a pragmatic lens. Answers that were relevant to the study were obtained through
interviews, observations, and document analysis. Through a pragmatic lens, the
researcher conducted the case study without filtering all questions through one
worldview. This research was an illuminative case study of a multicultural school that
engaged culturally diverse learners by providing multiple means of instruction and
assessment. Patton (2002) explained that a case study can be a qualitative review that is
meant to study a program’s operations, how that program functions in various settings,
the opinions of those directly involved within the program, and perceived advantages and
disadvantages of the program. Using a qualitative methodology allowed the researcher to
observe and analyze phenomena that naturally occurred in the real-world contexts
without having to view it through the constraints of one theoretical worldview (Patton,
2002).
Research Design
This was a qualitative case study requiring observations and interviews to see how
student engagement varied based on instructional strategies, assessments, and the
multicultural environment. Artifacts such as lesson plans, rubrics, and student work
samples were examined as well. Qualitative methodology was used when gathering and
evaluating data due to the importance of individuals’ reflections, which were critical to
understanding student engagement. A quantitative study would have left out possibilities
for detailed, in-depth commentary collected during interviews, observations, and
document analysis. The school site that was evaluated in this study offered multiple
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means of instruction and assessment for multicultural learners with the goal that all
students were engaged in the learning process. Diverse learners were able to experience
different representations of information and demonstrate their mastery of content through
a variety of assessments. Patton (2002) explained that gathering varied experiences of
individuals provides the researcher with unique stories and observations from one person
to another.
Population and Sample
The purpose of this study was to examine how Southeast Asia International
School’s diverse student population was engaged throughout the learning process when
multiple means of instruction and assessment were utilized. To study student engagement
at SAIS it required purposeful sampling from the diverse student body. Because SAIS
had a multicultural population and acknowledged the need to vary instruction and
assessment to engage all learners, a maximized variation of sampling of learners from
several ethnicities, races, nationalities, languages, and gender were included. This
purposeful sampling of culturally diverse students provided different individual
experiences that contributed to in-depth insights into universally designed instruction and
assessment. The instruction, assessment, multicultural experiences, and the selected
individuals’ levels of engagement served as the units of analysis. Although experiences
of individuals varied, there were underlying common themes or trends in student
engagement, instruction, assessment, and multicultural experiences. Patton (2002)
explained that when shared themes surfaced across variation, the importance of those
themes should be addressed and discussed as part of the case study.
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Nine individuals were originally selected for this study due to their national
backgrounds, language, gender, and grade level. Two additional SAIS students were later
added to the interview process in order to corroborate outlying themes from the original
nine students. These additions gave the host country and South Korea two student
representatives; no other country in this study had more than one student represented. In
total, there were eleven participants in this study. By adding the second student from the
host country and South Korean student, additional findings occurred and will be shared in
chapter four under the section entitled Additional Findings.
The Criterion Matrix (see Appendix A) depicted the qualifying dimensions such
as ethnicity, race, nationality, language, and gender for the selection of individuals who
were observed and interviewed. Eleven student participants representing the dimensions
mentioned above were included in the sampling population. This criterion for student
participants allowed purposeful sampling for maximum variation, which included
students from Israel, England, Germany, United States, Canada, India, Russia, South
Korea, and Vietnam. There were six female and five male for balanced gender
representation. Criterions for classes visited were based on the selected students for the
study. The researcher received the guidance from the school site’s Director of Learning;
this key informant assisted in selecting the student participants for observations and
interviews because she had knowledge of individuals’ qualifying characteristics. Prior to
data collection, consultation with this key informant occurred and a diverse population
was selected. The researcher reviewed student profiles to ensure that there was a
purposeful sampling of maximum variation. The matrix served as a record to account for
variation.
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Sample size was broader in its coverage of cultural diversity rather than seeking
deeper research within one certain ethnicity, race, nationality, language, or gender. Time
was an issue in this study as well as distance. Because the research site was in Southeast
Asia, the researcher had limited opportunities of travel to the location. One trip to SAIS
to gather observations and interviews of participants during autumn occurred. The
researcher had five days at the school site for observations and interviews. Due to this
limited time and distance, interviews were no longer than forty-five minute sessions with
fifteen minutes in between for the researcher to review notes taken during data collection.
There were four classroom observations in total, each lasting one-hour with twenty
minutes after to interview the four teachers. Thirty minutes were then dedicated to
reviewing field notes for accuracy and clarity.
SAIS was chosen for this study because of their multicultural environment and
dedication to ensure that all learners were engaged throughout the learning process. This
international school had high expectations for all students, regardless of background and
ability. SAIS was also selected for the study due to the emphasis that they placed on
developing learners’ 21
st
century skills, which required learners to be strong in critical
thinking, communication, collaboration, and creativity in addition to academic skills and
developing personal interests such as art or music. The International Baccalaureate
program was for all students starting from the earliest grade level through the twelfth
grade level. This program was rigorous and placed great importance on knowledge and
skills needed for an interconnected and globalized world.
Through this case study, the value of knowing more about SAIS and the
experiences of the students studied provided findings that can be valuable not only for the
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institution itself, but also for other educators interested in engaging multicultural and
diverse student populations in the learning process. Educators need to share best practices
for providing multiple means of instruction and assessment so that diverse students are
engaged throughout the learning process. SAIS is working towards that goal and this case
study of the instruction, assessment, and student engagement illuminated common themes
that were present. SAIS may stand as benchmark for other institutions trying to
accomplish the same or similar goal.
In 1988, Southeast Asia International School was established by the United
Nations agency representatives, with the purpose of providing an education for the
children of diplomatic families that came to reside in Southeast Asia for business, work,
or diplomatic reasons. Twenty-five years later, in 2012, SAIS was preparing for their
twenty-fifth anniversary celebration. Since SAIS’ beginnings in 1988, they have had
continual growth. During this study SAIS enrolled approximately 1,000 students for the
2012-2013 school year. SAIS was the first international school to be established in this
study’s region and during the time of this research, was the only International
Baccalaureate World School in the city. Their unique educational program set them apart
from all other schools in the region.
During this case study, SAIS was a non-profit private school and was under the
leadership of a Board of Directors that made policy-decisions and was responsible for
governance and selecting the Head of School. There were nine Board members who
served as appointed or elected volunteers. In addition to this leadership, SAIS’s senior
administration was composed of a Head of School, Middle/High School Principal,
Middle/High School Assistant Principal, Elementary School Principal, Elementary
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School Assistant Principal, Director of Finance, and a Director of Operations. There were
117 faculty staff working at SAIS, a little over 50% of that population came from either
the United Kingdom or the United States, 18% were Australian, 6% were Canadian, 8%
other, and French, Dutch, New Zealand, and Vietnamese each accounted for 4% of the
faculty staff populations.
The students served by SAIS ranged from pre-kindergarten to twelfth grade. This
study focused on students in the twelfth grade due to the increased likelihood of attending
SAIS for longer than one year. Embedded within the curriculum at SAIS, was the
International Baccalaureate (IB) program. All grade levels were exposed to the IB
curriculum that encouraged skills needed for the 21
st
century. Included in the IB program
was an emphasis on learning a second language and serving the community. The IB
program was conducive to multiculturalism because of the importance it placed on
mastering a second language and learning skills necessary for a globalized world. The IB
program embedded critical thinking, communication, collaboration, and creativity into
how students approached problem solving throughout the learning process.
Communication, collaboration, critical thinking, and creativity were all necessary skills
needed for the 21
st
century (Kay & Greenhill, 2011).
SAIS valued multiculturalism and diversity; the school strived to provide an
accessible and equitable learning experience for all students enrolled. To support their
dedication to creating and fostering a multicultural and diverse environment, SAIS
established a cultural diversity cap; this cap was placed at 20% enrollment per nationality
for the purpose of protecting an important component of their mission statement. Many of
the students were from different countries and spoke different languages. Because the
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school had a significant population of transient students, the average length of stay for
international students was 3.1 years; that has increased from 2.3 years in 2008-2009. The
majority of students, 53%, were enrolled in SAIS’ elementary school; 25% were enrolled
in middle school and 25% were enrolled in high school. In terms of gender, it was almost
split equally, 48% were female and 52% were male. When looking at the student
population by nationality, 17% of the students were Korean, Vietnamese and American
were each at 14%, 9% were Australian, the United Kingdom, Netherlands, and Denmark
each were at 5%, both Germany and Japan each had 4% representation, India was at 3%,
and the remaining 20% was classified as other. SAIS was a comprehensive educational
system that valued multiculturalism and diversity, the school leaders, teachers, and staff
was dedicated to providing an accessible and equitable learning environment for all
students.
Instrumentation
The methods used in this case study followed a naturalistic inquiry occurring at a
multicultural school that was dedicated to ensuring that all students were engaged
throughout the learning process. Natural inquiry allowed the researcher to observe
learners in their natural environment; in this case study the environment was the
classroom. Direct observations of learners in the classroom were documented, artifacts
were reviewed, and interviews were conducted. The purpose behind these methods for
gathering a triangulation of data, or multiple forms of information, was to gain a broad
understanding of how students were engaged in learning when multiple means of
instruction and assessment were provided. Specifications as to the role of the observer
were explained, duration of site visit was discussed, and the conceptual framework for
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open-ended interview questions was listed. Issues of reliability and validity of field
observations and interviews were shared.
Student participants were pre-selected by SAIS staff according to required
specifications of a maximum variation in sampling. Using the Criterion Matrix (see
Appendix A), diverse students in their senior year at SAIS were selected purposefully to
meet this study’s need for varied experiences. Determining how student participants were
engaged in the learning process when multiple means of instruction and assessment were
provided was at the heart of this case study. From this overarching research question,
each protocol question (see Appendix B) was designed to illuminate common themes
found. Utilizing UDL’s engagement, instruction, and assessment principles, six
standardized open-ended protocol questions were developed: (a) what engaged learners
during the acquisition of 21
st
century skills; (b) how was the delivery of new information
represented; (c) what forms of assessment were used for various 21
st
century skill sets;
(d) how did students embrace diversity while still maintaining their own identity; (e) how
did students learn to collaborate and communicate in a multicultural setting; and (f) how
did students demonstrate their cultural consciousness and competence.
To expand on the protocol questions during interviews, a set of standardized
open-ended interview questions from the Interview Guide (see Appendix C) were asked
of each student participant. By presenting each student participant with the same set of
questions from the Interview Guide, common themes running through individuals’ varied
experiences and responses were illuminated. For observations, the research utilized
Jones’ (2009) International Center for Leadership in Education’s Student Engagement
Walkthrough Checklist (see appendix D). The researcher/observer’s role in this study was
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to overtly participate in the activities for a short duration and understand what the
learners were experiencing. Patton (2002) explained that by acting as a participant, the
observer gained an inside perspective and could reflect on her own emotions during the
activities, which could add more insight into translating the setting and learning
experiences for the reader. Direct observations then shifted from participant to onlooker,
where the observer withdrew from the activities after a short duration and took detailed
field notes of what is seen and heard. Classroom observations were also videotaped to
provide the researcher additional opportunities to review student engagement during the
class.
Data Collection
The conceptual framework for collecting data was based on Universal Design for
Learning’s (UDL) three principles, which were student engagement, instruction, and
assessment. In framing the research question through the UDL framework, data on
student engagement, instructional strategies, and assessments for 21
st
century skills were
described. Through this collection of data, the researcher hoped to assist SAIS in
illuminating common themes of student engagement, instruction, and assessment and
discuss implications that may improve or inspire innovative means of instruction and
assessment to meet the needs of all learners.
Data was collected through direct observations, standardized open-ended
interviews, and document analysis. The school site was visited in order to observe and
interview preselected diverse student populations who agreed to be studied by signing the
informed consent. Due to the time and distance constraints of this case study, five days
were dedicated for interviews and observations. The Research Question Grid (see
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Appendix B) provided the interviewer with protocol questions, but more clarifying
questions could be found in the Interview Guide (see Appendix C) developed by Patton
(2002). This guide was meant to assist the interviewer with additional in-depth questions.
Interviews lasted a maximum of forty-five minutes each. Upon completion of each
interview, the researcher took fifteen minutes to review the notes for clarity and accuracy.
Duration of observations was similar to the structure of the interviews and
ensured that student participants were observed in at least one of their classes. There were
at least two of the participants in each class observed due to time and distance limitations.
Observations lasted the duration of class. The observer participated in the activities
during the first fifteen minutes of class. The observer then became an onlooker and
observed the students from a distance while taking notes that reflect the six protocol
questions. Patton (2002) listed important details to notice which include the physical and
social environment, planned and unplanned activities, structured and unstructured
interactions, language specific to the program, nonverbal language, and awareness of
what one’s own perspective and actions while conducting observations. Upon completion
of each observation, the observer took twenty minutes to review the notes for detail,
clarity, and accuracy.
Illuminating themes emerged by making the observations and interview questions
standardized in form and context. Any illuminating details were highlighted to assist the
researcher in recognizing any trends that were seen throughout observations and
interviews. The researcher then returned to these notes for coding and analysis by
documenting what was seen and heard during observations and interviews. In addition to
scribing, audio recording during interviews was utilized with the agreement of the
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participant. Prior to beginning the interview, the participant was asked if the researcher
could record the session and explained that during the interview the participant could ask
to have the recording stopped. The method of data collection via interviews,
observations, and document analysis was a triangulating of multiple forms of data. This
collection of data illuminated consistent themes.
In order to ensure protection of the participants in this study, risks were
minimized to maintain participants’ rights, confidentiality, privacy, and emotional
wellbeing. Protecting the information collected during the case study followed specific
research policies for informed consent (OPRS, 2012). The consent and information
process took place prior to the observations and interviews in autumn 2012. Southeast
Asia International School accepted the Institutional Review Board Information and
Consent Form (see Appendix E) from University of Southern California and did not
require any additional informed consent. The key informant for SAIS ensured that the
purposefully selected diverse population of students received the consent form.
Observations and interviews occurred within four weeks of students receiving the
informed consent. An informed consent outlined certain points of the study such as
purpose of the research, procedures involved, alternatives to participation, all foreseeable
risks and discomforts, benefits of the research, length of time, contact person, statement
verifying that participation was voluntary and no consequence would follow if student
opted out, statement of participant’s confidentiality rights, and right to withdraw from the
study (OPRS, 2012).
The researcher met with those specific students and explained the research
process regarding interviews and observations. Further explanation was given to parents
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as to why their children were selected. Parents and students were given an opportunity at
any time to speak with the researcher to have any questions answered or additional
information about the study clarified. At any time a student could opt out of the study or a
student’s parent could opt out of the study on behalf of their child. To ensure that
students were aware of what their role was during the study, a questionnaire that
contained clarifying questions was given to each participant prior to data collection.
Questions that students were asked include: (a) what are you being asked to do; (b) what
question is this study trying to answer; (c) what are the potential risks of participating in
this study; (d) how often will you be interviewed and observed; and (e) what should you
do if you decide to withdraw (OPRS, 2012). These consent forms and questionnaires
were kept on file with the researcher.
Validity and Reliability
Document reviews were rich in information and gave a different perspective of
the programs being evaluated (Patton, 2002). Documents were analyzed for this study;
they included student work samples, lesson plans, and rubrics. By comparing what the
researcher observed in the field to the information within these documents, a more
holistic view of the program was developed. Fieldwork that was gathered, analyzed, and
shared within this dissertation was filtered through the researcher’s perspective, and
although the researcher did her best to identify her own perspectives and voice, this
reflexive practice cannot guarantee that every observation was true and unbiased. The
researcher constantly reflected on how her perspective could filter and affect the
incoming information gathered from interviews, observations, and artifacts. Several
interviews, observations, and documents were examined and information between those
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collections of data was scrutinized and cross-referenced for reliability of stories. To
ensure this study was valid, pragmatic research questions that focused on what was seen
and heard at the school site were purposefully and carefully aligned to illuminate
common themes between student engagement, instruction, assessment, and multicultural
experiences. Data collection was broad and comprehensive, but specific to what was to
be measured for this specific case study.
Data Analysis
Data analysis occurred while data was being collected. While observations and
interviews were occurring, the researcher was simultaneously analyzing the incoming
information by writing side notes that reflected possible categories or patterns for
analysis (Creswell, 2009). Analysis during data collection was not the main focus, but to
ignore side thoughts during data collection could have resulted in a lost moment of
reflexivity that could add to a more in-depth analysis later in the process (2009). The
process of analyzing data focused on detailed field notes gathered from interviews,
observations, and document analysis. By preplanning what themes were expected to
emerge from the study, analyzing such an extensive amount of triangulated data was not
overwhelming due to the planned system for organizing information into categories.
In research, the person analyzing the data could have selected predetermined
thematic categories and fit data into those, or the researcher could allow categories to
emerge naturally without having any predetermined themes (Creswell, 2009). In this case
study, a combined approach to data analysis was used because the researcher had
determined specific themes that were essential elements to observe, but also allowed for
emergent themes to occur.
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Gathering in-depth information from the fieldwork resulted in numerous amounts
of detailed data, which was then analyzed and divided into broad categories or themes.
This process of inductive analysis was the way in which qualitative data was analyzed
(Creswell, 2009). It was a bottom up approach that began with the review of details, then
shifted to pattern construction and finally led to the organization of data into broad
themes. After the collection of data, the researcher reviewed field notes extensively in
order to gain a comprehensive view of the research. The next step was finding the
patterns across the data and making a list of all possible topics in which data could be
placed. Once that was complete, those topics or categories were organized into the
predetermined and emergent themes.
With the data organized into themes, coding then occurred. The coding
distinguished common themes or unique themes that were occurring with student
engagement, instruction, assessment, and the multicultural experiences. These codes were
ordered numerically and stored in an excel document, data was inserted and organized
under the corresponding code and then preliminary analysis ensued. Analysis included
cross-validating the data sources and information, formulating links among the various
parts of data, and continual reflection by asking analytical questions and writing memos
throughout the analysis. When necessary, data was recoded and moved based on analysis.
Reviewing and analyzing field notes was an ongoing process of working back and forth
between the data and identified themes in order to understand, represent, and interpret the
larger meaning of the data (Creswell, 2009). With qualitative study, the researcher was
constantly mindful as to what she saw and heard, but was also conscious of the holistic
purpose of the study and overarching question that needed to be addressed.
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Using the Research Question Grid (Appendix B) combined with the Interview
Guide (Appendix C); initial categories were listed in a qualitative codebook stored on a
computer document, similar to a digital journal. The initial categories reflected the
Interview Guide. After more detailed analysis of categories, data was transferred into
themes based on protocol questions that were coded in an excel document. When data
was organized in its appropriate coded themes, data was then analyzed and reported in
the results section of this dissertation. The purpose of this analysis was to illuminate
important themes about how diverse students were engaged in the learning process when
multiple means of instruction and assessment were utilized.

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Chapter 4: Findings
To ensure that a diverse student population was studied, students were chosen
based on their nationality. These students were all in their last year of secondary school at
Southeast Asia International School and had attended the school for over three years. In
total, there were eleven students interviewed and observed; six of these participants were
female and five were male. There were nine nations represented: Israel, England,
Germany, United States, Canada, India, Russia, South Korea, and Vietnam. The host
country of SAIS and South Korea had two students represented in the study; they were
the only countries to have two representatives each, as explained in chapter three under
the population and sampling section. In addition to observing and interviewing eleven
students, teachers of observed classrooms were also interviewed for the purpose of
understanding the learning objectives (see Appendix F). Understanding the teachers’
learning objectives assisted in analyzing student engagement during observed instruction
and assessment. By comparing teachers’ learning objectives to observed student behavior
and student interviews, engagement in the learning process was better measured. The
following findings of this study on student engagement were divided into three sections:
(1) instruction; (2) assessment; and (3) interactions with peers.
Findings from Instruction
Student engagement during instruction was measured through observation and
interviews. Using the Student Engagement Walkthrough Checklist (see appendix D), all
eleven students were observed during classroom instruction and were later interviewed
individually to self-report on their own levels of engagement during the observed lesson.
Common themes were found when analyzing the observations and interviews. The
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presence of five factors were significant to students’ engagement during instruction: (1)
flexible groupings such as whole group, small group, and paired learning; (2) safe
environment to ask questions and make mistakes; (3) connect content to prior knowledge,
personal experiences and personal interests; (4) connect content to present-day issues;
and (5) variety of visual, audio, and tactile representations of content.
All eleven students stated in their interview that having flexible groupings during
instruction helped to building not only their relationships with their teachers and peers,
but also build their communication and collaboration skills. Students shared that being
able to from whole group to small groups to working in pairs with peers significantly
increased their engagement during classroom instruction. Group discussions and
interactions with peers added to their strong relationships. As one student shared, “we
work with each other and work off of each other and develop together.” Nine students
stated that group discussions were more engaging than taking notes. One student in
particular said that, “taking notes all day doesn’t help develop communication skills.”
Another student reported that “small groups allowed for more interaction and insight into
the experiences of each member in the group and through communication they were able
to go deeper into the topic.” Two students specifically mentioned that learning new
perspectives from their peers significantly increased their ability to stay engaged in the
instructional task. One of them shared that “informal discussion is a good tool to really
engage people. It’s a good way to learn and get many sides of the stories and stumble
upon more questions you may have. It’s also more enjoyable than taking notes.” Working
in small groups also meant that students had to stay engaged. One student said,
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“Everyone has to work together to make it work, which helps teach us communication
and collaboration skills needed for the job market.”
Few students stated the negative effects of working in groups or in pairs. Two
students shared that it was difficult and stressful because they could not control everyone
in the group and that some students may not be engaged, so other group members did the
work for them. The same two students interviewed stated that if they were not the leader
of the group, they tended not to have their ideas used. These two students also felt that it
was sometimes difficult working with their friends in pairs because it affected the
friendship when something did not go right or when they were sidetracked and lost focus
on their topic.
In addition to the eleven students interviewed, four teachers were also
interviewed. Two of the teachers shared the importance of creating movement in class
between whole group, small group, partners, and individuals in order to keep students
engaged during instruction. They both felt that it was important to create different
learning spaces while encouraging communication and collaboration. One teacher
reported that checking in on students and listening to their conversations during group
collaboration was an excellent way to build relationships with students while assessing
their knowledge of content. One of the four teachers shared that students were more
engaged in the learning process when they were having meaningful conversations with
one another. Analyzing interviews with students, their teachers, and observing the
behaviors of those students and teachers in classrooms together revealed that using
flexible groupings throughout instruction engaged students while teaching them
communication and collaboration skills.
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Observing the students’ behavior in class revealed a comfortable and safe
classroom environment. Observations found three student behaviors that increased: (1)
verbal participation; (2) fun and enthusiasm; (3) and student confidence. Eight of the
eleven students directly stated that they felt safe in the classroom. As told by one student,
“I feel comfortable asking questions out loud and developing ideas as a whole class and
as small groups.” A second student said that “in small groups it engages everybody, so
you have to participate and go deeper into discussion. Then as a large group you can get
everyone’s input and further develop those ideas comfortably.” Six students reported that
being comfortable with their teachers and peers made learning easier. One student
responded, “Because I have strong relationships with my teacher and friends in class, I
feel comfortable to participate without pressure, which helps me learn how to speak about
my personal opinions with confidence in front of others.” This same student went on to
state that “I felt safe to make mistakes, so I would try harder and was motivated to
participate and learn.” A different student stated, “because of the communication and
collaboration, the classroom environment and relationships were both casual and
respectful.” Nine of the interviewed students felt that they had the ability to talk openly
about anything. As stated by one of the interviewed students, “there’s a mutual
relationship of respect between the teacher and students, which makes both the students
and the teacher motivated to work even harder for each other.” Only one of the teachers
mentioned the importance of creating a casual environment where students were
comfortable to share their opinions or ideas, which generated richer and deeper
conversations on the course content.
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Many of the students interviewed commented specifically on the importance of
connecting content to their prior knowledge, experiences, and interests. One student
stated that he became “bored if the teacher didn’t have passion or humor or didn’t
connect information to our teacher’s personal life or our personal lives.” Another of the
students made the comment, “Every time our teacher would use his personal stories, and
then ask us for ours, I was able to get more out of what we were learning. It helped me
stay engaged.” A third student had a similar viewpoint and shared that what made class
more engaging was “when the teacher shared her own experiences and personal stories.”
She further said, “The information we have to learn is set, but when teachers use power
points it’s not as good as when teachers share stories and personal experiences and then
ask us to share ours.”
Connecting the instructional lesson’s big ideas to real-world issues capitalized on
students’ interests and increased their engagement during instruction. As described by
five students, topics tied to today’s world were more interesting than when content was
primarily focused on vocabulary and lecture from the textbook. A student shared that
“when I am allowed to read information from online sources in addition to textbooks, I’m
more engaged in what’s being said and read.” Another student made a similar remark,
“Using real-world examples make learning real and applicable. I can understand because
of my own experiences.” He explained that his teacher “would take things from life and
relate it to the lesson, instead of just looking at theories and formulas.” Six other students
replied to interview questions stating that when the content was useful to the world of
today and personal experiences were used to explain content, they instantly became more
engaged and interested in learning during instruction. As stated by a female student, “I
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liked it when my teacher asked us how our day was and then applied it to what we were
going to learn. It made me feel more connected.”
Observations of these students during classroom instruction showed that when
content was applied to real-world issues and student interests, students’ behaviors
displayed positive body language and verbal participation. Using humor and sharing
personal experiences to liven up the students was mentioned by two of the teachers
interviewed. Three of the four shared that they explicitly demonstrate how content is still
relative in today’s world. By connecting content’s big ideas to real-world issues and
interests, students’ prior knowledge is activated and they can place new information from
the lesson into schemas for better understanding and transfer.
Utilizing a combination of audio, visual, and tactile representation of information
increased the variety of input in which students were able to process new content. One
student explained that “by watching videos, reading different types of texts, and getting
to summarize information in small groups with my friends, I wanted to learn the
information and it helped me understand everything better.” Nine students stated that
they found it boring when the teacher only lectured and used power points. The male
student shared, “I prefer class discussion rather than power points, power points are so
boring that I tune out during that part.” The same student expanded by saying, “It’s more
engaging when my teacher uses presentations and videos to explain new information, it
helps me see the information and not just hear it.” Two different students interviewed
had similar comments when explaining that when teachers read from the power points it
was a duplication of information and there was no purpose in why they should listen to
the lecture. They both preferred to have the information in the power point to review later
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and instead have the teacher utilize video or hands-on demonstrations of the new
information during classroom instruction.
Positive student body language and consistent student focus was observed when
teachers utilized multiple means of representation of information. The four teachers
interviewed explained that when they used a combination of video, text, lecture, hands-on
projects, and class discussion, more students were engaged in the lesson. All four
teachers noticed a difference in student body language, excitement levels, and increased
focus during instruction. Switching between lectures, power point, hands-on activities,
written responses, class discussion, and videos, more students had increased engagement
during instruction and were better able to process new information.
By connecting new information to students’ prior knowledge and interests,
student motivation increased regardless of culture. Students actively engaged in the task
and put forth the mental effort needed to persist and successfully learn new content. They
were able to ask questions and feel comfortable making mistakes because they felt safe in
their classroom environment. When new information was tied to real-world issues, they
were able to recognize patterns and build schema, which increased engagement during
instruction. Students’ cognitive load was managed with a variety of visual, audio, and
tactile representation of information; this increased sensory input and reduced cognitive
overload. Students were also more engaged when they were able to build relationships
with their teachers and peers by collaborating and communicating during whole group
instruction, small groups, and working with a partner to process new information. With a
combination of these factors, student engagement significantly increased during
instruction.
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Findings from Assessment
During assessment, student engagement was measured in the same manner as
during instruction. Common themes were found when analyzing the observations and
interviews. The presence of three factors were significant to students’ engagement during
assessment: (1) assignments that incorporated critical thinking about a variety of possible
solutions; (2) assignments that were connected to real-world problems; and (3) choice of
assignments to demonstrate mastery of content.
Students reported that they were more engaged when they were made to think
critically about topics from the curriculum instead of merely memorizing facts and being
tested with multiple choice and true and false questions. One student said, “I feel like it’s
a lot of memorizing for the test. It’s information that I just spit out for the test and then I
forget. I like more project-based work, not just memorizing for exams.” All eleven
students said they were bored with pure memorization. Ten students said that they would
rather be involved in projects where multiple solutions were possible and they had to
select one and demonstrate why it was the best option. Five students preferred debate
because it was more engaging since they could “express their beliefs.” One of those
students further explained “debating was entertaining because everyone could reveal
different skills, talents, and personalities.” Students enjoyed thinking critically about a
variety of solutions and were more engaged demonstrating why their solution of choice
was the best answer to the problem.
Observations during classroom visits supported that students were more engaged
when they were given the opportunity to use their critical thinking skills to solve
problems in class. Rigorous thinking was more pronounced when students needed to
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support their solutions with facts found from texts and the Internet. Teachers who were
interviewed explained that they saw more student engagement when students were
allowed to debate opinions using evidence learned during instruction and from texts and
the Internet. One teacher went further to say that some students even debated the meaning
of texts themselves. Having students think critically and hypothesize what changes may
occur when new factors were added to the problem further increased student engagement
during the assessment of content knowledge. One of the four teachers interviewed shared
“allowing students to problem solve as a group using resources around the room and with
technology increased their engagement and motivation to show mastery of the content.”
Tying assessments to real-word solutions increased student engagement in the
classrooms observed. Observations of student behaviors and interviews confirmed that
when teachers aligned assessments to real-world solutions, work became more
meaningful and there was clarity of learning for students. One student said, “Assignments
that focus on real-world problems can be used to make me more marketable after
graduation when I’m applying to jobs and universities.” All eleven students stated in their
interviews that when they were given the opportunity to solve real-world problems, they
felt more engaged because their solutions could be useful in the world. One student said,
“I really enjoyed our three day trip to conduct biological experiments. I learned a lot with
this hands-on way of learning and it felt like I was really a biologist.” Another student
explained, “When I’m allowed to produce work that can be shared online, in addition to
writing essays or taking exams, I’m more engaged in the process because others get to
listen to my solutions and maybe apply my ideas.” Seven other students replied to
interview questions on assessment stating that when the assessments were useful to
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today’s problems, they enjoyed and worked harder on the assignment or project. Teachers
shared in their interviews that teaching themes which were still relative in today’s world
significantly increased student interest and engagement. Connecting assessment to real
world problems increased student engagement in showing their mastery of content.
Students having a choice in how their knowledge and abilities were going to be
assessed was a significant variable in how engaged they were during the assessment
process. All eleven students shared that being able to be creative in the assessment
process made it more enjoyable to participate and they were motivated to put in more
effort with the assignments. A student explained, “I definitely prefer having choice
because I can work my strengths. But there’s also the downside; sometimes you can get
lost because you’re the only one doing the project. It’s harder to work on it, but that
allows you to learn better.” A different student stated that, “Having leeway in the
assignments and being open and flexible to ways I can show my knowledge engages me
more than current practices of examinations.” A third student shared her feelings stating,
“There are a lot of restrictions to the type of assessments used at school, so we have to
learn how to manipulate the restrictions to tap into our strengths.” She added,
“Assessments building on my personal strengths helps me put in more effort, and
encourages me to remember what I’m learning long after I’ve turned in my project.” Nine
students stated that they were not engaged when they had to memorize information for an
exam; they memorized what they had to and then forgot it after the exam. One student
shared, “exams don’t show what we’ve learned, they show what we’ve memorized.
Another student shared that he wished there were more options for assessment, not just
essays and exams.
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All eleven students shared their experiences with exams and how those exams
affected their engagement during assessment. All of them explained in their interviews
that the exams were very important, especially the final exam during their senior year for
the IB program. They all acknowledged that the exam score significantly impacted their
application process for higher education. But what all these students also shared in
common was their distaste for the heavy implications these exams held on their future. A
student explained the final IB exam as a “one-shot deal, which can have such a negative
impact on my future plans. Exams are high-pressure… one exam after two years and
that’s it. If you are having a bad day on the day of the exam, your future may be ruined.”
He suggested increasing the importance and value on essays/papers/work samples to
balance the weight and value of exams instead of placing so much emphasis on exams
alone.
Observations in classes utilizing alternative ways of assessment pointed to
students exhibiting interest and enthusiasm when demonstrating their knowledge and
ability. These alternative assessments included presentations and debates. Observations
also revealed that students found alternative assessments more interesting, challenging,
and were more connected to learning. All four teachers consistently reminded students
how the content was going to be assessed in the IB exam. Only two of the teachers
observed and interviewed commented on the importance of incorporating assessments
that allowed for creativity and choice. One of those two teachers allowed students to
choose their text for writing prompts and then demonstrate their knowledge and ability in
whatever way the student would be most engaged. The other of the two teachers had
students demonstrate their knowledge and ability through classroom presentations. That
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teacher videotaped those presentations and had students watch themselves in order to
improve on their next presentation. This second teacher explained that she allowed
students to be creative and taught them how to translate their creativity so that others
would learn and understand from them.
Assessments that were tied to real-world issues, where students were challenged
to think critically about a variety of solutions and demonstrate their ability to actively
think and investigate, engaged students and increased their motivation in comparison to
tradition assessments such as exams. In addition, students agreed that having the
opportunity to produce creative projects as a form of assessment were more engaging
than exams. When these diverse learners were given a certain level of choice and
autonomy, their motivation increased and they became more self-determined to master
the content. By allowing students multiple means to demonstrate their critical thinking
and mastery of content in connection to real-world issues, student engagement was
increased.
Findings from Student Interactions with Peers
Student engagement with peers in a multicultural environment was measured
through the same observation and interview process as described in the instruction and
assessment sections of this chapter. In the above findings, students shared what engaged
them in the instruction and assessment portions of the learning process, in this section the
findings were centered on interactions between students and their peers. In SAIS’ school
setting, many cultures coexist. The interview questions explored the interactions of study
participants and examined how they were engaged with a culturally diverse student
population.
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Of the eleven students interviewed, eight of them stated that they associated
themselves with an international culture rather than their own native country. The same
eight students felt that sharing this international culture increased their engagement in
school activities and in feeling included in the school culture. A student shared that he
“was more engaged because there were different perspectives, which were based more on
experiences rather than cultural heritage.” Another student explained, “Internationalism is
my culture.” A third student considered her native culture to be multicultural “because of
moving around so much.” She attributed her appreciation for diversity to this reason. A
third student shared that she never really “felt a bond to a specific culture.” Instead, she
said her “culture was an international one.” Another student added, “I don’t miss my
native culture because I get to live in so many countries.”
Eight of the students interviewed had similar experiences in demonstrating their
cultural consciousness and competence. They all shared that SAIS was relaxed and
accepting of all students because it was so diverse. A student described it as, “Students
learning to accept everyone regardless of differences.” A second student stated that
“everyone was accepting of all cultures, so it’s easy to be you, communicate with others,
and be more engaged in what was going on in school.” Because so many students had an
international background, one student noted that, “There’s no need to be culturally
conscious since there really isn’t any issues with discrimination.” The student explained,
“everyone treated everyone as equal and there was no other options than to be open,
understanding, and accepting.” A different student shared, “I’m proud to be culturally
conscious and competent; it’s considered cool to be so at this school.” Another student
said, “Since there is very little prejudice at our school, we help those outside of school
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who are in poverty or in poor health.” All eight students in this group also said that
cultural respect was prominent and important at SAIS.
However, there were three students who felt that because it was an international
school, there were stereotypes about each culture. And although there was a basic form of
respect for one another, stereotypes were still made and humor was a way to bring up
those stereotypes. One of these students said, “I understood that humor is a way to deal
with our differences, but on a deeper level, humor and attitude are different in some
cultures and more difficult to handle.” Although the humor could be hurtful at times, he
clarified that “the joking about stereotypes never went as far as bullying or harassment.”
He stated that “everyone knew everyone so there was very little tension and everyone
was able to get along as acquaintances.”
All interviewed students shared that it was the English language that helped them
to communicate and collaborate with their peers. As explained by one of the students
interviewed, “It is easier to communicate and collaborate at SAIS because we can all
speak the same language.” Another student shared that, “I’m more engaged at an
international school because I learned how to adapt, which is a major asset in today’s
world.” She shared that, “learning to interact with others from different cultures can be
difficult, but attending SAIS gives me the opportunity to learn quickly instead of getting
confused by communicating with people from different cultures.”
Two students from the host country and two students from South Korea explained
in their interview that because there were so many students from their countries, it was
easier to keep their traditions. In addition, these four students were able to maintain their
culture due to language classes offered in their mother tongue where they could speak in
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their own language with others from their culture. In these language classes they talked
about how they were doing personally. One of the students explained that, “It was a great
support for me to keep my cultural identity.” All four students stated that they were able
to keep their culture and preserve their mother tongue, which was a key factor of staying
engaged in their school setting since it was an English speaking school.
However, additional findings from this study found that three of these four
students had significantly different cultural experiences from the other eight participants.
Of these three participants, two were from the host country of SAIS and the other student
was from South Korea. These three participants shared similar feelings during the
interview when asked about the interactions they had with the culturally diverse
population at SAIS. Their cultural experiences with peers were affected by the language
barrier and by the courses in which they were enrolled. As part of the SAIS’ foreign
language program and agreement with the host country’s Ministry of Education, all
students from the host country had to take their native language instead of any other
foreign language offered at SAIS. Furthermore, the students from the host country were
also placed in a different English course focusing on a curriculum that taught the English
language, rather than a curriculum centered on English literature.
Both host participants from this study shared that these two major differences
explained why they felt separated from their peers who were not from the host country. In
addition, the participant from South Korea explained that, “I didn’t get to enroll in the
English literature class because I had to focused on my English language for the end of
year exams.” The second South Korean student who was added to the study did not share
similar cultural experiences as the host country and South Korean student due to his
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international background of traveling to various countries and grasp of the English
language. This student was not enrolled in the English language course, but rather the
English literature course.
The two students from the host country and the one student from South Korea
who shared similar cultural experiences as those from the host country did state that what
helped them all to feel a sense of belonging at the school was the common lounge for all
seniors during passing periods, lunch break, and morning advising. As reported by all
eleven students interviewed, they had the advising period for seniors, which placed all of
them together in a large common room so that they were able to communicate with one
another regarding school events and personal interests. Tables were arranged so that
students faced one another. There were couches and chairs around coffee tables to create
an environment where students congregated and discussed happenings in their personal
lives. One student explained, “it’s as if everyone is on the same page; we can relate to
each other because we’re all going through similar things this year.” All three students in
addition to the other eight students commented on how that environment helped bring
them together as a community and engaged them in common school events such as UN
Day, Spring Fair, and service learning projects. Another student shared that “because of
the small number of students in our senior class, we’re able to know everyone and
communicate and work together with one another.”
Summary
Conducting research in an international school provided the opportunity to learn
about a culturally diverse student population’s level of engagement during instruction and
assessment at SAIS. It further allowed the researcher to learn about student engagement
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in a multicultural setting. Data from classroom observations, student interviews, and
teacher interviews provided the researcher with information focused on student
engagement during the acquisition of 21
st
century skills. Analyzing this data gave way to
three significant themes: (1) instruction, (2) assessment, and (3) interactions in a
multicultural environment (See Figure 1). Essential to student engagement were the
relationships that students had with their teachers and peers, connecting content to real-
world issues and student interests, providing students multiple means in which to access
information and show their mastery of content, sharing similar academic courses, and
having mastery of the common school language which was English at this school site.
With the combination of these factors, student engagement increased for the eleven
students interviewed in this case study. Additional findings reveal that student
engagement decreased when: (1) there was a breakdown in sharing a common language;
(2) students were separated into different English course programs; (3) content was not
presented with multiple means of representation and assessment; (4) content was not
connected to student interests and real-world issues.
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Overarching Research Question:
(1) How do culturally diverse students engage in learning 21
st
century skills when
multiple means of instruction and assessment are provided?
Sub-questions:
(a) What engaged culturally diverse students during instruction?
(b) What engaged culturally diverse students during assessment?
(c) What engaged culturally diverse students during their interactions with peers?

Figure 1. Flow Chart of Findings
Instruction:
1. Flexible
groupings
(whole
group,

small
group,
pairing)

2. Safe
environment
to
ask
questions

and
make
mistakes

3. Connecting
content
to
prior

knowledge,
experiences
and

interests

4. Connecting
content
to
present-‐day

issues

5. Variety
of
visual,
audio,
and
tactile

representations
of
content

Assessment:
1. Critically
thinking
about
a
variety

of
solutions
that
are
possible

2. Connecting
assignments
to
real-‐
world
problems

3. Choice
in
how
to
show
mastery
of

content

Interactions:
1. Speaking
the
preferred
language
of

the
school

2. English
course
enrollment
(English

Literature
vs.
English
Language

Learning)

3. Having
a
common
location
for

students
to
meet
during
advising

Student
Engagement
Acquisition of
21
st
Century Skills (4Cs)
Communication
Collaboration
Creativity
Critical Thinking
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Chapter 5: Discussion
Findings from this case study on how culturally diverse students engage in
learning 21
st
century skills were organized into three themes: (1) student engagement
during instruction; (2) student engagement during assessment, and (3) student
engagement during interactions with peers. Factors that increased students’ engagement
during instruction include: (1) flexible groupings of students (whole class, small groups,
and pairs of two students); (2) safe environment for students to ask questions and make
mistakes; (3) connect content prior knowledge, experiences, and interests; (4) content
connected to present-day issues; (5) variety of visual, audio, and tactile representation of
content. Factors that increased students’ engagement during assessment include: (1)
assignments that made students think critically about a variety of solutions; (2)
assignments connected to real-world problems; and (3) choice in how to demonstrate
mastery of content. Factors that increased students’ engagement during interactions with
teachers and peers include: (1) proficient use of the English language; (2) enrollment in
English literature course rather than English language learning course; (3) students
sharing a common location to meet during advising periods and other breaks in the school
day.
This qualitative research contained certain limitations. Participants were
purposefully selected in order to represent a broad range of cultures. Due to limited time,
the researcher was only able to interview one student from each selected country, except
from the host country and South Korea as explained in chapter three and discusses in
chapter four. If the researcher had more time to gather data, additional students from each
country would be included. The researcher would also extend participants into those who
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have limited English-speaking skills to see what their cultural experiences where in
comparison to those with proficient English speaking skills. One final limitation to this
case study was the lack of representation of students from low socioeconomic status or
students diagnosed with disabilities. Because this study placed emphasis on student
engagement within a culturally diverse context, further research can be conducted with
emphasis placed on other student demographics such as ability or socioeconomic status.
Conclusions
Conclusions from this case study at Southeast Asia International School suggest
that making adjustments to instruction, assessment, and interactions with peers can
impact student engagement during the acquisition of 21
st
century skills. Teachers
increased student engagement by using multiple means of instruction and assessment.
During instruction, when teachers utilized a variety of visual, audio, and tactile
representation of new content, students were more interested in learning the material.
Optimizing learning opportunities in the classroom for diverse populations can be
achieved by presenting content in a variety of ways such as cooperative group learning,
simulations, discovery, and role-playing (Banks, 1998 & Gay, 2000). In addition,
students had an increased intrinsic motivation to learn information when they were given
choice in the assessments used. When diverse learners are given a certain level of choice
and autonomy, their motivation becomes intrinsic rather than extrinsic; they become
more self-determined to master the content. (Edyburn, 2010; Scott, McGuire and Shaw,
2003; Yang, Tzuo, and Komara, 2011).
Teachers increased student engagement by connecting instruction and assessment
to real-world issues and student interests. Building on students’ prior knowledge and
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personal experiences allows students to build schema around new content (Gay, 2002;
Hitchcock, 2001; Pisha and Coyne, 2001; Rose, 2001). Educators are encouraged to
provide students the opportunity to select topics of interests within the course content and
allow a variety of ways for students to demonstrate and share their mastery of content.
Students can then utilize their personal strengths to generate solutions to real-world issues
while increasing their motivation to learn the 21
st
century skills of critical thinking and
creativity.
During class instruction flexible groupings of students such as whole class, small
groups, and pairs of two students kept students alert and engaged with their peers,
teachers, and the content. Culturally diverse students felt safe in the classroom
environment and were able to ask questions and make mistakes without feeling judged by
their peers and teachers. Their communication and collaboration with one another was
increased through the activities during classroom instruction and assessment. By
checking in with each individual student, teachers monitored student progress and
provided communication and feedback that added to students’ engagement while
acquiring the 21
st
century skills of communication and collaboration. With a multicultural
population in a globalized world, the ability to communicate and work together is
necessary; these skills must be taught in schools in order for students to be prepared for
higher education and their careers (Bennett, 2001; Kay & Greenhill, 2011).
Another conclusion gained from this study is the affect language barriers have on
students’ sense of belonging. When students were separated into different course
programs based on language proficiency at SAIS, it created a split between the cultural
interactions students had with their peers who were not in English language learning
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courses. This situation caused students to feel less engaged with the majority of their
peers who were not enrolled in the smaller courses for those requiring English language
learning. At this study’s school site, not having mastery of the school’s primary language
created a barrier to the interactions that limited English speakers had with their peers.
SAIS did provide students a common location to meet during advising periods and other
breaks in the school day, which demonstrated that students with language barriers could
increase their interactions with peers when given the opportunity of shared experiences
and class settings on campus. Educators need to intentionally create a learning
environment that encourages interactions between students and peers, regardless of
background, language, and ability, so that students know and care about themselves and
others and act with cultural dignity and integrity (Banks, 1998; Bennett, 2001; Garcia,
2002; Gay, 1994, 2000, 2002). In doing so, culturally diverse students who do not speak
the school’s primary language may find the learning environment more engaging and
their motivation and performance in school enhanced.
Implications for Practice
The implications for practice to increase student engagement include: (1) building
relationships; (2) provide flexible groupings during instruction, using multiples means of
representing information and assessing knowledge; (3) relating content to real-world
issues and student interests, and (4) ample interactions among diverse student
populations, specifically those with language barriers. Implications also address the
decrease of student engagement for those who are enrolled in English language learning
courses. Schools need to ensure that these students do not become isolated from their
peers in mainstream courses due to language barriers and programs that segregate based
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on levels of English proficiency. One solution is to include multi-disciplinary projects
across courses, bringing together students and content from a variety of academic
subjects.
Suggestions for Further Research
Further research on student engagement during the acquisition of 21
st
century
skills can be conducted with emphasis placed on other student demographics such as
ability or socioeconomic status. With classrooms becoming more integrated containing
students with varying abilities, languages, and financial backgrounds, future research can
include purposeful sampling based on ability, home language, and socioeconomic status.
Utilizing the framework of Universal Design for Learning, student engagement during
instruction and assessment can be analyzed. Instead of looking at student engagement
through a multicultural lens, it can be viewed through disability studies, English language
learning programs, or through social theory. Investigation on student engagement across
abilities, languages, and across socioeconomic statuses can add to this body of research.
By utilizing purposeful sampling of eleven students representing a broad
population of cultures, this study’s results can have broader implications for practice. By
purposefully sampling eleven students from nine different countries, the researcher was
able to distinguish common themes across cultures that motivated students to engage
during instruction and assessment in a multicultural setting. The researcher was also able
to learn additional findings on what reduced engagement in the interactions between
students enrolled in English language learning courses and those who were enrolled in
traditional English literature courses due to levels of English proficiency. Observations
took place in four different subjects in order to gage students’ level of engagement across
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courses. Although this was a case study at an international school, implications can be
made for student engagement based on these observations and interviews with a
culturally diverse set of students and a diverse set of courses observed.

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Appendix A
Criterion Matrix
Name Name Name Name Name
Year in School
(grade level)

Age
Gender
Race
Ethnicity
Nationality
Language
Ability

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Appendix B
Research Question Grid

UNIVERSAL DESIGN
FOR LEARNING (UDL)
21
ST
CENTURY SKILLS: 4Cs
Critical Thinking, Creativity,
Communication,
Collaboration
MULTICULTURALISM
To Know, To Care, To Act

MULTIPLE MEANS OF
ENGAGEMENT

Expectations
Coping strategies
Self-assess/reflection
--------------
Active choice
Mental effort
Persistence
How do culturally diverse
students engage in learning 21
st

century skills?
How do culturally diverse students
engage in a multicultural setting?

How do students embrace diversity
while still maintaining their own
identity? (To Care)
MULTIPLE MEANS OF
INSTRUCTION

Prior knowledge
Patterns, big ideas, etc.
Information processes
Transfer/generalization
--------------
Cognitive Load Theory
What engages culturally
diverse students during
instruction?

How is the delivery of new
information represented?
What engages culturally diverse
students during their interactions
with peers?

How do students learn to collaborate
and communicate in a multicultural
setting? (To Know)
MULTIPLE MEANS OF
ASSESSMENT

Goal setting
Planning
Managing information
Monitoring progress
--------------
Zone of Proximal Dev.
What engages culturally
diverse students during
assessment?

What forms of assessment are
used for various 21
st
century
skill sets?
What engages culturally diverse
students during their interactions
with peers?

How do students demonstrate their
cultural consciousness and
competence? (To Act)
LEARNING 21
st
CENTURY SKILLS IN A MULTICULTURAL SETTING
Research Question: How do culturally diverse students engage in learning 21
st

century skills when multiple means of instruction and assessment are provided?
Qualitative Case Study: interviews, observations, artifacts
Participants: learners, educators (purposeful sampling - maximum variation)
Site: Southeast Asia International School (SAIS)
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Appendix C
Interview Guide
Date: Interviewee: Interviewer:

1. What has the student done in the program? (instruction and assessment)
Activities
Courses
Groups
Work experience

2. Achievements? (instruction and assessment)
Skills attained
Products produced
Outcomes achieved
Knowledge gained
Things completed
What can the student do that is marketable (college or career)?

3. How has the student been affected in areas other than academic skills? (engagement)
Feelings about self
Attitudes toward school
Aspirations
Interpersonal skills

4. What aspects of the program have had the greatest impacts? (engagement)
Academic courses
Relationships with teachers
Relationships with peers
The way treated in the program
Work experiences

5. What problems has the student experienced? (engagement)
School related
Work related
Personal
Family, friends, outside world

6. What are the student’s plans for the future? (engagement)
Postsecondary plans
Work plans
Income expectations
Lifestyle expectations/plans

7. What does the student think of the program? (instruction, assessment, and engagement)
Strengths and weaknesses
Things liked and thinks disliked
Best components and worst components
Things should be changed

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Appendix D
Student Engagement Walkthrough Checklist
OBSERVATIONS
Very High High Medium Low Very Low
Positive Body Language
Students exhibit body postures that indicate they are paying attention to the teacher and/or other students.

Consistent Focus
All students are focused on the learning activity with minimum disruptions.

Verbal Participation
Students express thoughtful ideas, reflective answers, and questions relevant or appropriate to learning.

Student Confidence
Students exhibit confidence and can initiate and complete a task with limited coaching and can work in a
group.

Fun and Excitement
Students exhibit interest and enthusiasm and use positive humor.
_____________________________________________________________________
PERCEPTIONS
Very High High Medium Low Very Low
Individual Attention
Students feel comfortable seeking help and asking questions. What do they do in this class if they need
extra help?

Clarity of Learning
Students can describe the purpose of the lesson or unit. This is not the same as being able to describe the
activity being done during class. What are they working on? What are they learning from this work?

Meaningfulness of Work
Students find the work interesting, challenging, and connected to learning. What are they learning? Is this
work interesting to them? Do they know why they are learning it?

Rigorous Thinking
Students work on complex problems, create original solutions, and reflect on the quality of their work. How
challenging is this work? In what ways do they have the opportunity to be creative?

Performance Orientation
Students understand what quality work is and how it will be assessed. They also can describe the criteria by
which their work will be evaluated. How do they know they have done good work? What are some
elements of quality work?

Very High High Medium Low Very Low
Overall Level of Student
Engagement
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Appendix E
Institutional Review Board Information and Consent Form
University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR NON-MEDICAL RESEARCH

CASE STUDY: LEARNING 21
ST
CENTURY SKILLS IN A MULTICULTURAL SETTING.

You are invited to participate in a research study conducted by Terilyn Colacino, a doctoral candidate in the
Rossier School of Education and Dr. Patricia Tobey, Associate Dean of Students at the University of
Southern California, because you are currently a student attending Southeast Asia International School
(SAIS). Your participation is voluntary. You should read the information below, and ask questions about
anything you do not understand, before deciding whether to participate.

PURPOSE OF THE STUDY
The purpose of this study is to examine instructional strategies and assessment that influence student
engagement at SAIS. This study will provide information into the factors that engage diverse students
throughout the learning process. The findings of this study are needed to assist educational institutions in
replicating the academic quality and experiences found at a campus serving a diverse student population,
and may be used to evaluate the current educational practices of schools.

PARTICIPANT INVOLVEMENT
Participation in this research involves in-person interviews and classroom observations. The interview is
voluntary, and anticipated to last approximately 1 hour and will be audio and/or videotaped. Classroom
observations will last the duration of class time and is voluntary.

CONFIDENTIALITY
Participation in this study is voluntary. Your identity as a participant will remain confidential at all times
during and after the study. The members of the research team and the University of Southern California’s
Human Subjects Protection Program (HSPP) may access the data. The HSPP reviews and monitors
research studies to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
If you have questions or concerns about the study, please feel free to contact the principal investigator
Terilyn M. Colacino at tcolacin@usc.edu or Dr. Patricia Tobey at tobey@usc.edu.

IRB CONTACT INFORMATION
If you have questions, concerns or complaints about your rights as a research participant you may contact
the IRB directly: University Park IRB, 3720 South Flower Street, CUB #301, Los Angeles, CA 90089-
0702, (213) 821-5272 or upirb@usc.edu

LEARNING 21
ST
CENTURY SKILLS 88

University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, CA 90089

INFOMED CONSENT/PARENTAL PERMISSION/ASSENT FORM FOR NON-MEDICAL
RESEARCH
CASE STUDY: LEARNING 21
ST
CENTURY SKILLS IN A MULTICULTURAL SETTING.

You are invited to participate in a research study conducted by Terilyn Colacino, a doctoral candidate in the
Rossier School of Education and Dr. Patricia Tobey, Associate Dean of Students at the University of
Southern California. Your participation is voluntary. You should read the information below, and ask
questions about anything you do not understand before deciding whether to participate.

Please take as much time as you need to read the consent form. Your child will also be asked his/her
permission. Your child can decline to participate, even if you agree to allow him/her. You and/or your
child may also decide to discuss it with your family or friends. If you and/or your child decide to
participate, you will both be asked to sign this form. You will be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of this study is to examine instructional strategies and assessment that influence student
engagement at Southeast Asia International School (SAIS). This study will provide information into the
factors that engage diverse students throughout the learning process. The findings of this study are needed
to assist educational institutions in replicating the academic quality and experiences found at a campus
serving a diverse student population, and may be used to evaluate the current educational practices of
schools.

STUDY PROCEDURES
If you agree to participate, you will be asked to

⇒ Participate in an in-person interview. The interview is voluntary, and anticipated to last approximately
1 hour and will be audio and/or videotaped. You may choose not to be videotaped.
⇒ Participate in classroom observations. Classroom observations will last the duration of class time and
is voluntary.

POTENTIAL RISKS AND DISCOMFORTS
There are no potential risks to your participation; however, you may feel uncomfortable answering some of
the questions. You do not have to answer any question you don’t want to.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
We hope that this study will assist educational institutions in replicating the academic quality and
experiences found at a campus serving a diverse student population; however there is no direct benefit to
you for participating in this study.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will be disclosed only with your
permission.

The members of the research team and the University of Southern California’s Human Subjects Protection
Program (HSPP) may access the data. The HSPP reviews and monitors research studies to protect the rights
and welfare of research subjects.

LEARNING 21
ST
CENTURY SKILLS 89

The de-identified data will be stored indefinitely on a password-protected computer and/or in locked
cabinet in the researchers office and may be used in future research studies. Any identifiers, such as this
consent form, will be destroyed three years after the study has been completed.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of benefits to
which you are otherwise entitled. You may withdraw your consent at any time and discontinue
participation without penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study.

ALTERNATIVES TO PARTICIPATION
If you don’t want to participate in this study, you will be asked to read quietly or your teacher will give you
different assignment to complete in an alternative location.

INVESTIGATORS CONTACT INFORMATION
If you have questions or concerns about the study, please feel free to contact the principal investigator
Terilyn M. Colacino at tcolacin@usc.edu or (949) 214-3039. You may also contact the Faculty Sponsor Dr.
Patricia Tobey at the Center for Academic Support Student Union 301, Los Angeles California 90089-
0896 (213) 740-0776 tobey@usc.edu,

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant you may contact
the IRB directly at the information provided below. If you have questions, concerns, complaints about the
research and are unable to contact the research team, or if you want to talk to someone independent of the
research team, please contact the University Park Institutional Review Board (UPIRB), 3720 South Flower
Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

SIGNATURE OF PARENT(S)

I have read the information provided above. I have been given a chance to ask questions. My questions
have been answered to my satisfaction, and I agree to participate in this study. I have been given a copy of
this form.

□ I agree to be audio/video-recorded

□ I do not want to be audio/video-taped/photographed

Name of Participant

Signature of Participant Date

Name of Parent

Signature of Parent Date

SIGNATURE OF INVESTIGATOR

LEARNING 21
ST
CENTURY SKILLS 90

I have explained the research to the participant and his/her parent(s), and answered all of their questions. I
believe that the parent(s) understand the information described in this document and freely consents to
participate.

Name of Person Obtaining Consent

Signature of Person Obtaining Consent Date

1
This form will also serve as the “Child Assent” and “Consent/Permission form for the Child to
Participate in Research.” In this case, “You” refers to “your child.”

LEARNING 21
ST
CENTURY SKILLS 91

Appendix F
Teacher Interview Guide
1. What was the purpose of today’s lesson?
2. What student behaviors do you look for to see if students are engaged during the
lesson?
3. How do you assess their learning for today’s lesson?

Abstract (if available)

Abstract This case study examined how culturally diverse students at a Southeast Asia international school were engaged in learning 21st century skills when multiple means of instruction and assessment were provided. Universal Design for Learning framework was applied to a multicultural setting where skills of communication, collaboration, critical thinking, and creativity were emphasized. Interviews and observations of eleven students representing nine countries were observed in classrooms and then interviewed about their experiences in the observed classes. After analyzing the collected data, findings were categorized into three categories: (1) what engaged culturally diverse students during instruction

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Asset Metadata

Creator Colacino, Terilyn M. (author)

Core Title Learning 21st century skills In a multicultural setting

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/09/2013

Defense Date 05/24/2013

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills,culturally diverse,Multiculturalism,OAI-PMH Harvest,universal design for learning

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tobey, Patricia Elaine (committee chair), Dwyer, David C. (committee member), Gothold, Stuart E. (committee member)

Creator Email terajake@outlook.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-285550

Unique identifier UC11293460

Identifier etd-ColacinoTe-1747.pdf (filename),usctheses-c3-285550 (legacy record id)

Legacy Identifier etd-ColacinoTe-1747.pdf

Dmrecord 285550

Document Type Dissertation

Format application/pdf (imt)

Rights Colacino, Terilyn M.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions 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 a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA