Conceptual+Framework

Dissertation Idea Conceptual Framework

Figure 1

==== Figure 1 begins with globalization which necessitates global citizenship. Working backwards and downward against the arrows, global citizenship can be developed through international mindedness. Next, international mindedness is shown as connected to teachers because they teach internationally minded curriculum in schools. Finally, a magnifying glass is shown over the minds of teachers because I want to learn what teachers believe about international mindedness. Teachers are the starting point of this diagram and the critical human element.

==== Research Interest Conceptual Framework

**My conceptual framework is made up of several elements that have had an impact on my growth as a scholar and practitioner.** **Each element below will fall into one of my research interests and show my passion and core beliefs.** 

=International Education=



pypcdnnews.blogspot.com I came across this image on an IB PYP school website. The image reminds me that global education and awareness starts at an early age. Skelton et al. (2002) stated, "Our experience suggests that educators often define international mindedness in mature adult terms, more approprate to the exit outcomes of high school students. Because developing international mindedness cannot suddenly start at age 12-15, we need to design standards for younger students without forcing them to deal with complex international issues that are beyond their current understanding" (p. 54). I found this image remindes me of one of my goals as a global educator and also addresses misconceptions that teachers hold about international mindedness in general. These are issues I would like to address and research in the future.

=Teacher Education: Empowering Teachers= []

I show this clip when I do presentations or trainings to remind teachers that they don't always have to be "rescued". I want to inspire them to think about what value they bring to the classroom and to their students. My main goal in working with teachers is building their confidence and helping them see how they are powerful and can solve problems with their own knowledge, hardwork, and experiences. =Teacher Education : Ways of Knowing Project=

or a Ways of Knowing assigment we were asked to use art to display our understanding of a research article. This project allowed me to connect what I am learning in my field, to what I am doing now in my classroom. By making the “artful” project, I was able to notice these connections more clearly. The project was a worthwhile process because it helped me to synthesize what I learned about the role of empathy from the article and reflect on my own teaching methods. The act of piecing my ideas together through art helped me to become aware of my growth and convey more meaning from my work. Creating art is a method I would encourage among adult learners. Using art as a representation allows the author to have a different medium through which a message can be conveyed. Through the process of artistic design you are able to cycle back to a concept with much greater understanding.

=IB MYP Unit Concept Planner= == This was my first MYP unit plan that we completed as a team during the summer IB courses. We used math as the subject for our interdisciplinary design. This was a challenging task, but after completing it I realized how math can have its place as the cornerstone of a collaborative concept in the MYP curriculum.

Reference Skelton, M., Wigford, A., Harper, P., & Reeves, G. (2002). Beyond food, festivals, and flags. // Education Leadership //, October, 53-55.