Date

7-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Lucinda Spaulding

Keywords

21st Century Skills, Blended Learning, Contact Hypothesis Theory, Global Mindedness, International Partnership, Study Abroad

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Education | Educational Methods | Instructional Media Design | International and Comparative Education | Online and Distance Education | Secondary Education and Teaching

Abstract

Despite the ever-increasing popularity of international partnerships that blend study abroad and virtual learning, very little data exists to understand their impact on student attitudes and achievement. The purpose of this qualitative case study was to investigate the impact of a blended international school partnership on perceptions of learning and global mindedness in a North Carolina high school. Data was collected, in two phases, from stakeholder interviews, observations, an online Global Mindedness Scale survey, the NC School Report Card, and teacher lesson plans. Global mindedness was found to have increased as participants gained a multifaceted understanding of, and appreciation for, self and others. Findings supported enhanced perceptions of learning in three key ways (a) higher levels of engagement (b) a deeper understanding of academic content and (c) the utilization of 21st century skills.

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