This paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of internationalmindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world.

This paper suggests a revised framework for explaining, developing and assessing international mindedness (IM). A review of the literature – that presents initiatives, challenges, and debates regarding IM – concludes with an overview of selected conceptual frameworks that have been used to develop a shared understanding of IM. When the authors applied one of these frameworks in a previous empirical study, they found during data analysis that some aspects of the framework’s key pillars played a more supportive role and that other components of IM needed further identification. As a result, this paper proposes a revision of the framework that features intercultural competence and global engagement, and identifies more specific components of these attributes, namely knowledge, skills, dispositions, and agency. The paper includes another review of the literature to emphasise how these components are important for the development, implementation, and assessment of international mindedness.

This paper presents personal reflections on the effectiveness and the utilization of computer assisted instruction (CAI) in the basic R statistics and graphing sessions on an online learning tutoring website. My personal reflection is focused on the critical analysis of CAI as well as my personal reflective experiences in tutoring sessions on statistics

This study aims to explain the relationship between student performance in the International General Certificate Secondary Education (IGCSE) and the International Baccalaureate Diploma Program (IBDP) as well as explore the predictors of the IBDP scores in languages, sciences, and mathematics. A purposive sample of 338 high school students was drawn from a private school implementing international programs in Turkey. The data consisted of external examination scores of students enrolled between the years 2010 and 2019. Data were analyzed for correlation and with a multiple regression approach. Strong, moderate, or weak relationships were found between the IBDP exam scores and the IGCSE exam scores with regard to the different subjects. From 4% to 65% of the variation in different IBDP subject scores can be explained by the simple linear regression model in different IGCSE subject scores. These findings will help international educators to make informed decisions about teaching and learning pedagogy in the international programs.

Graduates’ Reflections on the Impact of International Baccalaureate Diploma Program in Tertiary Education: A Case from Turkey

Abstract. Scientific reasoning skills help students master scientific competencies, understand complex concepts, and equip them with the abilities to apply concepts and competencies in a variety of real-life contexts. These skills are important for students’ preparation to the international education programs. Since there are limited studies in the literature that examine the relationship between students’ content knowledge and scientific reasoning, especially in the international programs in secondary education, this research aims to investigate the extent to which the students’ achievement in the International General Certificate of Certificate (IGCSE) as well as students’ achievement in their science and mathematics courses in the International Baccalaureate Diploma Program (IBDP) correlate to the students’ scientific reasoning abilities. The research was conducted at a national school with IGCSE and IBDP programs. The study used Classroom Test of Scientific Reasoning (CTSR) to measure the scientific reasoning. The students’ performances in the CTSR and their levels of achievement in science and math in the IGCSE and IBDP were analyzed using Pearson’s correlation test and Kendall’s tau-b correlation test. The results revealed that there is a moderate correlation between scientific reasoning and content knowledge in science and mathematics.

This study explored the empirical evidence with regards to concurrency of learning among the Theory of Knowledge (TOK), Creativity, Activity and Service (CAS) and Extended Essay (EE), which are the core components in the International Baccalaureate Diploma Programme (IBDP). This mixed method research used a concurrency of learning questionnaire developed by the researchers as well as a focus group interview to explore and explain how concurrency of learning is promoted in the core. The research findings provide readers with insights on the strategies, good practices, challenges as well as suggestions provided by the school practitioners while achieving coherence in the core.

Prior research on the relationship between International Baccalaureate Diploma Program (IBDP) scores and the university entrance exam scores is limited and varied to a great extent due to the conflicting results in the literature. This study investigates whether there is any relationship between the students’ achievement performance in IBDP and university entrance exam performance. The study revealed that there is no statistically significant correlation between IBDP scores and university entrance exam rank orders. Furthermore, the study showed that the IBDP scores cannot be taken into account as a strong predictor for university entrance exam performance.