Pub Date : 2021-05-01DOI: 10.1177/1932202X20978356
T. Patston, J. Kaufman, A. Cropley, Rebecca Marrone
The concept of “creativity” as a desirable attribute within education is long-standing. The fields of education and creativity have developed, and periodically intersected with, government reports, policies, commentaries, and advice. Recently, an increasing number of countries have emphasized creativity in their official curricula. However, the journey from openly acknowledging the importance of creativity to systematically and purposefully supporting its promotion in the classroom is a long one. The research reported in this article focuses on what might be regarded as the first step in this journey: school curriculum. This article analyzes curricula in 12 countries and asks three key questions: if and how creativity is defined, where is it placed in the curriculum, and what concrete advice is provided for teachers? Despite widespread interest and a productive field of research in creativity, our examination reveals little support for teachers to turn policy into practice.
{"title":"What Is Creativity in Education? A Qualitative Study of International Curricula","authors":"T. Patston, J. Kaufman, A. Cropley, Rebecca Marrone","doi":"10.1177/1932202X20978356","DOIUrl":"https://doi.org/10.1177/1932202X20978356","url":null,"abstract":"The concept of “creativity” as a desirable attribute within education is long-standing. The fields of education and creativity have developed, and periodically intersected with, government reports, policies, commentaries, and advice. Recently, an increasing number of countries have emphasized creativity in their official curricula. However, the journey from openly acknowledging the importance of creativity to systematically and purposefully supporting its promotion in the classroom is a long one. The research reported in this article focuses on what might be regarded as the first step in this journey: school curriculum. This article analyzes curricula in 12 countries and asks three key questions: if and how creativity is defined, where is it placed in the curriculum, and what concrete advice is provided for teachers? Despite widespread interest and a productive field of research in creativity, our examination reveals little support for teachers to turn policy into practice.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"207 - 230"},"PeriodicalIF":1.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20978356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48803932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-23DOI: 10.1177/1932202X211007088
Nancy B. Hertzog, K. Lamb, Sakhavat Mammadov
Early entrance to college, a form of academic acceleration, is an educational alternative that opens pathways for advanced students to have challenging, stimulating, and relevant learning experiences. Children who choose this option enter the adult world several years earlier than most of their age peers. This involves extra growth, adaptation, and a nontypical route through adolescent developmental milestones. These changes may be a great challenge for children and their families. In this study, we report findings from semi-structured interviews with 36 parents whose children participated in one of two different early entrance to college programs at the University of Washington. We explored reasons and motivations behind families’ decisions for early entrance to college, their expectations, concerns, and overall experiences during the transition period and beyond.
{"title":"Parent Perspectives on Sending Their Children to College Early","authors":"Nancy B. Hertzog, K. Lamb, Sakhavat Mammadov","doi":"10.1177/1932202X211007088","DOIUrl":"https://doi.org/10.1177/1932202X211007088","url":null,"abstract":"Early entrance to college, a form of academic acceleration, is an educational alternative that opens pathways for advanced students to have challenging, stimulating, and relevant learning experiences. Children who choose this option enter the adult world several years earlier than most of their age peers. This involves extra growth, adaptation, and a nontypical route through adolescent developmental milestones. These changes may be a great challenge for children and their families. In this study, we report findings from semi-structured interviews with 36 parents whose children participated in one of two different early entrance to college programs at the University of Washington. We explored reasons and motivations behind families’ decisions for early entrance to college, their expectations, concerns, and overall experiences during the transition period and beyond.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"399 - 434"},"PeriodicalIF":1.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211007088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48770065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.1177/1932202X211004901
Grant Clayton
Advanced placement (AP) and concurrent enrollment (CE) provide high school students with rigorous coursework and possible college credit. Theoretical modeling predicted students would substitute CE for AP courses conditional on their probability of earning university credit, passing AP tests, and college selectivity despite CE costing more than AP. In the current study, CE costs to families drop to zero and students should be expected to maximize substitution. This study uses multiple years of school-level data from Colorado, a state with a growing CE sector to test substitution effects. Using a school fixed-effect Poisson regression of the most commonly taken AP exams, results indicate limited evidence of widespread substitution. The continued preference for AP may increase costs to families and reduce potential college credits.
{"title":"Advanced Placement and Concurrent Enrollment Substitution Effects","authors":"Grant Clayton","doi":"10.1177/1932202X211004901","DOIUrl":"https://doi.org/10.1177/1932202X211004901","url":null,"abstract":"Advanced placement (AP) and concurrent enrollment (CE) provide high school students with rigorous coursework and possible college credit. Theoretical modeling predicted students would substitute CE for AP courses conditional on their probability of earning university credit, passing AP tests, and college selectivity despite CE costing more than AP. In the current study, CE costs to families drop to zero and students should be expected to maximize substitution. This study uses multiple years of school-level data from Colorado, a state with a growing CE sector to test substitution effects. Using a school fixed-effect Poisson regression of the most commonly taken AP exams, results indicate limited evidence of widespread substitution. The continued preference for AP may increase costs to families and reduce potential college credits.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"58 1","pages":"380 - 396"},"PeriodicalIF":1.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211004901","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41302948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.1177/1932202X21995978
K. Karimova, B. Csapó
This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire and Cényelvi mérés for assessment of reading self-concepts and achievements in two foreign languages. The results of structural equation modeling demonstrated that cognitive and affective self-concepts were independent, but strongly interrelated constructs. The separated components of the reading self-concept construct showed a more explicit structure than a conflated model. The relationships among cognitive and affective self-concepts with achievements in the reading domain were invariant across gender. The results of this study can encourage future research on the examination of more domain-specific self-concepts that conceptualizes twofold multidimensional structure.
{"title":"The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian","authors":"K. Karimova, B. Csapó","doi":"10.1177/1932202X21995978","DOIUrl":"https://doi.org/10.1177/1932202X21995978","url":null,"abstract":"This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire and Cényelvi mérés for assessment of reading self-concepts and achievements in two foreign languages. The results of structural equation modeling demonstrated that cognitive and affective self-concepts were independent, but strongly interrelated constructs. The separated components of the reading self-concept construct showed a more explicit structure than a conflated model. The relationships among cognitive and affective self-concepts with achievements in the reading domain were invariant across gender. The results of this study can encourage future research on the examination of more domain-specific self-concepts that conceptualizes twofold multidimensional structure.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"324 - 353"},"PeriodicalIF":1.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X21995978","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44928008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-22DOI: 10.1177/1932202X21995931
S. Schmidt, Manuel Längler, Amelie Altenbuchner, Louisa Kobl, H. Gruber
Research was and still is involved in the controversial issue about innate talent or extensive practice as the determinants of excellent performance in a range of domains. This study aims to contribute by presenting an analysis of practice activities in a domain that appears to be particularly suitable—orchestral conducting. Most conductors usually attain expertise in instrument playing prior to commencing conducting studies. Twenty-seven students of German study programs of orchestral conducting (approximately 18.7% of the population) responded to a questionnaire about their practice activities in conducting programs and their instrumental experiences. Descriptive results show the wealth of prestudy experiences conducting students have. A clear influence on practice activities cannot be stated. During study, students rated conducting-specific practice activities as more demanding and devoted more time to them than to general music practice activities. Therefore, conducting-specific practice activities might have been practiced more deliberately than general music practice activities.
{"title":"Acquiring the Art of Conducting: Deliberate Practice as Part of Professional Learning","authors":"S. Schmidt, Manuel Längler, Amelie Altenbuchner, Louisa Kobl, H. Gruber","doi":"10.1177/1932202X21995931","DOIUrl":"https://doi.org/10.1177/1932202X21995931","url":null,"abstract":"Research was and still is involved in the controversial issue about innate talent or extensive practice as the determinants of excellent performance in a range of domains. This study aims to contribute by presenting an analysis of practice activities in a domain that appears to be particularly suitable—orchestral conducting. Most conductors usually attain expertise in instrument playing prior to commencing conducting studies. Twenty-seven students of German study programs of orchestral conducting (approximately 18.7% of the population) responded to a questionnaire about their practice activities in conducting programs and their instrumental experiences. Descriptive results show the wealth of prestudy experiences conducting students have. A clear influence on practice activities cannot be stated. During study, students rated conducting-specific practice activities as more demanding and devoted more time to them than to general music practice activities. Therefore, conducting-specific practice activities might have been practiced more deliberately than general music practice activities.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"354 - 379"},"PeriodicalIF":1.0,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X21995931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47523018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.1177/1932202X21990099
O. Desmet, Marjolijn van Weerdenburg, M. Poelman, L. Hoogeveen, Yao Yang
We examined the divergent validity and utility of the Test for Creative Thinking–Drawing Production (TCT-DP) in an identification protocol for high-ability students that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. Data were collected from seventh-grade students across 6 years (n = 710). Small significant correlations between the different measures indicated that the TCT-DP did measure a construct separate from intelligence, school motivation, inquisitiveness, and academic achievement. Furthermore, creativity did not significantly affect academic achievement when controlling for intelligence, school motivation, and inquisitiveness. We did not find support for threshold theory. Finally, we concluded that the TCT-DP provides useful additional information on creativity for high-ability identification in which measures of intelligence, school motivation, and inquisitiveness are already included. Thus, this study’s findings provide evidence for the utility and divergent validity of the TCT-DP when used with a Dutch population.
{"title":"Validity and Utility of the Test of Creative Thinking Drawing Production for Dutch Adolescents","authors":"O. Desmet, Marjolijn van Weerdenburg, M. Poelman, L. Hoogeveen, Yao Yang","doi":"10.1177/1932202X21990099","DOIUrl":"https://doi.org/10.1177/1932202X21990099","url":null,"abstract":"We examined the divergent validity and utility of the Test for Creative Thinking–Drawing Production (TCT-DP) in an identification protocol for high-ability students that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. Data were collected from seventh-grade students across 6 years (n = 710). Small significant correlations between the different measures indicated that the TCT-DP did measure a construct separate from intelligence, school motivation, inquisitiveness, and academic achievement. Furthermore, creativity did not significantly affect academic achievement when controlling for intelligence, school motivation, and inquisitiveness. We did not find support for threshold theory. Finally, we concluded that the TCT-DP provides useful additional information on creativity for high-ability identification in which measures of intelligence, school motivation, and inquisitiveness are already included. Thus, this study’s findings provide evidence for the utility and divergent validity of the TCT-DP when used with a Dutch population.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"267 - 290"},"PeriodicalIF":1.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X21990099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45373343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-09DOI: 10.1177/1932202X21990096
Courtney Ricciardi, A. Winsler
This study assesses the excellence gap by examining those who enroll in advanced, honors, and advanced placement (AP) classes among a low-income and a majority-Latinx population. Prospective longitudinal data come from a diverse, urban sample (N = 32,885) where 82.2% of the students received free or reduced price lunch. We examined numerous predictors (i.e., demographics, school readiness skills, prior academic competence) for eventual enrollment in an advanced course (middle school advanced, honors in middle and high school, and AP courses in high school) via multivariate logistic regression analyses. Results suggest that demographic factors (socioeconomic status, ethnicity, English-language learner status) often played a smaller role in advanced course enrollment after controlling for school-entry skills and prior academic competence with the exception of AP courses, where demographic effects persisted. Implications include targeted early intervention to get qualified students in poverty enrolled in academically advanced courses.
{"title":"Selection Into Advanced Courses in Middle and High School Among Low-Income, Ethnically Diverse Youth","authors":"Courtney Ricciardi, A. Winsler","doi":"10.1177/1932202X21990096","DOIUrl":"https://doi.org/10.1177/1932202X21990096","url":null,"abstract":"This study assesses the excellence gap by examining those who enroll in advanced, honors, and advanced placement (AP) classes among a low-income and a majority-Latinx population. Prospective longitudinal data come from a diverse, urban sample (N = 32,885) where 82.2% of the students received free or reduced price lunch. We examined numerous predictors (i.e., demographics, school readiness skills, prior academic competence) for eventual enrollment in an advanced course (middle school advanced, honors in middle and high school, and AP courses in high school) via multivariate logistic regression analyses. Results suggest that demographic factors (socioeconomic status, ethnicity, English-language learner status) often played a smaller role in advanced course enrollment after controlling for school-entry skills and prior academic competence with the exception of AP courses, where demographic effects persisted. Implications include targeted early intervention to get qualified students in poverty enrolled in academically advanced courses.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"291 - 323"},"PeriodicalIF":1.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X21990096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48850973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the explosive growth in stereotype threat (ST) research over the decades, a substantive amount of variability in ST effects still cannot be explained by extant research. While some attribute this unexplained heterogeneity to yet unidentified ST mechanisms, we explored an alternate hypothesis that ST theory is often misspecified in experimental research design, which introduces experimental noise (and hence variability) in stereotype threat effects unlikely to be explained by extant moderators. This study used multilevel meta-analysis to examine the impact of ST misspecification in research design on ST outcomes. Results revealed that ST effects were artificially inflated in studies that failed to include essential conditions necessary for its occurrence. Because most studies in the meta-analysis had either excluded or partially included these conditions, findings from this study suggest that ST effects on women’s performance might be smaller than previously reported in primary and secondary (meta-analytic) studies.
{"title":"Stereotype Threat and Its Problems: Theory Misspecification in Research, Consequences, and Remedies","authors":"Katherine Picho-Kiroga, Ashley Turnbull, Ariel Rodriguez-Leahy","doi":"10.1177/1932202X20986161","DOIUrl":"https://doi.org/10.1177/1932202X20986161","url":null,"abstract":"Despite the explosive growth in stereotype threat (ST) research over the decades, a substantive amount of variability in ST effects still cannot be explained by extant research. While some attribute this unexplained heterogeneity to yet unidentified ST mechanisms, we explored an alternate hypothesis that ST theory is often misspecified in experimental research design, which introduces experimental noise (and hence variability) in stereotype threat effects unlikely to be explained by extant moderators. This study used multilevel meta-analysis to examine the impact of ST misspecification in research design on ST outcomes. Results revealed that ST effects were artificially inflated in studies that failed to include essential conditions necessary for its occurrence. Because most studies in the meta-analysis had either excluded or partially included these conditions, findings from this study suggest that ST effects on women’s performance might be smaller than previously reported in primary and secondary (meta-analytic) studies.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"231 - 264"},"PeriodicalIF":1.0,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20986161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44232813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-05DOI: 10.1177/1932202X211069078
Russell T Warne
Experts within gifted education have advocated for the use of local norms when selecting students for gifted programs, instead of national-level norms. Local norms compare students to their immediate peers to identify gifted students and are believed to produce a more diverse gifted program. However, district integration limits the ability of local norms to diversify gifted programs, a fact that has been almost completely overlooked in gifted education scholarship. Through a simplified example, we show that local building-level norms are best at diversifying gifted programs when schools are highly segregated. Conversely, when achievement gaps are present and a uniform admissions cutoff is applied, building-level norms in highly integrated schools produce highly segregated gifted programs. In short, the use of building-level local norms trades one form of segregation for another. Implications and recommendations for gifted education and beyond are explored. A preprint version of this article is available at https://psyarxiv.com/nemch/.
{"title":"School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap","authors":"Russell T Warne","doi":"10.1177/1932202X211069078","DOIUrl":"https://doi.org/10.1177/1932202X211069078","url":null,"abstract":"Experts within gifted education have advocated for the use of local norms when selecting students for gifted programs, instead of national-level norms. Local norms compare students to their immediate peers to identify gifted students and are believed to produce a more diverse gifted program. However, district integration limits the ability of local norms to diversify gifted programs, a fact that has been almost completely overlooked in gifted education scholarship. Through a simplified example, we show that local building-level norms are best at diversifying gifted programs when schools are highly segregated. Conversely, when achievement gaps are present and a uniform admissions cutoff is applied, building-level norms in highly integrated schools produce highly segregated gifted programs. In short, the use of building-level local norms trades one form of segregation for another. Implications and recommendations for gifted education and beyond are explored. A preprint version of this article is available at https://psyarxiv.com/nemch/.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"275 - 309"},"PeriodicalIF":1.0,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43173241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-16DOI: 10.1177/1932202X20974024
M. Thier, Paul Beach
By matching International Baccalaureate (IB) and non-IB U.S. public schools based on state, grade span, and enrollment, we used recent public data to confirm relations among a hierarchy of school characteristics and whether schools made available any of IB’s four programs. We fortified prior claims regarding how poverty, minority concentration, and geographic locale as a function of proximity to cities relate to IB availability, a proxy for opportunity to learn international-mindedness. Our proximity approach to data from public schools and a descriptive look at data from private schools highlighted the unique importance of proximity to cities in identifying where IB opportunities do and do not exist. We conclude by specifying recommendations for decision-makers who might need resources to make IB implementation viable or to win local hearts and minds before doing so.
{"title":"Still Where, Not If, You’re Poor: International Baccalaureate Opportunities to Learn International-Mindedness and Proximity to U.S. Cities","authors":"M. Thier, Paul Beach","doi":"10.1177/1932202X20974024","DOIUrl":"https://doi.org/10.1177/1932202X20974024","url":null,"abstract":"By matching International Baccalaureate (IB) and non-IB U.S. public schools based on state, grade span, and enrollment, we used recent public data to confirm relations among a hierarchy of school characteristics and whether schools made available any of IB’s four programs. We fortified prior claims regarding how poverty, minority concentration, and geographic locale as a function of proximity to cities relate to IB availability, a proxy for opportunity to learn international-mindedness. Our proximity approach to data from public schools and a descriptive look at data from private schools highlighted the unique importance of proximity to cities in identifying where IB opportunities do and do not exist. We conclude by specifying recommendations for decision-makers who might need resources to make IB implementation viable or to win local hearts and minds before doing so.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"178 - 206"},"PeriodicalIF":1.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20974024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47203073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：