Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Judith J. Tanner

Abstract

Abstract

The International Baccalaureate (IB) curriculum recognizes approaches to learning skills(ATLS) as an integral part of the Primary Years Programme (PYP) framework. This vital element of learning is designed to be embedded in the program standards and practices of the inquiry-based IB curriculum. After an evaluation visit by the IB school visit team members in 2017, a report was shared with the international primary school (IPS) study site located in Southeast Asia, which indicated that teachers were encountering challenges in consistent integration of ATLS to enhance transdisciplinary learning, which is the problem of this study. The purpose of this qualitative project study was to explore teachers’ perceptions on the integration of ATLS to enhance transdisciplinary learning. The study addressed the research question of what teachers’ perspectives on the inconsistent integration of ATLS at the IPS entailed. The conceptual framework that grounded this study was adapted from Gürkan’s integrated design model within the IB PYP. Semi-structured one-on-one interviews were conducted with seven purposefully selected IPS educators which included homeroom and special subject teachers who taught from pre-kindergarten to 5th grade. The key results, conclusions, and findings of the study indicated that factors such as collaboration, time, curriculum articulation, and reflection were important elements for pedagogical leaders to consider while creating structures that would support teachers to integrate ATLS to enhance transdisciplinary learning. A professional development project will be developed and provided to teachers at the IPS. As a result, educators will be inspired to develop and implement ATLS which may lead to positive social change. Students are likely to use these skills across different contexts and may have more positive educational outcomes.

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