The International Baccalaureate Middle Years Programme (MYP) in US Middle Level Schools

Dever, Robin

doi:10.4324/9781351122115-3

Cited by 1 publication

(2 citation statements)

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“…Furthermore, the four distinct IB programmes (primary, middle school, diploma and career levels) offer comprehensive, interconnected, and conceptually driven curricula that actively encourage interdisciplinary learning within real‐world contexts (IBO, 2018). Within the IB, the MYP stands out due to its distinctive emphasis on nurturing critical thinking skills, which is widely acknowledged as a fundamental component of the programme (Calnin et al., 2018; Dever, 2019). For example, it has a specific unit, Individuals and Societies, that is solely dedicated to fostering and assessing critical thinking.…”

Section: Introductionmentioning

confidence: 99%

“…Empirical evidence lends support to the assertion that the above‐mentioned features of the MYP enhance students' critical thinking. For example, studies across various nations, including Australia, Turkey, Spain, the United Kingdom, the United Arab Emirates, the United States and several Asian countries, consistently reported a positive impact on students' critical thinking development within the MYP framework, as perceived by students, parents, teachers and school leaders (Aoki, 2018; Ateşkan et al., 2016; Australian Council for Educational Research [ACER], 2015; Beckwitt et al., 2015; Sizmur & Cunningham, 2013; Stevenson et al., 2017; Storz & Hoffman, 2018; Wade et al., 2016; Wolanin & Wade, 2012). Nevertheless, it is imperative to acknowledge that perceived benefits may not always precisely align with the actual impact of the MYP on students' critical thinking development.…”

Section: Introductionmentioning

confidence: 99%

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A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

Johnston,

McGrane,

Vendrell‐Morancho

et al. 2023

Review of Education

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Critical thinking is an essential skill for life‐long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years Programme (MYP), which explicitly emphasises critical thinking development in its curriculum and has been shown to facilitate classroom strategies to develop critical thinking, versus students enrolled in the national curricula in Australia, England and Norway. The study comprised 870 students across the MYP (n = 386) and non‐MYP (n = 484) curricula in Grades 9 and 10 across 21 schools. Data were remotely collected on their critical thinking skills, and several other relevant cognitive, non‐cognitive and background characteristics. A propensity score matching approach was used to match the MYP and non‐MYP groups on these characteristics and their critical thinking skills were compared using weighted regression. Findings showed that, overall, MYP students possessed higher levels of critical thinking skills than their non‐MYP peers with a moderate effect size (β = 0.38). This advantage also held at both grade levels and across Australian and English students, with no difference for Norwegian students. Thus, the MYP appears to be a promising exemplar for enhancing critical thinking among secondary‐aged students, although context needs to be considered. Based on these findings, recommendations of specific instructional strategies are offered, as well as future research to inform criticalthinking pedagogy.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%