Digital Learning Coach

NIST, Thailand

Jul 2014 - Present

ICT

Early Learning Team Leader

BIS, Germany

Aug 2010 - Jun 2014

PYP, Early Years Education

Grade 1 PYP Teacher

WISS, China

Jun 2008 - Jun 2010

PYP

Early Years, Grade 3 Teacher

SAIS, Korea, Republic of

Apr 2000 - Jun 2008

Early Years, US Grade 3 curriculum

EdD Candidate

University of Bath, United Kingdom

Jan 2012 - Present

MEd

GMU, United States

Jun 2006 - Jun 2008

BFA

ACAD, Alberta, Canada

Jan 1995 - Jun 1999

TEDxYouth@BIS 2011, 2012, 2013, 2014
TEDxYouth@NIST

The purpose of this study was to examine authentic student-generated action within an IB school. The study aimed to examine and reflect on action as part of the planned, taught and assessed curricula. The study was conducted at an international school in Germany using an iterative process of data collection on a convenience sample of 36 PYP students and 7 PYP teachers. Reflective analysis of the data collected contributed to the final understanding of sustained action within the learning community. Instruments that included qualitative surveys, checklists and reflective journaling were used to collect data specific to the various research sub-questions. We determined a need for a definition of action and discovered that students’ action was rudimentary and required more support – in the form of an action phase document and explicitly taught skills – in order for it to be sustainable. Furthermore, we developed a resource website that supported teachers in fostering student-led sustainable action. Future research could entail whole-school data collection inclusive of the MYP and DP programmes in order to develop a cohesive definition, philosophy and curricula that support sustainable action at the school.