Leadership Approaches to International Mindedness in CAIS IBDP Boarding Schools
Bibliographic record
Abstract
International mindedness (IM) is crucial in education, promoting global perspectives, intercultural understanding, and responsible citizenship. This thesis examines leadership strategies for fostering IM in students attending Canadian boarding schools offering the International Baccalaureate Diploma Programme (IBDP) and accredited by the Canadian Accredited Independent Schools (CAIS). Despite existing research on IBDP, IM, and leadership, there is a gap in studies connecting these areas in the Canadian context. The study explores how school leaders promote IM, providing insights for policymakers, educators, and the community. It looks at strategies to integrate IM into school culture, curriculum, and community engagement, highlighting leadership's role in enhancing students' cultural competence, global engagement, and academic performance. Using a multiple-case study methodology, the research includes interviews with nine leaders from six of the eight CAIS IBDP boarding schools. Findings reveal themes of collaboration, inclusivity, empathy, and principled decision-making, while also identifying challenges like workload and social media influence. The thesis concludes that effective leadership in IM involves professional development, community engagement, and integrating IM into the school's mission and values. Keywords: international mindedness, leadership, boarding schools, International Baccalaureate Diploma Programme (IBDP), Canadian Accredited Independent Schools (CAIS)
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".