CAS reflection implementation at six international baccalaureate diploma programme schools in Turkey

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buir.supervisorAnn Martin, Robin
dc.contributor.authorPerry, Stirling
dc.date.accessioned2016-01-08T20:05:08Z
dc.date.available2016-01-08T20:05:08Z
dc.date.copyright2015
dc.date.issued2015
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.descriptionAnkara : The Program of Teaching English as a Foreign Language İhsan Doğramacı Bilkent University, 2015.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2015.en_US
dc.descriptionIncludes bibliographical references (leaves 118-123).en_US
dc.descriptionCataloged from PDF version of article.
dc.description.abstractThe Creativity, Action, Service (CAS) program is a required experiential learning element of the International Baccalaureate (IB) Diploma Programme (DP) curriculum. As a means of connecting their experiences with learning, students are required to reflect on their CAS activities. If reflection is not implemented effectively, then students are less likely to internalize the lessons they learn from their experiences. This study examined the ways in which CAS program reflection was implemented at six IBDP schools in Turkey. With a research colleague, I visited the six schools, gathering data from interviews with students, teachers, and administrators, as well as collecting a number of documents related to their CAS programs. According to other research, effective reflection should be implemented using a variety of methods, should occur before, during, and after an experience, and should involve regular feedback from advisors/teachers. The results of my research show that most schools rely primarily on simplistic forms, which do not encourage much authentic reflection, such as periodic essays or verbal interactions between advisors/teachers and students, which can be effective if done correctly. Some aspects of reflection implementation at many schools do not align with the recommendations of prior research. As such, I have made certain prescriptions as to how reflection should be implemented, based on my own and others’ research. Key words: creativity, action, service, CAS, International Baccalaureate, IB, Diploma Programme, DP, reflection, implementation, Turkey, school, experiential learning.
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Stirling Perryen_US
dc.format.extentxiii, 135 leaves : illustrations ; 30 cm.en_US
dc.identifier.itemidB150577
dc.identifier.urihttp://hdl.handle.net/11693/17006
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCreativity
dc.subjectAction
dc.subjectService
dc.subjectCAS
dc.subjectInternational Baccalaureate
dc.subjectIB
dc.subjectDiploma Programme
dc.subjectDP
dc.subjectReflection
dc.subjectİmplementation
dc.subjectTurkey
dc.subjectSchool
dc.subjectExperiential learning
dc.titleCAS reflection implementation at six international baccalaureate diploma programme schools in Turkeyen_US
dc.title.alternativeTürkiye’deki altı uluslarası bakalorya diploma programı okulunda CAS yansıma işlemi
dc.typeThesisen_US

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M.A. in Teaching English as a Foreign Language - Master's degree