{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129882"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129882","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Perceptions of agency in teachers within international baccalaureate primary years programmes in the Chicago public schools","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","abstract_has_math":false,"creators":["Pirillis, Freeda"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Mason, Curtis","Pak, Yoon","Lindgren, Samantha","Kang, Hyun-Sook"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-07-17","date_published":"2025-07-17","updated_at":"2026-07-22T22:25:06Z","subjects":["International Baccalaureate","Primary Years Programme","Chicago Public Schools","Agency","Teachers' Perceptions"],"languages":["en","eng"],"rights":["Copyright 2025 Freeda Pirillis"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129882","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mason, Curtis","Pak, Yoon","Lindgren, Samantha","Kang, Hyun-Sook"]},{"key":"dc:creator","label":"Author","values":["Pirillis, Freeda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-07-17","2025-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["International Baccalaureate","Primary Years Programme","Chicago Public Schools","Agency","Teachers' Perceptions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Freeda Pirillis"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129882"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","The student, Freeda Pirillis, accepted the attached license on 2025-07-15 at 17:59.","The student, Freeda Pirillis, submitted this Dissertation for approval on 2025-07-15 at 18:16.","This Dissertation was approved for publication on 2025-07-17 at 11:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22591 on 2025-10-20 at 16:58:35","While the achievement gap between students of color and White students in the United States continues to exist, there have been efforts towards identifying models of education that may better serve students from lower socio-economic and minoritized backgrounds (Chae & Gray-Rice, 2019; Conner, 2008; Cortes et al., 2013; Saavedra, 2014). An International Baccalaureate (IB) education has been viewed as a vehicle for increasing student achievement while also preparing students for college and the global labor market (Cortes et al., 2013; Dvir et al., 2018). The focus at the federal level to fund the IB as a mechanism for closing the achievement gap has been researched with studies suggesting an IB education may positively impact students from low-income backgrounds (Connor, 2008; Hemelt, 2014; Perna et al., 2015; Stillisano et al., 2011). The recent and rapid expansion of IB programming in the Chicago Public Schools (CPS), the focus of this research, has signaled a shift for students and families from what has been historically been considered ‘school choice’ to ‘choice schools’ as more neighborhood schools offer the IB among other specialty programs to students from minoritized communities (Chicago Public Schools, 2018; Chicago Public Schools, 2021; Danns, 2018). The primary purpose of this research was to explore the impact of the IB Primary Years Programme (PYP) within the CPS system on teachers with a focus on perceptions of agency, or the amount of voice, choice, and ownership they have in their classroom and school. This included understanding how IB PYP teachers conceptualize and operationalize agency in their local context, and ultimately, how this influenced their work in classrooms that primarily serve students from minoritized backgrounds. Due to the lack of research to date on the PYP in the district, the secondary purpose of this study was to explore the impact of the IB on schools who have been authorized to offer the PYP, specifically within the Chicago urban school setting. Using an exploratory qualitative design, 11 IB PYP teachers and IB Coordinators were recruited using a screening questionnaire, then interviewed using a semi-structured format via Zoom. Interview questions were focused on teachers’ perceptions of agency, as well as how classroom and schoolwide practices that contribute to a higher degree of agency for teachers and students. Results indicate how IB PYP teachers and IB Coordinators conceptualized and operationalized agency contributes to classroom practices that are also perceived to support the development of agency within students. Schoolwide practices were elevated by participants to either hinder or increase teachers’ feelings of autonomy and agency within their context while participants’ belief systems, as well as programmatic or student outcomes emerged as an unexpected finding when exploring the impact of the IB PYP in CPS. Ultimately, the IB PYP appears to have a positive impact on students from minoritized communities and contributes to the limited existing research on the IB Diploma Programme in the district."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Perceptions of agency in teachers within international baccalaureate primary years programmes in the Chicago public schools"]}]}],"canonical_facts":{"dc:contributor":["Mason, Curtis","Pak, Yoon","Lindgren, Samantha","Kang, Hyun-Sook"],"dc:creator":["Pirillis, Freeda"],"dc:date":["2025-07-17","2025-08"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms","The student, Freeda Pirillis, accepted the attached license on 2025-07-15 at 17:59.","The student, Freeda Pirillis, submitted this Dissertation for approval on 2025-07-15 at 18:16.","This Dissertation was approved for publication on 2025-07-17 at 11:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22591 on 2025-10-20 at 16:58:35","While the achievement gap between students of color and White students in the United States continues to exist, there have been efforts towards identifying models of education that may better serve students from lower socio-economic and minoritized backgrounds (Chae & Gray-Rice, 2019; Conner, 2008; Cortes et al., 2013; Saavedra, 2014). An International Baccalaureate (IB) education has been viewed as a vehicle for increasing student achievement while also preparing students for college and the global labor market (Cortes et al., 2013; Dvir et al., 2018). The focus at the federal level to fund the IB as a mechanism for closing the achievement gap has been researched with studies suggesting an IB education may positively impact students from low-income backgrounds (Connor, 2008; Hemelt, 2014; Perna et al., 2015; Stillisano et al., 2011). The recent and rapid expansion of IB programming in the Chicago Public Schools (CPS), the focus of this research, has signaled a shift for students and families from what has been historically been considered ‘school choice’ to ‘choice schools’ as more neighborhood schools offer the IB among other specialty programs to students from minoritized communities (Chicago Public Schools, 2018; Chicago Public Schools, 2021; Danns, 2018). The primary purpose of this research was to explore the impact of the IB Primary Years Programme (PYP) within the CPS system on teachers with a focus on perceptions of agency, or the amount of voice, choice, and ownership they have in their classroom and school. This included understanding how IB PYP teachers conceptualize and operationalize agency in their local context, and ultimately, how this influenced their work in classrooms that primarily serve students from minoritized backgrounds. Due to the lack of research to date on the PYP in the district, the secondary purpose of this study was to explore the impact of the IB on schools who have been authorized to offer the PYP, specifically within the Chicago urban school setting. Using an exploratory qualitative design, 11 IB PYP teachers and IB Coordinators were recruited using a screening questionnaire, then interviewed using a semi-structured format via Zoom. Interview questions were focused on teachers’ perceptions of agency, as well as how classroom and schoolwide practices that contribute to a higher degree of agency for teachers and students. Results indicate how IB PYP teachers and IB Coordinators conceptualized and operationalized agency contributes to classroom practices that are also perceived to support the development of agency within students. Schoolwide practices were elevated by participants to either hinder or increase teachers’ feelings of autonomy and agency within their context while participants’ belief systems, as well as programmatic or student outcomes emerged as an unexpected finding when exploring the impact of the IB PYP in CPS. Ultimately, the IB PYP appears to have a positive impact on students from minoritized communities and contributes to the limited existing research on the IB Diploma Programme in the district."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129882"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Freeda Pirillis"],"dc:subject":["International Baccalaureate","Primary Years Programme","Chicago Public Schools","Agency","Teachers' Perceptions"],"dc:title":["Perceptions of agency in teachers within international baccalaureate primary years programmes in the Chicago public schools"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:06Z"}