Veronica Boix Mansilla

Veronica Boix Mansilla
Harvard University | Harvard · Harvard Graduate School of Education

About

23
Publications
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1,510
Citations

Publications

Publications (23)
Article
What exactly does it mean to be globally competent in a Chinese context in the early 21st century? In this article, we propose a culturally informed re-interpretation of ‘global competence’ rooted in Eastern and Western traditions. We draw on a longitudinal empirical action-research study of Chinese and foreign teachers working to foster global com...
Chapter
How might we support young people to understand who they are in an interconnected world, prepare them to consider multiple perspectives as they collaborate with others across cultures and languages to improve conditions, and provide opportunities for them to participate positively in civic life, school, and work? Preparing students for today’s worl...
Article
Full-text available
Given the growing centrality of interdisciplinarity to scientific research, gaining a better understanding of successful interdisciplinary collaborations has become imperative. Drawing on extensive case studies of nine research networks in the social, natural, and computational sciences, we propose a construct that captures the multidimensional cha...
Technical Report
The Successful Interdisciplinary Collaboration Project examines, through a multiple case study, the experiences of experts working in nine research groups of the Canadian Institute for Advanced Research, the MacArthur Foundation, and the Santa Fe Institute. Three questions guide our empirical examination, which correspond to three determinants of s...
Article
In this paper, the authors introduce the "Targeted Assessment Rubric for Interdisciplinary Writing," an empirically-tested instrument designed to assess interdisciplinary writing at the collegiate level. Interdisciplinary writing presents unique challenges to students, calling upon them to mediate the rhetorical, theoretical, and methodological dif...
Article
Students need more than a large information base to understand their ever-changing world. They need to master disciplinary thinking.
Article
This chapter looks at promising educational practices employed by an exemplary group of teachers in Massachusetts and the difficulties they encounter in their attempts to engage students in the study of globalization. It offers a view of what effective twenty-first-century classrooms might look like, and points to important areas of research needed...
Article
Full-text available
Students need more than a large information base to understand their ever-changing world. They need to master disciplinary thinking. The unit on industrialization was almost over. Phillip, a 10th grade world history teacher, began to design the final test. In the past, he had included questions from his weekly quizzes as well as new questions about...
Article
Full-text available
An empirical study of assessment practices in recognized undergraduate interdisciplinary programs sheds light on indicators of quality in interdisciplinary student work. Findings are integrated into an assessment framework that targets disciplinary grounding, integrative quality, and critical awareness evidenced in a piece of work. Applications of...
Article
How does one ascertain the quality of interdisciplinary work, when criteria from individual disciplines do not suffice? Assessment is one of the most important and least understood aspects of interdisciplinary research. An empirical study of interdisciplinary work in five established research institutions, reveals that experts prioritize peer revie...
Article
Full-text available
At the frontier of knowledge production, boundary-crossing takes place at a variety of disciplinary crossroads. This paper reports the results of an empirical study of work carried out at five major research institutions. The study is based of in-depth interview data (N = 55), complemented by samples of published work and institutional documentatio...
Article
Full-text available
A fundamental change is taking place in the ways in which knowledge has been organized, produced, and used since the emergence of the Modern university in the late nineteenth century. The disciplinary landscape in which knowledge was arranged is being rapidly reconfigured. In recent years, an unprecedented ease of communications, a fast-paced knowl...
Article
Full-text available
Abstract In this paper we explore three strategies that can be used to overcome the relative disciplinary isolation of science and mathematics in the traditional high school curriculum. The strategies are: essentializing, contextualizing, and problem-centering. The differences among these integrative strategies are rooted in the goals of the interd...
Article
The study presented examined 16 award-winning high school students' beliefs about the criteria by which scientific theories and historical narratives are deemed trustworthy. It sought to (a) describe such beliefs as students reasoned within each discipline; (b) examine the degree to which such beliefs were organized as coherent systems of thought;...
Article
Full-text available
The four-part Teaching for Understanding framework covers the full range of intellectual disciplines. Different disciplines call upon different analytic styles, problem-solving approaches, and findings, temperaments, and intelligences. This article explores stages of student development, ranging from intuitive, common-sense theories about the world...
Article
Current debates around the organization of precollegiate curriculum have directed considerable criticism at the dominant role assumed by subject matter or disciplines. Criticisms have ranged from a call for interdisciplinary or theme-based curricula to an emphasis on ”ways of knowing,” or “learning styles” as organizing units that replace disciplin...
Article
Qualifying paper--Harvard Graduate School of Education, 2000. Includes bibliographical references (leaves 59-62). Passed in HDP, September 1999.

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Project (1)
Archived project
The Successful Interdisciplinary Collaboration Project examines, through a multiple case study, the experiences of experts working in nine research groups of the Canadian Institute for Advanced Research, the MacArthur Foundation, and the Santa Fe Institute. Three questions guide our empirical examination, which correspond to three determinants of successful interdisciplinary: (1) Intellectual Dimension: How do members of the group define the cognitive/epistemic nature of their enterprise? What cognitive platforms for interdisciplinary integration do they create? (2) Interactional Dimension: How do participants experience the construction of their group membership and collective work styles? How do such work styles contribute or hinder the creation of common platforms of disciplinary integration? (3) Institutional Dimension: What role do foundations play to enable the functioning of interdisciplinary groups? What organizational structures promote the generation of new interdisciplinary inquiries?