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#Acedo, C. & Hughes, C. (2014). Principles for learning and competences in the 21st-century curriculum. Prospects, 40(1), 503-525.

#Acedo, C. & Hughes, C. (2014). Principles for learning and competences in the 21st-century curriculum. ''Prospects,'' 40(1), 503-525.

#Berger Kaye, K. (2010). The complete guide to service learning. Minneapolis, MN: Free Spirit Publishing.

#Berger Kaye, K. (2010). ''The complete guide to service learning''. Minneapolis, MN: Free Spirit Publishing.

#Bertram Gallant, T. (2011). Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education. New York: Routledge.

#Bertram Gallant, T. (2011). ''Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education.'' New York: Routledge.

#Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In McMillan, J.H. (Ed.), Sage handbook of research on classroom assessment, p. 167‒178. Los Angeles, CA: Sage.

#Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In McMillan, J.H. (Ed.), ''Sage handbook of research on classroom assessment'', p. 167‒178. Los Angeles, CA: Sage.

#Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5–21.

#Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5–21.

#Coffield, F., et al. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Trowbridge, UK: Cromwell Press Ltd.

#Coffield, F., et al. (2004). ''Learning styles and pedagogy in post-16 learning: A systematic and critical review.'' Trowbridge, UK: Cromwell Press Ltd.

#Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: HarperCollins.

#Csikszentmihalyi, M. (1996). ''Creativity: Flow and the psychology of discovery and invention.'' New York, NY: HarperCollins.

#Dweck, C.S. (1999) Self Theories: Their Role in Motivation, Personality, and Development. Hove: Psychology Press, Taylor and Francis Group.

#Dweck, C.S. (1999) ''Self Theories: Their Role in Motivation, Personality, and Development.'' Hove: Psychology Press, Taylor and Francis Group.

#Erickson, L. (2007). Concept-based curriculum & instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press Pub.

#Erickson, L. (2007). ''Concept-based curriculum & instruction for the thinking classroom.'' Thousand Oaks, CA: Corwin Press Pub.

#Erickson, L. (2013). Concept-based curriculum and instruction: Engaging the child’s mind. [Presentation at the ninth Annual Education Conference at the International School of Geneva, 2014.]

#Erickson, L. (2013). ''Concept-based curriculum and instruction: Engaging the child’s mind.'' [Presentation at the ninth Annual Education Conference at the International School of Geneva, 2014.]

#Fadel. (2011). Redesigning the curriculum. <curriculumredesign.org/wp-content/uploads/CCR-Foundational-Whitepaper-CharlesFadel2.pdf>

#Fadel. (2011). Redesigning the curriculum. <curriculumredesign.org/wp-content/uploads/CCR-Foundational-Whitepaper-CharlesFadel2.pdf>

#Fillis, I. & McAuley, A. (2000). Modelling and measuring creativity at the interface. Journal of Marketing Theory and Practice, 8(2), 8‒17.

#Fillis, I. & McAuley, A. (2000). Modelling and measuring creativity at the interface. ''Journal of Marketing Theory and Practice,'' 8(2), 8‒17.

#Fredericks, A.D. (1991). Using “What if…?” questions across the curriculum, Learning, 19, 50‒53.

#Fredericks, A.D. (1991). ''Using “What if…?”'' questions across the curriculum, Learning, 19, 50‒53.

#Gardner, H. (2007). Five minds for the future. Boston: Harvard Business School Press.

#Gardner, H. (2007). Five minds for the future. Boston: Harvard Business School Press.

#Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. Journal Directions for Teaching and Learning, 80, 69–74.

#Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. Journal Directions for Teaching and Learning, 80, 69–74.

# Hattie, J. (1999). Influences on student learning. Inaugural lecture. University of Auckland, August 2, 1999. <https://cdn.auckland. ac.nz/assets/education/hattie/docs/influences-on-studentlearning.pdf>

# Hattie, J. (1999). Influences on student learning. Inaugural lecture. University of Auckland, August 2, 1999. <https://cdn.auckland. ac.nz/assets/education/hattie/docs/influences-on-studentlearning.pdf>

#Hattie, J. & Timperly, H. (2007). The power of feedback. Review of Educational Research, 77(1): 81–112. Herman, E. S., & Chomsky, N. (1988). Manufacturing consent. New York: Pantheon.

#Hattie, J. & Timperly, H. (2007). The power of feedback. ''Review of Educational Research,'' 77(1): 81–112. Herman, E. S., & Chomsky, N. (1988). Manufacturing consent. New York: Pantheon.

#IAEB International Education Advisory Board. (2013). Learning in the 21st century: Teaching today’s students on their terms.<www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepaper040808.pdf>

#IAEB International Education Advisory Board. (2013). ''Learning in the 21st century: Teaching today’s students on their terms.''<www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepaper040808.pdf>

#ISG International School of Geneva. (2009). Foundation Policy on the promotion of the values of the International School of Geneva and for the citizenship education of students. <www.ecolint.ch/sites/default/files/document_files/Promotion_of_Values_2009_E.pdf>

#ISG International School of Geneva. (2009). ''Foundation Policy on the promotion of the values of the International School of Geneva and for the citizenship education of students.'' <www.ecolint.ch/sites/default/files/document_files/Promotion_of_Values_2009_E.pdf>

#ISG International School of Geneva. (2012). Focus for the future, Geneva, Switzerland: Ecolint.

#ISG International School of Geneva. (2012). ''Focus for the future,'' Geneva, Switzerland: Ecolint.

#Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156. [doi:10.1093/clipsy/bpg016.]

#Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. ''Clinical Psychology: Science and Practice,'' 10, 144–156. [doi:10.1093/clipsy/bpg016.]

#Kampylis, P. & Berki, E. (2014). Nurturing creative thinking. Educational Practice Series (25).

#Kampylis, P. & Berki, E. (2014). Nurturing creative thinking. Educational Practice Series (25).

#Kazemi,E.(1998).Discoursethat promotesconceptual understanding. Teaching Children Mathematics, 4, 410–414.

#Kazemi,E.(1998).Discoursethat promotesconceptual understanding. ''Teaching Children Mathematics,'' 4, 410–414.

#Koestler, A. (1964). The act of creation. New York: Penguin Books.

#Koestler, A. (1964). ''The act of creation.'' New York: Penguin Books.

#Kolb, D.A., Rubin, I.M., & McIntyre, J.M. (1974). Organizational psychology: A book of readings (2nd ed.). Englewood Cliffs, NJ:

#Kolb, D.A., Rubin, I.M., & McIntyre, J.M. (1974). ''Organizational psychology: A book of readings'' (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Prentice-Hall.

#Kolb, D. A. (2000). Facilitator’s guide to learning. Boston: Hay/McBer.

#Kolb, D. A. (2000). Facilitator’s guide to learning. Boston: Hay/McBer.

#Land, R. et al. (2005). Threshold concepts and troublesome knowledge(3)*: Implications for course design and evaluation. In C. Rust(Ed.), Improving student learning diversity and inclusivity. Oxford, UK: Oxford Centre for Staff and Learning Development.

#Land, R. et al. (2005). Threshold concepts and troublesome knowledge(3)*: Implications for course design and evaluation. In C. Rust(Ed.), ''Improving student learning diversity and inclusivity.'' Oxford, UK: Oxford Centre for Staff and Learning Development.

#Langer, E.J. (1992). Matters of mind: Mindfulness/mindlessness in perspective. Consciousness and Cognition, 1, 289–305.

#Langer, E.J. (1992). Matters of mind: Mindfulness/mindlessness in perspective. ''Consciousness and Cognition,'' 1, 289–305.

#Lindström, L. (2006). Creativity: What is it? Can you assess it? Can it be taught? International Journal of Art and Design Education, 25(1), 53–66.

#Lindström, L. (2006). Creativity: What is it? Can you assess it? Can it be taught? ''International Journal of Art and Design Education,'' 25(1), 53–66.

#Mercer, N., et al. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359–377.

#Mercer, N., et al. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. ''British Educational Research Journal,'' 30(3), 359–377.

# Mossberger, K. (2009).Towards digital citizenship: addressing inequality in the digital age. In A. Chadwick & P.N. Howard (Eds.), Routledge handbook of internet politics. New York, NY: Routledge.

# Mossberger, K. (2009).Towards digital citizenship: addressing inequality in the digital age. In A. Chadwick & P.N. Howard (Eds.), ''Routledge handbook of internet politics.'' New York, NY: Routledge.

#Newton, D.P. (1996). Causal situations in science: A model for supporting understanding, Learning and Instruction, 6(3), 201–217.

#Newton, D.P. (1996). Causal situations in science: A model for supporting understanding, ''Learning and Instruction,'' 6(3), 201–217.

#Ohler, J. (2011). Digital citizenship means character education for the Digital Age. Kappa Delta Pi, Centennial issue. <http://www.jasonohler.com/publications/articles.cfm>

#Ohler, J. (2011). Digital citizenship means character education for the Digital Age. Kappa Delta Pi, Centennial issue. <http://www.jasonohler.com/publications/articles.cfm>

#Paul, R. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.

#Paul, R. (1990). ''Critical thinking: What every person needs to survive in a rapidly changing world.'' Santa Rosa, CA: Foundation for Critical Thinking.

#Paul, R., & Elder. L. (2006). A guide for educators to critical thinking competency standards. Dillon Beach, CA: Foundation for Critical Thinking.

#Paul, R., & Elder. L. (2006). ''A guide for educators to critical thinking competency standards.'' Dillon Beach, CA: Foundation for Critical Thinking.

#Pellegrino, J.W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.

#Pellegrino, J.W., Chudowsky, N., & Glaser, R. (2001). ''Knowing what students know: The science and design of educational assessment.'' Washington, DC: National Academy Press.

#Peterson, A.D.C. (1987). Schools across frontiers: The story of the International Baccalaureate and the United World Colleges. Chicago, IL: Open Court.

#Peterson, A.D.C. (1987). ''Schools across frontiers: The story of the International Baccalaureate and the United World Colleges.'' Chicago, IL: Open Court.

#QCA – Qualifications and Curriculum Authority. (2004). Creativity: Find it, promote it. Sudbury, UK: QCA Publications.

#QCA – Qualifications and Curriculum Authority. (2004). ''Creativity: Find it, promote it.'' Sudbury, UK: QCA Publications.

#Ritchhart, R. & Perkins, D. (2005). Learning to Think: The Challenges of Teaching Thinking. In K.J. Holyoak and R.G. Morrison (Eds.) The Cambridge Handbook of Thinking and Reasoning. New York: Cambridge University Press.

#Ritchhart, R. & Perkins, D. (2005). Learning to Think: The Challenges of Teaching Thinking. In K.J. Holyoak and R.G. Morrison (Eds.) ''The Cambridge Handbook of Thinking and Reasoning.'' New York: Cambridge University Press.

#Ryle, G. (1971). Knowing how and knowing that. In G. Ryle (Ed.) Collected papers (Vol. 2, pp. 212–25). New York: Barnes & Noble.

#Ryle, G. (1971). Knowing how and knowing that. In G. Ryle (Ed.) ''Collected papers'' (Vol. 2, pp. 212–25). New York: Barnes & Noble.

#Schleicher, A. (2011). Pearson to develop frameworks for OECD’s PISA student assessment for 2015. <uk.pearson.com/home/news/2011/september/pearsonto-develop-frameworks-foroecds-pisa-student-assessment-for-2015.html>

#Schleicher, A. (2011). Pearson to develop frameworks for OECD’s PISA student assessment for 2015. <uk.pearson.com/home/news/2011/september/pearsonto-develop-frameworks-foroecds-pisa-student-assessment-for-2015.html>

#Short, K.G., et al. (1996). Learning together through inquiry: From Columbus to integrated curriculum. Portland, ME: Stenhouse.

#Short, K.G., et al. (1996). ''Learning together through inquiry: From Columbus to integrated curriculum.'' Portland, ME: Stenhouse.

#Siegel, H. (1985). Educating reason: Critical thinking, informal logic, and the philosophy of education. Part Two: Philosophical questions underlying education for critical thinking. Informal Logic, 7, 2–3.

#Siegel, H. (1985). Educating reason: Critical thinking, informal logic, and the philosophy of education. Part Two: Philosophical questions underlying education for critical thinking. ''Informal Logic,'' 7, 2–3.

#Silver, N. (2012). The signal and the noise: Why so many predictions fail—But some don’t. New York: Penguin.

#Silver, N. (2012). The signal and the noise: Why so many predictions fail—But some don’t. New York: Penguin.

#Singh M. & Qi J. (2013). 21st century international mindedness: An exploratory study of its conceptualisation and assessment. Sydney, Australia: Centre for Educational Research School of

#Singh M. & Qi J. (2013). ''21st century international mindedness: An exploratory study of its conceptualisation and assessment.'' Sydney, Australia: Centre for Educational Research School of Education, University of Western Sydney. <ibo.org/research/programmedevelopment/programmedevstudies/literature/documents/SinghQiIBreport27JulyFINALVERSION.pdf>