Relevant bibliographies by topics / International baccalaureate

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'International baccalaureate'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'International baccalaureate.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "International baccalaureate"

1

Møllmann, Else Marie, Inge Vinten, and Inger Østergaard. "International Baccalaureate." Sprogforum. Tidsskrift for sprog- og kulturpædagogik 9, no. 27 (October 1, 2003): 27–29. http://dx.doi.org/10.7146/spr.v9i27.112533.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tooley, James. "The International Baccalaureate." Economic Affairs 22, no. 3 (September 2002): 54. http://dx.doi.org/10.1111/1468-0270.00373.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tooley, James. "THE INTERNATIONAL BACCALAUREATE." Economic Affairs 22, no. 3 (September 2002): 54. http://dx.doi.org/10.1111/j.1468-0270.2002.tb00362.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Votta, P. "International Baccalaureate Physics." Physics Education 28, no. 3 (May 1993): 142–45. http://dx.doi.org/10.1088/0031-9120/28/3/002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hill, Ian. "The International Baccalaureate." Journal of Research in International Education 1, no. 2 (December 2002): 183–211. http://dx.doi.org/10.1177/147524002764248130.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fox, Elisabeth. "International Schools and the International Baccalaureate." Harvard Educational Review 55, no. 1 (April 1, 1985): 53–69. http://dx.doi.org/10.17763/haer.55.1.cl26455642782440.

Full text
Abstract:
Elisabeth Fox traces the origins and development of the International Baccalaureate program as an outgrowth of continuing curriculum innovation in international schools. She describes its rapid expansion in North America, where many school systems are attracted by its challenging academic curriculum. Worldwide university recognition of the program is steadily increasing. Fox concludes by considering the prospects for future development, with particular emphasis on attempts to move the Baccalaureate beyond its Euro-centric origins.
APA, Harvard, Vancouver, ISO, and other styles
7

Kamaruddin, Miftahuljanah, and Mohd Effendi @. Ewan Mohd Matore. "Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context." Asia Proceedings of Social Sciences 6, no. 1 (April 7, 2020): 36–40. http://dx.doi.org/10.31580/apss.v6i1.1226.

Full text
Abstract:
Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context Miftahuljanah Kamaruddin* Faculty of Education Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Malaysia jannah.kamaruddin96@gmail.com Mohd Effendi @ Ewan Mohd Matore Faculty of Education Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Malaysia effendi@ukm.edu.my The impact of globalization has caused the inevitable challenges which demands education to emphasis on developing students holistically in both cognitive and non-cognitive aspects of learning. The United Nations 2030 Agenda for Sustainable Development Goals (SDG) promotes the role of education in promoting sustainable development. Goal 4 in SDG: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. Target 4.7 in SDG 4 emphasis on values education to develop students to be responsible citizens locally and globally. Nurturing global citizenship among students is crucial to ensure students are well equipped with appropriate skills, and being responsible and responsive to the local and global issues. However, students show moderate level of students’ knowledge, skills, and attitudes on global citizenship. The Middle Years Programme International Baccalaureatte (MYPIB) was introduced by Ministry of Education Malaysia in 2013 to develop students holistically through the development of International Baccalaureatte Learner Profile. The implementation of the MYPIB in International Baccalauretae World (IB) School Kementerian Pendidikan Malaysia has succeeded in nurturing International Baccalaureate (IB) Learning Profile among IBWS KPM students, thus, simultaneously promoting global citizenship among them. Keywords: IB Learner Profile; Global Citizenship; Middle Years Programme International Baccalaureatte
APA, Harvard, Vancouver, ISO, and other styles
8

Tooley, James. "Education: The International Baccalaureate." Economic Affairs 22, no. 3 (September 2002): 54. http://dx.doi.org/10.1111/1468-0270.t01-1-00373.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Reese, Jim. "Considering International Baccalaureate English." English Journal 91, no. 2 (November 2001): 13. http://dx.doi.org/10.2307/822332.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Laurent-Brennan, Chereé. "The International Baccalaureate Program." Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 4 (March 1998): 197–98. http://dx.doi.org/10.1080/00098659809599359.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "International baccalaureate"

1

Alkestrand, Malin. "Det osynliga svenskämnet på International Baccalaureate-programmet (The International Baccalaureate Programme’s invisible subject of Swedish)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35066.

Full text
Abstract:
Denna kvalitativa fallstudie undersöker hur svenskämnet på IB-programmet regleras i styrdokumenten, hur styrdokumenten kan omsättas till undervisningspraktik samt vilka fördelar och nackdelar lärare som undervisar i både IB-svenskan och de nationella svenskkurserna Svenska A och Svenska B upplever med IB-svenskan. Fallstudiens metoder är en hermeneutisk styrdokumentsanalys av IB-svenskans styrdokument i relation till kursplanen för Svenska B, en halvstrukturerad observation av en lektion i IB-svenska och halvstrukturerade intervjuer med de två lärare som undervisar i IB-svenska på den undersökta gymnasieskolan. Som analysverktyg nyttjas ramfaktor- samt frirumsmodellen. De slutsatser som kan dras utifrån fallstudien är att de yttre ramarna för IB-svenskan i form av styrdokumenten är snävare än för kursen Svenska B. Kursplanen, betygssystemet, ”Prescribed Book List”, den tillgängliga tiden, elevunderlaget och gruppstorleken utgör alla ramfaktorer som inskränker lärarnas frirum, både det upplevda och reella, i utformningen av och undervisningen i IB-svenska. Detta ser lärarna både fördelar och nackdelar med. De tydligare uppgiftsspecifika betygskriterierna är ett exempel på en fördel med IB:s betygssystem, medan en nackdel med Prescribed Book List är att den gör det svårare att lyfta in dagsaktuell litteratur. Samtidigt uppmärksammar studien att det reella frirummet som ges i Svenska B-kursen inte alltid utnyttjas på grund av ramfaktorn tid. Vida yttre gränser innebär alltså inte per automatik ett stort upplevt frirum för lärarna.
APA, Harvard, Vancouver, ISO, and other styles
2

Fitzgerald, David G. "Nonacademic socialization of International Baccalaureate students." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113121.

Full text
Abstract:

The International Baccalaureate (IB) program is an ambitious and challenging academic high school program. However, the IB program is not without its difficulties and shortcomings. Many IB students appear to sense various levels of social dissonance from the general student population. The purpose of this qualitative study was to investigate why nonacademic socialization is a significant problem between high school IB students and AP/traditional students. IB student/graduates and former/retired IB faculty members were used exclusively for this qualitative study. The focus of this qualitative study required analyzing the IB student nonacademic socialization lived experience. This qualitative study used a grounded theoretical methodology that included open-ended interviews. All interviews conducted were face-to-face, phone, or with the use of Skype technology. The coding analysis resulted in the emergence of four themes and sixteen subthemes. The four emergent themes generated a theoretical model that supported the central research question and two secondary research questions.

APA, Harvard, Vancouver, ISO, and other styles
3

Kelly, Kevin John. "A facilitation pedagogy for international affairs education on the International Baccalaureate." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10006683/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bagnall, Nigel Fraser. "The International Baccalaureate in Australia and Canada: 1980-1993." University of Melbourne. Policy and Practice, 1995. http://hdl.handle.net/2123/817.

Full text
Abstract:
Abstract The International Baccalaureate in Australia and Canada: 1980 - 1993 This dissertation is a study of the International Baccalaureate(IB) in the education systems of Canada and Australia. The IB has been described as a world movement. The number of global institutions and social movements are increasing greatly in the 1990s. The thesis looks at the historical development of the IB, recent developments of the IB in Canada and Australia and develops the claim that the IB has become a provider of global cultural capital. The theoretical paradigm adopted is that of Pierre Bourdieu. Conclusions of the study are: 1 in Australia and Canada the IB is as important for the 'symbolic imposition' it bestows on holders of the IB as it is for the stated intentions of educating the whole person. 2 the IB functions as an agent of 'reproduction' rather than as an international laboratory for experiment both in curriculum and examining methods as originally intended by the founders of the IB. 3 students participating in the IB increase their potential for advantage in the 'global field'.
APA, Harvard, Vancouver, ISO, and other styles
5

Wikström, Nermina. "Alternative assessment in primary years of international baccalaureate education." Thesis, Stockholm University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8012.

Full text
Abstract:

The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.

While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.

International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.

Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.

This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).

The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.

APA, Harvard, Vancouver, ISO, and other styles
6

Gardner-McTaggart, Alexander Charles. "The International Baccalaureate and globalisation : implications for educational leadership." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53671/.

Full text
Abstract:
This thesis offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand, however, international schools suffer from an endemic culture of change and reinterpretation. The International Baccalaureate Learner Profile (IBLP) offers scope for consistency and an overarching ethos, and previous research suggests that ‘buy-in’ to the IBLP, and modelling of it in all aspects of school life, are essential in achieving this. The IB itself promotes the IBLP as a valuable tool for leadership. It emerges that buy-in to the IBLP in directors is split between the personal and the operational. This interpretive study investigates international school leadership in the Western European context through six IB directors. It is noteworthy in its multi-phase research over two years, employing an aspect of critical phenomenology. It explores directors’ relationship to, and operationalisation of, the IB Learner Profile (IBLP) and Global Citizenship Education (GCE). All but one director show strong personal connection to the IBLP, however, only one of the six directors uses the IBLP in leadership. Generally, directors attribute the IBLP limited status; of use in teaching at junior and middle school, and helpful for new IB teachers. Analysis through Bourdieu finds IB directors have higher loyalty to (loosely defined) GCE through their Christian values. A foregrounding of individual values, over the secular IBLP, places IB directors as primary catalysts for the change culture unravelling the consistency of the IB international school, confirming the value of the IBLP in leadership. Societal values emerge as a key commodity in the character of leadership, steering leaders’ organisational values. IB directors’ uptake of IB organisational values is not given, whilst directors’ own ‘English’ Christian, values are significant, with one exception - Collegial views of leadership are the normative outlook for most participants. However, descriptive leadership is characterised by change and analysis finds this driven by participants’ societal values. Change is endemic and a commodity in itself. This manifests in a transformational model of leadership, usually accompanied by episodes of transactional leadership. In the main, IB international school senior leadership is characterised by permanent transformation linked with transactional episodes.
APA, Harvard, Vancouver, ISO, and other styles
7

Kidson, Paul Andrew. "Principals' perspectives on leading International Baccalaureate schools in Australia." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20664.

Full text
Abstract:
This thesis explores principal leadership in Australian schools offering International Baccalaureate (IB) programmes. Since its introduction to Australia in 1978, the IB has grown considerably and now occupies a sizable place in the Australian education landscape. Despite this growth, the impact of the IB on Australian principal leadership has been, to this point, unexplored. This research fills this gap through a mixed methods sequential exploratory investigation employing complexity leadership theory as an investigative framework. A maximum variation purposive sampling strategy identified seven case schools across three Australian states for Phase One. Principals in the seven case schools participated in a series of semi-structured interviews (n1 = 7). Constructive grounded theory and thematic analysis techniques produced findings which are explored further through a survey questionnaire offered to the total population of 174 Australian IB principals (n2 = 50, RR 28.7%). The two data analyses are integrated to show that Australian IB principals inhabit cultures where leadership actions continually shift between resolving conflicting expectations and overcoming confusing experiences. These expectations and experiences perpetually reconfigure, requiring responsive leadership by principals in sense-making (coherence) and structuration (congruence). This research finds that Australian IB principals hold philosophical and pedagogical views which align with the IB, but are not necessarily derived from their experience of, or attraction to, the IB. Rather, implementing IB programmes is a pragmatic strategy to realise principals’ pre-existing educational visions, mediated through the temporally manifest culture of their school. As an exploratory study, this thesis also identifies important topics for future research.
APA, Harvard, Vancouver, ISO, and other styles
8

Oladimeji, Chinoyerem Ekwutosinam. "Distributed Leadership in International Baccalaureate Middle Years Program Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5394.

Full text
Abstract:
The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane's distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students' academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school's website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students' behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement.
APA, Harvard, Vancouver, ISO, and other styles
9

Culpepper, Marlene Cabrera. "Teaching Culture in Foreign Language Classrooms of International Baccalaureate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/2117.

Full text
Abstract:
There is an increasing number of International Baccalaureate programs in the United States that require instruction in an additional language to prepare culturally responsive global citizens, but there is little research on how the teaching of culture is addressed in elementary additional language programs. This study was guided by Vygotsky's and Dewey's social constructivism and investigated how the teaching of culture is integrated in additional foreign language classrooms in the State of Georgia's International Baccalaureate Primary Years Programs (IB PYP). It also investigated how personal, professional, or organizational factors such as values, beliefs, teacher training, or time constraints impact the integration of culture and language. This qualitative multiple-case comparative study examined the experiences of 3 teachers in Georgia who taught in K-5 additional language classrooms, using curriculum maps, student work samples, lesson plans, and semi-structured interviews as the data sources. Data were analyzed using Atlas.ti software and coded using constant comparative methods; the inductive qualitative content analysis included open coding, axial coding, and selective coding. The study findings showed that a variety of factors impacted program goals including the attitudes of school community, teacher isolation, philosophy, Georgia Standards, and practices of the IB PYP. Findings are applicable to additional language teachers for further discussion on the current state of elementary language programs in Georgia's IB PYP and for informing choices on program design. This study contributes to social change by expanding the body of professional literature in the field of foreign language education and on the issues that affect teachers in additional language classrooms in the IB PYP.
APA, Harvard, Vancouver, ISO, and other styles
10

Brown, Jennifer Gayle. "High school students' perceptions of and attitudes toward globalization: an analysis of international baccalaureate students in Estado de Mexico, Mexico, and Texas, U.S.A." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4945.

Full text
Abstract:
As the last few decades have seen a proliferation of debate concerning today’s international system referred to as “globalization,” education has seen an exponential rise in curriculum (such as that promoted by global education, international education, and the International Baccalaureate Organization) that instills students with “international understanding” and “global perspectives.” Through a two-site, interpretive study, this dissertation explored the nature of 15 students’ international understanding and their grasp of globalization. Qualitative techniques for data collection involved open-ended questionnaires and interviews, and emergent category designation was employed for qualitative data analysis. International Baccalaureate students from Estado de México and Texas revealed complex, yet well-developed, perceptions of globalization that spoke of a system which privileges the powerful and leaves the developing world behind. Both U.S. and Mexican students were skeptical of the United States’ position as the dominant player in world politics, economics, and global culture, and students from both sides of the border lamented local culture loss in globalization.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "International baccalaureate"

1

Walker, G. R. International education and the international baccalaureate. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

1949-, Pound Tim, ed. The international baccalaureate diploma: An introduction for teachers and managers. New York, NY: Routledge, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yi, Hye-jŏng. IB rŭl mal handa: Kukche pak'allorea = International Baccalaureate. Sŏul T'ŭkpyŏlsi: Ch'angbi Kyoyuk, 2019.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Department of Education & Science. A survey of the international baccalaureate: A report byHMI. Stanmore: Department of Education and Science, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jonathan, Barnes. IB world schools yearbook 2013. Edited by International Baccalaureate Organization. Woodbridge: John Catt Educational Ltd, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Agency, Texas Education. 2000 advanced placement and international baccalaureate examination results in Texas. Austin, Tex. (1701 N. Congress Ave., Austin 78701-1494): Research and Evaluation Division, Department of Accountability Reporting and Research, Texas Education Agency, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tarc, Paul. Global dreams, enduring tensions: International baccalaureate in a changing world. New York: Peter Lang, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

John, Owen, ed. Mathematics for the international student: Mathematics SL. Adelaide Airport, S. Aust: Haese & Harris, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tooher-Hancock, Oli. The suitability of using the International Baccalaureate as a curriculum model in an international school. [Oxford]: Oxford Brookes University, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Neuss, Geoffrey. Chemistry: IB diploma course companion. 2nd ed. Oxford: Oxford University Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "International baccalaureate"

1

Austin, Erin E. H. "International Events in an International Baccalaureate Setting." In Going Global in the World Language Classroom, 67–71. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003384267-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Callahan, Carolyn M., and Holly L. Hertberg-Davis. "Advanced Placement and International Baccalaureate Programs." In Fundamentals of Gifted Education, 333–45. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Callahan, Carolyn M., and Melanie Caughey. "Advanced Placement and International Baccalaureate Programs." In Critical Issues and Practices in Gifted Education, 43–59. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sweetnam, Ruth K. "Assessment in Mathematics within the International Baccalaureate." In New ICMI Study Series, 203–11. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-0980-4_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Conn, Monique. "An International TVET Programme Development by the International Baccalaureate Organization." In International Handbook of Education for the Changing World of Work, 735–48. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_49.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Luschei, Thomas F., and Amoreena Castañeda. "Comparative Education and Training of International Baccalaureate Teachers." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_302-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bridgestock, Laura. "Chapter 21. Native Languages and the International Baccalaureate." In Welcoming Linguistic Diversity in Early Childhood Classrooms, edited by Edna Murphy, 223–27. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693488-023.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Luschei, Thomas F., and Amoreena Castañeda. "Comparative Education and Training of International Baccalaureate Teachers." In Encyclopedia of Teacher Education, 218–23. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Walsh, Lucas, and Niranjan Casinader. "Translating the International Baccalaureate in different educational contexts." In Migration, Education and Translation, 44–56. New York: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429291159-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sunyol, Andrea, and Eva Codó. "Fabricating neoliberal subjects through the International Baccalaureate Diploma Programme." In Language and Neoliberal Governmentality, 135–61. London ; New York, NY : Routledge, 2019. | Series: Language, society and political economy: Routledge, 2019. http://dx.doi.org/10.4324/9780429286711-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "International baccalaureate"

1

Cutts, Ross. "Astronomy Student Research in the International Baccalaureate." In Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2018. http://dx.doi.org/10.32374/rtsre.2017.029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Metli, Akın, and Halime İlarslan. "Graduates’ Reflections on the Impact of International Baccalaureate Diploma Program in Tertiary Education: A Case from Turkey." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3102.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Beck-Winchatz, Bernhard, and Nina Hike-Teague. "High Altitude Ballooning at an International Baccalaureate High School." In 2013 Academic High Altitude Conference. Iowa State University Digital Press, 2013. http://dx.doi.org/10.31274/ahac.5595.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Liu, Jigang. "Baccalaureate programs in computer forensics." In 2016 IEEE International Conference on Electro Information Technology (EIT). IEEE, 2016. http://dx.doi.org/10.1109/eit.2016.7535309.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shevchenko, Olga M. "Learning Data Visualization In Assessing Linguistic Competence In The International Baccalaureate." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.122.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wright, Ewan. "Does the International Baccalaureate "Work" as an Alternative to Mainstream Schooling?" In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572517.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Chernoff, Karen. "Cultural and Global Responsiveness: Teaching International Baccalaureate History on Three Continents." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881412.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Luschei, Thomas. "Comparative Education and the Training of Teachers in International Baccalaureate Schools." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hegseth, Whitney. "Ensuring Equity: A Debate Across the Montessori and International Baccalaureate Educational Systems." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Martinez, Robert. "Perspectives on Career- and College-Readiness Self-Efficacy of Rural International Baccalaureate Adolescents." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574485.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "International baccalaureate"

1

Corcoran, Tom, and Gail Gerry. Expanding Access, Participation, and Success in International Baccalaureate Programmes: Year One Documentation Report. Consortium for Policy Research in Education, October 2010. http://dx.doi.org/10.12698/cpre.2010.ib1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Corcoran, Tom, and Gail Gerry. Expanding Access, Participation, and Success in International Baccalaureate Programmes: Year One Documentation Report. Consortium for Policy Research in Education, October 2010. http://dx.doi.org/10.12698/cpre.2010.ibyear1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gerry, Gail, and Tom Corcoran. Expanding Access, Participation, and Success in International Baccalaureate Programmes (IB Access Project): Evaluation Report Year Two. Consortium for Policy Research in Education-Teachers College Columbia Univ., September 2011. http://dx.doi.org/10.12698/cpre.2011.ibeval.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'International baccalaureate' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography