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Dissertations / Theses on the topic 'International baccalaureate'

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Published: 4 June 2021
Last updated: 29 July 2024

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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.

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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.
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2

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

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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.

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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/.

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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.

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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'.
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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.

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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.

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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/.

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

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

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

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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.
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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.

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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.
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11

Yau, Foon-chi Lynn. "The arts and education policy a comparison of the Hong Kong and international baccalaureate arts curricula /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37338687.

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12

Michel, Caroline, Anmar Kamalaldin, and Kelly Sweet. "Cultivating the Future: Sustainability Education and the International Baccalaureate Programme." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-12812.

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With an introduction to the Sustainability Challenge and Sustainable Development this paper discusses the role of education as an important strategy in the transition towards sustainability. It argues that Sustainability Education (SE) should be infused into the curricula, especially at the adolescence stage. The research uses the Framework for Strategic Sustainable Development as an approach for backcasting from the envisioned future: the ideal secondary school graduate equipped to meet the Sustainability Challenge.By conducting a meta-analysis of literature, the research develops the Criteria for Analysing Sustainability Education (CASE). In terms of Knowledge, it advises developing awareness of Sustainable Development, Economy, Environment and Society. With regard to Skills, it includes Cognitive Thinking Skills, Practical and Functional Skills, and Interpersonal Skills. In relation to Attitudes, it comprises Attitudes about Self and Attitudes about People and Planet.The paper then evaluates the International Baccalaureate (IB) Programme, using the CASE and interviews with practitioners, with focus on curriculum design of the Middle Years Programme, Diploma Programme, and Learner Profile. It concludes that the IB generally aligns with the criteria for quality SE, but some gaps exist. The paper suggests recommendations that can further improve the IB with regard to SE.
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Moseley, Amanda C. "Eustress in Advanced Placement (AP) and International Baccalaureate (IB) Students." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7549.

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Eustress, the positive response to stress, is a relatively understudied concept. Most of the research on eustress has been concentrated in the occupational and management setting. Empirical studies of eustress in adolescents are absent, even though youth experience unique sources and magnitudes of stress. Specifically, Advanced Placement (AP) and International Baccalaureate (IB) students report more stress than their general education peers but excel in their rigorous academic program. Eustress is related to a variety of positive psychological and physiological outcomes among adult samples, which makes it an important concept to explore in adolescent samples. Many constructs such as self-efficacy, hope, meaningfulness, flow, engagement and coping have correlated with eustress among samples of adults. This study investigated different aspects of eustress in a sample of 2379 AP and IB students (grades 9 – 12), and explored if its relationship with positive outcomes (among adults) holds true in this population. First, the psychometric properties of a modified self-report measure of eustress were examined. Results from this study supported a five-item eustress measure that had adequate reliability (α= .85) and construct validity based on a confirmatory factor analysis. Second, differences between the eustress measure in different subgroups, namely gender, grade level, and academic program were explored. Only a significant difference in eustress was found between grade levels, indicating that students in upper grade levels had higher levels of eustress. Third, relationships between eustress scores and a nomological network of theoretically similar constructs (potential correlates) and salient outcomes – indicators of students’ academic and emotional success— were examined. Consistent with previous literature, eustress had a significant positive relationship with task-focused coping, cognitive and affective engagement, self-efficacy, flow, and grit. Eustress had a negative relationship with distress and emotion-focused coping. Related to student outcomes, eustress was a significant predictor of higher levels of positive indicators of success—GPA and life satisfaction— lower levels of indicators of undesirable outcomes—school burnout and psychopathology. Implications for practitioners and future directions for research are discussed.
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May, Sabrina Kaye. "The Visibility of Deweyan Inquiry in an International Baccalaureate Elementary School." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/63.

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Research in the field of school curriculum and national organizations such as the National Council for the Social Studies and the National Council for Teachers of Mathematics support the use of inquiry-based curriculum in schools. However, due to the policy constraints of No Child Left Behind (NCLB), inquiry-based curriculum is not common in schools. Within these policy constraints, school principals often turn to reform models to increase student achievement on high-stakes assessments. One particular reform model, the International Baccalaureate Program (IB), requires an inquiry-based curriculum as well as teacher inquiry. Using qualitative inquiry and a normative framework based on Dewey’s theory of inquiry, this study reveals how students and teachers inquire in a high poverty, IB elementary school in Georgia. It also addresses the conditions that influence and hinder inquiry in the school.
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Claesens, Florentine. "Matematikundervisningen i IB, International Baccalaureate, programmet. En jämförelse med svenska program." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35000.

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Syftet med detta arbete är att jämföra International Baccalaureate Diploma Programme (IB), med svenska SP och NV program. Detta görs genom att besvara frågan hur innehållen i matematikkurserna på IB programmet skiljer sig från matematikkurser som ges i de svenska programmen. Inte enbart innehållet i kurserna jämförs utan även timplanen granskas för att undersöka om arbetsbördan i programmen skiljer sig åt. Den lättaste matematikkursen som undervisas i IB programmet, Mathematical Studies är mest lik de svenska Matematik A-C kurserna. Den andra IB kursen, Mathematical Methods täcker framförallt Matematik A-E kurserna medan den tredje kursen, Mathematics Higher Level stämmer bäst överens med Matematik kurserna A-F och Matematik-diskret. För alla IB kurser gäller att de täcker områden som inte tas upp i de svenska programmen. IB kurserna innehåller flera avsnitt och ger en djupare kunskap om ämnet matematik. De undervisas också i ett högre tempo än de motsvarande svenska kurserna. Detta gäller framförallt Mathematical Methods och Mathematics Higher Level.
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16

Wells, John. "Learner reflections on the International Baccalaureate (IB) Learner Profile and international mindedness at a bilingual school in Bogota, Colombia." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687363.

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The research presented here shows the reflections of some International Baccalaureate (IB) Middle Years Programme (MYP) and Diploma students of a bilingual school on the attributes of the IB Learner Profile and the extent to which these can contribute to students being internationally minded. I approach the research after reviewing the concept of the self and using pragmatic methodology The research consisted of a questionnaire and semi-structured interview aimed at eliciting from the students their opinion about the extent to which they had equal command of the different attributes and, if they had differing abilities, if they were seeking to improve their command of the attribute(s) and who they though could help them do so. I was also interested in knowing if the students believed that the attributes of the IB Learner Profile helped them to be internationally minded, as suggested by the International Baccalaureate. The results suggest that most of the students believe that they have differing degrees of command of the attributes and that it is necessary for them to develop the ones that they feel less proficient in. They tend to believe that the attributes are developed partly at school, but also by their parents, themselves and others. They tend to believe that they are similar in terms of character to students that study at schools that do not offer the IB, but academically they are somewhat different. That said, they also tend to believe that the attributes of the IB Learner Profile help them to be internationally minded, particularly those of ‘open-minded’ and ‘communicator’, which coincide with the theoretical position of Castro et al (2013) and Singh and Qi (2013). While the school seems to play a significant part in developing the attributes, students seem to believe that they themselves, and parents, also have a key role to play.
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Fahy, Tamara Elizabeth. "The value and impact of the International Baccalaureate Primary Years Programme in Two Australian Schools: Perceptions of students, teachers, administrators and parents." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18392.

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The International Baccalaureate® (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. It consists of four programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the Career-related Programme (CP). IB programmes have an increasing presence in the field of education worldwide. This case study examines the perceptions of students, parents, teachers and administrators (including school principals) of the value and impact of the PYP for Australian students’ education. Two schools were selected for this research: one independent/fee-paying private school and one independent public school. The value and impact of the PYP for the students was examined in relation to the understanding of the key principles of the International Baccalaureate that are embedded within the framework of the PYP. This research explores both the effectiveness of delivery of the IB PYP and the extent to which Bourdieu’s concept of cultural and social capital influenced its implementation and selection in the two schools. A qualitative case study research methodology was adopted to examine the perceptions of students, teachers, administrators and parents of the value and impact of the PYP in the two schools selected. Qualitative data was gathered through a series of in- depth interviews, focus groups and observations. Key features of the PYP that contributed to the perceived value and impact of the programme for the students included the philosophy, pedagogy, and curriculum of the programme. Leadership and management, the roles of teachers and parents, and the participation of students in the two schools studied were also significant in creating value from the PYP framework. The study concluded that the perceived value and impact of the PYP was determined by the extent to which key features of the PYP and the IB were embraced and enabled by the school environment, and that the PYP was providing an opportunity to produce cultural and social capital. The study highlighted the IB principles and contributing factors that play a vital role in effective implementation of the PYP and in creating value for students. Possible areas for future research include: the long- term impact of the PYP on students in continuing their education, the development of values through the demonstration of key components of the learner profile, and the impact on student outcomes.
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Robertson, John Eric. "An analysis of the role of International Baccalaureate Middle Years Programme Coordinator." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555746.

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International Baccalaureate (IB) programmes are increasingly prevalent, yet lack systematic study of their implementation and leadership. This enquiry analyses the role of IB Middle Years Programme (MYP) coordinator in implementing the MYP in a variety of school settings. Empirical research involved interviews with experienced coordinators and case studies of an international private, a national private, and a national public school. It focussed on school setting and its impact on coordination, curriculum implementation, key functions of coordinators, and approaches to accountability and professional development. The research found, first, that a primary aim of MYP coordination, facilitating links between subjects and between middle and high schools, was viewed by coordinators as compelling though ambitious. Second, schools' pre-existing organizational, resource, and external accountability settings often presented coordinators, particularly in national public schools, with difficulties, primarily logistical. Third, the subject-based structure of respondents' high schools provided avenues for disciplinary implementation but also presented structural and cultural barriers to collaborative interdisciplinary planning. Fourth, coordinators typically had much responsibility with little formal authority. They sought therefore to overcome above barriers through key functions, termed 'guide alongside', 'facilitator', and 'professional developer'. These functions were effective in developing trust and credibility with teachers, fostering constructive discourse, and enlisting the authority and structural support of senior managers. Fifth, MYP's approaches to accountability and professional development were viewed as complementary and constructive. The MYP emphasized collaborative partnership with participating schools in the evolutionary development of its curriculum framework. Accordingly, coordinators demonstrated 'creative professionalism' with this nascent programme, taking leadership opportunities within their schools and for lB. This approach differs from many depictions in middle management literature, in which subject leaders struggle with conflicting, externally-imposed, responsibilities for collaborative school improvement and teacher evaluation. Significant implications of this study include: for middle management research, the importance of school setting for understanding structural and cultural barriers to curriculum implementation; for education policy, greater consideration of 'collaborative partnership' as a means for school improvement; and for practice, the value of 'creative professional' development opportunities.
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19

Jauss, Lanett S. "A study of international baccalaureate science teachers' choices in curriculum and instruction." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5538.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.
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20

Nimberger, Latifa. "Kemi i International Baccalaureate programmet. : En jämförelse med den svenska skolans kemi." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161109.

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Kemi är ett ämne som anses av många vara svårt. Syftet med det här arbetet är att få en fördjupad inblick i hur kemi skiljer sig mellan IB-programmet och naturvetenskapliga programmet. Metoden som används är en litteraturanalys av ämnesplan och läromedel. En jämförelse gjordes mellan läromedlen sinsemellan och likaså för ämnesplanen. Utgångspunkten för studien var i följande frågeställningar; hur presenteras halogenalkaner i ämnesplanen respektive läromedlen samt hur miljöperspektivet skiljer sig åt mellan läromedlen. Böckerna som analyserats är från förlagen Pearsons (IB) och Gleerups. Resultatet av studien visade att det finns stora skillnader mellan både ämnesplanen och läromedlen. I de svenska ämnesplanerna är lärandemålen översiktligt beskrivna. Ämnesplanen för IB-kemin är däremot mycket specifik. läromedlen skiljer sig också åt mycket. Läromedeljämförelsen visade att IB-kemin är innehållsrik med fokus på ämneskunskaperna av ren kemi medan svenska kemin fokuserar på miljö- och hållbar utveckling.
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21

Bell, Andrew. "Inquiry-Based Methods in the International Baccalaureate Primary Years Program Art Room." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5378.

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The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room. The responses to this survey were then value coded for four different phases of inquiry and three degrees of student-centeredness to analyze understandings of these practices. This study concludes that conceptions of these instructional methods vary greatly in occasionally contradictory ways. There is need for more robust lesson plans examples and increased frequency and access to subject specific training, in both physical and online settings.
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Hardwick, Gail C. "Teachers' Perceptions of Reflective Practices Within an International Baccalaureate Primary Years Programme." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6331.

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The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.
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Kobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.

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The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income households preformed on the Criterion Referenced Competencies Test (CRCT) mathematics and reading subtests when compared to similar students at a school with a traditional instruction program. Analysis of covariance was employed using scores from students’ fifth grade composite Cognitive Abilities Tests as the covariate. The analysis did not detect a significant difference (p=.410) on the eighth grade adjusted means reading CRCT scores, but did detect a significant difference (p
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Reiss, Virginia Lee. "Effectiveness of Mindfulness Training on Ratings of Perceived Stress, Mindfulness and Well-being of Adolescents Enrolled in an International Baccalaureate Diploma Program." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293544.

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The presence of stress is normative for individuals, and it is how one copes with stress that is important towards a person's well-being. In stressful situations, one's cognitive appraisal of and emotional reactions to a challenge are based on whether it is perceived as a threat to one's beliefs and goals. Mindfulness meditation training (MMT) is a set of coping strategies that has demonstrated beneficial effects for adults in reducing stress, enhancing wellbeing, and promoting cognitive efficiency. This procedure incorporates breathing techniques to regulate physiological responses and teaches the person to appraise moment to moment sensations, feelings and events as transitory, positive or neutral to assist in emotional regulation. In the past decade, research has suggested that MMT is appropriate and effective for children and adolescents, although most studies have been with clinical populations. The present study examined the relative effectiveness of MMT in stress reduction, and in promoting the mindfulness and well-being of adolescents enrolled in an International Baccalaureate (IB) program. Twelfth-grade students self-selected to participate in either an eight-week MMT course or to complete surveys as part of a no-treatment control group. Ratings for perceived stress, mindfulness, and well-being were collected from the MMT and the control groups at pre-intervention, post-intervention, and at one week prior to admission of high stakes IB exams. A repeated measures 2 X 2 ANOVA was conducted for each of the three scales. Within the repeated measures ANOVA, the interaction between the factor of treatment/no treatment and the within-subjects variable "point in time" (before training, after training, and prior to the exam) was found to be statistically significant. Subsequent post hoc testing showed that the significant interaction effects occurred only at pre-test for the three measures of perceived stress, mindfulness and well-being, indicating that the groups were very different to begin with. These findings were discussed with respect to the current literature on MMT. Future directions for research in this area were also discussed, as were the limitations of the study.
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Lalwani, Sanjay. "Deciding to implement the International Baccalaureate (IB) primary years programme: A case study." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/31450d8724d1634d29efe2b3913a54206ce5f802ead4f51dee0be8e6f18557b3/16639733/Lalwani_2019_Deciding_to_implement_the_International_Baccalaureate_redacted.pdf.

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Globally, decision makers in an increasing number of schools from the governmental, nongovernmental, and international sectors are making the decision to change their curriculum and pedagogical frameworks to implement the International Baccalaureate (IB) programmes (Booth, 2015; Doherty, 2009; Gough, Sharpley, Vander Pal & Griffiths, 2014; IB, 2019a; Marshall, 2014). The IB is an international education foundation which provides a continuum of four education programmes for primary, middle and secondary years of schooling. While the IB Diploma Programme (for the 16 to 19 age group) is the oldest, most established and widely recognised of the IB programmes, it is the Primary Years Programme, catering for the 3 to 12 age group, which has shown the greatest growth, at approximately 8%, in the past ten years (IB, 2019a). With the aim of providing a better understanding of why and how school decision makers are deciding to implement the Primary Years Programme than is currently available, the phenomenon was investigated through the following research question: How can we understand school decision makers’ decision to implement the Primary Years Programme? The investigation was a qualitative, single-site case study, which allowed for an analysis of the context in which the site was located, and employed problem-based methodology (Robinson, 1993) as a framework through which the decision makers’ actions, their personal and contextual constraints, and the consequences of those actions, could be viewed, and a theory of action be produced. By relying on interview and document data, and employing constant comparative analysis, categories and themes were generated which then allowed for the development of a theory of action for the decision makers’ decision to implement the Primary Years Programme. The findings of the study indicate that although the reasons for implementing the Primary Years Programme at this site aligned with the reasons reported in the existing literature, the circumstances of the school played a far larger part in the decision than has been previously reported. It was also found that the process of deciding to implement the Primary Years Programme was far more complex and intricate than reported in existing literature. The process involved a number of actions on the part of the decision makers which were designed to prepare the Elementary School to make the decision to implement the programme. These findings suggest that the decision to implement the Primary Years Programme can only be understood in the context in which it is made. It is envisaged that the findings of this study can be drawn upon by school decision makers who are currently considering the decision to implement the Primary Years Programme, as well as the IB consultants who assist interested schools through the Primary Years Programme authorisation process.
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Haddock, Lucy. "A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6282.

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The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track
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Guy, Judith Helen. "The International Baccalaureate in India : a study of privatisation in a changing educational context." Thesis, Faculty of Education and Social Work, 2010. http://hdl.handle.net/2123/16345.

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Jackson, Deborah R. "The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26936.

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The purpose of the study was to examine the Standards of Learning (SOL) test results of students participating in an International Baccalaureate Middle Years Program (IBMYP) and compare their achievement with students of similar ability in schools not authorized to offer the Middle Years Program (MYP). It was important to determine if the MYP students, who were learning in a different and more holistic manner, were still competitive with their counterparts on standardized achievement measures. The study was guided by four questions: (1) To what extent is there a difference between the SOL achievement scores of students in an IBMYP and the SOL achievement scores of students not in an IBMYP?; (2) To what extent is there a difference between the SOL achievement scores for Black students in an IBMYP and the SOL achievement scores of Black students not in an IBMYP?; (3) To what extent is there a difference between the SOL achievement scores for Hispanic students in an IBMYP and the SOL achievement scores of Hispanic students not in an IBMYP?; (4) To what extent is there a difference between the SOL achievement scores for White students in an IBMYP and the SOL achievement scores of White students not in an IBMYP? The study was organized into intervention and control groups, which were statistically similar. In order to determine if the groups were statistically similar at the onset of the study, baseline data were established. One group of eighth grade students who were participating in the MYP program (intervention) and a non-participating group of eighth grade students (control) were matched by their Grade 5 VA Standards of Learning (SOL) achievement scores and ethnicity. The SOL data from the spring 2004 test administration were used for the study. Independent t tests were conducted to determine to what extent, if any, was there a difference between the SOL achievement scores of students who were participating in the MYP and the SOL achievement of students not participating in the MYP. Additionally, t tests were used to measure to what extent was there a difference between the achievement of Black, Hispanic, and White subgroups of the MYP and non-MYP students measured by their SOL scores. The effect size was calculated to determine the strength or magnitude of the differences between the two sets of data. The findings of the study indicated the average SOL mean scores of the total MYP group were higher than the mean scores of the total non-MYP group in all areas although there were no statistically significant differences (p<.05). The results also indicated that no statistically significant difference existed between the average SOL mean scores of Black students who participated in the MYP and Black students who participated in non-MYP schools across the division (p<.05). The results further indicated that no statistically significant differences existed between the average SOL mean scores of Hispanic students who participated in the MYP and Hispanic students who participated in non-MYP schools across the division (p<.05). Lastly, the results indicated that no statistically significant difference existed between the average SOL mean scores of White students who participated in the MYP and White students who participated in non-MYP schools across the division (p<.05). The content area that showed the greatest difference was English: Reading, Literature, and Research (15 scaled score points). Performance on the History/Social Science and Science SOL tests were virtually identical. For Black and Hispanic IBMYP students, the highest levels of performance were limited to the English: Reading, Literature, and Research test.
Ed. D.
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Leggett, Shannon Kelley. "The establishment and expansion of the International Baccalaureate (IB) in British Columbia, 1974-2016." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63205.

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This qualitative historical context case study examines the factors that influenced the establishment and expansion of the International Baccalaureate (IB) in British Columbia (BC) from 1974-2016. This study’s historical case, the IB in BC from 1974-2016, was examined through documents and 24 interviews, in the context of international IB policies and experience, as well as the BC educational environment (including BC Ministry of Education policy, University of British Columbia policy, population demographics, and local school configurations). The period 1974-2016 was chosen as 1974 was the date that the first IB school in BC was established, and because the International Baccalaureate Organization provided registration data on BC schools through October of 2016. After an overview of the history of the establishment of the IB in BC, the findings were organized into the “factors/reasons” that influenced the establishment and expansion of the IB. These included the impact of the Global Education movement, the IB philosophy, its curriculum and pedagogy, legislative factors, economic factors, tertiary education policies, and alumni reflection/programme reputation. These findings were followed by an analysis of how the new 2015 BC Curriculum (BCEd Plan) impacted and could continue to impact the IB in BC. Overall, the IB was established and expanded in BC in this time period as the various school stakeholders who adopted it were looking for a well-developed, cyclically reviewed, externally accountable curriculum. Though the IB is expensive to implement and is often academically demanding, its expansion was encouraged by various legislative and administrative changes that helped it to become an attractive curricular option. The history of the IB in BC has implications for educational reform initiatives elsewhere in Canada and internationally.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Morton, Elizabeth Jean Woodworth. "Approaches to teaching world literature in the international baccalaureate diploma program : a narrative inquiry." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43315.

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This research investigates approaches to teaching world literature in the International Baccalaureate (IB) English A program. Reading world literature can connect students with experiences outside their own, and build bridges between different cultures, times, and places. This research suggests practices for the world literature classroom that help students foster understanding between cultures and an awareness of multiple perspectives, and supports the IB aim of creating “a better and more peaceful world” (IB, 2009). Combining literature review with narrative interviews of eleven IB English teachers, the research also articulates challenges to teaching world literature (the enduring power of the literary canon, difficulties of working in translation, prior knowledge of students, limitations of schools and curricula) as well as potential benefits of reading world literature (self awareness, increased empathy, connection to other places and times). The findings suggests that to meet the international and peace aims of the program the IB should take measures to increase the diversity of texts taught in the Works in Translation component of the course and provide additional resources for classroom teachers to engage with new texts outside the traditional canon, with a particular emphasis on the inclusion of Indigenous and post-colonial texts. These approaches will allow students to interact with a broader range of stories and experiences, and contribute to the possibility of a better and more peaceful world.
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Chichekian, Tanya. "The articulation of inquiry in research about teaching and learning in the International Baccalaureate." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104511.

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The International Baccalaureate (IB) programs promote an inquiry-based teaching and learning environment for their teachers and students. Given this core pedagogical approach and the important role inquiry played in recent curricular reforms, this exploratory study sought to understand how inquiry is articulated in the IB curriculum; in particular, the present study used the McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) as a template to examine the extent to which research cited in the IB literature or independently examining the IB programs has emphasized inquiry-based instruction and learning, specifically attention attributed to the three phases of inquiry--Planning, Enactment, and Reflection. The MSDIQ is a survey instrument that addresses a moderately fine-grained level of processes in which students must successfully engage if they are doing inquiry in each of these three phases. Most research questions in the IB literature were about teachers or instruction and emphasized the Planning phase of inquiry as opposed to Enactment and Reflection. Although many of the MSDIQ items related to self-regulation and metacognitive strategies were not addressed in the IB research, those that were addressed affirmed a link with an inquiry element by providing evidence for their claims about fostering an inquiry-based learning environment.
Les programmes de Baccalauréat International (BI) favorisent un apprentissage et un enseignement fondés, entre autres, sur la démarche d'investigation raisonnée. L'importance du rôle joué par cette approche éducative, mis de l'avant lors des récentes réformes pédagogiques, constitue la base de ce présent projet de recherche à nature exploratoire. Ce projet vise à comprendre comment cette approche s'articule dans les programmes scolaires du BI. Afin de répondre à ce questionnement, le McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) a été utilisé comme un modèle afin d'examiner la nature des recherches effectuées sur les programmes de BI, et plus particulièrement, sur les trois phases de cette démarche, soit la planification, la réalisation, et la réflexion. Cet instrument statistique décrit à un niveau assez détaillé les processus par lesquels les élèves doivent s'engager avec succès pendant les trois phases de cette démarche. Nos résultats montrent que la plupart des questions considérées par les recherches portant sur le BI s'intéressaient aux enseignantes et enseignants ou sur l'enseignement et mettaient davantage l'emphase sur la planification comparativement aux phases de la réalisation et la réflexion. Les tâches issues du MSDIQ qui décrivaient l'autorégulation et les stratégies métacognitives n'ont pas été prises en considération dans les recherches du BI consultées. Néanmoins, les tâches déjà exploitées par les recherches portant sur le BI ont un lien avec un des éléments du MSDIQ, soit en déclarant explicitement d'offrir un environnement scolaire basé sur la démarche d'investigation raisonnée.
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Libert, Miranda. "Två ämnesplaner – samma matematik? : En komparativ studie mellan den svenska gymnasieskolan och International Baccalaureate." Thesis, Uppsala universitet, Matematiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451178.

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Hutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.

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This study compared the teaching practices and efficacy beliefs of traditional middle school teachers and International Baccalaureate Middle Years Programme (IBMYP) teachers in an urban school district using the framework of Stronge's Model of Effective Teaching (2007), Stronge and Tucker's (2003) Teacher Effectiveness Behavior Scale, and Tschannen-Moran & Hoy's (2001) Teacher's Sense of Efficacy Scale. Recommended practices for effective teaching were extracted from the following four categories of Stronge's (2007) Model of Teacher Effectiveness: classroom management and organization, implementing instruction, monitoring student progress, and construct of teacher's sense of efficacy.;A stratified random sample of teachers was selected from four middle schools in a large urban district. There were approximately 10 teachers selected from each school which gave a total of 40 teachers who participated in the study. There were 20 (n=20) IBMYP teachers and 20 (n=20) traditional middle school teachers who agreed to participate. A total of 18 IBMYP and 16 traditional teachers completed the online TSES questionnaire.;There was a significant difference (p<.05) in instructional differentiation, assessment for understanding, classroom management and encouragement of responsibility for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers. However, there was not a significant difference (p<.05) in efficacy for student engagement, efficacy for instructional practices, efficacy for classroom management, instructional focus on learning, instructional clarity, instructional complexity, expectations for student learning, use of technology, quality of verbal feedback to students, classroom organization, caring, fairness and respect, and enthusiasm for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers.
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Gonzalez, Rebecca Ysamar. "Choosing the International Baccalaureate Diploma Programme : Transnational Students creating Social Differentiation through School Choice in the Swedish Education Market." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157249.

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It is estimated that by 2025 there will be approximately 8.26 million students enrolled in over 15,000 international schools globally. This increased expansion of international schooling cannot be disconnected from a process of globalisation where neoliberal policies have influenced the growth of education markets. International schooling arrives as a welcomed option to students and families looking for alternatives to national programmes which are perceived to be rigid and unchanging in a new globalised economy. With enrolment rates increasing over twenty percent in the Americas, Asia-Pacific, Africa, Europe, and the Middle East regions, the International Baccalaureate Organisation is perhaps the fastest growing educational group offering international schooling around the globe.  In this qualitative comparative case study, fourteen students enrolled in the International Baccalaureate Diploma Programme (IBDP) across four schools were asked about their experiences in the process of school choice in the Swedish education market. Semi-structured interviews were employed to explore student’s motivations and strategies in choosing the IBDP over national programmes. Utilising a grounded theory methodology linked with Bourdieu’s theories on symbolic capital, the study attempts to understand student’s choice behaviours. Findings revealed that regardless of social or educational background, students share similar motivations and strategies for choice making. Further analysis demonstrated that a collective perception of the IB alongside similar ideals of self-identity and class influence and legitimise their choice behaviours. The implication of these findings demonstrate that choice behaviours in the Swedish education market work to establish a degree of social reproduction and differentiation.
Det beräknas att år 2025 kommer cirka 8,26 miljoner elever att gå i över 15 000 internationella skolor globalt. Denna ökade expansion av internationell skolgång kan inte separeras från en globaliseringsprocess där neoliberal politik har påverkat tillväxten på skolmarknaden. Internationell skolgång framstår som ett möjlighet för studenter och familjer som söker alternativ till nationella program, som uppfattas vara oföränderliga i en ny globaliserad ekonomi. När antalet inskrivna ökar med över tjugo procent i Amerika, Asien och Stillahavs-området, Afrika, Europa och Mellanöstern, är Internationella Baccalaureatorganisationen kanske den snabbast växande utbildningsgruppen som erbjuder internationell skolgång runt om i världen.  I denna kvalitativa jämförande fallstudie utfrågades fjorton elever i IB-programmet (Internationella Baccalaureat, IBDP) vid fyra skolor om sina erfarenheter av skolvalet på den svenska gymnasieskolmarknaden. Semi-strukturerade intervjuer användes för att undersöka studenternas strategier och motivation för att välja IBDP framför nationella program. Med hjälp av metod byggd på grundad teori (grounded theory), kopplad till Bourdieus begrepp symboliskt kapital försöker studien förstå elevernas strategier vid gymnasievalet. Resultaten visade att oavsett social eller pedagogisk bakgrund delar eleverna likartad motivation och likartade strategier vid skolvalet. Ytterligare analys visade att en kollektiv föreställning om IB tillsammans med liknande ideal beträffande självidentitet och klass påverkar och legitimerar deras val. Implikationen av dessa resultat visar att valbeteenden på den svenska skolmarknaden bidrar till viss del till en social reproduktion.
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Lam, Tung-fei, and 林同飛. "Strategies teachers used to adapt materials of second language Chinese in the International Baccalaureate Diploma Programme : enacting international mindedness? = Guo ji wen ping yu ke ke cheng di er yu yan Han yu ke jiao shi diao shi jiao cai de ce lüe : shi jian guo ji yi shi?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209525.

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Kelly, Charles E. "Teacher Perceptions of an International Baccalaureate Diploma Program in a Mid-western Inner-ring Suburban High School during the First Seven Years." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1566509282795011.

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Moore, John Murphy. "TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1501155644984555.

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Mcleod, Mok Ham-wing Wendy. "Teacher learning in a context of comprehensive school change a case study of an international school in Hong Kong during implementation of the international baccalaureate primary years programme /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4357208X.

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Hardesty, Robin B. "Stress, Coping, and their Prediction of Mental Health Outcomes in International Baccalaureate High School Students." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3869.

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This study investigated the mental health of high school students enrolled in the International Baccalaureate (IB) High School Diploma Program (n =139) in a large, southeastern high school. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self-efficacy) and negative indicators (psychopathology) indicators of adolescent social-emotional and school functioning. Findings from this study include that IB students perceive more stress than their general education peers, yet maintain mental health that is equivalent or superior to that of their general education peers. The role of coping in predicting mental health outcomes in IB students was also investigated. Findings indicate that specific coping styles are differentially related to mental health outcomes in this sub-population of adolescents. Furthermore, coping styles moderate the influence of stress on global life satisfaction and internalizing psychopathology. These findings suggest that participation in the academically rigorous and time-intensive IB program is not harmful to the mental health of high school students, and in fact may be beneficial, as evidenced by the superior academic functioning of students in the IB program.
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Teague, Gretchen Lynn. "The Relationship between Creativity and Enrollment in Fine Arts or International Baccalaureate Diploma Programme Coursework." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668755.

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The focus of this study was to determine whether a relationship existed between the creativity potential exhibited through creativity index scores of the Torrance Test of Creative Thinking and the enrollment of secondary students in the specific coursework of fine arts classes and the International Baccalaureate Diploma Programme. The framework of the hierarchy for the study of creativity designed by Runco (2007) was used as the underpinning for the literature review and subsequent data collection and analysis. Furthermore, the creativity index scores and the ACT and GPA of subjects were analyzed to determine if a relationship existed. The study was governed by two research questions: (1) Is there a statistically significant difference between the creativity index scores from the Torrance Test of Creative Thinking for students enrolled in fine arts courses and students who are not enrolled in fine arts courses? and (2) What is the relationship between achievement data (ACT and GPA) and the creativity index scores from the Torrance Test of Creative Thinking? Little positive or negative relationship between the variables existed, and often, the results were not statistically significant. In general, a relationship between the coursework and creativity index scores or ACT and GPA and creativity index scores was not evident as a result of the analysis of data. A need for teachers, administrators, and students to receive continued education about the value of creativity was present in the review of literature and was addressed as a topic for further study.

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Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.

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Cook, Rebecca. "The Impact of the Implementation of the International Baccalaureate Diploma Program on High School Teachers." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601352.

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Purpose. The purpose of this phenomenological study was to describe the impact of the implementation of the International Baccalaureate Diploma Program (IBDP) on teachers in Southern California high schools. This study examined the lived experiences of teachers who teach courses in the IBDP. Based on the literature, the specific focus was on the following themes related to the impact: content knowledge, confidence, creativity, relationships with students, and increased workload. The research provided valuable information for teachers and site and district administrators as to what to expect during and after the implementation of the IBDP.

Methodology. Three schools served as the cases for this phenomenological study. There were 11 participants. The researcher conducted one-on-one semistructured interviews to explore the lived experiences of the IBDP teachers. The results were rated on a Likert scale and coded for deeper meaning.

Findings. Four of the 5 themes impacted the implementation. Workload and relationships with students were highly impacted. The theme that had no impact was content knowledge. Two additional themes emerged: increased stress and the love for the IBDP program.

Conclusions. The study revealed that all participants felt an impact, positive and negative, when implementing the IBDP. The data revealed that teaching the IBDP courses takes their entire person, academically and personally. The participants were completely entrenched in the program, which impacted their lives in ways they could not have predicted.

Recommendations: Future studies regarding the impact of the implementation of IB should include middle school teachers who do not need to demonstrate expertise in their content area to teach. Additionally, a longitudinal study of the same participants might yield different results on the variables. This study could be replicated to include only new schools which had at least one graduating class of diploma students. The data may provide a fresh perspective as teachers will have results to refer to and reflect upon when discussing their experiences.

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Conner, Jerusha Osberg. "Student engagement during the senior year : experiences with the international baccalaureate diploma program's extended essay /." May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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44

Outhwaite, Deborah Emily. "Educational leadership in the International Baccalaureate : critical reflections on modern elite formation and social differentiation." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621613.

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This thesis has focussed on the International Baccalaureate’s Diploma Programme (IBDP). This focus arose from the author having worked in three centres which had subsequently gone on to adopt the IBDP, and which had thus given the author access to an initial purposive sample. This sample was later extended to include another five schools/colleges, as the author found that the initial interviewing sample had yielded inconclusive findings. The extended sample, however, provided a significantly rich source of qualitative data. This thesis examines leadership, and how leaders choose to implement non-mandatory curricula choices in schools and colleges. It also addresses whether leaders believe that these choices make differences to their students’ life chances through social mobility. This thesis investigates what happens when leaders can no longer afford to offer such choices to their students: how this makes them ‘feel’, and what they have ‘experienced’, through the removal of a curriculum option for educationalists and learners alike. It also addresses how leaders ‘feel’ when their students maintain access to curricula choices that other post-16 students are unable to access. The thesis also considers the development and extension of ‘a globally mobile transnational elite’ group (Savage et al, 2015: 244), and the leaders in education who deliver and extend this position. There have been eight phases to this research process, including four strands of data collection, with post-16 students, middle tier staff, HEI students, and Senior Leadership Teams in providing institutions, but the determining focus is with the SLTs interviews (N=28), conducted in 2014 and 2015. These were the individuals who had taken the decisions on the implementation of this non-mandatory curriculum area. The thesis analyzes some of the current areas of ‘distinction’ (Bourdieu, 1986) on independent schooling, and the research process demonstrates the significant gaps that are opening up between more traditional upper middle class groups in contrast with more adept transnational students and their parents. The thesis confirms that a global transnational elite exists inside the English education system, and that it uses the IBDP extensively to establish its separate cultural identity. It identifies ways of access to HEIs that are now a critical part of that cultural entity, as discussed by Savage et al (2015). This thesis is therefore an indicator of new and emerging forms of social differentiation, and examines how this is created using the IBDP. At a time of decreasing social mobility for the mainstream population, the thesis explores whether education environments are able to influence either their students or the wider education policy agenda, in order to actively achieve social justice.
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Hill, Jennifer Coles. "College success factors for international students studying in the United States of America after completing an international baccalaureate high school program." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3599433.

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This quantitative study took place at a private international school in East Asia. The purpose of the study was to investigate United States college admission trends comparing International Baccalaureate Diploma Program candidates and International Baccalaureate non-Diploma Program candidates from the same school. Descriptive data was collected for the Classes of 2007-2012 and the two groups were compared based on the number of college acceptances for each group by year and as a whole, and the eventual collegiate success of the two groups once they matriculated to college, as measured by college persistence and graduation rates. The results of this study show there was a statistically significant difference between the mean number of college applications and the mean number of college acceptances per group, but there was not a statistically significant difference between the college acceptance rates for the two groups of students. There was a statistically significant difference between the matriculation rate of diploma and certificate students, but there was not a statistically significant difference between the graduation rates for the two groups of students. The information analyzed provides school stakeholders valuable data to explore the final educational outcomes for its graduates and determine if there is a significant difference in the college success of the two groups.

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46

Yau, Foon-chi Lynn, and 邱歡智. "The arts and education policy: a comparison of the Hong Kong and international baccalaureate arts curricula." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37338687.

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47

Cochrane, Michael. "The International Baccalaureate Middle Years Programme : an inquiry into global citizenship in policy and curriculum documents." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19894/.

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The International Baccalaureate Middle Years Programme (IB MYP) is a curriculum framework for students aged 11 – 16 that ‘aims to develop active young learners who are internationally-minded’. It is popular in international schools around the world and is currently used in 1,356 schools in 108 countries, more than half of which describe themselves as international schools. The ‘global’ is ever present in MYP policy and curriculum documents, and discourses around global citizenship feature strongly, yet only one IB publication directly addresses global citizenship education. This study explores global citizenship education in MYP policy and curriculum documents. It provides critical reflection on concepts of global citizenship evident in the programme’s main framework policy document for the MYP, an IB position paper on global citizenship, and two case study unit plans. Critical Discourse Analysis (CDA) is used to examine language structures around global citizenship, investigating configurations of global citizenship constituted within Western, neoliberal-oriented concepts associated with globalisation. Four key findings emerged from the analysis: first, that ‘international education’ may be understood as a platitude for private education; second, the programme has evolved into a curriculum framework that can be used in any kind of school setting globally in which the school can afford to pay the IB’s fees. Third, the programme blends the language of progressive education with the language of neoliberal globalisation in its promotion of global citizenship education. Finally, the study concludes that the IB, by subtly fusing the language of Western oriented neoliberalism with that of global citizenship, orientates its focus towards growth in numbers of schools using the programme, attracting ever greater numbers of customers and expanding its influence.
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Chae, Nancy M. "U.s. High School Counselors' Experiences Of Gatekeeping With Underrepresented Students In The International Baccalaureate Diploma Program." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092070.

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This study explored U.S. high school counselors' lived experiences of gatekeeping in their work with underrepresented high school students enrolled in International Baccalaureate Diploma Programs (IB DPs). A transcendental phenomenological research design was employed with a social constructivist theoretical framework for this study. After conducting a pilot study (N = 5), a purposive, criterion-based sampling method was used to target U.S. high school counselors in IB World Schools with DPs who work with underrepresented students. Twenty-three school counselors (N = 23) participated in the study through three means of data collection to triangulate data sources: semi-structured individual interviews (n = 14), focus groups (n = 9), and document reviews of school-based documents regarding student criteria for consideration for DPs. Data analyses revealed three themes that encompassed school counselors' experiences of gatekeeping in their work with underrepresented students in IB DPs: (a) Pulling and Pushing, (b) Biases about Belonging, and (c) Double Bind. Altogether, these themes provided a greater understanding of the phenomenon of gatekeeping within the context of IB DPs in school counselors' work with underrepresented students and families and related stakeholders. School counselors experienced various challenges associated with gatekeeping, including enhancing access to DPs for underrepresented students and families, navigating biases of student belonging and fit for DPs, and grappling with the double bind of advocacy for students while constrained by systemic barriers. Additional novel findings that expand the understanding of gatekeeping are discussed, along with implications for school counseling practice and training, limitations, and recommendations for future research.
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White, Judith. "Self-Regulated Learning Strategies and Beliefs of International Baccalaureate Students in an Urban Secondary High School." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1300832256.

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50

Anderson, Marilyn Joan Whinnerah. "Gender Differences in Computer Attitudes, Interests, and Usage in an Elite High School." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28338.

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A descriptive case study examined the gender differences concerning computer technology (IT) by a convenience sample (N = 180, 76%) of 11 th and 12 th graders at an elite public high school, recently named the "second best high school in America" (Newsweek, 2000), in suburban Northern Virginia. The purpose of the study was to examine the apparent discrepancy in male and female differences in computer use, interests, and attitudes. The research design included a student questionnaire combining the Computer Attitude Rating Scale (CARS, Heinssen, Glass, & Knight, 1987) and the Attitudes toward Computer Technology (ACT, Delcourt & Kinzie, 1993) with demographic and academic data (GPA, PSAT, and SAT I), and the Strong Interest Inventory (Strong, 1994). Chi-square tests of association for categorical data and t tests for independence of means for metric data were used to analyze the data, which resulted in several statistically significant relationships (p = < .05) and meaningful effect sizes (> .70). The results were higher mean scores for the Strong Realistic General Occupational Theme (males) and Artistic Theme (females); the Athletic and Mechanical Basic Interest Scales (males) and Music/Drama, Art, Culinary Arts, and Social Service Scales (females), and Risk-Taking Personal Style Scales (males) and Working Style with People (females). Females also had higher GPAs, levels of computer anxiety, resistance to technology, and avoidance of careers and study in computer fields. Females chose Pre-Medicine majors to help others and males chose Computer Science majors to gain financial rewards. The implications for practice and research included: female technology internships, 9th grade mechanical and technical training, computer anxiety group counseling, cooperative learning and hands on instruction, female-friendly computer and computer science classes, equal access to computers at all grade levels, student-parent information programs concerning the many opportunities and high paying jobs available in computer technology, female orientated computer games, and more non-linear computer programs and activities that encourage females to "have fun" with computers and not view them as machines. A longitudinal study of the current sample and research at other grade levels and locations were recommended.
Ph. D.
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