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Journal articles on the topic 'International baccalaureate'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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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.

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2

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

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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9

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

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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.

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11

Bobiatyńska, Marta. "The International Baccalaureate Diploma Programme in Central European Education Systems." Miscellanea Geographica 14, no. 1 (December 1, 2010): 325–29. http://dx.doi.org/10.2478/mgrsd-2010-0031.

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Abstract The International Baccalaureate Diploma Programme has been introduced in the Central and Eastern European countries since the beginning of the 1990s. Developed in the 1960s by the International Baccalaureate Organisation in Geneva, it became since then an important part of the world educational system. The number of schools authorised by the International Baccalaureate Organisation (IBO) to offer the International Baccalaureate Diploma Programme (IBDP) has increased considerably. This paper aims to present the history of the International Baccalaureate Diploma Programme in nine countries of Central and Eastern Europe (Bulgaria, The Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania and Slovakia).

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12

Anttila-Muilu, Sirpa. "Globalised Education: The International Baccalaureate." International Research in Geographical and Environmental Education 13, no. 4 (November 15, 2004): 364–69. http://dx.doi.org/10.1080/14724040408668457.

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13

Bagnall, Nigel. "The international baccalaureate in Australia." Melbourne Studies in Education 38, no. 1 (May 1997): 129–43. http://dx.doi.org/10.1080/17508489709556294.

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14

Semple, Stuart, and Elisabeth Dawson. "Geography in the International Baccalaureate." Journal of Geography 107, no. 4-5 (January 5, 2009): 198–201. http://dx.doi.org/10.1080/00221340802487317.

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15

Lineham, Richard. "Is the International Baccalaureate Diploma Programme effective at delivering the International Baccalaureate mission statement?" Journal of Research in International Education 12, no. 3 (December 2013): 259–82. http://dx.doi.org/10.1177/1475240913509765.

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16

Gardner-McTaggart, Alexander. "Birds of a Feather: Senior International Baccalaureate International Schools Leadership in Service." Journal of Research in International Education 17, no. 1 (April 2018): 67–83. http://dx.doi.org/10.1177/1475240918768295.

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This article presents original research into International Baccalaureate international schools’ directors in Western Europe, based on multiphase contact with six director participants over two years and employing an aspect of critical-phenomenology. Successful leadership in this context responds to market demands with a commodification of Anglo identity. Service emerges as central to leadership, closely linked to cultural identity. Female participants appear as more successfully balanced directors. Directors indicate societal values as being more important than the International Baccalaureate Learner Profile.

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17

Grinshkun, Vadim V., and Lyubov A. Shunina. "Cloud technologies as a basis for the integration of teacher training systems for the International Baccalaureate schools." RUDN Journal of Informatization in Education 17, no. 3 (December 15, 2020): 210–19. http://dx.doi.org/10.22363/2312-8631-2020-17-3-210-219.

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Problem and goal. The article describes and substantiates the ways of solving the problem of the lack of approaches to the integration of methodical systems for training future teachers for International Baccalaureate programs based on the use of cloud technologies. The need for such integration is due to the fact that the training of teachers for International Baccalaureate schools involves professionals from various fields and organizations, including foreign speakers. The purpose of the described study was to confirm the effectiveness of the developed model of approaches to informatization of the system of training for future teachers of International Baccalaureate schools. Methodology. A pilot study consisting of two stages was conducted. At the first stage, we worked with professors of the pedagogical university who are training future teachers for International Baccalaureate schools. The second stage was carried out based on the formation of two groups of students of the pedagogical university: control group (19 people) and experimental group (17 people). In the experimental group, students were trained in the conditions of integrated methodical systems of disciplines based on a specially developed model of approaches to informatization of training for future teachers of International Baccalaureate schools. Results. The study found that the integration of methodical systems using cloud technology to organize joint work on training future teachers for International Baccalaureate schools contributes to the effectiveness of the formation of professional competence of such teachers. Conclusion. The effectiveness of the developed model of approaches to the integration of methodical disciplines that form the basis for training future teachers for International Baccalaureate schools is experimentally proved.

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18

Parish, Karen. "Logic hybridity within the International Baccalaureate: the case of a state school in Poland." Journal of Research in International Education 17, no. 1 (April 2018): 49–66. http://dx.doi.org/10.1177/1475240918768986.

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This article takes a ‘vertical’ comparative case study approach to the study of the human rights logic of the International Baccalaureate. It explores how the global human rights logic is experienced and adhered to by students taking the International Baccalaureate Diploma Programme in one state school in Poland. As part of a larger study the article uses the data scores from the Human Rights Competence Development Survey (Parish, 2018) as a measure of the level to which students adhere to the human rights logic of the International Baccalaureate. Semi-structured interviews with a small sample of students and the International Baccalaureate Diploma Coordinator were conducted to explore how those students experience the International Baccalaureate human rights logic in an attempt to understand why they have or have not developed high levels of adherence. The findings indicate that adherence to the human rights logic varies depending on factors both within and beyond the school learning community. What also becomes clear is that there is logic hybridity as the human-rights-promoting logic competes with the more pragmatic concerns of examination success and university ambitions.

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19

Bazhenova, Svetlana A. "Approaches to improving the training of teachers working under the International Baccalaureate programs in the field of education informatization." RUDN Journal of Informatization in Education 17, no. 2 (December 15, 2020): 123–33. http://dx.doi.org/10.22363/2312-8631-2020-17-2-123-133.

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Problem and goal. The article is devoted to studying the possibilities of working with the Moscow Electronic School project. The goal was to develop programs to improve the training of teachers in Moscow schools. This goal required to design a model for improving the training of teachers working under the International Baccalaureate programs in the field of education informatization, to develop the content of teacher training, to organize and conduct such training, based on an active study of the possibilities of the Moscow Electronic School project for teachers of International Baccalaureate schools, as well as evaluate the effectiveness of the proposed training program. Methodology. In the course of the study, a set of methods was used: analysis of normative documents related to the professional training of teachers, study of literature, including those presented by the International Baccalaureate Organization (IBO), search and analysis of the resources of the Moscow Electronic School project library, study of the experience of using services in the system education of the city of Moscow, a pedagogical experiment. Results. The article presents a fragment of a pedagogical experiment to improve the training of teachers working under the International Baccalaureate programs, aimed at developing skills in working with the Moscow Electronic School project. The study confirmed the relevance of the problem, which consists in the need to improve the training of teachers in Moscow schools working under the International Baccalaureate programs in the field of education informatization, including in the field of work with the resources of the Moscow Electronic School project. The results of the study allowed to find approaches to solving the identified problem. Conclusion. It is proposed to supplement the content of the discipline Modern Teaching Technologies in the framework of the masters training of teachers working under the International Baccalaureate programs, with topics related to studying the resources of the Moscow Electronic School project in the activities of a teacher working under the International Baccalaureate programs, as well as a system of practical work that takes into account the specifics of the International Baccalaureate school.

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20

Hayden, Mary C., and Cynthia S. D. Wong. "The International Baccalaureate: international education and cultural preservation." Educational Studies 23, no. 3 (November 1997): 349–61. http://dx.doi.org/10.1080/0305569970230302.

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21

Hughes, Conrad. "International education and the International Baccalaureate Diploma Programme." Journal of Research in International Education 8, no. 2 (July 20, 2009): 123–41. http://dx.doi.org/10.1177/1475240909105201.

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22

Tarc, Paul. "What is the ‘International’ in the International Baccalaureate?" Journal of Research in International Education 8, no. 3 (November 26, 2009): 235–61. http://dx.doi.org/10.1177/1475240909344679.

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23

Huckle, Jacob. "Multilingualism and the International Baccalaureate Diploma Programme (IBDP): An Analysis of Language Learning in the IBDP in Light of the ‘Multilingual Turn’." Journal of Research in International Education 20, no. 3 (November 20, 2021): 263–80. http://dx.doi.org/10.1177/14752409211059267.

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This article analyses various International Baccalaureate policy documents to establish whether the International Baccalaureate Diploma Programme has undergone what is described as a multilingual turn. After defining multilingualism and the multilingual turn, it outlines three main implications of what might be considered this paradigm shift for educational policies related to curriculum, pedagogy, and assessment. These implications are used as a framework for the policy analysis to follow, which argues that International Baccalaureate Diploma Programme approaches to language learning are underpinned by a monolingual bias that might delegitimate the knowledge and experience of multilingual learners.

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24

Hacking, Elisabeth Barratt, Chloe Blackmore, Kate Bullock, Tristan Bunnell, Michael Donnelly, and Susan Martin. "International Mindedness in Practice: The Evidence from International Baccalaureate Schools." Journal of Research in International Education 17, no. 1 (March 30, 2018): 3–16. http://dx.doi.org/10.1177/1475240918764722.

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International Mindedness is an overarching construct related to multilingualism, intercultural understanding and global engagement (Hill, 2012). The concept is central to the International Baccalaureate (IB) and sits at the heart of its education policies and programmes. The aim of this research study was to examine systematically how schools offering International Baccalaureate programmes (so-called IB World Schools) conceptualise, develop, assess and evaluate International Mindedness (IM), and to understand related challenges and problems, with a view to improving practice in schools. Nine case study schools, identified as being strongly engaged with IM, were selected for in-depth scrutiny of their practice and thinking related to IM. Conclusions from this study will also inform on-going debate on other similar global initiatives.

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25

Rataj-Worsnop, Victoria. "Pioneering the International Baccalaureate Diploma Programme." FORUM 45, no. 2 (2003): 47. http://dx.doi.org/10.2304/forum.2003.45.2.4.

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26

Ishikura, Yukiko. "International Baccalaureate in Japan and Asia." International Higher Education, no. 96 (December 5, 2018): 19–21. http://dx.doi.org/10.6017/ihe.2019.96.10778.

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The International Baccalaureate (IB) offers internationally recognized programs that prepare students to think and act critically and independently as internationally competent individuals. IB has recently undergone a rapid worldwide expansion as an increasing number of educational systems are recognizing the value of nurturing globally prepared citizens. Japan, in particular, has witnessed a recent increase in the spread of IB programs because of the government-initiated push to increase the number of IB schools to 200 by 2020. The IB Dual Language Program (English and Japanese) was created to support this initiative. This article sheds light on the trend of IB expansion worldwide through the lens of the Japanese experience and addresses challenges and opportunities that this expansion has brought to Japanese higher education.

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27

van Oord, Lodewijk. "Peace education: an International Baccalaureate perspective." Journal of Peace Education 5, no. 1 (February 12, 2008): 49–62. http://dx.doi.org/10.1080/17400200701859379.

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28

Cox, June, and Neil Daniel. "The International Baccalaureate, and Concurrent Enrollment." Gifted Education International 3, no. 2 (September 1985): 145–50. http://dx.doi.org/10.1177/026142948500300218.

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29

Toruan, Mayolica Marsillam, Akrim Akrim, and Indra Prasetia. "The Implementation of National Curriculum 2013 and International Baccalaureate (Study at Sampoerna Academy Medan)." Randwick International of Social Science Journal 3, no. 1 (January 7, 2022): 46–52. http://dx.doi.org/10.47175/rissj.v3i1.368.

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This study aims to determine the implementation of National Curriculum 2013 and the International Baccalaureate curriculum and to compare student learning outcomes, especially in the field of Indonesian language studies at Sampoerna Academy Medan. The results shows that there are differences in learning outcomes in the field of Indonesian language studies using National Curriculum 2013 and the International Baccalaureate. The difference in the level of ability of students in the field of Indonesian language studies is indicated by the average learning outcomes of Indonesian language studies with National Curriculum 2013 which is lower than the International Baccalaureate curriculum. The findings of this study indicate that the use of both National Curriculum 2013and the International Baccalaureate has an impact on student learning outcomes at Sampoerna Academy Medan. This difference is due to differences in assessment standards, learning activities, communication both oral and written as well as the values of cultural and character development of each curriculum applied in schools.

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30

Wulandari, Risfita, Muhammad Wildan Shohib, and Azam Othman. "The Implementation of the International Baccalaureate Curriculum of the Industry Era 4.0." JIE (Journal of Islamic Education) 9, no. 1 (January 17, 2024): 141–67. http://dx.doi.org/10.52615/jie.v9i1.342.

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This study aims to investigate the implementation of the International Baccalaureate Curriculum for Industry 4.0 Middle Years Program at Al-Firdaus Islamic High School Surakarta by examining how well the objectives and philosophy of the International Baccalaureate Curriculum are in line with the vision and mission of the school. This research uses a qualitative method with a phenomenological approach. Data were obtained from observations and interviews with the principal of the high school, the coordinator of the middle school program, and subject teachers. Data sources used primary and secondary data. The sampling techniques used were snowball sampling and data analysis, with data reduction, data presentation, and conclusion. The implementation of the International Baccalaureate Curriculum is well implemented and successful under the direction of the International Baccalaureate Organization, which continues to provide solutions and assistance to the demands of the Industrial Age 4.0 for the success of fostering international insights and helping students reflect on themselves based on their interests, identity, culture, respect for the environment, values, and multicultural experiences at school.

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31

Ponce, Juan, and Ruthy Intriago. "Evaluating the impact of the International Baccalaureate: an analysis in Ecuador." Journal of Research in International Education 21, no. 2 (August 2022): 183–98. http://dx.doi.org/10.1177/14752409221122038.

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This study provides an evaluation of the impact of the International Baccalaureate Diploma Programme introduced in 2006 to 200 public schools in Ecuador. Using a combination of different methodologies in order to have a credible identification strategy, we find that the International Baccalaureate Diploma has a positive impact on academic achievements as well as on secondary school progression.

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32

PAVEL, Dorin. "International certification methodology in the field of databases." Acta et commentationes: Științe ale Educației 36, no. 2 (March 2024): 115–22. http://dx.doi.org/10.36120/2587-3636.v36i2.115-122.

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One of the internationally certified exams, for which a mark ten is offered, ex officio, in the computer science elective exam, within the national baccalaureate testing, refers to databases. The paper describes the methodology for preparing and conducting student testing in order to obtain one of the three certificates required by the current regulation, which was developed at the end of 2023. High school graduates have the opportunity to benefit from this facility in the 2024 exam session national baccalaureate

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33

Zaslavskaya, Olga Yurievna, and Kristina Igorevna Anikanova. "Develop and use educational electronic resources in the discipline “Design” for schools the International baccalaureate (IB)." RUDN Journal of Informatization in Education 16, no. 1 (December 15, 2019): 22–34. http://dx.doi.org/10.22363/2312-8631-2019-16-1-22-34.

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Problem and goal. The article deals with the processes of development of the modern information society and various educational programs, which contributes to the need for the use of information technology in the educational sphere. The aim was to identify the features of the development of educational electronic publications and resources for the International baccalaureate program, a comparative analysis of the program and a comparison with the existing program of education in Russia on the Federal state educational standard. This made it possible to take into account the peculiarities of methods of work with resources and assessment of tasks by students in this program, as well as to develop educational electronic resources for the International baccalaureate program in the discipline “Design” and to evaluate the effectiveness of these resources as tools of work. Methodology. Development of a system of educational electronic resources and teaching methods for these resources in the discipline “Design” in the framework of the international baccalaureate program are carried out through the analysis of curricula, manuals, dissertations, materials of conferences on FSES and International baccalaureate, study of scientific literature on approaches and methods for the development of electronic systems for the evaluation of the results of training, observation, organization and conduct of pedagogical experiment and analysis of its results. Results. The analysis of the FSES and the International baccalaureate training program to identify the features of the educational process in each of the programs under consideration. Various approaches and technologies to the evaluation of learning outcomes, including the system of electronic assessment are considered. On the basis of the data obtained, an educational electronic resource on the discipline “Design” within the framework of the International baccalaureate training program was developed, consisting of evaluation tasks, work with which was based on the use of information and communication technologies, and a system for evaluating the results of these tasks for grade 6. Conclusion. The results led to the conclusion that the organization of training in the discipline “Design” in the framework of the International baccalaureate program with the use of educational electronic resources will contribute to a significant increase in the interest of primary school students to the study of this subject area and, in the future, a more conscious choice of direction of training in the field of informatization. The presented method of teaching and developed educational electronic resource on the discipline “Design”, built to meet the requirements of the International baccalaureate program, will improve the efficiency of learning by students.

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34

Brunold-Conesa, Cynthia. "International education: The International Baccalaureate, Montessori and global citizenship." Journal of Research in International Education 9, no. 3 (December 2010): 259–72. http://dx.doi.org/10.1177/1475240910382992.

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35

Bailey, Lucy, and Lucy Cooker. "Who Cares? Pro-social education within the programmes of the International Baccalaureate." Journal of Research in International Education 17, no. 3 (December 2018): 228–39. http://dx.doi.org/10.1177/1475240918816405.

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This article is a study of one aspect of the character education offered by schools following the curriculum of the International Baccalaureate – students’ pro-social development. Set against a background in which the development of inter-personal qualities is being marginalised by conservative governments across many national systems of education (Keddie, 2015), the International Baccalaureate seems to defy these trends by continuing to centre attention on the holistic development of personal characteristics, including the cultivation of pro-social behaviour through the learner attribute ‘Caring’. Through a focused analysis of the pro-social curriculum practice enacted by nine case-study international schools following this curriculum across three continents, the article concludes that pro-social behaviour is effectively encouraged by the International Baccalaureate programmes, but that it is a somewhat patrician version of caring that is enacted in many contexts.

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36

Błaszczak, Anna. "Teaching Academic Honesty and Ethical Standards." EDUKACJA 2020, no. 1 (March 25, 2021): 67–76. http://dx.doi.org/10.24131/3724.200105.

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The considerations presented in this paper refer to the idea of developing academic honesty and introducing ethical standards in research among high school students of the International Baccalaureate Diploma Programme. The mission of the International Baccalaureate Organization is to form a better world through education. One of the ways to achieve this is to create international educational programmes that include the development of a respectful, principled and caring attitude among their students. Teaching about academic honesty and ethical standards in research as well as introducing these principles in everyday school life is the best way to put these rules into practice. In the following paper, the regulations of the International Baccalaureate on academic honesty in general and ethical guidance for psychology in particular will be presented, followed by examples of good practice from one of the IB schools, the Międzynarodowe Liceum Paderewski in Lublin, Poland.

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37

Kornilov, Viktor S., Olga V. Lvova, and Igor S. Obolensky. "Teaching physics students of humanitarian-oriented groups in the Middle Years Programme (basic school) of the International Baccalaureate." RUDN Journal of Informatization in Education 16, no. 3 (December 15, 2019): 270–80. http://dx.doi.org/10.22363/2312-8631-2019-16-3-270-280.

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Problem and goal. In 1968, an international non-governmental organization of the International Baccalaureate with consultative status with UNESCO was established in Switzerland [11; 26; 27; 29-31]. The methodological basis of the International Baccalaureate is intercultural communication, communication, self-development, conceptual thinking, learning eﬃciency, etc. The International Baccalaureate is an internationally recognized curriculum and is implemented worldwide, including in Russia (Vladivostok, Moscow, Moscow region, Perm, Samara, Saint Petersburg, Ulyanovsk). In addition, International Baccalaureate diplomas are recognized by many foreign educational institutions. In the process of teaching physics to students of humanitarian-oriented groups on the Middle Years Programme (MYP) (basic school) of the International Baccalaureate, some students have difﬁculties both in mastering the theoretical material and in solving educational text problems. In this connection, to improve the eﬃciency of training of such students it is advisable not only to carry out a theoretical justiﬁcation of the possibility of using methods of adaptation of texts of problems in physics and to develop adapted educational tasks with their subsequent inclusion in the content of training, but also to use modern information technologies both in the presentation of theoretical material to students (multimedia teaching tools, electronic resources, etc.) and to teach students to use computer programs (“Live physics”, “Laboratory L-micro”, “1C: Tutor in physics”, “Physics course of the XXI century”, “Open physics”, “Physics in animations”, “Physics. Grades 7-11. Workshop”, etc.). Obviously, that it is necessary in the future to carry out experimental and pedagogical activities revealing the eﬀectiveness of teaching physics. Methodology. The eﬀectiveness of teaching physics to schoolchildren of humanitarianoriented groups under the MYP (basic school) of the International Baccalaureate will be largely provided by the developed content of training, the implementation of didactic principles of training, the implementation of a system-activity approach in teaching, the informatization of training, linguistic analysis of the content of educational tasks, the implementation of technological approach to the design of the educational process, taking into account the peculiarities of psychological laws of formation of mental actions of schoolchildren in the process of solving physical problems [1; 3; 7-9; 12-16; 19; 20; 28]. Results. Application of the method of adaptation of the text of educational tasks, the use of informatization tools, the use of various algorithms for solving physical problems, linguistic analysis of the content of educational tasks helps to improve the quality of teaching physics to students of humanitarian-oriented groups under the MYP (basic school) of the International Baccalaureate. Conclusion. The use of an adapted format for the presentation of educational problems, various algorithms for solving physical problems, the use of modern information technologies for teaching physics to students of humanitarian-oriented groups under the MYP (basic school) of the International Baccalaureate contributes to the increase in students’ interest in learning and the formation of their fundamental system of subject knowledge in physics.

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38

Semple, Stuart. "Geography in the International Baccalaureate: An Update." Journal of Geography 108, no. 1 (April 30, 2009): 37–38. http://dx.doi.org/10.1080/00221340902859209.

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Hallinger, Philip, Moosung Lee, and Allan Walker. "Program transition challenges in International Baccalaureate schools." Journal of Research in International Education 10, no. 2 (August 2011): 123–36. http://dx.doi.org/10.1177/1475240911407976.

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Calnin, Gerard, Mark Waterson, Sue Richards, and Darlene Fisher. "Developing Leaders for International Baccalaureate World Schools." Journal of Research in International Education 17, no. 2 (July 30, 2018): 99–115. http://dx.doi.org/10.1177/1475240918790703.

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A significant corpus of research now consistently confirms that school leadership is the second most important in-school variable to impact on student outcomes. Investing in leaders and aspiring leaders is therefore an imperative for schools and school systems. However, much of the educational leadership research emerges from national systems of education, with a largely Western set of norms and assumptions. To what extent, it can be asked, are the attributes and capabilities described in the literature applicable on a more universal or global scale? A paucity of research addresses this question and explores educational leadership in trans-national and multi-cultural settings. The International Baccalaureate (IB), with its 4500 schools in more than 135 countries, has responded to the challenge of developing leaders for its schools (known as IB World Schools). Regardless of the strength of research within particular national or cultural contexts, the IB’s complex and globally dispersed school network means that leaders cannot be expected to follow a single model or paradigm of leadership practice. The IB acknowledges that effective leadership takes into account the environment within which leaders work. At the heart of an IB school leader’s challenge is to develop strong capabilities in cultural and contextual awareness, as well as a deep understanding of the types of leadership practices that have the best chance of maximising student and organisational outcomes in different contexts. The IB has developed a distinctive leadership programme to support IB leaders and build their capabilities in these vital areas. This paper outlines the contexts, research and theorising that has led to the IB leadership professional development programme. It also presents the aims, guiding principles and key features, inclusive of the key capabilities and intelligences that are the core components of the learning and development experience. The question raised at the conclusion of this paper is: to what extent are these capabilities applicable for leaders not only in IB World Schools but in schools more widely?

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Dulfer, Nicky. "Differentiation in the International Baccalaureate Diploma Programme." Journal of Research in International Education 18, no. 2 (August 2019): 142–68. http://dx.doi.org/10.1177/1475240919865654.

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There is now widespread acceptance of the importance of differentiated instruction in today’s classrooms. However, much of the research regarding differentiated instruction takes place in primary and middle years environments, with very little focussed on the senior secondary years. This article explores differentiated instruction practices in senior secondary high stakes environments. Specifically focussed on the experiences of teachers in the International Baccalaureate Diploma Programme (IBDP) in Hong Kong and Australia, where the IB is predominately taught in high-fee-paying institutions, the article explores some of the current practices and concerns of teachers involved in the programme. In exploring differentiated instruction in the IBDP it asks the questions 1) How do teachers employ differentiation in their approaches to teaching in IBDP environments?, and 2) What factors inhibit or enable differentiation in their classrooms? Results from the study indicate that teachers of the IBDP provide several differentiation opportunities within the content and product areas. However, the areas of process and environment were more problematic, with the amount of content that needed to be covered impacting on the approach to teaching and learning adopted by both the teachers and the students. The IB prides itself on its Learner Profile attributes which support the students to become “inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” (IB, 2019a). However, in this study questions were raised regarding the amount of time students are given to think, reflect, or inquire. This is something that all senior secondary years programmes will need to consider as we move through the twenty-first century.

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Rizvi, Fazal, Glenn C. Savage, John Quay, Daniela Acquaro, Richard J. T. Sallis, and Nima Sobhani. "Transnationalism and the International Baccalaureate Learner Profile." PROSPECTS 48, no. 3-4 (May 22, 2019): 157–74. http://dx.doi.org/10.1007/s11125-019-09447-z.

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McKeown, John, and Maria Ramadori. "Investigating a Language Learner Identity in the International Baccalaureate Diploma Programme." Arab World English Journal 13, no. 4 (December 15, 2022): 24–37. http://dx.doi.org/10.24093/awej/vol13no4.2.

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This localized, classroom-based, qualitative ethnographic study, conducted during 2019-2021 at a foreign national, English-medium high school in Türkiye investigates the development of a language learner identity in the English courses of the International Baccalaureate Diploma Programme. The target population is mixed-gender high school students enrolled in the Diploma Programme. In the entrance and exit course surveys, students disclosed their views about themselves as language learners, their impressions of language learner assumptions, tacit and explicit teacher expectations, and their reactions to the International Baccalaureate syllabus and their perceived progress. Each of these factors had a significant but not equal impact on their choice to study English A: Literature and Language, either at standard level or higher level or English B: Language Acquisition higher level. The extent of the development of a language learner identity aligned to the language policies of the International Baccalaureate is seen through the student survey responses and the instructors’ anecdotal commentary. A language learner identity can be seen to develop within the context of the program as students experience improvement in their language skills, make shifts in perspectives, and interact in the target language with others in the school environment. The study begins to fill a gap related to language identity development in the International Baccalaureate Diploma Programme English courses and may be of interest to Diploma Programme teachers, coordinators, and school policymakers

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Gardner-McTaggart, Alexander. "Leadership of international schools and the International Baccalaureate learner profile." Educational Management Administration & Leadership 47, no. 5 (January 22, 2018): 766–84. http://dx.doi.org/10.1177/1741143217745883.

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Purpose:this study 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; international schools, however, suffer from an endemic culture of change and reinterpretation. The IB learner profile (IBLP) offers scope for consistency and an overarching ethos, and research finds that ‘buy-in’ to the IBLP and modelling of it in all aspects of school life are essential in achieving this. It emerges that buy-in to the IBLP in directors is split between the personal and the operational.Research method:This interpretive study explores IB directors in multiphase research over two years employing an aspect of critical phenomenology through the lens of the IBLP and Global Citizenship Education (GCE).Findings:Only one in six directors uses the IBLP in leadership. Generally, directors attribute the IBLP a junior status. 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.

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Hill, Ian. "An international model of world-class education: The International Baccalaureate." PROSPECTS 42, no. 3 (September 2012): 341–59. http://dx.doi.org/10.1007/s11125-012-9243-9.

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Belal, Susie. "Participating in the International Baccalaureate Diploma Programme: Developing international mindedness and engagement with local communities." Journal of Research in International Education 16, no. 1 (April 2017): 18–35. http://dx.doi.org/10.1177/1475240917702789.

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Although the rapidly expanding International Baccalaureate Diploma Programme (IBDP) is a well-recognized program perceived to offer best practices in education, including developing international mindedness in students and engaging with the local communities, there is little empirical evidence to support these outcomes. This mixed methods case study investigates if and how a diverse student body in one school (School X) contributes to the achievement of the International Baccalaureate Organization’s aims, and in what ways student participation in the IBDP engages them with the diverse local community. This study concludes that engagement with the diverse local community was not perceived by participants as one of the main outcomes of offering the IBDP whereas the diversity of the school student body was perceived as an integral factor in helping students develop a wider worldview and international mindedness. Allport’s social contact theory was used as a framework to explain the impact of diversity and help to understand it in the context of the IBDP.

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Trafford, Simon. "The benefits of the International Baccalaureate Diploma for Latin and Classics in the Sixth Form." Journal of Classics Teaching 18, no. 35 (2017): 65–67. http://dx.doi.org/10.1017/s2058631017000095.

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In spite of its world-wide reach, the International Baccalaureate (IB) is still a relatively unknown quantity in many schools in the UK. Even if teachers know of the IB, very few teachers know how it works and even fewer have actually taught it. As a result, not enough Classicists realise how beneficial the IB can be for the teaching of Latin. This article aims at highlighting three main reasons why Classics teachers should be championing the International Baccalaureate in their sixth forms.

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A Genon, Kennedy. "Leading and Teaching in the International Baccalaureate Diploma Programme: A Phenomenological Study." International Journal of Science and Research (IJSR) 12, no. 7 (July 5, 2023): 480–91. http://dx.doi.org/10.21275/sr23707065336.

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Bittencourt, Tiago. "Social class and the construction of international mindedness: A comparative study of International Baccalaureate schools in Ecuador." Journal of Research in International Education 19, no. 2 (August 2020): 91–105. http://dx.doi.org/10.1177/1475240920954046.

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The purpose of this paper is to examine how students inhabiting distinctive social spaces and experiencing considerably different material realities define, value and problematize the concept of international mindedness. Drawing on a larger multi-sited ethnographic study of two International Baccalaureate schools in Ecuador, the study found that while students from distinct social backgrounds provided similar definitions of what international mindedness entails, they differed notably in what they considered to be the value and potential pitfalls of embodying the concept as a personal disposition. These differences emerged primarily as a result of how students related to their immediate surroundings and the assumptions they made about their future lives. Focusing on students’ constructions of ‘place’ and their imagined futures provides an important insight into how students engage with international mindedness specifically, and the International Baccalaureate more broadly. Furthermore, it attests to why matters related to ‘social class’ deserve a greater degree of scholarly attention.

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Burbidge, Tamsin, and Rebecca Hamer. "Academic Honesty in the International Baccalaureate Diploma Programme." Journal of International Students 10, no. 2 (May 15, 2020): 265–85. http://dx.doi.org/10.32674/jis.v10i2.667.

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Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experiences. Results indicate that students mostly learn about academic integrity in the classroom. Most schools have a process to ensure students know about academic honesty, but half of schools indicate there is no similar process for teachers. State schools rely significantly more on student and teacher initiative to refresh or check their knowledge, such as accessing handbooks, and less on offering targeted student or teacher academic integrity training, than private schools.

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