Relevant bibliographies by topics / International;globalisation;international baccalaureate

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

Academic literature on the topic 'International;globalisation;international baccalaureate'

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Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "International;globalisation;international baccalaureate"

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Casinader, Niranjan, and Lucas Walsh. "Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective." Journal of Research in International Education 18, no. 3 (November 26, 2019): 257–73. http://dx.doi.org/10.1177/1475240919891001.

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It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.
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Hoël, Mark. "Limits to Globalisation: Technology in Secondary School Geography, the International Baccalaureate Curriculum and Ontario Public Education Experiences." International Research in Geographical and Environmental Education 13, no. 4 (November 15, 2004): 370–73. http://dx.doi.org/10.1080/14724040408668458.

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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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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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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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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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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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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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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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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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Dissertations / Theses on the topic "International;globalisation;international baccalaureate"

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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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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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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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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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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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Sidhu, Ravinder K. "Selling futures : globalisation and international education /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16685.pdf.

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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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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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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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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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Books on the topic "International;globalisation;international baccalaureate"

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

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International trade and globalisation. 2nd ed. Stocksfield, Northumberland: Anforme Ltd., 2004.

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Sarah, Powell, ed. Globalisation. London: Dorling Kindersley, 2008.

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Aglietta, Michel. Globalisation financière: L'aventure obligée. Paris: Economica, 1990.

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Nunnenkamp, Peter. Globalisation of production and markets. Tübingen: J.C.B. Mohr, 1994.

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Hirst, Paul. Globalisation in question. Sheffield: Political Economy Research Centre, 1995.

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A, Hart Jeffrey, ed. Coping with Globalisation. London: Routledge, 2000.

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Dunning, John H. Globalisation: The challenge for national economic regimes. Dublin: Economic and Social Research Institute, 1993.

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Taking the IB Diploma Programme Forward. Woodbridge: John Catt Educational Ltd, 2011.

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

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Book chapters on the topic "International;globalisation;international baccalaureate"

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

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

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Roccu, Roberto, and Leila Simona Talani. "Introduction: The Globalisation Debate—From De-Globalisation to the Dark Side of Globalisation." In International Political Economy Series, 1–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05117-4_1.

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de Nardis, Fabio. "International System and Globalisation." In Understanding Politics and Society, 179–212. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37760-1_6.

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Thampapillai, Dodo J., and Matthias Ruth. "International trade and globalisation." In Environmental Economics, 223–38. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315163246-18.

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

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

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O’Grady Walshe, Clare. "Seed Sovereignty and Globalisation." In International Political Economy Series, 61–116. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12870-8_3.

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Scholte, Jan Aart. "Globalisation and Collective Identities." In Identities in International Relations, 38–78. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-25194-0_3.

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Sumner, Andy, and Meera Tiwari. "Doing Globalisation." In After 2015: International Development Policy at a Crossroads, 165–96. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230234680_7.

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Conference papers on the topic "International;globalisation;international baccalaureate"

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

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Kumar, Neelam K., and Sunil Kumar. "Human Side of Globalisation." In 2006 IEEE International Engineering Management Conference. IEEE, 2006. http://dx.doi.org/10.1109/iemc.2006.4279804.

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

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Ruhl, G. "Merging territories: Creating an information design baccalaureate degree." In 2008 IEEE International Professional Communication Conference (IPCC 2008). IEEE, 2008. http://dx.doi.org/10.1109/ipcc.2008.4610239.

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

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Gorun, Adrian. "EDUCATION AND COMMUNITY IN THE GLOBALISATION ERA." In 15th International Multidisciplinary Scientific GeoConference SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgem2015/b53/s22.111.

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Kefali, Abderrahmane, and Soumia Drabsia. "Localization of scores and average in Algerian baccalaureate transcripts." In 2018 International Conference on Signal, Image, Vision and their Applications (SIVA ). IEEE, 2018. http://dx.doi.org/10.1109/siva.2018.8661108.

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Sinkevi�ius, Gintaras, and Stasys Dailydka. "Railway Transport In The Conditions Of Globalisation." In The 8th International Scientific Conference "Business and Management 2014". Vilnius, Lithuania: Vilnius Gediminas Technical University Publishing House Technika, 2014. http://dx.doi.org/10.3846/bm.2014.053.

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Cârstea, Daniela. "National Identity in the Context of Globalisation." In 2nd International Conference on Research in Social Sciences and Humanities. GLOBALK, 2020. http://dx.doi.org/10.33422/2nd.icrsh.2020.12.03.

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Peña Lang, María Begoña, Susana Herrero Santos, Juan Carlos Merino Morales, and Iván Moya Rodríguez. "UNIVERSITY FOSTERS INNOVATION AT HIGH SCHOOL: AN INNOVATIVE BACCALAUREATE MODEL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0784.

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Reports on the topic "International;globalisation;international baccalaureate"

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

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

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

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