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

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Published: 4 June 2021

Last updated: 4 February 2022

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1

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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2

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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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

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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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

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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7

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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8

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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9

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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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

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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12

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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13

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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14

Walt, Gill. "Globalisation of international health." Lancet 351, no. 9100 (February 1998): 434–37. http://dx.doi.org/10.1016/s0140-6736(97)05546-3.

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15

BARNETT, GEORGE A., JOSEPH G. T. SALISBURY, CHUL WOO KIM, and ANNA LANGHORNE. "Globalisation and international communication." Journal of International Communication 6, no. 2 (December 1999): 7–49. http://dx.doi.org/10.1080/13216597.1999.9751888.

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16

Baregu, Mwesiga. "Globalisation and international terrorism." African Security Review 15, no. 3 (January 2006): 103–8. http://dx.doi.org/10.1080/10246029.2006.9627610.

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17

Cain, Maureen. "International Crime and Globalisation." Criminal Justice Matters 46, no. 1 (December 2001): 34–35. http://dx.doi.org/10.1080/09627250108553668.

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18

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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19

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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20

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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21

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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22

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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23

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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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

Jewell, Tamsin. "International foresight’s contribution to globalisation." Foresight 5, no. 2 (April 2003): 46–53. http://dx.doi.org/10.1108/14636680310476267.

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26

Gupta, S. P. "GLOBALISATION-RESTRUCTURING AND INTERNATIONAL COMPETITIVENESS." Paradigm 1, no. 1 (July 1997): 7–12. http://dx.doi.org/10.1177/0971890719970102.

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The paper discusses the challenges of transfonnation in India. The first restructuring required in India is building a world scale domestic market by opening its economy to new products and services. The second task is to build world class competitors by enabling the economy to upgrade itself. For this India should be able to develop, overtime, MNCs of Indian origin. India has to transform itself from a controlled planned economy to a market economy. The country must also allow mergers and acquisitions since none of the Indian firms have world scale operations. For competitiveness, there is an imperative need for improving total factor productivity in India.

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27

Sgro, Pasquale M. "GLOBALISATION, INTERNATIONAL TRADE AND WELFARE." Arthaniti: Journal of Economic Theory and Practice 1, no. 1-2 (June 2002): 62–86. http://dx.doi.org/10.1177/0976747920020106.

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28

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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29

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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30

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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31

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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32

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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33

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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34

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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35

Carder, Maurice. "Bilingualism in International Baccalaureate programmes, with particular reference to international schools." Journal of Research in International Education 5, no. 1 (April 2006): 105–22. http://dx.doi.org/10.1177/1475240906061867.

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36

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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37

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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38

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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39

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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40

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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41

Kelly, M. G. E. "International Biopolitics: Foucault, Globalisation and Imperialism." Theoria 57, no. 123 (January 1, 2010): 1–26. http://dx.doi.org/10.3167/th.2010.5712301.

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42

Burnham, Peter. "Marx, international political economy and globalisation." Capital & Class 25, no. 3 (October 2001): 103–12. http://dx.doi.org/10.1177/030981680107500109.

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43

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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44

Gureyeva, Anastasia Mikhailovna, and Svetlana Leonidovna Mishlanova. "THE COGNITIVE MODEL OF THE INTERNATIONAL BACCALAUREATE TERMINOLOGY." Historical and social-educational ideas 6, no. 6_1 (February 2, 2015): 249. http://dx.doi.org/10.17748/2075-9908-2014-6-6_1-249-253.

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45

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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46

Banta, T. "An international perspective on assessing baccalaureate program outcomes." Evaluation News 11, no. 3 (October 1990): 167–75. http://dx.doi.org/10.1016/0191-8036(90)90021-i.

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47

Kidson, Paul, George Odhiambo, and Rachel Wilson. "The International Baccalaureate in Australia: trends and issues." Compare: A Journal of Comparative and International Education 49, no. 3 (January 8, 2018): 393–412. http://dx.doi.org/10.1080/03057925.2017.1415751.

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48

Bunnell, Tristan. "The dearth of international Baccalaureate schools across Africa." Africa Education Review 13, no. 2 (April 2, 2016): 181–95. http://dx.doi.org/10.1080/18146627.2016.1224120.

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49

Bunnell, Tristan. "The International Baccalaureate and its Middle East challenge." Education, Business and Society: Contemporary Middle Eastern Issues 1, no. 1 (February 29, 2008): 16–25. http://dx.doi.org/10.1108/17537980810861484.

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50

Taylor, Mary Lee, and Marion Porath. "Reflections on the International Baccalaureate Program: Graduates’ Perspectives." Journal of Secondary Gifted Education 17, no. 3 (May 2006): 149–58. http://dx.doi.org/10.4219/jsge-2006-398.

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