Implementing the IB Diploma Programme PDF Download

Author: Marc van Loo
Publisher: Cambridge University Press
ISBN: 9780521544870
Category : Education
Languages : en
Pages : 548

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Book Description
The IB Diploma Programme is a two-year pre-university high school programme. Schools wishing to introduce the Diploma Programme are faced with a major investment in terms of time, effort and money in order to become IB-authorised. This hands-on manual helps prospective schools to navigate the process by providing comprehensive information on the Diploma Programme and a clear roadmap for successful IB implementation.

Author: Tim Pound
Publisher: Routledge
ISBN: 1134309724
Category : Education
Languages : en
Pages : 209

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Book Description
Introducing a balanced look at the experience of implementing and teaching the increasingly respected qualification, the International Baccalaureate, this book is a rich resource for all teachers, school leaders and managers involved with or considering the qualification.

Author: Coulson, David Gregory
Publisher: IGI Global
ISBN: 1799851087
Category : Education
Languages : en
Pages : 414

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Book Description
The need to reform secondary-level education to prepare young people for new economic realities has emerged. In an age of constant career changing, cognitive flexibility is a top-priority skill to develop in today’s students. This shift requires methodological innovation that enhances children’s natural abilities as well as updated, focused teacher education in order to prepare them adequately. Educational Reform and International Baccalaureate in the Asia-Pacific is a collection of innovative research that examines the development and implementation of IB curricula. Highlighting a wide range of topics including critical thinking, student evaluation, and teacher training, this book is ideally designed for educators, curriculum developers, instructional designers, administrative officials, policymakers, researchers, academicians, and students.

Author: Michael B. Pascoe
Publisher:
ISBN:
Category : College preparation programs
Languages : en
Pages : 261

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Book Description
The 21st century learner resides in an advanced global society that is led by the waves of the economy, advances in the technological world, concern around our safety and security, as well as demographical changes (Carver & Markatos-Soriano, 2007). The trends suggest education needs to equip students with the attitudes that promote respect for others, awareness of other cultures and diversity, and communication skills that will assist them in collaborating with those from other countries in which globalization presents. Unfortunately, there has been little research about how school districts navigate the challenges associated with implementing an inquiry-based, internationally-minded program such as the International Baccalaureate (IB) Diploma Programme (DP) at a level that supports high rates of IB diploma acquisition. This instrumental case study focused on the IBDP in Michigan IB schools in which 60% or more of their students obtain the IB diploma as noted by the recent IB standard for IBDP evaluation. The overarching goal was to identify general patterns relating to implementation barriers and challenges which IB coordinators, head of schools, and teachers experienced as they delivered the DP and to describe how these schools overcame these barriers and achieved increased rates of IB diploma acquisition. This study also elicited perspectives regarding the elements that various members in the school implementation process identified as facilitators for implementing the IB Diploma Programme. The study involved the collection of qualitative data from five IB schools in which the IB educators played a main role in the implementation of their IB Diploma Programme. Data were collected through individual interviews, the review of artifacts such as IB site evaluation documents, and a rating exercise. Content analysis, coding, and categorical analysis guided the research questions to interpret and analyze the data collected. Also, the study followed a form of interpretive analysis introduced by Smith et al. (2009) helping to reduce the data to seventeen key findings or superordinate themes as follows: (a) lack of understanding and program awareness from all stakeholders, (b) lack of initial program preparation, (c) student and staff perception, (d) lack of collaborative time, (e) increased communication to all stakeholders, (f) increased staff and student support, (g) increased awareness of curriculum and assessment, (h)implementing structural changes, (i) continuous communication to all stakeholders, (j) district and community support, (k) establishing an IB school culture, (l) ongoing IB professional development, (m) time focused on IBDP, (n) dedicated staff, (o) change in staff and student perception, (p) understanding of assessment, and (q) structural support. The key findings from the conceptual rating exercise were as follows by highest rated theme and sub-theme (in parenthesis) when averaging all three participant groups: (a) learning culture (shared vision/values), (b) leadership and management (adequate resources), (c) practice and performance (teacher choice), (d) monitoring and assessment (examiner feedback), and (e) MYP-DP transition (program design). My research confirmed much of the research conducted in previous studies, but also added some new findings that could be useful to the IB community. The most significant finding during the initial implementation phase was communication as all cases noted it as being essential to getting their IBDP off the ground. Establishing a solid communication plan to reach all stakeholders helped schools establish awareness, facilitated stakeholder buy-in, built positive beliefs around the benefits of the program, and helped build excitement of younger students at lower grade levels. Program preparation was also a relatively new finding as participants noted having structural supports, ongoing IB training, pre-IB course development, adequate resources, and time to grow as key facilitators in IBDP implementation.

Author: Ian Hill
Publisher: John Catt Educational Ltd
ISBN: 1904724930
Category : International baccalaureate
Languages : en
Pages : 154

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Book Description
Volume 4: Dr Ian Hill, Deputy Director General of the IB, charts the history of the organisation and the goal to create, develop and implement a truly international curriculum and qualification.

Author: National Research Council
Publisher: National Academies Press
ISBN: 030917080X
Category : Education
Languages : en
Pages : 588

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Book Description
This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.

Author: Martin Robinson
Publisher: Crown House Publishing
ISBN: 178135085X
Category : Education
Languages : en
Pages : 379

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Book Description
From Ancient Greece to the present day, Trivium 21c explores whether a contemporary trivium (Grammar, Dialectic, and Rhetoric) can unite progressive and traditionalist institutions, teachers, politicians and parents in the common pursuit of providing a great education for our children in the 21st century. Education policy and practice is a battleground. Traditionalists argue for the teaching of a privileged type of hard knowledge and deride soft skills. Progressives deride learning about great works of the past preferring '21c skills' (21st century skills) such as creativity and critical thinking. Whilst looking for a school for his daughter, the author became frustrated by schools' inability to value knowledge, as well as creativity, foster discipline alongside free-thinking, and value citizenship alongside independent learning. Drawing from his work as a creative teacher, Robinson finds inspiration in the Arts and the need to nurture learners with the ability to deal with the uncertainties of our age. Named one of Book Authority's best education books of all time.

Author: George Walker
Publisher: John Catt
ISBN: 1398383740
Category : Education
Languages : en
Pages : 192

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Book Description
To celebrate its 50th anniversary, the IB proudly invites you to read about the first half-century of its ongoing story. Written by a series of significant figureheads and stakeholders, this book describes – and celebrates – the ways in which the IB has seized the opportunity not only to address the need for an internationally recognized certification of educational achievement, but also to frame a global vision for values-based learning that improves the prospects for a better and more peaceful world. Contributors: Carolyn Adams; Sir John Daniel; Judith Fabian; Howard Gardner; Laura Gardner; Jenny Gillett; Matt Glanville; Judith Guy; Robert Harrison; Gareth Hegarty; Ian Hill; Carol Inugai-Dixon; Siva Kumari; Andrew Macdonald; Andrew Maclehose; Pilar Quezzaire; Angela Riviere; Dominic Robeau; George Rupp; HRH Princess Sarvath El Hassan of Jordan; Anthony Tait; Nicholas Tate; George Walker.

Author: Jeff Thompson
Publisher: John Catt
ISBN: 1912906864
Category : Education
Languages : en
Pages : 216

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Book Description
The Diploma Programme was the first programme to be devised and implemented by the International Baccalaureate over fifty years ago. Since its creation, the curriculum upon which the programme is based has been continuously developed to take into account the rapidly changing needs of students, schools, higher education and employment contexts. For much of that time, the programme has included three essential components that must be undertaken by students who wish to graduate with the Diploma: Theory of Knowledge, Extended Essay and Creativity, Activity, Service (CAS). Taken together, over time these have come to be regarded as a "core" of the Diploma Programme, although they were not described as such at the outset. This edited collection is intended to provide input into the current review of the IB Diploma Programme. It comprises contributions from experienced authors - researchers and practitioners - who were invited to reflect upon the nature of the core as it exists at present, to raise issues in relation to the future development of the core, and to share experience in the learning and teaching of the core components across a wide range of schools, in both national and international systems of education. Questions concerning the concept of the core as a whole, developing students as internationally-minded thinkers, and the challenges of bringing coherence to the core in establishing a holistic approach to the curriculum, underpin the individual chapters throughout. Contributors: Edward Allanson, Tom Brodie, John Cannings, Christian Chiarenza, Mary Donnellan, Jenny Gillett, Robin Julian, Julian Kitching, Justin Laleh, Ann Lautrette, James MacDonald, Shona McIntosh, Heather Michael, Paul Regan, John Royce, John Sprague, George Walker.

Author: Marc Abrioux
Publisher: Cambridge University Press
ISBN: 1107606284
Category : Education
Languages : en
Pages : 589

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Book Description
Schools wishing to introduce the IB diploma programme are faced with major investment in terms of time, effort and money in order to become authorised. This manual is a resource for schools already offering the diploma, as well as for prospective diploma schools.