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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: Jeff Thompson
Publisher: John Catt
ISBN: 1912906864
Category : Education
Languages : en
Pages : 216
Get Book Here
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: Gaëtane Jean-Marie
Publisher: IAP
ISBN: 1681232081
Category : Education
Languages : en
Pages : 349
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Book Description
Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks, 2009).
Author: Judith Fabian
Publisher: John Catt Educational
ISBN: 9781912906611
Category : Education
Languages : en
Pages : 228
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Book Description
Practitioners and researchers share their perspectives on the development of the core elements of the IB Diploma Programme.
Author: Alan Glanville
Publisher: Glanville Books Ltd
ISBN: 0952474689
Category : Business & Economics
Languages : en
Pages : 578
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Book Description
Normal 0 0 1 198 1134 9 2 1392 11.1539 1280x1024 0 0 0 Economics from a Global Perspective was the first textbook on IB Diploma economics in the market (originally launched in 1995) helping define the syllabus in terms of breadth and depth for teachers, and constituting the main reference source for students. Over 50,000 copies have been sold to date. With Forewords by Gareth Rees, Manuel Fernandez Canque & Andrew Maclehose. Features of the Third Edition l Covers the entire IB Diploma syllabus – for exams in 2013 onward l Each topic covered in the appropriate breadth, depth & sequence l Learning Outcomes listed for each sub-section, with corresponding exercises & multiple choice questions l International perspective throughout l Treats world poverty and development in depth l Numerous case studies, readings & profiles l Higher Level material colour coded l Supported by two student workbooks (Multiple Choice Questions for Economics and Data Response Questions for Economics) The text is thorough and authoritative whilst maintaining a student friendly approach. The clarity of expression is a significant feature, recognising that IB students have many demands upon their time and that many are also studying in a foreign language. Economics from a Global Perspective is written to give the student a clear understanding and a real enjoyment of economics. Alan Glanville has 32 years experience as an IB teacher, examiner and author. Jacob Glanville has 20 years experience as a professional economist.
Author: Mary Hayden
Publisher: Routledge
ISBN: 100048100X
Category : Education
Languages : en
Pages : 256
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Book Description
This book addresses issues and challenges arising in the theory and practice of international education. Written by leading international experts in the field, it draws on up-to-date scholarship relating to this burgeoning area of study. The book reflects research that focuses on the increasing importance worldwide of the international schools sector. Acknowledging the seminal contribution made to development of the field by Professor Jeff Thompson, it discusses topical and fundamental questions relating to international education that are faced by researchers and practitioners. These include the aims of international education, its underpinning philosophy and values, the role of curriculum, the nature of pedagogy in this context and challenges for teaching and leadership. The volume is research-focused and comprises chapters from well-regarded experts based in 11 different countries who have academic and professional experience in teaching and researching international education. As a major contribution to this growing field of knowledge in a rapidly changing educational context, this book will be of great interest to academics, students and researchers in the field of international education worldwide, as well as those with research interests in comparative education and curriculum studies.
Author: Heather McReynolds
Publisher: Cambridge University Press
ISBN: 9781107577060
Category : Education
Languages : en
Pages : 250
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Book Description
A visually-striking and thought-provoking resource to support Visual Arts for the IB diploma. Visual Arts for the IB Diploma student book is tailored to the IB subject guide for first exam 2016. This student book covers each of the core areas of the Visual Arts course and links them to theoretical, art-making and curatorial practices. It includes activities to give students practical ways to learn and reflect on their work, as well as a wealth of case studies and examples of students' work to aid understanding of visual arts in the real world.
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.
Author: Alexander Duncan Campbell Peterson
Publisher: London : G. G. Harrap
ISBN:
Category : Education
Languages : en
Pages : 192
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Book Description
Author: Wendy Heydorn
Publisher: Cambridge University Press
ISBN: 1107628423
Category : Juvenile Nonfiction
Languages : en
Pages : 177
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Book Description
Written by experienced practitioners this resource for Theory of Knowledge for the IB Diploma offers comprehensive coverage of and support for the new subject guide. Decoding Theory of Knowledge (ToK) is an accessible new resource that explores Areas of Knowledge, Ways of Knowing, Personal and Shared Knowledge, the Knowledge Framework and Knowledge Questions. Written in succinct and clear language, this engaging book decodes ToK concepts and helps students develop their critical thinking skills. The book offers extensive support on the new assessment criteria for the essay and presentation. Features include explanation of key concepts to consolidate knowledge and understanding; real-life situations to engage students; practical activities to develop students' thinking, writing and presentation skills; and top tips to provide further guidance and advice.
Author: Sarah Lillo Kang
Publisher: Taylor & Francis
ISBN: 1000645045
Category : Education
Languages : en
Pages : 228
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Book Description
Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of global citizenship education (GCE). Recognizing that the field of GCE is often explored and conceptualized by educators and academics in silos, this book confronts this issue by focusing on how schools, educators, and researchers can together support the enactment of GCE in international and national settings. In doing so, issues of westernization, inequality, access, and divergence between GCE policy and practical implementation can be overcome. The novel dialogical format links together theory, practice, and lived experience to create discourses between voices that are rarely connected. Ultimately, this volume offers important insights for those aiming to make equitable GCE a reality in schools worldwide and illustrates the value of collaborative dialogic exchange. This text will benefit scholars, academics, and students in the fields of international and comparative education, the sociology of education, and citizenship more broadly. Those involved with multicultural education policy and citizenship in the context of political sociology and social policy will also benefit from this volume.
