International Baccalaureate Program Research Articles

Pengaruh penggunaan learning management system dan motivasi berprestasi terhadap hasil belajar siswa program international baccalaureate di Sekolah Pelita Harapan Lippo Cikarang

This study aimed 1) to determine the effect of using Learning Management System (LMS) on student learning outcomes, 2) to determine the effect of achievement motivation on student learning outcomes, 3) to determine the effect of using LMS and achievement motivation simultaneously on student learning outcomes in the International Baccalaureate (IB) program at Sekolah Pelita Harapan Lippo Cikarang. The research method used is quantitative research method. The research sample amounted to 32 people who were the entire population of students in the IB program (saturation sampling). The results showed that 1) The use of LMS (X1) has a positive and significant effect on student learning outcomes (Y) at Sekolah Pelita Harapan (SPH) Lippo Cikarang. This is evidenced by the results of statistical tests where the use of LMS has a significance value of 0.000 <0.05 and the value of t count> t table (4.771> 2.045); 2) Achievement motivation (X2) does not have a positive and significant effect on student learning outcomes at Sekolah Pelita Harapan Lippo. Statistical tests show that the achievement motivation variable has a significance value of 0.309> 0.05 and the t value < t table (-1.037> 2.045); 3) The use of LMS (X1) and Achievement motivation (X2) simultaneously has a positive and significant effect on student learning outcomes (Y) at Sekolah Pelita Harapan Lippo Cikarang. This is evidenced by the statistical test results where the value of Sig. 0.000 <0.05 and the calculated F value is 12.687> 3.32. The test results of the Coefficient of Determination resulted in 0.467 or 46.7%. This means that the variables of LMS usage (X1) and Achievement motivation (X2) have an influence of 46.7% on student learning outcomes (Y), the remaining 53.3% is influenced by other factors.

Fountainhead School: The Training Dilemma

The teaching case ‘Fountainhead School: The Training Dilemma’ is a primary data case about a reputed school called Fountainhead based out of Surat offering the International Baccalaureate programme for all students from kindergarten to grade 12. The case is based on the problem of teacher turnover and goes on to touch upon various issues pertaining to human resource management. The case has a strategic focus on outcome-based human resource models. It will be useful for teaching undergraduate and graduate students of management, human resource and other social science disciplines.

„CAS to jest najtrudniejszy i najłatwiejszy przedmiot w szkole” – doświadczenia nauczycieli w programie matury międzynarodowej IB. Perspektywa interakcyjna

In the article, the focus is on the International Baccalaureate Program (IB DP), which places great emphasis on the comprehensive development of students by providing the necessary knowledge and practical skills while taking into account the student’s interests. Special attention is paid to the subject of CAS (i.e. creativity, activity, service) because when analysing the selected literature on the subject, we noticed that the topic of CAS, implemented as part of the international IB curriculum, is overlooked and not explored in pedagogical research. The issues discussed in the article are part of broader considerations devoted to the reconstruction of the social world of schools implementing the international baccalaureate program. The empirical material comes from 19 unstructured interviews with teachers of international schools in Poland and participant observations carried out in these institutions. Reaching for a qualitative research strategy and grounded methodology procedures, we reconstructed the methods of defining CAS by the surveyed teachers, as well as strategies for managing this subject. It turns out that CAS is perceived by the respondents as a distinguishing feature (showcase) of the international program, and the strategies (mentor and administrative) for managing this subject implemented by the coordinators are not permanent and absolute.

STUDENT PERCEPTIONS AND EXPERIENCES IN THE INTERNATIONAL BACCALAUREATE: A COMPARATIVE ANALYSIS OF JAPAN AND CHINA

This study presents a comparative analysis of student perceptions and experiences within the International Baccalaureate (IB) programs in Japan and China. Through qualitative interviews with 25 Chinese and 21 Japanese students, the research explores motivations for pursuing the IB, challenges faced during the Diploma Programme, and the impact of IB education on university admissions and career choices. Findings reveal that while parental influence and the desire for international mobility are common motivations across both countries, distinct differences exist in the students' educational experiences, with Chinese students encountering more language barriers and greater reliance on private tutoring. Japanese students, many of whom are returnees, often use the IB as a route to bypass traditional entrance exams for local universities. The results highlight both the strengths and limitations of the IB program in preparing students for higher education and international opportunities, particularly in how it is perceived and integrated within national education systems.

Ib in Middle School (Ib Myp): A Case Study of Teachers’ Needs

This article presents the results of an empirical study of learners’ needs analysis to design a potential training course to adapt teachers to work in a middle school with International Baccalaureate (IB MYP) programs. The purpose of the study was to identify learning needs as well as gaps and expectations, preferred formats, amount of time that teachers in Russian schools have available for professional development courses in IB MYP programs. Using a survey method, the study identifies learning preferences of teachers as participants in a potential course: practice orientation, attention to documentation, preferred topics and formats of work. The learning needs analysis also revealed barriers that may prevent teachers from effectively engaging in professional development, including lack of time, conceptual complexity of the material, lack of institutional support and lack of professional guidance. The Learning Needs Analysis has proven to be a convenient, relatively simple, flexible, and effective tool for subsequent course design. The authors conclude that it is versatile for courses of varying focus and duration and suggest a number of ways to make the method more useful for understanding the learning context of specific groups by adding sociometric questions.

Third Culture Kids in Denmark: exploring code-switching patterns according to interlocutors and topic emotionality

ABSTRACT This mixed-methods study is among the first to explore code-switching (CS) patterns within the broader context of translanguaging in a unique multilingual population, namely Third Culture Kids (TCKs), who are extensively socialised in English through schooling and the expatriate community. Data were collected from 188 TCKs enrolled in the International Baccalaureate Programme at the same international school in Denmark. Participants spoke 60 different languages, with 42 first languages (L1s). English represented the largest language group, with 30% first language (L1) users, and 70% acquired later in life (LX). Results showed that TCKs diverged from previous studies regarding the frequency and direction of CS, reporting a decrease in use as the topic became emotionally charged, with a reverse direction in the switch from L1 to LX (English). Additionally, bivariate analysis and multiple regression models were conducted to explore the role of sociobiographical, language profile, and family language policy (FLP) factors in CS frequency according to interlocutors (family and friends, schoolmates, and strangers) and topic emotionality (non-emotional, emotional). This study not only enhances our understanding of TCKs’ underexplored linguistic abilities, but also contributes to both micro- (TCK’s household) and macro-level (expatriate community and international school) CS studies recognising TCKs as unique multilingual individuals.

Exploring the Long-Term Effects of the IB Curriculum on Students' Academic Achievement: A case study of International Maarif Schools Erbil

This study examines International MaarifSchool Erbil pupils' long-term academic performance under the International Baccalaureate (IB) curriculum. The study examines the IB's PYP, MYP, and DP. Examine how these IB curriculum elements affect students' academic performance over time. The quantitative study used 89 international instructors from International MaarifSchools in Erbil. The independent variable, IB Curriculum, has three dimensions (PYP, MYP, and DP), while the dependent variable, Students' Academic Attainment, is collected online. The study demonstrates positive relationships between the IB curriculum dimensions (PYP, MYP, and DP) and students' academic achievement through correlation and regression analysis. Results show that the IB program helps students succeed academically. The report also emphasizes excellent implementation and ongoing professional development for teachers to successfully administer the IB curriculum. The study sheds light on how the IB curriculum affects student performance. The findings confirm International MaarifSchools Erbil's IB curriculum and emphasize teacher training and parental involvement. The report also proposes evaluating and improving curriculum delivery and assessment techniques. This study shows that the IB curriculum improves students' academic performance and lays the groundwork for future research on its long-term benefits. These findings can help schools improve their curriculum and foster kids' holistic development.

Shrewd marketization: the impact of internationalization policies on curricula practices in a Singaporean and an Australian school

ABSTRACT This paper focuses on a comparative analysis of two schools – an international school in Singapore and an independent school in Australia – and their engagement with and processes of internationalization with a focus on Global Citizenship Education (GCE). These schools have adopted international education models, the International Primary Curriculum (IPC) and the International Baccalaureate Programme (IB) blended with the local curricula to generate hybridized internationally minded education programmes that forward the global agenda. This paper specifically explores the shrewd marketization of the respective schools’ curricula, looking at how a distinct market ideology had shaped the key curricula in the two case study schools, which were situated within varied contexts and different school markets. Results from the study highlighted the prominent role of the neo-liberal market agenda and its effects on each school’s curricula and practices. The evidence illustrates the schools as market players in their respective schooling markets. The analysis in this paper provides a comparative illustration of “cosmopolitan nationalism” enacted at school levels, as each school seeks to “promote internationalization and a global gaze”, while responding to their locally defined markets and national education policy agendas (Maxwell et al., 2020).

The professionalisation of teachers’ professional activities towards equalising educational opportunities for students

The subject of the undertaken analyses was the strategies used by teachers as part of bringing them closer to pedagogical expertise. The research aims to show the ways of defining profession-alisation by the respondents. As a result, we were looking for the answers to how teachers perceive professionalism and what actions they take to achieve pedagogical expertise. The empirical material comprises 19 interviews with teachers implementing the International Baccalaureate Programme. The theoretical framework for us was symbolic interactionism. We used the procedures of grounded theory methodology. As a result, we reconstructed the strategies they use to approach pedagogical expertise. We managed to characterise the three main dimensions of striving for professionalism by international schoolteachers, i.e., achieving professionalism through relationships, staying up to date, and achieving formal gratifications.

Trust or mistrust in algorithmic grading? An embedded agency perspective

Artificial Intelligence (AI) has the potential to significantly impact the educational sector. One application of AI that has increasingly been applied is algorithmic grading. It is within this context that our study takes a focus on trust. While the concept of trust continues to grow in importance among AI researchers and practitioners, an investigation of trust/mistrust in algorithmic grading across multiple levels of analysis has so far been under-researched. In this paper, we argue the need for a model that encompasses the multi-layered nature of trust/mistrust in AI. Drawing on an embedded agency perspective, a model is devised that examines top-down and bottom-up forces that can influence trust/mistrust in algorithmic grading. We illustrate how the model can be applied by drawing on the case of the International Baccalaureate (IB) program in 2020, whereby an algorithm was used to determine student grades. This paper contributes to the AI-trust literature by providing a fresh theoretical lens based on institutional theory to investigate the dynamic and multi-faceted nature of trust/mistrust in algorithmic grading—an area that has seldom been explored, both theoretically and empirically. The study raises important implications for algorithmic design and awareness. Algorithms need to be designed in a transparent, fair, and ultimately a trustworthy manner. While an algorithm typically operates like a black box, whereby the underlying mechanisms are not apparent to those impacted by it, the purpose and an understanding of how the algorithm works should be communicated upfront and in a timely manner.

Introduction of International Baccalaureate Programme into Korean Public Education and Its Effects on School Systems: Focused on Physics Subject

Introduction of International Baccalaureate Programme into Korean Public Education and Its Effects on School Systems: Focused on Physics Subject

Engineering design as a general area of study of informatics at the school of International Baccalaureate

Problem and goal. The features of the work of the direction of engineering design are revealed, taking into account the peculiarities of teaching under the International Baccalaureate program as part of the school curriculum to prepare students for the choice of a future profile of education in high school. Objectives: 1) to analyze the features of the work of this academic subject, taking into account the specifics of teaching the subject group “Design” within the framework of the International Baccalaureate program; 2) describe the features of this direction; 3) sum up the results of the work and development prospects of students studying according to the presented curriculum, taking into account the peculiarities of the implementation of this curriculum. Methodology. A set of research methods was used: analysis of regulatory documents, determination of priority tasks for teaching this area, work experience. Results . The experience of working with secondary school students within the framework of the presented direction is analyzed, features and opportunities for further work are identified. Conclusion. Education taking into account the implementation of the features of the International Baccalaureate program allows students to prepare for the choice of a future profile (future profession), get acquainted with information opportunities, and prove themselves when working with various information technologies at an early stage of education.

Teaching historical thinking in practice: a study of US history teachers’ views on using primary sources in AP and IB history lessons

Analysis of primary sources has been recognised to have a significant impact on the development of students’ historical thinking. This study explored US history teachers’ attitudes and practices to using primary sources by interviewing six history teachers and observing 29 history lessons between August and November 2016 in Indiana and California. The main focus of the study was on the views of International Baccalaureate (IB) Diploma Programme and Advancement Placement (AP) history teachers. Results indicated that all teachers valued the use of primary sources and most of them used sources frequently. Notable was the deficiency of source evaluation in AP and Regular history lessons in those schools which did not offer the IB Programme. The IB teachers mentioned source evaluation as a part of the source work throughout, and emphasised the importance of the IB format and other pedagogical support provided by the International Baccalaureate Organization in the use of sources.

Tensions with international mindedness: teaching in the international baccalaureate program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

Challenges of the International Baccalaureate Middle Years Programme: Insights for school leaders and policy makers

Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB’s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB’s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia’s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.

Comparison of the School Systems in Japan and Korea: From the Perspective of IB

The world''s demand for quality of life is changing. This means that the world is changing from a competitive society to a cooperative society. In order to realize this, it is important to make the individual "self" the basis of the International Baccalaureate Program. The introduction of the International Baccalaureate Program makes it necessary to reexamine conventional schooling. Comparing the state of educational policy in Korea and Japan, the most important difference is that in Korea decentralization of education has begun, but in Japan centralization of education has remained. In terms of culture, the two countries share common roots in Confucianism. However, there are significant differences between the two governments in the way their cultures have developed. These differences in structural changes are affecting various aspects of life. The purpose of this paper is to use the above as a basis for identifying a curriculum in which the two countries can work together to raise children who can appreciate the differences between the people of Korea and Japan, as described in the I.B. philosophy.

Teaching for international mindedness in Chicago Public Schools International Baccalaureate humanities classes

PurposeThe International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's “Learner Profile,” which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness.Design/methodology/approachThe project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis.FindingsWe find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation.Originality/valueUltimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of “international mindedness” as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions.

New Challenges of Daegu Education to Learn for the Future and Grow Together - International Baccalaureate (IB) Program -

The Daegu Metropolitan Office of Education (DMOE) is introducing and implementing the International Baccalaureate (IB) program in public education in order to foster future global talents with creativity and critical thinking skills in preparation for the 4th Industrial Revolution society, to develop the efforts with teachers to improve class instruction, integrating a consistent ‘Curriculum-Teaching & Learning-Assessment-Records’ system into classes, and to bridge the regional educational gap by providing priority support for schools in areas with difficult educational conditions. In particular, in order to implement the Diploma Programme without language barriers, DMOE and the IB has singed a Memorandum of Cooperation (MOC) and the Dual Language (English & Korean) Diploma Programme (DLDP) is being introduced. Currently, there are 9 IB candidate schools and 6 IB interested schools, a total of 15 schools, under the support of DMOE, and the first IB World School in the language of Korean in public education field is expected to come out early next year. DMOE is spurring the implementation of the IB programmes as an educational model to develop students’ future essential competencies preparing for the future society, through various efforts such as strengthening teacher training and drawing support from the community on the policy.

Community and Sense of Place in an International School Context

This study seeks to identify and explore the sense of place that Third Culture Kids (TCKs) have and the various interpretations that TCKs have regarding their lived reality, as they form part of the international community in Romania. This study contextually explores the sense of belonging to a place. The purpose of the study is to ascertain the role and ways of implementing "Place Based Education" in the context of international and multicultural education systems that serve TCK populations. This was done while trying to understand concepts from the expatriate way of life as expressed by TCKs who attend the American International School of Bucharest. Two main assumptions form the grounds of this study: When an international school combines an International Baccalaureate (IB) system with Place Based Education (PBE) criteria, would it contribute in creating a "Sense of Place" towards the school and contribute in creating a positive foreigner self-identification? This research aims to understand whether and how PBE can be implemented in an international school. Throughout two academic school years, field observations and interviews with students and school staff were conducted. The data analysis resulted in three main findings. The first finding was ambivalent feelings towards the host country that were connected to expressions of place attachment, place dependence and place identity. The second finding was self-identification as a TCK and a sense of belonging to an international community. The third and most surprising finding was a strong sense of place in relation to the school. This process led to comparing Place Based Education criteria to the criteria of the International Baccalaureate program and discovering that these two pedagogical worlds are overlapping and can therefore be easily combined.

SPANISH LEGISLATION AND IB PYP LANGUAGE POLICY DEVELOPMENT

Given the growth of and interest in International Baccalaureate (IB) programmes in Spain, schools looking for approval to implement any of its programmes are being met with the challenge of policy development to meet the requirements for authorization. This paper will look at Spanish legislation and the supports or challenges it offers when trying to meet the needs that face schools looking towards IB Primary Years Programme (PYP) authorization. As schools already authorized will have used the 2014 version of the IB Programme Standards and Practices, this paper will focus on the development of language policy in this version as well as the 2018 versions to support these schools as they move to the next stage or new schools starting under this newer version. A comparative look at Spanish legislation that may have influenced past decisions and current legislation that will influence future decisions will summarize the support mechanisms for meeting the language policy requirement.