Students' Stressors and Mental Health in an International Baccalaureate Program

2008 ◽  
Author(s):  
Amanda Thalji ◽  
Shannon M. Suldo ◽  
Elizabeth Shaunessy ◽  
Jessica Michalowski ◽  
Emily Shaffer
Keyword(s):  
Mental Health ◽  
International Baccalaureate ◽  
International Baccalaureate Program

International Schools and the International Baccalaureate

1985 ◽  
Vol 55 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Elisabeth Fox
Keyword(s):  
North America ◽  
Future Development ◽  
International Baccalaureate ◽  
International Schools ◽  
Rapid Expansion ◽  
School Systems ◽  
Curriculum Innovation ◽  
Academic Curriculum ◽  
International Baccalaureate Program

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.

scholarly journals Develop and use educational electronic resources in the discipline “Design” for schools the International baccalaureate (IB)

2019 ◽  
Vol 16 (1) ◽  
pp. 22-34
Author(s):  
Olga Yurievna Zaslavskaya ◽  
Kristina Igorevna Anikanova
Keyword(s):  
Training Program ◽  
Information And Communication Technologies ◽  
International Baccalaureate ◽  
Educational Process ◽  
Federal State ◽  
Electronic Resources ◽  
School Students ◽  
Electronic Resource ◽  
Electronic Assessment ◽  
International Baccalaureate Program

Problem and goal. The article deals with the processes of development of the modern information society and various educational programs, which contributes to the need for the use of information technology in the educational sphere. The aim was to identify the features of the development of educational electronic publications and resources for the International baccalaureate program, a comparative analysis of the program and a comparison with the existing program of education in Russia on the Federal state educational standard. This made it possible to take into account the peculiarities of methods of work with resources and assessment of tasks by students in this program, as well as to develop educational electronic resources for the International baccalaureate program in the discipline “Design” and to evaluate the effectiveness of these resources as tools of work. Methodology. Development of a system of educational electronic resources and teaching methods for these resources in the discipline “Design” in the framework of the international baccalaureate program are carried out through the analysis of curricula, manuals, dissertations, materials of conferences on FSES and International baccalaureate, study of scientific literature on approaches and methods for the development of electronic systems for the evaluation of the results of training, observation, organization and conduct of pedagogical experiment and analysis of its results. Results. The analysis of the FSES and the International baccalaureate training program to identify the features of the educational process in each of the programs under consideration. Various approaches and technologies to the evaluation of learning outcomes, including the system of electronic assessment are considered. On the basis of the data obtained, an educational electronic resource on the discipline “Design” within the framework of the International baccalaureate training program was developed, consisting of evaluation tasks, work with which was based on the use of information and communication technologies, and a system for evaluating the results of these tasks for grade 6. Conclusion. The results led to the conclusion that the organization of training in the discipline “Design” in the framework of the International baccalaureate program with the use of educational electronic resources will contribute to a significant increase in the interest of primary school students to the study of this subject area and, in the future, a more conscious choice of direction of training in the field of informatization. The presented method of teaching and developed educational electronic resource on the discipline “Design”, built to meet the requirements of the International baccalaureate program, will improve the efficiency of learning by students.

Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs

2018 ◽  
Vol 62 (4) ◽  
pp. 350-373 ◽  
Author(s):  
Shannon M. Suldo ◽  
Elizabeth Shaunessy-Dedrick ◽  
John Ferron ◽  
Robert F. Dedrick
Keyword(s):  
Mental Health ◽  
High School Students ◽  
General Education ◽  
Advanced Placement ◽  
International Baccalaureate ◽  
Mental Health Problems ◽  
Subsequent Development ◽  
Self Report ◽  
School Factors ◽  
Factors Associated

Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students’ academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2,379 students (Grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent–child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success.

Re-imagining turnaround: families and communities leading educational justice

2018 ◽  
Vol 56 (5) ◽  
pp. 546-561 ◽  
Author(s):  
Ann M. Ishimaru
Keyword(s):  
School Change ◽  
International Baccalaureate ◽  
Community Leaders ◽  
Educational Justice ◽  
Racially Diverse ◽  
Content Type ◽  
Critical Scholarship ◽  
International Baccalaureate Program ◽  
The Us ◽  
Theories Of Change

Purpose The purpose of this paper is to deepen the understanding of how minoritized families and communities contribute to equity-focused school change, not as individual consumers or beneficiaries, but as educational and community leaders working collectively to transform their schools. Design/methodology/approach This qualitative case study examines one poverty-impacted racially diverse high school in the US West and the changes that occurred over a seven-year period. Findings Minoritized families, community leaders and formal leaders leveraged conventional schooling structures – such as turnaround reforms, the International Baccalaureate program and the PTA – to disrupt the default institutional scripts of schools and drive equity-focused change for all students, particularly African-Americans from the neighborhood. Research limitations/implications Though one school, this case contributes insights about how families and communities can collaborate with systems actors to catalyze educational justice in gentrifying communities. Practical implications This study suggests strategies that families and communities used to reclaim school narratives, “infiltrate” conventional structures and reorient them toward equitable collaboration and educational justice. Social implications This study contributes to a body of critical scholarship on “turnaround” reform efforts in urban secondary schools and suggests ways to reshape decision making, leadership, parent engagement and student intervention to build collective agency. Originality/value This research raises provocative questions about the extent to which families and communities can use conventional structures and policies to pursue educational justice in the US public education. Learning from such efforts highlights strategies and practices that might begin to help us construct more decolonizing theories of change.

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