Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective

2019 ◽  
Vol 18 (3) ◽  
pp. 257-273
Author(s):  
Niranjan Casinader ◽  
Lucas Walsh
Keyword(s):  
International Education ◽  
Student Outcomes ◽  
International Baccalaureate ◽  
Research Study ◽  
Modern Society ◽  
Teacher Expertise ◽  
Cultural Education ◽  
Teacher Capacity ◽  
Primary Years Programme ◽  
Cultural Reality

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.

scholarly journals "What's in it for me?"

2021 ◽  
Author(s):  
Ingrid Skirrow
Keyword(s):  
International Education ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
Mission Statement ◽  
Educational Institution ◽  
School Librarian ◽  
School Librarians ◽  
Whole School ◽  
Learner Profile ◽  
Primary Years Programme

The International Baccalaureate organisation (IB), with headquarters based in Geneva, Switzerland continues a world-wide expansion of their three educational programmes. An understanding of, and involvement with the programmes to support the school community is vital for the school librarian in those school which are considering adoption of any of the programmes. The three IB programmes encompassing teaching and learning from 3 years to 19 years are:- the Primary Years programme ( PYP); Middle Years Programme (MYP); and the Diploma Programme ( DP). The IB “Standards and Practices” guide the Authorisation process for IB World Schools and these in turn can effect and direct the way libraries and librarians are used. The IB mission statement, the IB Learner Profile and programme specific documentation guide a ‘continuum of international education’ being promoted by IB World Schools. Some aspects of these areas will be explored in the context of possible changes for the school librarian. ‘What is in it for me?’ will be answered through challenging school librarians to become part of a whole school learning initiative based on International Baccalaureate principles of inquiry and internationalism, and to possibly rethink their role through developing collaborative practices in their educational institution.

ABOUT THE CHILDREN'S SEGMENT OF MUSICAL MASS MEDIA CULTURE IN THE XXIST CENTURY

2021 ◽  
Vol 1 (3) ◽  
pp. 58-65
Author(s):  
E. V. Chernova ◽  
Keyword(s):  
Mass Media ◽  
Web Search ◽  
Modern Society ◽  
Musical Culture ◽  
Internet Applications ◽  
Xxist Century ◽  
The Media ◽  
Entertainment Products ◽  
Cultural Reality ◽  
Analytical Tools

The children's segment of culture — "music about children" and "music for children", being formed in the media environment, under new conditions needs close attention of scientists and updating of analytical tools for research. Acquiring features and qualities that differ from those previously inherent, this area requires scientific comments on various parameters — in terms of dynamics, prevailing directions, etc., opening new horizons for studying musical culture of the information community. The article discusses the possibilities of using search engines (Google, Yandex) to review children's musical products in the media space of modern society. The changing environment and conditions for musical culture determine the necessity of new approaches, including those from marketing technology for researching the content of genre trends, studying consumer interest, obtaining statistical information, etc. With the help of Internet applications (Trends, Wordstat) there is a prospect to analyze musical and cultural reality of society in the web search mode, revealing the comparative degree of popularity of different objects, in this case, related to the children's mass media sphere. The results obtained allow to state the predominant demand for entertainment products, which is a general trend in cultural life, regardless of the age category of consumers.

scholarly journals COLLABORATIVE BOOK REVIEW: Baker, D. P. (2014). The Schooled Society: The Educational Transformation of Global Culture

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Calley Stevens Taylor ◽  
Amanda Blain Pritt ◽  
Maria Spinosa Ebert ◽  
Angel Oi Yee Cheng ◽  
Xia Zhao
Keyword(s):  
International Education ◽  
Multidisciplinary Approach ◽  
Modern Society ◽  
Social Institution ◽  
Theoretical Framework ◽  
Mass Education ◽  
Global Culture ◽  
Educational Transformation ◽  
Comparative And International Education

For many years the discussion of education as a global and social institution has been prevalent in Comparative and International Education. In his book, The Schooled Society, David P. Baker offers up a unique perspective on a much-discussed theoretical framework in which to view education as an institution. Through this work, Baker uses a multidisciplinary approach to explain the influence that mass education has on societies and informs the readers of new educational paradoxes that are being discussed in the field. Not only is The Schooled Society an explanation of educational influence on society, but it also provides reason for further research to be done to explain the existing paradoxes found in modern society and education. The following book review, informed by the wide span of each contributing reviewer

scholarly journals Simplifying Instructional Methodology Through Meta-Practices

2018 ◽  
Vol 4 (2) ◽  
pp. 164-172 ◽  
Author(s):  
Arran Caza ◽  
Eric Nelson
Keyword(s):  
Student Outcomes ◽  
Research Study ◽  
Instructional Methods ◽  
Potential Solution ◽  
Instructional Methodology ◽  
Instructional Methodologies ◽  
Research Findings ◽  
Teaching Situations

Choosing appropriate instructional methodologies when designing a course is challenging. The variety of options available magnify this difficulty. For good reasons, educators may be reluctant to implement new instructional methodologies, even when they are interested in doing so. We propose a potential solution based on the findings of a recent research study that identified instructional meta-practices (i.e., fundamental course activities shared by many different instructional methods) and their effects on a variety of student outcomes. We summarize the research findings and build on them to suggest how meta-practices may simplify the challenge of choosing an instructional methodology. Our suggestions include specific examples for a variety of teaching situations and a summary of one educator’s experience.

Critical service learning: A participatory pedagogical approach to global citizenship and international mindedness

2016 ◽  
Vol 15 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Victoria Wasner
Keyword(s):  
Service Learning ◽  
International Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
International Schools ◽  
Ivory Tower ◽  
Pedagogical Approach ◽  
Effective Pedagogy ◽  
Key Terms ◽  
International Baccalaureate Diploma

International mindedness and global citizenship are two key terms within international education, which underpin much of the discourse within the International Baccalaureate Diploma Programme. This article proposes how a participatory approach to education for international mindedness and global citizenship can help educators within international schools to encourage students to think critically about reality beyond their ‘ivory tower isolation’, questioning the inequalities in the world that surrounds them. The article shows how the use of a critical, participatory pedagogy within the field of service learning can be employed in order to explore what global citizenship and international mindedness mean in the context of the International Baccalaureate Diploma Programme. The article also proposes that this participatory, critical inquiry involves engaging students as researchers as an effective pedagogy in order to bring about new knowledge and understandings relating to the concepts of global citizenship and international mindedness.

Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation

2018 ◽  
Vol 17 (2) ◽  
pp. 116-133
Author(s):  
Verónica Steffen ◽  
Ángeles Bueno-Villaverde
Keyword(s):  
Best Practice ◽  
International Baccalaureate ◽  
Parent Satisfaction ◽  
Primary Teachers ◽  
Early Years ◽  
Assessment Tools ◽  
Full Time ◽  
Programme Implementation ◽  
Autonomous Communities ◽  
Primary Years Programme

The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.

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