Comparison of Secondary Education Mother Tongue Teaching Courses in the International Baccalaureate Program with the National Program in terms of Critical Thinking

2015 ◽  
Keyword(s):  
Critical Thinking ◽  
Secondary Education ◽  
International Baccalaureate ◽  
Mother Tongue ◽  
National Program ◽  
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 Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland

2019 ◽  
Vol 18 (1) ◽  
pp. 23-41 ◽  
Author(s):  
Shane Horn ◽  
Koen Veermans
Keyword(s):  
Critical Thinking ◽  
Digital Media ◽  
Media Literacy ◽  
International Baccalaureate ◽  
Significant Degree ◽  
International School ◽  
Skills Development ◽  
Fake News ◽  
Educational Environments ◽  
Digital Media Literacy

In this study, tasks measuring digital media literacy developed by Stanford University were administered at a school in Finland to consider the efficacy and transfer of critical thinking (CT) skills of a ‘pre-IB’ cohort preparing to enter the two year International Baccalaureate Diploma Programme (IBDP) and a graduating ‘IB2’ cohort. While the IB2 cohort outperformed the pre-IB cohort, both outperformed Stanford’s U.S. cohorts to a statistically significant degree. Utilising a framework of curricular approaches to facilitating CT skills development as a variable of interest for causal-comparison, it was determined that the Finnish curricula and the IBDP explicitly facilitate CT skills as a separate course while embedding CT into subject coursework, whereas the curriculum in the U.S. implicitly embeds CT into subject coursework only. Implications for improving facilitation of CT in curricula design, professionalising CT across the field, and the benefits of replicating existing studies in differing socio-educational environments are discussed.

scholarly journals Brytyjscy Polacy – polscy Brytyjczycy: osiągnięcia młodego pokolenia emigracyjnego w zakresie języka ojczystego na podstawie analizy egzaminu General Certificate of Secondary Education (Polish)

Neofilolog ◽  
2017 ◽  
pp. 257-272
Author(s):  
Marcin Łączek
Keyword(s):  
Secondary Education ◽  
Educational System ◽  
Mother Tongue ◽  
Education Abroad ◽  
Stage 4 ◽  
Younger Generation ◽  
Present Text

The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certificate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Education (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.

scholarly journals TOPICS OF MEDIA LITERACY IN THE CONTENT OF PRIMARY AND SECONDARY EDUCATION IN THE SUBJECT OF THE LATVIAN LANGUAGE

2021 ◽  
Vol 5 ◽  
pp. 588-598
Author(s):  
Sandra Murinska ◽  
Inga Kaļva-Miņina
Keyword(s):  
Critical Thinking ◽  
Secondary Education ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Content ◽  
Primary And Secondary Education ◽  
Lack Of Information ◽  
Teachers And Students ◽  
The Subject

People are facing the growth and access of information, as well as the various forms of communication. While some part of society experience a lack of information, others are flooded with printed, broadcast and digital content. UNESCO argues that media and information literacy can provide answers to questions related to our culture of information and critical thinking. Media literacy must be discussed through education, because teachers are the key person to literacy of the society. An important way to update media literacy among teachers and students is to introduce it in the curriculum. The topic of media literacy is currently included in the curriculum based on the new competency approach in Latvia. When evaluating the curriculum of the subject of the Latvian language, the aim of the paper is to determine which topics and aspects of media literacy are included in the curriculum of the Latvian language and what pupils' skills and knowledge they promote.  

scholarly journals MONITORING AWARENESS ABOUT CRITICAL THINKING OF COLLEGES STUDENTS IN ALMATY

2021 ◽  
pp. 20-30
Author(s):  
M. O. Kabysheva ◽  
A. A. Shaymardanova ◽  
M. E. Semenov
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Secondary Education ◽  
Educational System ◽  
Education Program ◽  
Self Regulation ◽  
Adoption And Implementation ◽  
Significant Difference ◽  
Monitoring Study ◽  
The Republic

The need to understand the concept of critical thinking grows out of the requirements for a modern person, in addition, critical thinking is an important component of the state strategy for the development of education and science of the Republic of Kazakhstan. We are convinced that this topic will develop together with the educational system of our country. The monitoring study presented in the article is the first in Kazakhstan, its purpose is to find out how successfully the concept of critical thinking as a way of thinking has been conveyed to students over the years since the adoption and implementation of the updated content of secondary education program. The study compared two groups of students: those who studied and those who did not study according to the updated content of secondary education, in order to find out how effectively the concept of critical thinking was learned by students. According to the monitoring results, there was no significant difference between the two groups of students, but the respondents' answers showed that there is a persistent non-distinction between such concepts as decision-making in emergency and critical situations, analysis, conclusions, self-regulation, speed of decision-making and success in the exact sciences in the perception of the concept of "critical thinking". At the end of the article, recommendations are given for further use of the obtained data for other studies.

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