Integrating the English-language International Baccalaureate Diploma Programme (IBDP) into a Korean High School - with a focus on language policy and implications -

2021 ◽  
Vol 4 (1) ◽  
pp. 63-75
Author(s):  
Nicole Birdsall
Keyword(s):  
High School ◽  
Language Policy ◽  
International Baccalaureate ◽  
English Language ◽  
International Baccalaureate Diploma

scholarly journals Measuring College Success for International Baccalaureate Diploma and Certificate Candidates

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Jennifer Coles Hill
Keyword(s):  
United States ◽  
High School ◽  
Educational Outcomes ◽  
International Baccalaureate ◽  
College Success ◽  
College Persistence ◽  
Significant Difference ◽  
International Baccalaureate Diploma Program ◽  
Diploma Program ◽  
International Baccalaureate Diploma

This quantitative study was conducted at a private international high school.  The study purpose was to investigate United States college trends comparing International Baccalaureate Diploma Program candidates and International Baccalaureate Non-Diploma Program candidates from the same school in Asia.  Data was collected for the Classes of 2007-2012 and the two groups were compared based on the number of college acceptances and the eventual collegiate success of the two groups once they matriculated to college, as measured by college persistence and graduation rates. The information analyzed provides data to explore the final educational outcomes for IB graduates and determine if there is a significant difference in the college success of the two groups.

An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students’ Expectations

2020 ◽  
pp. 1932202X2094182
Author(s):  
Nicole J. Grose ◽  
Jafeth E. Sanchez
Keyword(s):  
High School ◽  
High School Students ◽  
Postsecondary Education ◽  
International Baccalaureate ◽  
School Students ◽  
High Expectations ◽  
12Th Grade ◽  
International Baccalaureate Diploma Program ◽  
Diploma Program ◽  
International Baccalaureate Diploma

The purpose of this study was to explore 11th- and 12th-grade students’ expectations in the International Baccalaureate Diploma Program (IB DP) at a high school in the Western United States. Study participants included 92 of 94 high school students currently enrolled in the IB DP. Each participant completed a researcher-created, paper survey with 24 questions, using a 5-point Likert-type scale, as well as four demographic questions. Overall, students reported high expectations and beliefs for the program in helping them prepare for postsecondary education. Findings also suggested that females experienced more stress and feelings of being overwhelmed, while enrolled in the program as compared with males, despite a larger percentage of females reporting of postsecondary plans. In addition, Spanish-speaking students aspired to community college more than their peers, suggesting possible disparities in equity. A discussion of these findings and their implications are provided.

Process Drama and Teacher in Role in ELT

2020 ◽  
Vol 8 (1) ◽  
pp. 5-12
Author(s):  
Robert Donegan
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
Process Drama ◽  
Specific Technique

This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

scholarly journals A critical investigation of Y7 students’ perceptions of Roman slavery as evidenced in the stories of the Cambridge Latin Course

2020 ◽  
Vol 21 (42) ◽  
pp. 43-54
Author(s):  
Ella Parodi
Keyword(s):  
High School ◽  
English Language ◽  
Slave Trade ◽  
Roman Law ◽  
Public High School ◽  
Human Beings ◽  
Greco Roman ◽  
Sensitive Topics ◽  
Roman Culture ◽  
Introductory Textbooks

In an article, ‘The Slaves were Happy’: High School Latin and the Horrors of Classical Studies, Erik Robinson, a Latin teacher from a public high school in Texas, criticises how, in his experience, Classics teaching tends to avoid in-depth discussions on issues such as the brutality of war, the treatment of women and the experience of slaves (Robinson, 2017). However, texts such as the article ‘Teaching Sensitive Topics in the Secondary Classics Classroom’ (Hunt, 2016), and the book ‘From abortion to pederasty: addressing difficult topics in the Classics classroom’ (Sorkin Rabinowitz & McHardy, 2014) strongly advocate for teachers to address these difficult and sensitive topics. They argue that the historical distance between us and Greco-Roman culture and history can allow students to engage and participate in discussions that may otherwise be difficult and can provide a valuable opportunity to address uncomfortable topics in the classroom. Thus, Robinson's assertion that Classics teaching avoids these sensitive topics may not be so definitive. Regardless, Robinson claims that honest confrontations in the classroom with the ‘legacy of horror and abuse’ from the ancient world can be significantly complicated by many introductory textbooks used in Latin classes, such as the Cambridge Latin Course (CLC), one of the most widely used high school Latin textbooks in use in both America and the United Kingdom (Robinson, 2017). In particular, Robinson views the presentation of slavery within the CLC as ‘rather jocular and trivialising’ which can then hinder a reader's perspective on the realities of the violent and abusive nature of the Roman slave trade (Robinson, 2017). As far as he was concerned, the problem lay with the characterisation of the CLC's slave characters Grumio and Clemens, who, he argued, were presented there as happy beings and seemingly unfazed by their positions as slaves. There was never any hint in the book that Grumio or Clemens were unhappy with their lives or their positions as slaves, even though, as the CLC itself states in its English background section on Roman slavery, Roman law ‘did not regard slaves as human beings, but as things that could be bought or sold, treated well or badly, according to the whim of their master’ (CLC I, 1998, p. 78). One might argue, therefore, that there seems to be a disconnect between the English language information we learn about the brutality of the Roman slave trade provided in the background section of Stage 6, and what we can infer about Roman slavery from the Latin language stories involving our two ‘happy’ slaves.

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