The Consistency Dilemma

2021 ◽  
pp. 215-233
Author(s):  
Damian Paul Rentoule
Keyword(s):  
Curriculum Design ◽  
Dual Language ◽  
International Baccalaureate ◽  
Teacher Autonomy ◽  
Pedagogical Practices ◽  
Collaborative Practices ◽  
Collaborative Environment ◽  
Curriculum Frameworks ◽  
Diploma Program ◽  
Pedagogical Approaches

The International Baccalaureate (IB) offers curriculum frameworks within which schools and teachers experience a degree of creative freedom in the planning and delivery of the programs. This results in a potential consistency dilemma when an IB school is required to foster creative professionalism through collaborative practices, yet needs to ensure consistency of both content and pedagogical approaches. A collaborative environment requires a clearly defined balance between teacher autonomy and school direction in order to align pedagogical practices with curriculum intent. Teachers moving from a Japanese Article 1 school where limited autonomy is required may experience challenges when adjusting to requirements for a greater role in curriculum design in an IB Dual Language Diploma Program. Collaborative practices may not result in the necessary shifts in pedagogical practices if teachers are not adequately prepared for a school culture focused on creative professionalism.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Creating an inclusive educational environment for vocational learning: A tale of two cities

2021 ◽  
Author(s):  
Darren Turnbull ◽  
Ritesh Chugh ◽  
Jo Luck
Keyword(s):  
Curriculum Design ◽  
Vocational Training ◽  
Course Delivery ◽  
Pedagogical Practices ◽  
Individual Autonomy ◽  
Learning Materials ◽  
Diverse Range ◽  
Inclusive Learning ◽  
Training Institutions ◽  
The Creation

One of the significant challenges facing vocational training institutions is the conundrum of providing the best possible learning outcomes to a diverse range of people using pedagogical practices and materials that by design demand uniformity in delivery approaches. In this paper, we examined a snapshot of perspectives from teachers and students in two distinctly different vocational training institutions, one in China and the other in Australia. Comments from participants revealed that flexible approaches to course delivery, the provision of a range of different types of learning materials, and institutional support in teacher training and curriculum design are vital elements in implementing an inclusive learning space for students. This paper proposes that a triad of interrelated elements, consisting of pedagogy, learning materials and institutions, are bound together by learning management systems that facilitate the creation of multi-modal course delivery approaches. We further contend that teaching practices that pigeonhole people as belonging to immutable categories of learning styles are outmoded and detract from creating inclusive learning environments. The findings from this study indicate that best practice approaches for developing truly engaging educational environments are rooted in the facilitation of individual autonomy in the learning process. The creation of opportunities for constructive interaction between learners is needed.

Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?

2011 ◽  
pp. 155-197
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
Cultural Sensitivity ◽  
Value Added ◽  
Applied Learning ◽  
Local Resources ◽  
Field Independent ◽  
E Learning ◽  
Pedagogical Approaches

This chapter examines the importance of cultural sensitivity and localization in the delivery of global e-learning. The branding, course ecology, curriculum design, instructional strategies/pedagogical approaches, multimedia builds, information handling, and direct instruction in e-learning need to fit the needs of the diverse learners. Those that offer global e-learning must consider the national, ethnic and racial backgrounds of their learners to offer customized value-added higher education. Cultural sensitivities apply to initial learner outreach and their success in the e-learning; localizations enhance the applied learning and also the transferability of the learning after the global learners graduate. Cultural sensitivities and localizations may make global e-learning more field-independent and effective because of the reliance on each learner’s local resources. A “Cultural Sensitivities and Localizations Course Analysis (CSLCA)” Tool for global e-learning has been included in the appendix.

scholarly journals Graduate Qualitative Methods Training in Political Science: A Disciplinary Crisis

2019 ◽  
Vol 53 (2) ◽  
pp. 258-264
Author(s):  
Cassandra V. Emmons ◽  
Andrew M. Moravcsik
Keyword(s):  
Qualitative Research ◽  
Qualitative Methods ◽  
Political Science ◽  
Curriculum Design ◽  
Doctoral Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Pedagogical Practices ◽  
Training Analysis ◽  
And Training

ABSTRACTMost political scientists conduct and publish qualitative research, but what training in qualitative methods do political science doctoral programs offer? Do scholarly views converge on the proper content of such training? Analysis of methods curricula and syllabi from 25 leading US political science doctoral programs reveals a troubling gap: only 60% of top departments offer any dedicated graduate training in qualitative methods. Departments can remedy this disjuncture between scholarship and training by enhancing their basic qualitative methods curricula. Our research shows that scholars agree broadly on the content of such training, effective pedagogical practices, major alternatives for curriculum design, and a menu of focused topics. Graduate programs that aspire to train professionally competent qualitative and multi-method researchers now can orient their reform efforts on shared disciplinary standards for qualitative methods training.

‘Collaboration’ is the New Black: Independent Pharmacist Prescribing in a Collaborative Environment

2016 ◽  
Author(s):  
Theresa J Schindel ◽  
Lisa Given
Keyword(s):  
Discourse Analysis ◽  
Analysis Approach ◽  
Collaborative Practices ◽  
Multiple Realities ◽  
Pharmacist Prescribing ◽  
Collaborative Environment

This study examined the theme of collaboration associated with independent pharmacist prescribing in Alberta, Canada by analyzing 59 professional documents using a discourse analysis approach. Our analysis highlights the existence of multiple realities, possibility of utilitarian and emancipatory discourses, tensions between independent and collaborative practices, and the concept of spatiality.Cette étude examine le thème de la collaboration dans le cas de la pratique du  pharmacien indépendant en Alberta (Canada), en analysant 59 documents professionnels par l’approche de l'analyse du discours. Notre analyse met en évidence l'existence de réalités multiples, la possibilité de discours utilitaires et de discours d'émancipation, les tensions entre les pratiques individuelles et collectives, et le concept de spatialité.

Relationship Between Achievement Performances of University Entrance Examination and International Baccalaureate Diploma Program: A Case From Turkey

2021 ◽  
pp. 105678792110159
Author(s):  
Akın Metli ◽  
Oğuzhan Özcan
Keyword(s):  
International Baccalaureate ◽  
Strong Predictor ◽  
Exam Performance ◽  
Entrance Examination ◽  
Entrance Exam ◽  
International Baccalaureate Diploma Program ◽  
The University ◽  
Diploma Program ◽  
The Relationship ◽  
International Baccalaureate Diploma

Prior research on the relationship between International Baccalaureate Diploma Program (IBDP) scores and the university entrance exam scores is limited and varied to a great extent due to the conflicting results in the literature. This study investigates whether there is any relationship between the students’ achievement performance in IBDP and university entrance exam performance. The study revealed that there is no statistically significant correlation between IBDP scores and university entrance exam rank orders. Furthermore, the study showed that the IBDP scores cannot be taken into account as a strong predictor for university entrance exam performance.

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