Teacher readiness in applying ATL skills in the International Baccalaureate Middle Years Programme Schools

<p>This article aims to understand the challenges faced by teachers in implementing the Approaches to Learning Skills (ATL Skills) for the teaching of <em>Bahasa Melayu</em> (Malay Language) in the International Baccalaureate Middle Years Programme Schools (MYPIB) in Malaysia. This qualitative case study employed purposive sampling that involved six resilient teachers who were directly involved in the implementations of ATL Skills consisting of four <em>Bahasa Melayu</em> teachers, a MYPIB coordinator and ATL skills coordinator. Triangulation was used to compare data from different sources using semi-structured interviews, story completion tasks, and document analysis. Using the ATLAS.ti software as an aiding tool, thematic analysis was carried out to identify the themes that emerged from the codes. Findings showed that teacher readiness is a challenge that needs to be addressed in the process of applying ATL skills in the MYPIB implemented by the Malaysian Ministry of Education. Teachers still need courses and training to improve their mastery in the ATL skills application. This study provided implications to teaching and learning, and recommendations to teachers as well as the Ministry to make improvements in the effort to apply ATL skills in the teaching-learning processes at the MYPIB schools.</p>

Challenges of the International Baccalaureate Middle Years Programme: Insights for school leaders and policy makers

Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB’s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB’s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia’s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.

Challenges impacting student learning in the International Baccalaureate Middle Years Programme

While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.

Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context

Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context Miftahuljanah Kamaruddin* Faculty of Education Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Malaysia [email protected] Mohd Effendi @ Ewan Mohd Matore Faculty of Education Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia Malaysia [email protected] The impact of globalization has caused the inevitable challenges which demands education to emphasis on developing students holistically in both cognitive and non-cognitive aspects of learning. The United Nations 2030 Agenda for Sustainable Development Goals (SDG) promotes the role of education in promoting sustainable development. Goal 4 in SDG: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. Target 4.7 in SDG 4 emphasis on values education to develop students to be responsible citizens locally and globally. Nurturing global citizenship among students is crucial to ensure students are well equipped with appropriate skills, and being responsible and responsive to the local and global issues. However, students show moderate level of students’ knowledge, skills, and attitudes on global citizenship. The Middle Years Programme International Baccalaureatte (MYPIB) was introduced by Ministry of Education Malaysia in 2013 to develop students holistically through the development of International Baccalaureatte Learner Profile. The implementation of the MYPIB in International Baccalauretae World (IB) School Kementerian Pendidikan Malaysia has succeeded in nurturing International Baccalaureate (IB) Learning Profile among IBWS KPM students, thus, simultaneously promoting global citizenship among them. Keywords: IB Learner Profile; Global Citizenship; Middle Years Programme International Baccalaureatte

Teaching physics students of humanitarian-oriented groups in the Middle Years Programme (basic school) of the International Baccalaureate

Problem and goal. In 1968, an international non-governmental organization of the International Baccalaureate with consultative status with UNESCO was established in Switzerland [11; 26; 27; 29-31]. The methodological basis of the International Baccalaureate is intercultural communication, communication, self-development, conceptual thinking, learning efficiency, etc. The International Baccalaureate is an internationally recognized curriculum and is implemented worldwide, including in Russia (Vladivostok, Moscow, Moscow region, Perm, Samara, Saint Petersburg, Ulyanovsk). In addition, International Baccalaureate diplomas are recognized by many foreign educational institutions. In the process of teaching physics to students of humanitarian-oriented groups on the Middle Years Programme (MYP) (basic school) of the International Baccalaureate, some students have difficulties both in mastering the theoretical material and in solving educational text problems. In this connection, to improve the efficiency of training of such students it is advisable not only to carry out a theoretical justification of the possibility of using methods of adaptation of texts of problems in physics and to develop adapted educational tasks with their subsequent inclusion in the content of training, but also to use modern information technologies both in the presentation of theoretical material to students (multimedia teaching tools, electronic resources, etc.) and to teach students to use computer programs (“Live physics”, “Laboratory L-micro”, “1C: Tutor in physics”, “Physics course of the XXI century”, “Open physics”, “Physics in animations”, “Physics. Grades 7-11. Workshop”, etc.). Obviously, that it is necessary in the future to carry out experimental and pedagogical activities revealing the effectiveness of teaching physics. Methodology. The effectiveness of teaching physics to schoolchildren of humanitarianoriented groups under the MYP (basic school) of the International Baccalaureate will be largely provided by the developed content of training, the implementation of didactic principles of training, the implementation of a system-activity approach in teaching, the informatization of training, linguistic analysis of the content of educational tasks, the implementation of technological approach to the design of the educational process, taking into account the peculiarities of psychological laws of formation of mental actions of schoolchildren in the process of solving physical problems [1; 3; 7-9; 12-16; 19; 20; 28]. Results. Application of the method of adaptation of the text of educational tasks, the use of informatization tools, the use of various algorithms for solving physical problems, linguistic analysis of the content of educational tasks helps to improve the quality of teaching physics to students of humanitarian-oriented groups under the MYP (basic school) of the International Baccalaureate. Conclusion. The use of an adapted format for the presentation of educational problems, various algorithms for solving physical problems, the use of modern information technologies for teaching physics to students of humanitarian-oriented groups under the MYP (basic school) of the International Baccalaureate contributes to the increase in students’ interest in learning and the formation of their fundamental system of subject knowledge in physics.

Letting Go of the Middle Years Programme: Three Schools’ Rationales for Discontinuing an International Baccalaureate Program

International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.

How accessible is IB schooling? Evidence from Australia

This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.