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The Institutionalisation of Schools and the Implications for Identity of Experienced Teachers: The Case of International Baccalaureate World Schools
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Bunnell, Tristan; Fertig, Michael; James, Chris – Cambridge Journal of Education, 2020
This study explored the effect that the institutionalisation forces required by the 'IB World School' authorisation process has on the identity of experienced teachers. The research analyses these institutionalising forces and the way they are carried and communicated. The institutionalising forces have a significant effect on the identity of…
Descriptors: Professional Identity, Advanced Placement Programs, Experienced Teachers, Organizational Culture
To Create a Better and More Peaceful World: Infusing Human Rights Instruction in PK-12 Classrooms
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Daly, Kimberley – FIRE: Forum for International Research in Education, 2019
This article discusses an online graduate education course at George Mason University in the United States. The course, part of a certificate program for International Baccalaureate (IB) educators, focuses on infusing human rights instruction in PK-12 classrooms and provides teachers with additional methods and strategies to teach various…
Descriptors: Online Courses, Advanced Placement Programs, Teaching Methods, Teacher Certification
Can CPD Enhance Student-Centred Teaching and Encourage Explicit Instruction of International Baccalaureate Approaches to Learning Skills? A Qualitative Formative Assessment and Summative Evaluation of an IB School's In-House CPD Programme
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Forrest, Sandra – Journal of Research in International Education, 2018
This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the 'Approaches to Learning' (ATL) element of the IB curriculum takes a central role. Given its…
Descriptors: International Education, Advanced Placement Programs, Summative Evaluation, Faculty Development
An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma
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Lennon, Sean M.; Byford, Jeffrey M.; Cox, J. T. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2015
The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group…
Descriptors: Ethics, Social Studies, Teaching Methods, Critical Thinking
Contributions of a Nonprofit Educational Measurement Organization to Education Policy Research. Research Report. ETS RR-13-06. ETS R&D Scientific and Policy Contributions Series. ETS SPC-13-02
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Coley, Richard J.; Goertz, Margaret E.; Wilder, Gita Z. – ETS Research Report Series, 2013
As part of its mission, Educational Testing Service (ETS) has conducted education policy research focused on promoting equal opportunity for all individuals from early childhood through adulthood. This report provides a sampler of this extensive work in three areas chosen to represent major historical foci: (1) Analyzing, evaluating, and informing…
Descriptors: Nonprofit Organizations, Educational Policy, Educational Research, Access to Education
A Closer Look at the Advanced-Standing Program in Social Work Education.
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Noble, John H., Jr.; Hepler, Juanita B. – Evaluation Review, 1990
The abbreviated (less-than-two-year) advanced-standing program in social work education was evaluated based on studies indicating that holders of bachelors' degrees in social work perform better than others in graduate social work programs. Admissions office record data allowed proper assessment of undergraduate grade inflation and graduate record…
Descriptors: Acceleration (Education), Admission Criteria, Advanced Placement Programs, Bachelors Degrees