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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