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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

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