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Article: Program transition challenges in international Baccalaureate schools

TitleProgram transition challenges in international Baccalaureate schools
Authors
KeywordsFull Continuum Schools
International Baccalaureate
Myp-Dp Transition
Partial Continuum Schools
Program Implementation
Issue Date2011
PublisherSage Publications Ltd. The Journal's web site is located at http://www.sagepub.co.uk/journal.aspx?pid=105681
Citation
Journal Of Research In International Education, 2011, v. 10 n. 2, p. 123-136 How to Cite?
AbstractInternational Baccalaureate (IB) schools have experienced dramatic growth worldwide over the past decade in response to burgeoning demand for high-quality education with an international orientation. One increasingly common trend has found international schools adopting two or more of the three programs offered by the IB: the Diploma, Middle Years and Primary Years programs. While the IB's three academic programs cover the full K-12 education continuum, they were developed in an evolutionary rather than a strategic fashion and operate with very different curricular assumptions. Thus schools adopting multiple IB programs have reported a variety of 'transition problems' as students move from one program to the next. In light of these reports, the IB undertook a global survey of IB Program Coordinators in 2008 with the goal of better understanding the extent and nature of this problem. In this study we analyze those data in an effort to understand the challenges that schools are experiencing as they seek to support students in making a successful transition from the Middle Years Program to the Diploma Program. We also highlight differences in the challenges faced by partial continuum and full continuum IB schools and offer recommendations for addressing the 'transition problems' identified in the study. © The Author(s) 2011.
Persistent Identifierhttp://hdl.handle.net/10722/161275
ISSN
2015 SCImago Journal Rankings: 0.540
References

 

DC FieldValueLanguage
dc.contributor.authorHallinger, Pen_US
dc.contributor.authorLee, Men_US
dc.contributor.authorWalker, Aen_US
dc.date.accessioned2012-08-24T08:28:56Z-
dc.date.available2012-08-24T08:28:56Z-
dc.date.issued2011en_US
dc.identifier.citationJournal Of Research In International Education, 2011, v. 10 n. 2, p. 123-136en_US
dc.identifier.issn1475-2409en_US
dc.identifier.urihttp://hdl.handle.net/10722/161275-
dc.description.abstractInternational Baccalaureate (IB) schools have experienced dramatic growth worldwide over the past decade in response to burgeoning demand for high-quality education with an international orientation. One increasingly common trend has found international schools adopting two or more of the three programs offered by the IB: the Diploma, Middle Years and Primary Years programs. While the IB's three academic programs cover the full K-12 education continuum, they were developed in an evolutionary rather than a strategic fashion and operate with very different curricular assumptions. Thus schools adopting multiple IB programs have reported a variety of 'transition problems' as students move from one program to the next. In light of these reports, the IB undertook a global survey of IB Program Coordinators in 2008 with the goal of better understanding the extent and nature of this problem. In this study we analyze those data in an effort to understand the challenges that schools are experiencing as they seek to support students in making a successful transition from the Middle Years Program to the Diploma Program. We also highlight differences in the challenges faced by partial continuum and full continuum IB schools and offer recommendations for addressing the 'transition problems' identified in the study. © The Author(s) 2011.en_US
dc.languageengen_US
dc.publisherSage Publications Ltd. The Journal's web site is located at http://www.sagepub.co.uk/journal.aspx?pid=105681en_US
dc.relation.ispartofJournal of Research in International Educationen_US
dc.subjectFull Continuum Schoolsen_US
dc.subjectInternational Baccalaureateen_US
dc.subjectMyp-Dp Transitionen_US
dc.subjectPartial Continuum Schoolsen_US
dc.subjectProgram Implementationen_US
dc.titleProgram transition challenges in international Baccalaureate schoolsen_US
dc.typeArticleen_US
dc.identifier.emailLee, M:moosung1@hku.hken_US
dc.identifier.authorityLee, M=rp01634en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1177/1475240911407976en_US
dc.identifier.scopuseid_2-s2.0-80052823361en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80052823361&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume10en_US
dc.identifier.issue2en_US
dc.identifier.spage123en_US
dc.identifier.epage136en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridHallinger, P=6506651654en_US
dc.identifier.scopusauthoridLee, M=42861858600en_US
dc.identifier.scopusauthoridWalker, A=7403911246en_US

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