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Article: The impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore

TitleThe impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore
Authors
Keywordsassessments
Hong Kong
International Baccalaureate Diploma Programme (IBDP)
professional cultures
Singapore
Taiwan
Issue Date4-Sep-2023
PublisherTaylor and Francis Group
Citation
Cambridge Journal of Education, 2023 How to Cite?
Abstract

The rapid propagation of the International Baccalaureate (IB) in the East and Southeast Asian region, together with the continuing globalisation of education, has generated implementational opportunities and challenges for teachers within the IB network of schools. Based on semi-structured interviews with teachers and school leaders across 15 IB Diploma Programme (DP) schools within the three milieus of Hong Kong, Taiwan and Singapore, the study explored how DP’s expansion fuelled ambiguities and inconsistencies in programme policy, which impacted on professional cultures and assessments. The analysis highlights the overreliance on the voluntary contribution of teachers and external examiners in supporting professional development and assessments as well as the connection of assessments to anxiety and dissonance in teachers.


Persistent Identifierhttp://hdl.handle.net/10722/331673
ISSN
2023 Impact Factor: 1.8
2023 SCImago Journal Rankings: 1.170
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorTsao, Jack-
dc.contributor.authorLi, Yu-Chih-
dc.contributor.authorHameed, Suraiya Abdul-
dc.date.accessioned2023-09-21T06:57:53Z-
dc.date.available2023-09-21T06:57:53Z-
dc.date.issued2023-09-04-
dc.identifier.citationCambridge Journal of Education, 2023-
dc.identifier.issn0305-764X-
dc.identifier.urihttp://hdl.handle.net/10722/331673-
dc.description.abstract<p>The rapid propagation of the International Baccalaureate (IB) in the East and Southeast Asian region, together with the continuing globalisation of education, has generated implementational opportunities and challenges for teachers within the IB network of schools. Based on semi-structured interviews with teachers and school leaders across 15 IB Diploma Programme (DP) schools within the three milieus of Hong Kong, Taiwan and Singapore, the study explored how DP’s expansion fuelled ambiguities and inconsistencies in programme policy, which impacted on professional cultures and assessments. The analysis highlights the overreliance on the voluntary contribution of teachers and external examiners in supporting professional development and assessments as well as the connection of assessments to anxiety and dissonance in teachers.<br></p>-
dc.languageeng-
dc.publisherTaylor and Francis Group-
dc.relation.ispartofCambridge Journal of Education-
dc.subjectassessments-
dc.subjectHong Kong-
dc.subjectInternational Baccalaureate Diploma Programme (IBDP)-
dc.subjectprofessional cultures-
dc.subjectSingapore-
dc.subjectTaiwan-
dc.titleThe impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore-
dc.typeArticle-
dc.identifier.doi10.1080/0305764X.2023.2246397-
dc.identifier.scopuseid_2-s2.0-85169811701-
dc.identifier.eissn1469-3577-
dc.identifier.isiWOS:001058155300001-
dc.identifier.issnl0305-764X-

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