Challenges impacting student learning in the International Baccalaureate Middle Years Programme

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2020-12-01 DOI:10.1177/1475240920976228
Anisah Dickson, L. Perry, S. Ledger
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引用次数: 3

Abstract

While the International Baccalaureate’s Middle Years Programme (MYP) is growing in popularity in Australia and across the globe, few studies have examined the benefits and challenges of this IB programme for supporting student learning. Using a qualitative case study design of three Australian schools that formerly offered the MYP, we investigated teacher and school leader perceptions of the MYP for promoting student learning. Perceived benefits included high achievement and skill development through the MYP’s emphasis on inquiry-based learning and real-world relevance; criterion-referenced assessments; and a healthy balance between core and elective learning areas. Challenges for students stemmed primarily from operational difficulties and possible systems-level constraints impacting teachers, including integration of the Australian Curriculum with the MYP; ability to meet the MYP’s demands; confusion about MYP terminology and grading systems; and understanding interdisciplinary units. The findings suggest that MYP Coordinators and school leaders play a critical role in ensuring that schools realise the benefits of the MYP for student learning by providing systems-level support to optimise its benefits.
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影响国际文凭中学课程学生学习的挑战
尽管国际文凭中学课程(MYP)在澳大利亚和全球范围内越来越受欢迎,但很少有研究探讨该IB课程在支持学生学习方面的好处和挑战。通过对三所以前提供MYP的澳大利亚学校的定性案例研究设计,我们调查了教师和学校领导对MYP促进学生学习的看法。感知到的好处包括通过多年期计划强调基于探究的学习和现实世界的相关性而获得的高成就和技能发展;标准参考评估;以及核心和选修学习领域之间的健康平衡。学生面临的挑战主要源于操作困难和可能影响教师的系统层面的制约因素,包括将澳大利亚课程与MYP相结合;满足多年筹资框架要求的能力;多年筹资框架术语和评分系统的混乱;以及了解跨学科单位。研究结果表明,多年期计划协调员和学校领导在确保学校通过提供系统级支持来优化其效益,从而实现多年期计划对学生学习的益处方面发挥着关键作用。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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