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Fields, Habitus and the International Baccalaureate’s Interpretation of International Mindedness 领域,习惯和国际学士学位的国际思维的解释
IF 1.4 Q2 Social Sciences Pub Date : 2022-08-01 DOI: 10.1177/14752409221122048
D. Whitmarsh
International Mindedness (IM) is recognised as being a key component of an international education (Hill, 2015). However, IM is also acknowledged as an ‘under-reported and under-researched aspect of elite [international] education’ (Bunnell et al, 2020). This has led to the concept being described as ‘enigmatic and under-defined’ by researchers (Poole, 2017) and ‘fuzzy’ by practitioners (Barratt-Hacking et al, 2016: 38). This paper will attempt to conceptualise IM by drawing on Pierre Bourdieu’s theories of fields and habitus. It will show that IM can not only be thought of in terms of a specific habitus but that the International Baccalaureate (IB) and the schools that offer International Baccalaureate programmes can, and do, also play a significant role in creating the field (and subsequent structures within the field) in which IM can take root in students. The data and analysis in this paper are taken from a more substantial, recent, mixed-methods case study focusing on IM. The case study was conducted in a Chinese IB international school (of the type described by Poole, 2019: catering largely for Chinese students) on the Chinese mainland that offers the International Baccalaureate Primary Years Programme, Middle Years Programme and Diploma Programme. It is a private fee-paying school, which accepts students mainly from the local but also from the expatriate community.
国际思维(IM)被认为是国际教育的关键组成部分(Hill, 2015)。然而,IM也被认为是“精英[国际]教育中未被报道和研究的一个方面”(Bunnell et al, 2020)。这导致这个概念被研究人员描述为“神秘和定义不足”(Poole, 2017),被从业者描述为“模糊”(barrat - hacking et al ., 2016: 38)。本文将尝试借鉴皮埃尔·布迪厄的场域和惯习理论,对IM进行概念化。它将表明,IM不仅可以被认为是一种特定的习惯,而且国际文凭(IB)和提供国际文凭课程的学校可以,也确实在创造领域(以及领域内的后续结构)方面发挥了重要作用,在这个领域中,IM可以在学生中扎根。本文中的数据和分析来自一个更实质性的、最近的、以IM为重点的混合方法案例研究。本案例研究是在中国大陆的一所中国IB国际学校(Poole, 2019年描述的类型:主要面向中国学生)进行的,该学校提供国际文凭小学课程、中学课程和文凭课程。这是一所私立收费学校,主要招收本地学生,也招收外籍人士。
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引用次数: 0
Self-Regulated Learning in the IB Diploma Programme: A qualitative comparison of strategy use by IB Diploma students with learning difficulties and those with a history of high achievement IB文凭课程中的自律学习:有学习困难和有高成就史的IB文凭学生策略使用的定性比较
IF 1.4 Q2 Social Sciences Pub Date : 2022-08-01 DOI: 10.1177/14752409221122009
Sandra Forrest
This investigation set out to explore the self-regulated learning strategies implemented by high-achieving International Baccalaureate (IB) Diploma Programme (DP) students and those with learning difficulties in a context in which teachers were developing their practice to better align with IB philosophy. Specifically, I aimed to determine whether the strategies used by students in the two categories differed and, if so, what accounted for these differences. The sample included four DP students with diagnosed learning difficulties and six high-achieving DP students. Methods included collecting samples of independent work that reflected their strategy use; accompanying written reflections; and semi-structured interviews utilising a combination of stimulated recall and open-ended questions. Results suggest that only slight differences existed in the number and type of strategies used by participants in each category, but there were some important differences in strategy quality. These differences appeared to be related to the epistemic awareness students demonstrated, rather than their categorisation as having learning difficulties or being high-achieving. Although the IB Diploma Programme is widely considered an appropriate secondary programme for high-achieving students, its potential to enhance self-regulated learning suggests this programme may also be an appropriate option for some university-bound students with learning difficulties. As the literature review for this investigation uncovered only one previous study pertaining to IB Diploma Programme students with learning difficulties, this is a significant contribution to knowledge with implications for admissions as well as teaching and learning in IB schools. The investigation also indicates that epistemic awareness may play a more significant role in self-regulated learning than contemporary theories suggest.
本调查旨在探索成绩优异的国际文凭课程(IB)学生和有学习困难的学生在教师发展实践以更好地符合IB哲学的背景下实施的自我调节学习策略。具体来说,我的目的是确定这两类学生使用的策略是否不同,如果是,是什么导致了这些差异。样本包括四名被诊断为学习困难的DP学生和六名成绩优异的DP学生。方法包括收集反映其策略使用情况的独立工作样本;随附的书面反思;以及采用刺激回忆和开放式问题相结合的半结构化访谈。结果表明,每个类别的参与者使用的策略的数量和类型只有细微的差异,但在策略质量方面存在一些重要的差异。这些差异似乎与学生表现出的认知意识有关,而不是将其归类为有学习困难或成绩优异。尽管IB文凭课程被广泛认为是适合成绩优异学生的中等课程,但其增强自我调节学习的潜力表明,该课程也可能是一些有学习困难的大学学生的合适选择。由于本次调查的文献综述只发现了之前一项与IB文凭课程有学习困难的学生有关的研究,这是对知识的重大贡献,对IB学校的招生以及教学都有影响。研究还表明,认知意识在自我调节学习中可能比当代理论所暗示的更重要。
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引用次数: 0
The promised capitals of international high school programmes and the global field of higher education: The case of Shenzhen, China 国际高中项目和全球高等教育领域的承诺之都:以中国深圳为例
IF 1.4 Q2 Social Sciences Pub Date : 2022-08-01 DOI: 10.1177/14752409221122070
Ewan Wright, Benjamin Mulvey
The term ‘international school’ encompasses a broad array of institutions offering a range of different programmes. However, the differences between these programmes have scarcely been explored in the existing literature. This article focuses on three popular international high school programmes (Advanced Levels, Advanced Placement, and International Baccalaureate Diploma Programme) by drawing upon in-depth interviews with international school counsellors, teachers, parents, and students in Shenzhen, China. We employed the Bourdieusian concepts of ‘promised capitals’ and the ‘global field of higher education’ to delineate differences amongst these international programmes. We argue that each international programme promises the accumulation of distinct combinations of capitals associated with different global circuits of mobility for higher education. At the same time, we also suggest that the extent to which the promised capitals are conferred is complicated by the ‘localisation’ of schools: this impacted the delivery of promises related to embodied cultural and social capital forms.
“国际学校”一词涵盖了一系列提供不同课程的机构。然而,这些方案之间的差异在现有文献中几乎没有被探讨。本文通过对中国深圳的国际学校辅导员、教师、家长和学生的深入采访,重点介绍了三个流行的国际高中课程(高级水平课程、大学先修课程和国际文凭课程)。我们采用布尔迪乌的“承诺资本”和“高等教育的全球领域”的概念来描述这些国际项目之间的差异。我们认为,每个国际项目都承诺积累与高等教育不同全球流动回路相关的不同资本组合。与此同时,我们还认为,承诺资本的授予程度因学校的“本地化”而变得复杂:这影响了与具体文化和社会资本形式相关的承诺的交付。
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引用次数: 3
MYP Coordinators: Differences in Job Satisfaction Levels based on the Number of IB Programmes MYP协调员:基于IB课程数量的工作满意度差异
IF 1.4 Q2 Social Sciences Pub Date : 2022-04-01 DOI: 10.1177/14752409221089589
Megel R Barker
The Middle Years Programme (MYP) is one of four programmes offered by the International Baccalaureate, together with the Diploma Programme, Career-related Programme and Primary Years Programme. This study investigated the difference in job satisfaction levels of MYP Coordinators based on the number of IB programmes delivered in the school. Schools offering the MYP are required to appoint a member of staff to the role of MYP Coordinator. MYP Coordinators differ by age, gender and experience, and work in diverse school environments. The purpose of this study was to explore the job satisfaction of the critical role of MYP Coordinator. Using Herzberg’s Two Factor Theory as the theoretical framework, a modified version of the Job Satisfaction Survey was distributed to all registered Coordinators via email. 344 participants responded to eighteen items addressing the central question: What is the difference in job satisfaction levels of active MYP Coordinators based on demographic factors? The independent variables were age, gender, experience as a coordinator, number of IB programmes in school and eAssessment implementation. Using one-way ANOVA tests and t-tests, no statistical difference in job satisfaction was found for age, gender, experience as a Coordinator or the implementation of eAssessments. There was a difference in job satisfaction levels for MYP Coordinators working in 3-programme (MYP plus Diploma Programme and Primary Years Programme) schools compared with those in MYP-only schools, with the former recording higher job satisfaction levels. This finding demonstrates the need for whole-school alignment in the promotion of an atmosphere that is conducive to effective MYP coordination.
中学课程(MYP)是国际文凭课程、职业相关课程和小学课程提供的四个课程之一。本研究根据学校提供的IB课程数量,调查了MYP协调员的工作满意度水平的差异。提供多年电价的学校必须任命一名工作人员担任多年电价协调员。MYP协调员因年龄、性别和经验不同,在不同的学校环境中工作。本研究的目的是探讨多年筹资机制协调员关键角色的工作满意度。以赫兹伯格的双因素理论为理论框架,通过电子邮件向所有注册协调员分发了工作满意度调查的修订版。344名参与者回答了18个项目,这些项目涉及核心问题:根据人口统计因素,在职多年期计划协调员的工作满意度有什么差异?自变量是年龄、性别、担任协调员的经验、学校IB课程的数量和电子评估的实施情况。使用单因素方差分析检验和t检验,年龄、性别、协调员经验或电子评估实施情况的工作满意度没有统计学差异。在3个方案(多年期计划加文凭方案和小学方案)学校工作的多年期计划协调员的工作满意度与在仅采用多年期计划的学校工作的协调员的工作满意程度存在差异,前者的工作满意度更高。这一发现表明,在促进有利于多年筹资方案有效协调的氛围方面,需要全校一致。
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引用次数: 0
International School Teachers in Iran and Their Intercultural Communicative Competence: Does Sociocultural Background Make a Difference? 伊朗国际学校教师及其跨文化交际能力:社会文化背景会产生影响吗?
IF 1.4 Q2 Social Sciences Pub Date : 2022-04-01 DOI: 10.1177/14752409221091902
Masoomeh Estaji, Sarvenaz Tabrizi
This research study examined international school teachers’ perceptions of Intercultural Communicative Competence (ICC), and whether or not the teachers’ sociocultural background could predict their ICC level. To collect data, 55 international school teachers participated in the quantitative phase of the study, out of which nine were selected for a semi-structured interview in the qualitative phase. Participants were requested to complete two questionnaires, one to gather demographic information and one to assess their perceptions and level of ICC (Yildiz, 2016; Zhou, 2011). The results of data analysis showed that, in the context of teachers working in international schools in Tehran, sociocultural factors such as age, number of countries visited and duration of the visits, and number of languages spoken, could not predict teachers’ perception of ICC; gender was the exception. The quantitative findings revealed the lack of connection between prior international experience of the teachers and their ICC perception. Teacher participants found ICC as a way of respecting other cultures and accepting cultural differences. They also believed that attending international schools would positively affect students and teachers’ cultural identity.
本研究考察了国际学校教师对跨文化交际能力(ICC)的认知,以及教师的社会文化背景是否可以预测其ICC水平。为了收集数据,55名国际学校教师参与了该研究的定量阶段,其中9名教师在定性阶段进行了半结构化访谈。参与者被要求完成两份问卷,一份用于收集人口统计信息,另一份用于评估他们对ICC的认知和水平(Yildiz,2016;周,2011)。数据分析结果表明,在德黑兰国际学校工作的教师中,年龄、访问国家的数量和访问时间以及所说语言的数量等社会文化因素无法预测教师对国际商会的看法;性别是个例外。定量研究结果表明,教师先前的国际经验和他们对国际商会的看法之间缺乏联系。教师参与者发现ICC是一种尊重其他文化和接受文化差异的方式。他们还认为,就读国际学校将对学生和教师的文化认同产生积极影响。
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引用次数: 0
Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations 教育与联合国发展目标项目(千年发展目标和可持续发展目标):定义、联系、实施
IF 1.4 Q2 Social Sciences Pub Date : 2022-04-01 DOI: 10.1177/14752409221088942
I. Kushnir, Ana Nunes
The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague—the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process.
在过去的20年里,联合国组织了国际社会的动员,通过两个连续的发展项目来解决一系列全球问题:千年发展目标和可持续发展目标。这些项目中侧重于教育的研究是分散的,在以下方面存在明显的知识差距:一教育的定义;ii)教育目标与其他目标之间的联系;以及iii)这些联系的运作。这项研究的独创性在于,通过借鉴软治理方法和对12份联合国关键政策文件的主题分析,解决了这些相互关联的差距。研究结果通过强调教育动态性质的重要方面,解释了教育在两个联合国项目中的地位。首先,教育的定义及其与千年发展目标和可持续发展目标项目中涉及的不同主题的联系一直在演变。第二,教育运作过程的某些方面仍然模糊不清——如果要改善教育促进可持续发展的运作,联合国必须努力澄清这些剩余方面。这些发现的意义在于为即将到来的世界峰会制定国际政策制定方向,在2030年实现可持续发展目标的最后期限之前,并强调教育应越来越被视为参与这一进程的决策者不可或缺的工具。
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引用次数: 5
Student Satisfaction In Secondary Education: An Empirical Study Of Indian Expatriate Students 中等教育中学生满意度:对印度留学生的实证研究
IF 1.4 Q2 Social Sciences Pub Date : 2022-04-01 DOI: 10.1177/14752409221093245
V. K. Gokuladas, S. K. Baby Sam
Children who live abroad with their parents are exposed to a wide diversity of cultural and educational influences. They face various challenges as they live in a different country and experience a different culture. It is therefore important to understand their perceptions with respect to factors that could potentially enhance their satisfaction with schooling and subsequent positive engagement. The main aim of this paper is to understand what factors lead to school experiences of secondary school expatriate Indian students which in turn could lead to their better engagement. Data were gathered relating to perceptions of 1786 expatriate Indian students experiencing secondary education in the Sultanate of Oman with respect to organizational support, teachers’ support, peer support, school satisfaction and student engagement. Correlation and regression analyses carried out on this data revealed that variables including organizational support, teachers’ support, and peer support were highly significant in predicting school satisfaction of these students. It was also revealed that there exists a highly significant relationship between school satisfaction and student engagement which is not moderated by the location – rural or urban – of the school.
与父母一起生活在国外的孩子受到各种文化和教育的影响。他们生活在不同的国家,经历不同的文化,面临着各种各样的挑战。因此,了解他们对可能提高他们对学校教育和随后的积极参与的满意度的因素的看法是很重要的。本文的主要目的是了解哪些因素导致中学外籍印度学生的学校经历,进而导致他们更好的参与。收集了1786名在阿曼苏丹国接受中等教育的印度留学生在组织支持、教师支持、同伴支持、学校满意度和学生参与度方面的看法数据。通过相关分析和回归分析发现,组织支持、教师支持和同伴支持等变量对这些学生的学校满意度有显著的预测作用。研究还发现,学校满意度和学生参与度之间存在着高度显著的关系,这种关系不受学校所在地(农村或城市)的影响。
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引用次数: 1
Characteristics that Define an Exceptional International School According to Stakeholder Perspectives. A Thai Case Study 根据利益相关者的观点,定义一所杰出国际学校的特征。泰国案例研究
IF 1.4 Q2 Social Sciences Pub Date : 2021-11-23 DOI: 10.1177/14752409211060901
Matthew Fahey, Henriette van Rensburg, Rahul Ganguly
Research in international schools has lagged behind the growth of such schools (Lee et al, 2012). This paper offers support to international school leaders by identifying the ten most important characteristics of international schools as reported by three significant stakeholder groups (administrators/teachers, parents and students) in one case study international school. An initial phase utilised a Delphi framework whereby interviews led to the identification of 68 separate items, ranging from school ethos to teachers’ credentials, which formed the basis of a follow-up questionnaire which was implemented following piloting. It was found that for 46 of the 68 items the three stakeholder groups were not statistically independent, sharing a common perspective on these items’ relative importance. Similarly, four items appeared in all three stakeholder groups’ top ten, while six items appeared in two out of three stakeholder groups’ top ten.
对国际学校的研究滞后于这类学校的发展(Lee et al, 2012)。本文通过在一所国际学校的案例研究中,从三个重要的利益相关者群体(管理人员/教师、家长和学生)的报告中确定国际学校的十个最重要的特征,为国际学校的领导者提供支持。最初阶段采用德尔菲框架,通过访谈确定了68个独立项目,从学校风气到教师资格证书,这些项目构成了试点后实施的后续问卷调查的基础。研究发现,对于68个项目中的46个,三个利益相关者群体在统计上不是独立的,他们对这些项目的相对重要性有着共同的看法。同样,有4个项目出现在所有三个利益相关者群体的前10个项目中,而6个项目出现在三个利益相关者群体的前10个项目中。
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引用次数: 2
The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis 英国海外学校在促进和维护英国价值观方面的作用:运用政策分析中的传播语境
IF 1.4 Q2 Social Sciences Pub Date : 2021-11-23 DOI: 10.1177/14752409211059272
S. Pearce
With their central position in society as facilitators of information, schools and teachers play a key role in the articulation and embedding of government-driven policy targeted at school-age children; under the British government, this key role extends beyond the borders, to British Schools Overseas. In the last decade, this has been especially prevalent in the dissemination of anti-terrorism rhetoric and policy, created to prevent the radicalisation of students; most recently, this has involved the inclusion of ‘fundamental British values’ (FBV) in policy and curriculum. Using the work of Basil Bernstein and, in particular, the model of transmission context which sits within his theories on pedagogic discourse, this paper analyses the discourse embedded in multiple FBV policies. Through a focus on classification and framing of the discourses embedded in the policies, this paper highlights the transmission of power in these policies, with a focus on language used to convey this power; and conveys an understanding of the positioning, role and ‘responsibilisation’ of British schools, located outside of the United Kingdom, as central to FBV education as well as the solution to terrorism in Britain.
学校和教师作为信息促进者在社会中处于中心地位,在阐明和落实针对学龄儿童的政府驱动政策方面发挥着关键作用;在英国政府的领导下,这一关键作用超越了国界,延伸到了英国海外学校。在过去十年中,这在反恐言论和政策的传播中尤为普遍,这些言论和政策旨在防止学生激进化;最近,这涉及到将“英国基本价值观”(FBV)纳入政策和课程。本文利用巴兹尔·伯恩斯坦的研究成果,特别是他的教学话语理论中的传播语境模型,分析了多种FBV政策中嵌入的话语。通过对政策话语的分类和框架,本文强调了这些政策中的权力传递,并重点关注了用于传递这种权力的语言;并传达了对位于英国境外的英国学校的定位、角色和“责任”的理解,这些学校是FBV教育的核心,也是英国恐怖主义的解决方案。
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引用次数: 1
Multilingualism and the International Baccalaureate Diploma Programme (IBDP): An Analysis of Language Learning in the IBDP in Light of the ‘Multilingual Turn’ 多语言与国际文凭课程(IBDP):基于“多语言转向”的IBDP语言学习分析
IF 1.4 Q2 Social Sciences Pub Date : 2021-11-20 DOI: 10.1177/14752409211059267
Jacob Huckle
This article analyses various International Baccalaureate policy documents to establish whether the International Baccalaureate Diploma Programme has undergone what is described as a multilingual turn. After defining multilingualism and the multilingual turn, it outlines three main implications of what might be considered this paradigm shift for educational policies related to curriculum, pedagogy, and assessment. These implications are used as a framework for the policy analysis to follow, which argues that International Baccalaureate Diploma Programme approaches to language learning are underpinned by a monolingual bias that might delegitimate the knowledge and experience of multilingual learners.
本文分析了各种国际文凭政策文件,以确定国际文凭课程是否经历了所谓的多语言转向。在定义了多语言主义和多语言转向之后,它概述了与课程、教学法和评估相关的教育政策的范式转变的三个主要含义。这些影响被用作后续政策分析的框架,该分析认为,国际文凭课程的语言学习方法是基于一种单语偏见,这种偏见可能会使多语学习者的知识和经验失去合法性。
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引用次数: 0
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Journal of Research in International Education
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