International Education: The Transformative Potential of Experiential Learning

Autor/inn/en	Hayden, Mary; McIntosh, Shona
Titel	International Education: The Transformative Potential of Experiential Learning
Quelle	In: Oxford Review of Education, 44 (2018) 4, S.403-413 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayden, Mary) ORCID (McIntosh, Shona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1402757
Schlagwörter	International Education; Creativity; Experiential Learning; Transformative Learning; Outcomes of Education; Access to Education; Higher Education; Advanced Placement Programs; Course Descriptions; Teaching Methods; Secondary School Students; Literature Reviews + Suchen Sie Ihr Suchwort? Internationale Erziehung; Kreativität; Experiental learning; Erfahrungsorientiertes Lernen; Pädagogische Transformation; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler
Abstract	Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students' experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01