Impacts of International Baccalaureate Programmes on Teaching and Learning: A Review of the Literature

Autor/inn/en	Dickson, Anisah; Perry, Laura B.; Ledger, Susan
Titel	Impacts of International Baccalaureate Programmes on Teaching and Learning: A Review of the Literature
Quelle	In: Journal of Research in International Education, 17 (2018) 3, S.240-261 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240918815801
Schlagwörter	Advanced Placement Programs; Stress Variables; Creative Teaching; Reputation; Teaching Methods; Educational Benefits; Critical Thinking; Cultural Awareness; Thinking Skills; Inferences; Cooperative Learning; Educational Philosophy; Academic Achievement; College Preparation; Metacognition; Time Management; Leadership; Student Evaluation; International Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Kritisches Denken; Cultural identity; Kulturelle Identität; Denkfähigkeit; Inference; Inferenz; Kooperatives Lernen; Bildungsphilosophie; Erziehungsphilosophie; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zeitmanagement; Führung; Führungsposition; Schulnote; Studentische Bewertung; Internationale Erziehung
Abstract	International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders' perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01