Challenges Impacting Student Learning in the International Baccalaureate Middle Years Programme

Autor/inn/en	Dickson, Anisah; Perry, Laura B.; Ledger, Susan
Titel	Challenges Impacting Student Learning in the International Baccalaureate Middle Years Programme
Quelle	In: Journal of Research in International Education, 19 (2020) 3, S.183-201 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dickson, Anisah) ORCID (Perry, Laura B.) ORCID (Ledger, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240920976228
Schlagwörter	Middle School Students; Advanced Placement Programs; Barriers; Educational Benefits; Case Studies; Teacher Attitudes; Administrator Attitudes; High Achievement; Skill Development; Inquiry; Teaching Methods; Criterion Referenced Tests; Integrated Curriculum; Grading; Interdisciplinary Approach; Units of Study; Administrator Role; Systems Approach; Program Administration; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bildungsertrag; Case study; Fallstudie; Case Study; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Notengebung; Schulnote; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lerneinheit; Systemischer Ansatz; Ausland; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01