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Choi, Euna. "Music Curriculum in International Baccalaureate Primary Years Programme." Korean Music Education Society 49, no. 4 (November 30, 2020): 271–92. http://dx.doi.org/10.30775/kmes.49.4.271.
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Steffen, Verónica, and Ángeles Bueno-Villaverde. "Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation." Journal of Research in International Education 17, no. 2 (August 2018): 116–33. http://dx.doi.org/10.1177/1475240918791244.
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The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.
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Dulfer, Nicky. "Differentiation in the International Baccalaureate Diploma Programme." Journal of Research in International Education 18, no. 2 (August 2019): 142–68. http://dx.doi.org/10.1177/1475240919865654.
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There is now widespread acceptance of the importance of differentiated instruction in today’s classrooms. However, much of the research regarding differentiated instruction takes place in primary and middle years environments, with very little focussed on the senior secondary years. This article explores differentiated instruction practices in senior secondary high stakes environments. Specifically focussed on the experiences of teachers in the International Baccalaureate Diploma Programme (IBDP) in Hong Kong and Australia, where the IB is predominately taught in high-fee-paying institutions, the article explores some of the current practices and concerns of teachers involved in the programme. In exploring differentiated instruction in the IBDP it asks the questions 1) How do teachers employ differentiation in their approaches to teaching in IBDP environments?, and 2) What factors inhibit or enable differentiation in their classrooms? Results from the study indicate that teachers of the IBDP provide several differentiation opportunities within the content and product areas. However, the areas of process and environment were more problematic, with the amount of content that needed to be covered impacting on the approach to teaching and learning adopted by both the teachers and the students. The IB prides itself on its Learner Profile attributes which support the students to become “inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” (IB, 2019a). However, in this study questions were raised regarding the amount of time students are given to think, reflect, or inquire. This is something that all senior secondary years programmes will need to consider as we move through the twenty-first century.
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Casinader, Niranjan, and Lucas Walsh. "Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective." Journal of Research in International Education 18, no. 3 (November 26, 2019): 257–73. http://dx.doi.org/10.1177/1475240919891001.
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It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.
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Lebreton, Marlène. "Additional language teaching within the International Baccalaureate Primary Years Programme: A comparative study." Journal of Research in International Education 13, no. 1 (March 2, 2014): 3–18. http://dx.doi.org/10.1177/1475240914521346.
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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "How accessible is IB schooling? Evidence from Australia." Journal of Research in International Education 16, no. 1 (March 15, 2017): 65–79. http://dx.doi.org/10.1177/1475240917696037.
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This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.
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Souefi, Nevine El. "The Impact of Implementing the International Baccalaureate Primary Years Programme on Students' Self-efficacy Beliefs." Universal Journal of Educational Research 9, no. 3 (March 2021): 606–20. http://dx.doi.org/10.13189/ujer.2021.090320.
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Palmer, Nicholas. "Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education." Journal of Research in International Education 15, no. 3 (October 17, 2016): 208–23. http://dx.doi.org/10.1177/1475240916669029.
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The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by communicative action and reflection, denoting a critical stance on epistemology. The resulting conceptual GCE framework positions authentication, co-creation and substantiation as key enabling features of the PYP exhibition. As the presented framework is based on practice, the key assertions are applicable to educators, schools and networks seeking to enliven contextual modes of global learning.
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Twigg, Vani Veikoso. "Teachers’ practices, values and beliefs for successful inquiry-based teaching in the International Baccalaureate Primary Years Programme." Journal of Research in International Education 9, no. 1 (March 26, 2010): 40–65. http://dx.doi.org/10.1177/1475240909356947.
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Lochmiller, Chad R., Audrey Lucero, and Jessica Nina Lester. "Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools." Journal of Research in International Education 15, no. 2 (August 2016): 155–74. http://dx.doi.org/10.1177/1475240916660803.
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Ashley-Welbeck, Ahmed, and Dimitrios Vlachopoulos. "Teachers’ Perceptions on Using Augmented Reality for Language Learning in Primary Years Programme (PYP) Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 12 (June 26, 2020): 116. http://dx.doi.org/10.3991/ijet.v15i12.13499.
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Augmented Reality (AR) is a relatively new technology and is increasingly being posited as an educational game-changer, particularly - but not exclusively - in language learning. On a scale where the virtual and real world sit at opposite ends of the spectrum, AR sits in-between, combining real world elements with virtual overlays. Research suggests that an obstacle to English language learning in countries where English is not the first language (EFL) is a lack of authentic situations outside of the classroom for practising English communication skills. AR technology, by combining elements of real-life and virtual content could potentially overcome some of these limitations. However, as with all technologies, the use of AR in the classroom is not only confined to the learner, but also largely dependent on the willingness and skills of teachers to utilise it effectively. This study hopes to shed some light on the possible uses, benefits, and challenges that AR may present to the field of EFL learning in an Egyptian International Baccalaureate (IB) school.
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Steffen, Veronica, Daniel Prieto Steffen, and Ángeles Bueno-Villaverde. "SPANISH LEGISLATION AND IB PYP LANGUAGE POLICY DEVELOPMENT." Journal of Supranational Policies of Education (JoSPoE), no. 12 (December 29, 2020): 99–120. http://dx.doi.org/10.15366/jospoe2020.12.006.
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Given the growth of and interest in International Baccalaureate (IB) programmes in Spain, schools looking for approval to implement any of its programmes are being met with the challenge of policy development to meet the requirements for authorization. This paper will look at Spanish legislation and the supports or challenges it offers when trying to meet the needs that face schools looking towards IB Primary Years Programme (PYP) authorization. As schools already authorized will have used the 2014 version of the IB Programme Standards and Practices, this paper will focus on the development of language policy in this version as well as the 2018 versions to support these schools as they move to the next stage or new schools starting under this newer version. A comparative look at Spanish legislation that may have influenced past decisions and current legislation that will influence future decisions will summarize the support mechanisms for meeting the language policy requirement.
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Pantzos, Panagiotis. "The integration of ICT in educational process in IB education—A comparative case study." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 192–204. http://dx.doi.org/10.18844/prosoc.v6i1.4170.
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This study aims to gain a deep understanding of international baccalaureate (IB) primary years programme (PYP) teachers’ perceptions about the use of information and communication technology (ICT) in IB PYP classes. Moreover, it seeks to critically identify the teachers’ barriers and needs in order to integrate ICT into teaching and learning. Following a qualitative comparative case study research design, semi-structured interviews were conducted with IB PYP teachers and coordinators in Sweden and Greece. Critical theory, critical pedagogy and critical theory of technology (CTT) were used as the theoretical framework for analysing teachers’ perceptions. From a critical point of view, the study reveals that deskilling of teachers, intensification of teachers’ work, low school’s financial budget, parents’ financial burden, commodification and privatisation of IB education are the fundamental factors that negatively intervene in teachers’ work in both schools and perpetuate the status quo of teaching and learning processes through integration of ICT.
Keywords: International baccalaureate (IB), international and comparative education (ICE), integration of ICT, critical pedagogy, critical theory of technology (CTT).
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Solano-Campos, Ana. "Language Ideologies in a U.S. State-Funded International School: The Invisible Linguistic Repertoires of Bilingual Refugee Students." Journal of Research in International Education 16, no. 1 (February 1, 2017): 36–54. http://dx.doi.org/10.1177/1475240917692759.
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In this study, I investigated language ideologies in a state-funded International Baccalaureate Primary Years Programme school in the United States. I conducted ethnographic observations, focus groups, and interviews in a fourth grade classroom in one of the largest refugee resettlement areas in the country. Findings indicate that although the school positioned bilingualism as linguistic capital, the linguistic repertoires of multilingual refugee students were made invisible by three inter-related processes: linguistic tokenism, linguistic subordination, and linguistic compartmentalization. These results highlight the urgency for schools offering the IB PYP to implement language policy, curriculum, and instruction that explicitly support immigrant and refugee children’s multiple linguistic backgrounds.
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Lau, Christina, Anastasia Kitsantas, Angela D. Miller, and Ellen B. Drogin Rodgers. "Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students." Social Psychology of Education 21, no. 3 (February 27, 2018): 603–20. http://dx.doi.org/10.1007/s11218-018-9431-4.
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Walsh, Lucas, and Niranjan Casinader. "Investigating the moral territories of international education: a study of the impact of experience, perspectives and dispositions on teachers’ engagement with difference in the international Baccalaureate Primary Years Programme." International Research in Geographical and Environmental Education 28, no. 2 (November 2018): 136–50. http://dx.doi.org/10.1080/10382046.2018.1529715.
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Mutammimah, Heppy, Dewi Rochsantiningsih, and Abdul Asib. "Inquiry-based Learning in English Teaching at a Candidate School of IB PYP: Implementation and Benefits." Langkawi: Journal of The Association for Arabic and English 5, no. 2 (December 27, 2019): 115. http://dx.doi.org/10.31332/lkw.v5i2.1297.
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This paper aimed to investigate the implementation of inquiry-based learning (IBL) in English teaching at candidate school of International Baccalaureate Primary Years Programme (IB PYP) in Surakarta and explore the benefits of its implementation in English teaching. Three English teachers at a candidate school of IB PYP in Surakarta participated in this study and they were chosen purposively. This research employed a qualitative approach and emphasized on a case study. The techniques for collecting data comprised in-depth interview and observation. The collected data were analyzed by the researchers through Constant Comparative Method (CCM). The results revealed that the implementation of inquiry-based learning in English teaching in this school used Bruce and Davidson's view and some features of IBL. That cycles involved asking, investigating, creating, discussing and reflecting. And the benefits of this method in English teaching based on IB PYP were 1) the teachers can create meaningful activities for the students, 2) teaching and learning were student-centered, 3) the students learn through language and get endurable understanding, and 4) it promotes students ’skills and attitude at teamwork.
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Lüddecke, Florian. "Philosophically Rooted Educational Authenticity as a Normative Ideal for Education: Is the International Baccalaureate’s Primary Years Programme an example of an authentic curriculum?" Educational Philosophy and Theory 48, no. 5 (May 8, 2015): 509–24. http://dx.doi.org/10.1080/00131857.2015.1041012.
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Bunnell, Tristan. "The International Baccalaureate Middle Years Programme after 30 years: A critical inquiry." Journal of Research in International Education 10, no. 3 (November 29, 2011): 261–74. http://dx.doi.org/10.1177/1475240911423604.
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Trafford, Simon. "Latin and Classical Languages on the International Baccalaureate Middle Years Programme." Journal of Classics Teaching 18, no. 36 (2017): 17–19. http://dx.doi.org/10.1017/s2058631017000174.
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It is well established that Latin has long suffered from not being included in the National Curriculum. The effects of the National Curriculum have been far-reaching and nearly terminal for the teaching of Latin in state schools, an issue which has been discussed effectively already (Hunt, 2016; Tristram, 2003; Gay, 2003). In the face of the more serious issue of Latin being dropped by many schools due to its status outside the National Curriculum, one issue which is often overlooked is the lack of support and guidance concerning curriculum and assessment models for those departments still offering Latin. Many departments are guided by the course books they follow or the outcomes desired by the GCSE they take. These issues can lead to problems of their own, such as an over-reliance on the course book or too keen an eye on the end goal of the GCSE. Neither of these things is sustainable or desirable when it comes to a dynamic curriculum or meaningful assessment, and the satisfactory resolution of such problems often relies on serious input from outstanding practitioners within departments who can navigate these complicated issues – something not open to all. There has been help offered by the Association for Latin Teaching (ARLT) who have produced grade descriptors to help teachers who (paradoxically) need to conform to the same standards as other subjects when reporting ‘National Curriculum’ assessment. But this cannot be considered as anything more than a stopgap and only assists with one half of the issue. Alternatively, others may be attracted by the curriculum model offered by the American Classical League's Standards for Classical Language Learning (2016, draft) which offers a comprehensive and fully communicative approach to the teaching of Latin with their 5 Goals and which has been available for 20 years now. This, of course, cannot help with the other half of the problem: the UK assessment model.
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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Challenges impacting student learning in the International Baccalaureate Middle Years Programme." Journal of Research in International Education 19, no. 3 (December 2020): 183–201. http://dx.doi.org/10.1177/1475240920976228.
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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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Lim, Yoo-na, Sun-eun Kim, and Seo-heon Ahn. "Characteristics and Implications of the International Baccalaureate Primary Years Program." Journal of Curriculum Studies 36, no. 2 (June 30, 2018): 25–54. http://dx.doi.org/10.15708/kscs.36.2.2.
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Kornilov, Viktor S., Olga V. Lvova, and Igor S. Obolensky. "Teaching physics students of humanitarian-oriented groups in the Middle Years Programme (basic school) of the International Baccalaureate." RUDN Journal of Informatization in Education 16, no. 3 (December 15, 2019): 270–80. http://dx.doi.org/10.22363/2312-8631-2019-16-3-270-280.
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Problem and goal. In 1968, an international non-governmental organization of the International Baccalaureate with consultative status with UNESCO was established in Switzerland [11; 26; 27; 29-31]. The methodological basis of the International Baccalaureate is intercultural communication, communication, self-development, conceptual thinking, learning efficiency, etc. The International Baccalaureate is an internationally recognized curriculum and is implemented worldwide, including in Russia (Vladivostok, Moscow, Moscow region, Perm, Samara, Saint Petersburg, Ulyanovsk). In addition, International Baccalaureate diplomas are recognized by many foreign educational institutions. In the process of teaching physics to students of humanitarian-oriented groups on the Middle Years Programme (MYP) (basic school) of the International Baccalaureate, some students have difficulties both in mastering the theoretical material and in solving educational text problems. In this connection, to improve the efficiency of training of such students it is advisable not only to carry out a theoretical justification of the possibility of using methods of adaptation of texts of problems in physics and to develop adapted educational tasks with their subsequent inclusion in the content of training, but also to use modern information technologies both in the presentation of theoretical material to students (multimedia teaching tools, electronic resources, etc.) and to teach students to use computer programs (“Live physics”, “Laboratory L-micro”, “1C: Tutor in physics”, “Physics course of the XXI century”, “Open physics”, “Physics in animations”, “Physics. Grades 7-11. Workshop”, etc.). Obviously, that it is necessary in the future to carry out experimental and pedagogical activities revealing the effectiveness of teaching physics. Methodology. The effectiveness of teaching physics to schoolchildren of humanitarianoriented groups under the MYP (basic school) of the International Baccalaureate will be largely provided by the developed content of training, the implementation of didactic principles of training, the implementation of a system-activity approach in teaching, the informatization of training, linguistic analysis of the content of educational tasks, the implementation of technological approach to the design of the educational process, taking into account the peculiarities of psychological laws of formation of mental actions of schoolchildren in the process of solving physical problems [1; 3; 7-9; 12-16; 19; 20; 28]. Results. Application of the method of adaptation of the text of educational tasks, the use of informatization tools, the use of various algorithms for solving physical problems, linguistic analysis of the content of educational tasks helps to improve the quality of teaching physics to students of humanitarian-oriented groups under the MYP (basic school) of the International Baccalaureate. Conclusion. The use of an adapted format for the presentation of educational problems, various algorithms for solving physical problems, the use of modern information technologies for teaching physics to students of humanitarian-oriented groups under the MYP (basic school) of the International Baccalaureate contributes to the increase in students’ interest in learning and the formation of their fundamental system of subject knowledge in physics.
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Visser, Alderik. "International education in a national context: Introducing the International Baccalaureate Middle Years Programme in Dutch public schools." Journal of Research in International Education 9, no. 2 (August 2010): 141–52. http://dx.doi.org/10.1177/1475240910370816.
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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "Letting Go of the Middle Years Programme: Three Schools’ Rationales for Discontinuing an International Baccalaureate Program." Journal of Advanced Academics 31, no. 1 (August 27, 2019): 35–60. http://dx.doi.org/10.1177/1932202x19869006.
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International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.
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Kim, Young Min, and Hyunhee Cho. "A Proposal for integrated primary English instructional design based on the International Baccalaureate Primary Years’ Program framework." Korea Association of Primary English Education 26, no. 3 (September 30, 2020): 29–54. http://dx.doi.org/10.25231/pee.2020.26.3.29.
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Gardner-McTaggart, Alexander. "Leadership of international schools and the International Baccalaureate learner profile." Educational Management Administration & Leadership 47, no. 5 (January 22, 2018): 766–84. http://dx.doi.org/10.1177/1741143217745883.
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Purpose:this study offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand; international schools, however, suffer from an endemic culture of change and reinterpretation. The IB learner profile (IBLP) offers scope for consistency and an overarching ethos, and research finds that ‘buy-in’ to the IBLP and modelling of it in all aspects of school life are essential in achieving this. It emerges that buy-in to the IBLP in directors is split between the personal and the operational.Research method:This interpretive study explores IB directors in multiphase research over two years employing an aspect of critical phenomenology through the lens of the IBLP and Global Citizenship Education (GCE).Findings:Only one in six directors uses the IBLP in leadership. Generally, directors attribute the IBLP a junior status. Analysis through Bourdieu finds IB directors have higher loyalty to (loosely defined) GCE through their Christian values. A foregrounding of individual values over the secular IBLP places IB directors as primary catalysts for the change culture unravelling the consistency of the IB international school, confirming the value of the IBLP in leadership.
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Bunnell, Tristan. "The global growth of the International Baccalaureate Diploma Programme over the first 40 years: a critical assessment." Comparative Education 44, no. 4 (November 2008): 409–24. http://dx.doi.org/10.1080/03050060802481439.
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Wright, Ewan, Moosung Lee, Hayes Tang, and Gordon Chak Pong Tsui. "Why offer the International Baccalaureate Middle Years Programme? A comparison between schools in Asia-Pacific and other regions." Journal of Research in International Education 15, no. 1 (March 31, 2016): 3–17. http://dx.doi.org/10.1177/1475240916635896.
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Tomin, Vladimir I. "Opportunities to use interactive tasks in chemistry within the Middle Years Programme (basic school) of the International Baccalaureate." RUDN Journal of Informatization in Education 17, no. 4 (December 15, 2020): 337–48. http://dx.doi.org/10.22363/2312-8631-2020-17-4-337-348.
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Problem and purpose. Information and communication technologies (ICT) are considered one of the most progressive and effective means of increasing interest in learning, as well as developing students in modern teaching methods. In Russia, the use of ICT and the development of its theoretical aspects in teaching chemistry under the Middle Years Programme (MYP, basic school) of the International Baccalaureate is at an embryonic level and, therefore, is a modern and very urgent problem of the education system within the framework of the International Baccalaureate. New methods and means based on the use of ICT in the educational process contribute to the growing interest in the study of chemistry. Increasing the level of independence in educational activities within the framework of working with ICT contributes to the formation of a competent, developed personality, teaches children to make adequate decisions, and motivates to improve self-preparation for lessons. Thanks to the continuous movement of modern education towards change and progress, there are more and more new developments and teaching aids that can be used in teaching chemistry. All this contributes to the creation and maintenance of a stable interest in educational processes, both in the independent search and solution of problems, and at school in the classroom. Often, the generally accepted approaches to the study of the topic of valence, existing today, do not give the desired and desired results. And the insufficient assimilation of this topic by students leads to a deterioration in academic performance in the further paragraphs of the chemistry course of the basic school curriculum. In the MYP (basic school), the study of the topic Valence is replaced by an explanation of the concepts of electronegativity and oxidation state, which leads to the loss of one of the fundamental concepts in chemistry. That fact defines the problem of the article. The purpose of the article is to describe approaches to increasing the interest and attention of students in the context of the use of innovative interactive technologies. Methodology. The methodological basis was the scientific and methodological works of A.K. Akhlebinin, N.P. Bezrukova, G. Vern, L.S. Vygotsky, P.Ya. Galperin, S.A. Gerus, A.A. Zhurin, V.V. Zagorsky, L. S. Zaznobina, O.S. Zaitsev, M.V. Zueva, R.G. Ivanova, N.E. Kuznetsova, G.Ya. Lastushkina, T.S. Nazarova, E.I. Mashbitsa, E.S. Polat, L.F. Pleukhova, I.V. Robert, T.A. Sergeeva, N.F. Talyzina, S.G. Chaikova, G.M. Chernobelskaya, L.L. Chunikhina, M. Shanon. Results. The expediency of using interactive tasks in chemistry (on the example of the topic Valence) in teaching schoolchildren under the MYP has been substantiated by increasing the general level of academic performance on this topic, as well as interest in chemistry lessons. Approaches to the selection of content (on the example of the topic Valence) for the creation of interactive tasks, including scientific, systematic, age-appropriate, are determined. A system of interactive tasks for studying the topic Valence under the MYP was developed and tested, which contains teaching materials for preparing students on the specified topic, including the theoretical part and analysis of examples. Conclusion. The results allowed to conclude that the creation and use of a specially prepared system of interactive tasks in chemistry (using the example of the Valence topic) for the MYP leads to a significant simplification of the study of this topic and an increase in the level of intrinsic motivation to study chemistry.
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Tuğluk, Mehmet Nur. "The effect of primary years program (PYP) on children’s science process skills (SPS) in early childhood education." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 1276–87. http://dx.doi.org/10.18844/cjes.v15i5.4622.
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The aim of the current study was to investigate the effect of the Primary Years Program (PYP) on the science process skills (SPSs) of children in early childhood education. The study design was quasi-experimental and focused on children attending private schools in Istanbul. In this study, the Science Process Scale developed by Ozkan (2015) was used. Herein, approval for this study was granted by the Ministry of National Education, and consent was given by parents, to determine differences between their preschoolers who were attending an International Baccalaureate (IB) and Ministry of National Education school. Before implementing the PYP, a pretest was applied to the children in the experimental and control groups. After that, the children in the experimental group attended the PYP for 12 weeks. Conversely, the children in the control group attended the program of the Ministry of National Education. Following this 12-week period, the children were given a posttest. When the pretest results were compared after completing the IB program, there were no significant differences between the experimental and control groups. After the 12 weeks, a significant difference was found between the two groups with regards to their SPSs. When analyzed according to the factors, there seemed to be no differences between the two groups. However, at the end of the research, an interesting difference was found between the post and follow-up test results in the experimental group.
Key Words: International Baccalaureate, Primary Years Program, Science Process Skills, Preschool Education.
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Kamaruddin, Miftahuljanah, and Mohd Effendi @. Ewan Mohd Matore. "Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context." Asia Proceedings of Social Sciences 6, no. 1 (April 7, 2020): 36–40. http://dx.doi.org/10.31580/apss.v6i1.1226.
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Nurturing Global Citizenship through IB Learner Profile: A Malaysian Context
Miftahuljanah Kamaruddin*
Faculty of Education
Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
Malaysia
jannah.kamaruddin96@gmail.com
Mohd Effendi @ Ewan Mohd Matore
Faculty of Education
Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
Malaysia
effendi@ukm.edu.my
The impact of globalization has caused the inevitable challenges which demands education to emphasis on developing students holistically in both cognitive and non-cognitive aspects of learning. The United Nations 2030 Agenda for Sustainable Development Goals (SDG) promotes the role of education in promoting sustainable development. Goal 4 in SDG: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. Target 4.7 in SDG 4 emphasis on values education to develop students to be responsible citizens locally and globally. Nurturing global citizenship among students is crucial to ensure students are well equipped with appropriate skills, and being responsible and responsive to the local and global issues. However, students show moderate level of students’ knowledge, skills, and attitudes on global citizenship. The Middle Years Programme International Baccalaureatte (MYPIB) was introduced by Ministry of Education Malaysia in 2013 to develop students holistically through the development of International Baccalaureatte Learner Profile. The implementation of the MYPIB in International Baccalauretae World (IB) School Kementerian Pendidikan Malaysia has succeeded in nurturing International Baccalaureate (IB) Learning Profile among IBWS KPM students, thus, simultaneously promoting global citizenship among them.
Keywords: IB Learner Profile; Global Citizenship; Middle Years Programme International Baccalaureatte
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Biasutti, Michele, Sarah Hennessy, and Ellen de Vugt-Jansen. "Confidence development in non-music specialist trainee primary teachers after an intensive programme." British Journal of Music Education 32, no. 2 (December 11, 2014): 143–61. http://dx.doi.org/10.1017/s0265051714000291.
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The issue of music teacher training for primary generalist teachers is shared by many countries in the world. We know from a range of studies which factors contribute to teachers’ abilities and confidence, but there are fewer studies that document the possible training approaches and interventions that might improve the outcomes. This article describes an international educational experience addressed to 23 trainee primary teachers coming from Austria, Italy, the Netherlands and Slovenia. The Intensive Programme1 called ‘International Summer School in Educating Music Teachers’ (ISSEMT) was offered at Padova University, Italy with the purpose of fostering confidence and competences among trainee generalist teachers for teaching music in the primary school. In planning the didactic approach of the ISSEMT, methods designed to enhance participants’ understandings of teaching creatively and teaching for creativity were adopted. The entire educational activity was evaluated by students using questionnaires and discussion. In addition, a follow-up interview was conducted with students after two years and five months, at the end of the ISSEMT. Students refer to the improvement of confidence in teaching music and the application of a creative approach. They appreciated the approach, the practical teaching ideas and the way the course closely related to their educational needs. These results are discussed in the framework of confidence development of the generalist teacher in the primary school for teaching music. The key factors that contributed to the effectiveness of the ISSEMT are also discussed.
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Chamberlain, Megan C., and Emma J. Medina. "A case of being the same? Australia and New Zealand’s reading in focus." Australian Journal of Education 64, no. 3 (September 3, 2020): 243–63. http://dx.doi.org/10.1177/0004944120953235.
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Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students’ average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries’ 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences.
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Herwandar, Ria, and Denny Azhari Safryono. "Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 2, no. 4 (September 28, 2016): 257. http://dx.doi.org/10.36722/sh.v2i4.174.
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<p><em>Abstrak</em><strong> – Penelitian ini memiliki judul Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris'. Tujuan dari penelitian ini adalah untuk mengidentifikasi tingkat pemahaman dan kelancaran dalam melakukan ujian sains yang berisi bahan ESP / EAP. Hasilnya sangat tak terduga menjanjikannya. Siswa telah mencapai hasil yang baik di semua bidang ilmu pengetahuan seperti biologi, kimia, fisika dan penyelidikan ilmu pengetahuan dan telah terbukti bahwa siswa di usia tua bisa belajar dan memperoleh bahasa kedua dan bahasa pertama di dasar kesetaraan sekitar tiga belas tahun. Oleh karena itu, peserta didik muda harus intensif bahasa Inggris dalam membantu mereka mengembangkan pelajaran sekolah lainnya dalam kurikulum utama Inggris.</strong></p><p><strong> </strong></p><p><strong><em>Kata Kunci – </em></strong><em>Science enquiry, biologi, kimia, fisika, ESP/EAP</em></p><p><em> </em></p><p><em>Abstract –</em><strong> This research has a title of ‘Evaluation Cambridge International Primary Programme for Pupils of Al Azhar in Science’. The purpose of the research is to identify their level of understanding and fluency in doing science examinations which contains ESP/EAP materials. The results have been unexpectedly promising. The pupils have achieved good results in all areas of science such as biology, chemistry, physics and science enquiry and it has been proved that pupils in the age of around thirteen years old could learn and acquire second language and first language in equal basis. Therefore, Young learners should be intensively exposed to excellent English language learning in helping them developed other school subjects within the English primary curriculum.</strong></p><p><strong> </strong></p><strong><em>Keywords </em></strong><em>– Science enquiry, biology, chemistry, physics, ESP/EAP</em>
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Lash, Martha J., and Janice Kroeger. "Seeking justice through social action projects: Preparing teachers to be social actors in local and global problems." Policy Futures in Education 16, no. 6 (January 15, 2018): 691–708. http://dx.doi.org/10.1177/1478210317751272.
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In this article, we share a social action process useful in teacher education and derived from a decade of practical experience with social action projects. Influences, theoretical underpinnings, and individual leadership in an early childhood teacher education program are considered alongside practical enactments of social action projects by preservice teachers in their licensure program. One particular type of field-based assignment, the social action project, is described and analyzed. An examination of program transformations expanding the social justice framework to include more global perspectives, such as the International Baccalaureate Primary Years Program, shaped and challenged our earlier notions of working to address isms to frame justice and advocate for children in larger social and educational networks. We suggest what social action should and can entail in teacher education for an interdependent world and offer a gradient of social action for justice in early childhood education practices and environments.
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Kamaruddin, Miftahuljanah, and Mohd Mohd Matore. "Development and Validation of Psychometric Properties of the 10 IB Learner Profile Instrument (10IBLP-I): A Combination of the Rasch and Classical Measurement Model." International Journal of Environmental Research and Public Health 18, no. 12 (June 15, 2021): 6455. http://dx.doi.org/10.3390/ijerph18126455.
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Background: The International Baccalaureate Middle Years Programme (IBMYP) aims to produce a holistic transformation with creative and critically minded students. However, very little attention has been paid to the development of an instrument to measure the IB learner profile with good psychometric properties. Purpose: This study aims to develop an instrument with good psychometric properties, based on the Rasch measurement model and confirmatory factor analysis. Methods: The study consists of two phases of pilot and field studies involving 597 year four students from IBWS MOE. Results: The findings from the Rasch measurement model analysis have shown that 54 items meet the criteria of the item fit, unidimensionality, and reliability index. Meanwhile, confirmatory factor analysis found that 44 items have shown a valid item fit index. Conclusions: The combination of both analyses has shown the strength of 10IBLP-I psychometric properties that cover the aspects of validity and reliability. The findings also provide an implication to the theory, with empirical evidence that the IB learner profile consists of 10 constructs. Besides, the evidenced 10IBLP-I comprises good psychometric properties, which can be used to measure the level of IB learner profile among IBWS MOE students to assess the effectiveness of the implementation of IBMYP in Malaysia.
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Daniel, Osarenmwanta Aideyan, Timothy A. Akingbade, Mohamed Nor Azhari Azman, and Jems K. R. Maay. "Implementation strategy of primary health care in Ovia communities." International Journal of Public Health Science (IJPHS) 10, no. 3 (September 1, 2021): 508. http://dx.doi.org/10.11591/ijphs.v10i3.20853.
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Primary health care is the essential health service provided at the grassroot level. Over the years the implementation of Primary Health Care (PHC) programmes in Edo state are bedeviled with associated challenges such as limited community participation, great communication gap that limit evaluation processes of PHC programme and slow pace collaboration among stakeholders. These challenges need to be averted through effective and people oriented strategies to ensure the implementation of primary health care. A descriptive research design with a population of the study comprised 1,024 primary health care stakeholders in Edo state. Multi-stage sampling technique was used to select 180 respondents for the study. The study found that intersectoral collaboration involving partnerships with community health agencies such as village health committees and ward health committees significantly influenced the implementation of PHC. Intersectoral collaboration, community mobilization strategy and community feedback mechanism are effective and efficient strategies for improved implementation of PHC programmes. The study recommended among others that National Primary Health Care Development Agency (NPHCDA) and State Primary Health Care Development Agency (SPHCDA) should strengthen partnership with international health organizations such as WHO, UNICEF, GAVI, UNDP and boost confidence and trust of these international organizations.
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Loidl, Verena, Siona Decke, Karina Hamacher, Martin Lang, Otto Laub, Pavo Marijic, Monika Murawski, Lars Schwettmann, and Eva Grill. "Mixed-methods evaluation of a structured primary care programme for children and adolescents with mental health problems (PrimA-QuO): a study protocol." BMJ Open 11, no. 7 (July 2021): e052747. http://dx.doi.org/10.1136/bmjopen-2021-052747.
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IntroductionMore than 17% of German children and adolescents have clinically relevant mental health problems (MHP). Typically, general paediatricians are often the first contact for children with MHP, and referrals to specialised care tend to be the standard approach. A statutory health insurance fund developed a programme for children with MHP (Health Coaching (HC)) aiming to offer targeted but low-threshold services. However, little is known about whether HC has the potential for optimising patient care. The aim of the PrimA-QuO study is to examine the effectiveness and the acceptance, barriers and facilitators of all stakeholders of this structured primary care programme for children affected by the most frequently encountered MHP in paediatric practice.Methods and analysisIn this mixed-methods approach, children (n=800; aged 0–17 years) with MHP meeting all inclusion criteria will be identified in the health insurance database according to International Classification of Diseases, 10th Revision diagnoses between 2018 and 2019. The qualitative component uses a series of semistructured interviews with programme developers, paediatricians trained in HC, adolescents with MHP treated according to the programme guidelines and their parents. In addition, a prospective, pragmatic, parallel-group cohort study will be conducted using an online questionnaire to examine the effects of HC on health-related quality of life of affected children and their families as well as on change in MHP. Children treated according to the HC guidelines form the intervention group, whereas all others serve as controls. Primary data from the cohort study are linked to children’s health insurance claims data to calculate the costs of care as proxies for healthcare utilisation. The hypothesis is that HC is an effective and efficient primary care programme with the potential to improve patients’ and their families’ health outcomes.Ethics and disseminationThe study was approved by the Ethical Committee of Ludwig-Maximilians-Universität München. Grant number 01VSF16032 (funded by the German Innovationsfonds)
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VİCTORİA, Katsigianni, and Kaila MARİA. "REFUGEE EDUCATION IN GREECE: A CASE STUDY IN PRIMARY SCHOOL." IJAEDU- International E-Journal of Advances in Education 5, no. 15 (December 30, 2019): 352–60. http://dx.doi.org/10.18768/ijaedu.593883.
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The large number of children amongst refugees who have arrived in Greece since 2014, a wave that peaked in 2015, created the need of educating them as a first step of integration and normalcy to the child life. Refugee education had already been recognized as a priority in Europe, so Greece had to react, as soon as possible, to educate the large number of children who arrived in Greek territory with or without their parents. To facilitate their access to Greek schools, the educational programme “Reception Centres for Refugee Education”, known as DYEP, was established in selected by the Ministry of Education Primary and Secondary Schools during the school years 2016-17 and 2018-19. The right to education for refugees and the access to the educational system of the country was supported by the International Organization for Migration and the local government as well. This research paper aims at focusing on a case study of a Primary school in Piraeus area in Attica, Greece, and the difficulties that emerged from the initial oppositional reaction illustrating how they affected the collaborative potential and the school climate as a whole. Finally, it is presented how this problematic situation was overcome and how the initial reactions changed. Teachers, pupils and parents were summoned to accept a new school reality under time pressure. Special attention is also paid to how teachers became aware of and got involved in the programme and how the local community were prepared to accept and support such an ambitious plan. The educational system was hardly prepared for the challenging reality of refugees and their introduction to education and society in general. It seemed that sometimes social resistance prevented the acceptance and solidarity within the school community. In some cases, the lack of preparatory programmes caused distrust and denial; as a result, much more time was needed to deal with the difficulties. The multicultural school environments, eventually, comprise a reality with their positive dynamic to open societies. Keywords Refugee education, case study, Greek schools
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Strello, Andrés, Rolf Strietholt, Isa Steinmann, and Charlotte Siepmann. "Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments." Educational Assessment, Evaluation and Accountability 33, no. 1 (January 21, 2021): 139–67. http://dx.doi.org/10.1007/s11092-020-09346-4.
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AbstractResearch to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A possible explanation is that different studies used different data, focused on different domains, and employed different measures of inequality. To address this issue, we used all accumulated data collected in the three largest international assessments—PISA (Programme for International Student Assessment), PIRLS (Progress in International Reading Literacy Study), and TIMSS (Trends in International Mathematics and Science Study)—in the past 20 years in 75 countries and regions. Following the seminal paper by Hanushek and Wößmann (2006), we combined data from a total of 21 cycles of primary and secondary school assessments to estimate difference-in-differences models for different outcome measures. We synthesized the effects using a meta-analytical approach and found strong evidence that tracking increased social achievement gaps, that it had smaller but still significant effects on dispersion inequalities, and that it had rather weak effects on educational inadequacies. In contrast, we did not find evidence that tracking increased performance levels. Besides these substantive findings, our study illustrated that the effect estimates varied considerably across the datasets used because the low number of countries as the units of analysis was a natural limitation. This finding casts doubt on the reproducibility of findings based on single international datasets and suggests that researchers should use different data sources to replicate analyses.
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Brorsson, Anna Lena, Ewa-Lena Bratt, Philip Moons, Anna Ek, Elisabeth Jelleryd, Torun Torbjörnsdotter, and Carina Sparud-Lundin. "Randomised controlled trial of a person-centred transition programme for adolescents with type 1 diabetes (STEPSTONES-DIAB): a study protocol." BMJ Open 10, no. 4 (April 2020): e036496. http://dx.doi.org/10.1136/bmjopen-2019-036496.
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IntroductionAdolescence is a critical period for youths with chronic conditions, when they are supposed to take over the responsibility for their health. Type 1 diabetes (T1D) is one of the most common chronic conditions in childhood and inadequate self-management increases the risk of short-term and long-term complications. There is a lack of evidence regarding the effectiveness of transition programmes. As a part of the Swedish Transition Effects Project Supporting Teenagers with chrONic mEdical conditionS research programme, the objective of this study is to evaluate the effectiveness and experiences of different transitional care models, including a person-centred transition programme aiming to empower adolescents with T1D to become active partners in their health and care.Methods and analysisIn this randomised controlled trial, patients are recruited from two paediatric diabetes clinics at the age of 16 years. Patients are randomly assigned to either the intervention group (n=70) where they will receive usual care plus the structured transition programme, or to the control group (n=70) where they will only receive usual care. Data will be collected at 16, 17 and 18.5 years of age. In a later stage, the intervention group will be compared with adolescents in a dedicated youth clinic in a third setting. The primary outcome is patient empowerment. Secondary outcomes include generic, diabetes-specific and transfer-specific variables.Ethics and disseminationThe study has been approved by the Ethical Review Board in Stockholm (Dnr 2018/1725-31). Findings will be reported following the Consolidated Standards of Reporting Trials statement and disseminated in peer-reviewed journals and at international conferences.Trial registration numberNCT03994536
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Kovač Šebart, Mojca, Damijan Štefanc, and Tadej Vidmar. "Compulsory Education Reform between the Profession and Policy in the Light of Justice and Equal Opportunities." Center for Educational Policy Studies Journal 11, no. 2 (June 23, 2021): 185–209. http://dx.doi.org/10.26529/cepsj.1026.
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Following the adoption of the conceptual design proposed by the White Paper in 1995 and the legislation adopted on this basis, the reform of primary school transformed its overall image. In the present paper, we discuss only some of the solutions and consider the events and changes that have occurred in the last twenty years, devoting special attention to the systemic, programme and process levels. At the systemic level, where the starting point was primarily to ensure justice and equal opportunities, we have managed to maintain an adequate public network and programme structure, despite various attempts to implement the solutions indicated in the White Paper of 2011, and notwithstanding interventions in the system that were not in fact always well thought out. Nonetheless, more attention should have been paid to reducing inequalities related to sociocultural circumstances and different regions in Slovenia. On the programme level, a consensus needs to be reached on what quality general education means to us; this would alleviate conflicting demands placed on teachers, students and planners of programme solutions. On the process level, however, we find that there is a lack of adequate professional support and systematic evaluation studies, as the quality of school cannot be judged solely on the basis of results from international research. In order to take a step forward on the process level, there is need for quality school-linked school policy that is based on various professions and aimed at raising quality rather than at self-promotion and budget cutting in the field of education.
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Gavrilovic, Bojan, and Stephanie Schweininger. "A criminal tribunal and a wide-ranging reparation programme is necessary for the victims of sexual violence and torture in Iraq." Torture Journal 29, no. 1 (May 22, 2019): 110–24. http://dx.doi.org/10.7146/torture.v29i1.109995.
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The frequency and extreme nature of sexual violence committed in Iraq, primarily by the self-declared Islamic State in Iraq and the Levant (ISIL) from 2014 onwards, has shocked the international community. Now, four years later, victory over ISIL has been proclaimed but addressing past atrocities and their consequences has barely begun. There is a wide discrepancy between Iraq’s human rights obligations, stressed by the United Nations (UN), and the reality on the ground, shaped by the Iraqi authorities. The present paper aims to highlight this discrepancy by providing an overview of the crimes committed, their qualification under international law, and the efforts of Iraqi authorities to punish those responsible. It will also discuss legal frameworks and the role of the UN, before positing some possible solutions. Object of the inquiry. The primary object of this inquiry is the conflict-related sexual violence (CRSV) that has taken place in Iraq since 2014. The term CRSV is used in the international discourse to designate sexual violence occurring during or following armed conflict. UN bodies have set a gravity threshold for defining CRSV—incidents or patterns of acts of sexual violence such as “rape, sexual slavery, forced prostitution, forced pregnancy, enforced sterilization, or any other form of sexual violence of comparable gravity” (UN Action Against Sexual Violence in Conflict, 2011, p. 3)
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Avila, Andrea, Jomme Claes, Roselien Buys, May Azzawi, Luc Vanhees, and Veronique Cornelissen. "Home-based exercise with telemonitoring guidance in patients with coronary artery disease: Does it improve long-term physical fitness?" European Journal of Preventive Cardiology 27, no. 4 (December 1, 2019): 367–77. http://dx.doi.org/10.1177/2047487319892201.
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Background Home-based interventions might facilitate the lifelong uptake of a physically active lifestyle following completion of a supervised phase II exercise-based cardiac rehabilitation. Yet, data on the long-term effectiveness of home-based exercise training on physical activity and exercise capacity are scarce. Objective The purpose of the TeleRehabilitation in Coronary Heart disease (TRiCH) study was to compare the long-term effects of a short home-based phase III exercise programme with telemonitoring guidance to a prolonged centre-based phase III programme in coronary artery disease patients. The primary outcome was exercise capacity. Secondary outcomes included physical activity behaviour, cardiovascular risk profile and health-related quality of life. Methods Ninety coronary artery disease patients (80 men) were randomly assigned to 3 months of home-based (30), centre-based (30) or a control group (30) on a 1:1:1 basis after completion of their phase II ambulatory cardiac rehabilitation programme. Outcome measures were assessed at discharge of the phase II programme and after one year. Results Eighty patients (72 (91%) men; mean age 62.6 years) completed the one-year follow-up measurements. Exercise capacity and secondary outcomes were preserved in all three groups ( Ptime > 0.05 for all), irrespective of the intervention ( Pinteraction > 0.05 for all). Eighty-five per cent of patients met the international guidelines for physical activity ( Ptime < 0.05). No interaction effect was found for physical activity. Conclusion Overall, exercise capacity remained stable during one year following phase II cardiac rehabilitation. Our home-based exercise intervention was as effective as centre-based and did not result in higher levels of exercise capacity and physical activity compared to the other two interventions. Trial registration ClinicalTrials.gov NCT02047942. https://clinicaltrials.gov/ct2/show/NCT02047942
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Datta, Partha Priya. "Developing competencies to lead innovation in Indian manufacturing: an education model." International Journal of Innovation Science 10, no. 4 (December 3, 2018): 475–94. http://dx.doi.org/10.1108/ijis-07-2016-0016.
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Purpose This paper aims to explore the implementation of an innovation in an executive education programme in the context of the Indian manufacturing industry. This paper presents an understanding of a conceptual framework for delivering a unique manufacturing leadership programme, explaining the different linkages between government, industry and academia for changing the mindset of participants and growth of a nation by developing highly skilful employees to lead India’s manufacturing industry. Design/methodology/approach The paper reports a single case study of an innovative manufacturing leadership development programme. Primary data were obtained from focus group studies and interviews. Documentary evidence in the form of reports, student work, course curriculum and meeting minutes was studied. The individual participants in the programme are used as units of analysis to explore systems of innovation, at individual levels. The analysis was carried out by applying theoretical models to explain the design, delivery and development of the programme over the years. Findings The findings from this research are an exploration of factors for sustaining the value of a system of innovation with special focus on a subsystem of knowledge creation and competence building. Institutional change is found to be a key input to the innovation process in terms of a collaborative mindset between three different academic institutes well known in different areas of expertise. Building an innovative coordination mechanism and curriculum combining academics with practical learning helped in changing the mindset of the students and faculty of the programme. This is linked to the development of country through leadership development by mindset change in mentors and students. The findings show that the studied programme has grown in terms of creating demand (in the form of increased applicants), guaranteeing 100 per cent placement with an average 50 per cent increase in salary and accelerated career in terms of role in the organisation. This was possible through continuous improvement practices for making local changes to the programme from time to time and building a community of practice in collaboration with industry. Originality/value The value of this research lies in highlighting the importance of international cooperation in speeding up the process of transferring management and technological knowledge from academia to industry. The framework developed for implementing a system of learning for creating a national system of innovation in manufacturing can be generalised to develop more such programmes in emerging nations for addressing skill challenges to lead future innovative projects.
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Murray, Elizabeth, Jamie Ross, Kingshuk Pal, Jinshuo Li, Charlotte Dack, Fiona Stevenson, Michael Sweeting, et al. "A web-based self-management programme for people with type 2 diabetes: the HeLP-Diabetes research programme including RCT." Programme Grants for Applied Research 6, no. 5 (September 2018): 1–242. http://dx.doi.org/10.3310/pgfar06050.
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Background In the UK, 6% of the UK population have diabetes mellitus, 90% of whom have type 2 diabetes mellitus (T2DM). Diabetes mellitus accounts for 10% of NHS expenditure (£14B annually). Good self-management may improve health outcomes. NHS policy is to refer all people with T2DM to structured education, on diagnosis, to improve their self-management skills, with annual reinforcement thereafter. However, uptake remains low (5.6% in 2014–15). Almost all structured education is group based, which may not suit people who work, who have family or other caring commitments or who simply do not like group-based formats. Moreover, patient needs vary with time and a single education session at diagnosis is unlikely to meet these evolving needs. A web-based programme may increase uptake. Objectives Our aim was to develop, evaluate and implement a web-based self-management programme for people with T2DM at any stage of their illness journey, with the goal of improving access to, and uptake of, self-management support, thereby improving health outcomes in a cost-effective manner. Specific objectives were to (1) develop an evidence-based theoretically informed programme that was acceptable to patients and health-care professionals (HCPs) and that could be readily implemented within routine NHS care, (2) determine the clinical effectiveness and cost-effectiveness of the programme compared with usual care and (3) determine how best to integrate the programme into routine care. Design There were five linked work packages (WPs). WP A determined patient requirements and WP B determined HCP requirements for the self-management programme. WP C developed and user-tested the Healthy Living for People with type 2 Diabetes (HeLP-Diabetes) programme. WP D was an individually randomised controlled trial in primary care with a health economic analysis. WP E used a mixed-methods and case-study design to study the potential for implementing the HeLP-Diabetes programme within routine NHS practice. Setting English primary care. Participants People with T2DM (WPs A, D and E) or HCPs caring for people with T2DM (WPs B, C and E). Intervention The HeLP-Diabetes programme; an evidence-based theoretically informed web-based self-management programme for people with T2DM at all stages of their illness journey, developed using participatory design principles. Main outcome measures WPs A and B provided data on user ‘wants and needs’, including factors that would improve the uptake and accessibility of the HeLP-Diabetes programme. The outcome for WP C was the HeLP-Diabetes programme itself. The trial (WP D) had two outcomes measures: glycated haemoglobin (HbA1c) level and diabetes mellitus-related distress, as measured with the Problem Areas in Diabetes (PAID) scale. The implementation outcomes (WP E) were the adoption and uptake at clinical commissioning group, general practice and patient levels and the identification of key barriers and facilitators. Results Data from WPs A and B supported our holistic approach and addressed all areas of self-management (medical, emotional and role management). HCPs voiced concerns about linkage with the electronic medical records (EMRs) and supporting patients to use the programme. The HeLP-Diabetes programme was developed and user-tested in WP C. The trial (WP D) recruited to target (n = 374), achieved follow-up rates of over 80% and the intention-to-treat analysis showed that there was an additional improvement in HbA1c levels at 12 months in the intervention group [mean difference –0.24%, 95% confidence interval (CI) –0.44% to –0.049%]. There was no difference in overall PAID score levels (mean difference –1.5 points, 95% CI –3.9 to 0.9 points). The within-trial health economic analysis found that incremental costs were lower in the intervention group than in the control group (mean difference –£111, 95% CI –£384 to £136) and the quality-adjusted life-years (QALYs) were higher (mean difference 0.02 QALYs, 95% CI 0.000 to 0.044 QALYs), meaning that the HeLP-Diabetes programme group dominated the control group. In WP E, we found that the HeLP-Diabetes programme could be successfully implemented in primary care. General practices that supported people in registering for the HeLP-Diabetes programme had better uptake and registered patients from a wider demographic than those relying on patient self-registration. Some HCPs were reluctant to do this, as they did not see it as part of their professional role. Limitations We were unable to link the HeLP-Diabetes programme with the EMRs or to determine the effects of the HeLP-Diabetes programme on users in the implementation study. Conclusions The HeLP-Diabetes programme is an effective self-management support programme that is implementable in primary care. Future work The HeLP-Diabetes research team will explore the following in future work: research to determine how to improve patient uptake of self-management support; develop and evaluate a structured digital educational pathway for newly diagnosed people; develop and evaluate a digital T2DM prevention programme; and the national implementation of the HeLP-Diabetes programme. Trial registration Research Ethics Committee reference number 10/H0722/86 for WPs A–C; Research Ethics Committee reference number 12/LO/1571 and UK Clinical Research Network/National Institute for Health Research (NIHR) Portfolio 13563 for WP D; and Research Ethics Committee 13/EM/0033 for WP E. In addition, for WP D, the study was registered with the International Standard Randomised Controlled Trial Register as reference number ISRCTN02123133. Funding details This project was funded by the NIHR Programme Grants for Applied Research programme and will be published in full in Programme Grants for Applied Research; Vol. 6, No. 5. See the NIHR Journals Library website for further project information.
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Broadbent, Deborah M., Christopher J. Sampson, Amu Wang, Lola Howard, Abigail E. Williams, Susan U. Howlin, Duncan Appelbe, et al. "Individualised screening for diabetic retinopathy: the ISDR study—rationale, design and methodology for a randomised controlled trial comparing annual and individualised risk-based variable-interval screening." BMJ Open 9, no. 6 (June 2019): e025788. http://dx.doi.org/10.1136/bmjopen-2018-025788.
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IntroductionCurrently, all people with diabetes (PWD) aged 12 years and over in the UK are invited for screening for diabetic retinopathy (DR) annually. Resources are not increasing despite a 5% increase in the numbers of PWD nationwide each year. We describe the rationale, design and methodology for a randomised controlled trial (RCT) evaluating the safety, acceptability and cost-effectiveness of personalised variable-interval risk-based screening for DR. This is the first randomised trial of personalised screening for DR and the largest ophthalmic RCT in the UK.Methods and analysisPWD attending seven screening clinics in the Liverpool Diabetic Eye Screening Programme were recruited into a single site RCT with a 1:1 allocation to individualised risk-based variable-interval or annual screening intervals. A risk calculation engine developed for the trial estimates the probability that an individual will develop referable disease (screen positive DR) within the next 6, 12 or 24 months using demographic, retinopathy and systemic risk factor data from primary care and screening programme records. Dynamic, secure, real-time data connections have been developed. The primary outcome is attendance for follow-up screening. We will test for equivalence in attendance rates between the two arms. Secondary outcomes are rates and severity of DR, visual outcomes, cost-effectiveness and health-related quality of life. The required sample size was 4460 PWD. Recruitment is complete, and the trial is in follow-up.Ethics and disseminationEthical approval was obtained from National Research Ethics Service Committee North West – Preston, reference 14/NW/0034. Results will be presented at international meetings and published in peer-reviewed journals. This pragmatic RCT will inform screening policy in the UK and elsewhere.Trial registration numberISRCTN87561257; Pre-results.
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Henter, Heather J., Ralph Imondi, Karen James, Diana Spencer, and Dirk Steinke. "DNA barcoding in diverse educational settings: five case studies." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1702 (September 5, 2016): 20150340. http://dx.doi.org/10.1098/rstb.2015.0340.
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Despite 250 years of modern taxonomy, there remains a large biodiversity knowledge gap. Most species remain unknown to science. DNA barcoding can help address this gap and has been used in a variety of educational contexts to incorporate original research into school curricula and informal education programmes. A growing body of evidence suggests that actively conducting research increases student engagement and retention in science. We describe case studies in five different educational settings in Canada and the USA: a programme for primary and secondary school students (ages 5–18), a year-long professional development programme for secondary school teachers, projects embedding this research into courses in a post-secondary 2-year institution and a degree-granting university, and a citizen science project. We argue that these projects are successful because the scientific content is authentic and compelling, DNA barcoding is conceptually and technically straightforward, the workflow is adaptable to a variety of situations, and online tools exist that allow participants to contribute high-quality data to the international research effort. Evidence of success includes the broad adoption of these programmes and assessment results demonstrating that participants are gaining both knowledge and confidence. There are exciting opportunities for coordination among educational projects in the future. This article is part of the themed issue ‘From DNA barcodes to biomes’.
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O'Neill, Brenda. "Fifty Years of the Canadian Journal of Political Science/Revue canadienne de science politique: Past, Present and Future." Scholarly and Research Communication 11, no. 1 (March 3, 2020): 10. http://dx.doi.org/10.22230/src.2020v11n1a353.
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Background The Canadian Journal of Political Science/Revue Canadienne de science politique (CJPS/RCSP) is a well-established international journal with a wide readership published by Cambridge University Press that serves the Canadian and international political science community.
Analysis In addition to reviewing the journal’s current operations, this article reviews the main challenges faced in attempting to serve as a primary outlet for research on Canadian politics and government, as well as an omnibus journal of interest to an international audience. Additionally, operating as a fully bilingual journal and adapting to the new open access publishing model precipitated by changes to the Social Sciences and Humanities Research Council’s Aid to Scholarly Journals program each present their own challenges.
Conclusion and implications This article concludes by reviewing options for addressing the open access challenge.
Contexte La Revue Canadienne de science politique/Canadian Journal of Political Science(RCSP/CJPS)est une publication internationale bilingue bien établie. Publiée par les Presses de l’Université Cambridge,elle rejoint un large public en desservant les communautés canadienne et internationale de chercheurs s’intéressant à la science politique.
Analyse En plus de passer en revue son fonctionnement actuel, l’article porte sur les défis que les éditeurs.trices ont dû relever depuis la publication du premier numéro. À titre d’exemple, la revue possède le double mandat de servir de débouché pour la recherche dans le champ de la politique canadienne tout en demeurant une revue omnibus s’adressant à un plus large public. À ceci s’ajoute les difficultés liées au fait de produire une revue bilingue. Enfin, plus récemment, la RCSP/CJPS a été placée devant le dilemme de se conformer ou non aux changements apportés au Programme d’aide aux revues savantesdu Conseil de recherche en sciences humaines du Canadavisant l’implantation du modèle du libre accès pour toutes les revues financées.
Conclusion L’article conclut en explorant les solutions à emprunter pour faire face au défi du passage au libre accès aux publications savantes.