To see the other types of publications on this topic, follow the link: International Primary Curriculum (IPC).
Dissertations / Theses on the topic 'International Primary Curriculum (IPC)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 15 dissertations / theses for your research on the topic 'International Primary Curriculum (IPC).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Nieboer, Tine. "How the International Primary Curriculum can be used as an approach to achieve Education for Sustainable Development : Concerning the educational vision, educational mission and teachers competences." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-161728.
Full textAbstract:
There is a huge emergence for sustainable change, but there are not many clear approaches for teaches to teach into sustainability. With the proof that the International Primary Curriculum (IPC) can be used up to large extent to provide primary schools from Education to sustainable development (ESD), the aims of ESD can be achieved in great extent, while the IPC is used in over 98 countries. Therefore teacher do not have to be introduced to a new approach; they can continue using the IPC. There is done a literature research about the similarities between the educational vision & mission and practical investigation into the teachers experiences, by the use of a questionnaire, about similarities in the teachers competences between ESD and the IPC. Concerning the research the educational vision of ESD and the IPC are very similar, but in the education mission is a difference in focus. Where ESD wants a behavioural change, is the IPC focusing on improving the learning. However, this different focus is not eliminating the similarities that are shown. Practically seen are teachers who work with the IPC are experiencing a 66.6% match with the teacher competences of ESD. The differences that are found are based on the different educational focuses of ESD and the IPC, but in here the IPC can easily adjust. All together I can state that the IPC can be used as an approach to provide Dutch primary school pupils with ESD from a reasonable up to a pretty large extent, under the condition that the IPC is adapting to the educational mission of the ESD, without letting go of their own educational mission.
2
Watanabe, Tetsuko. "The enactment of England's National Curriculum for English in a British international primary school in Japan." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10059487/.
Full textAbstract:
In international schools in many countries of the world, England's national curriculum is the most common national curriculum taught. However, there have been few research studies on the application of England's national curriculum in international school contexts. The research reported in this PhD dissertation is a case study of the enactment of the subject of English in England's national curriculum by a British international primary school in Japan. The theoretical framing of the study is focused on curriculum aims and curriculum knowledge. The data collection methods were classroom observations of lessons, interviews with the head teacher and class teachers, and document analysis of teachers' lesson plans. Findings, as a result of the thematic qualitative data analysis, revealed that teachers had their own aims for teaching, which often went beyond the specifications of England's national curriculum, and beyond the formal aims of the English lessons represented in lesson planning. Teachers reported that they aimed to develop children's knowledge beyond the specialised knowledge that formed the national curriculum subject. Children's everyday knowledge had an influence on teachers' decision-making for the selection of knowledge to be taught from England's national curriculum. Discrepancies between teachers' perspectives expressed in the interviews and the findings that emerged as a result of the observed lessons were identified. The teachers' perspectives with regard to the enactment of England's national curriculum in the school were mediated by two dominant aspects: flexible use of England's national curriculum, and the concept of a culturally extended curriculum. All of the key areas stated in England's national curriculum were taught, and very little content related to the Japanese context was found. The thesis concludes with reflections about the applicability of England's national curriculum in an international context, and how knowledge selection might in future be enacted. These findings contribute to scholarship on curriculum aims and curriculum knowledge in the field of curriculum studies. The research reported in this thesis is the first research to study in depth the enactment of the subjects of English and literacy in England's national curriculum in an international school in Japan.
3
Bell, Andrew. "Inquiry-Based Methods in the International Baccalaureate Primary Years Program Art Room." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5378.
Full textAbstract:
The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room. The responses to this survey were then value coded for four different phases of inquiry and three degrees of student-centeredness to analyze understandings of these practices. This study concludes that conceptions of these instructional methods vary greatly in occasionally contradictory ways. There is need for more robust lesson plans examples and increased frequency and access to subject specific training, in both physical and online settings.
4
O'dell, Kathleen Alyce O'Dell. "HOW PRESERVICE TEACHERS EXPERIENCEBECOMING INTERNATIONALLY MINDEDTHROUGH PRIMARY YEARS PROGRAMME CERTIFICATION." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1502679007714987.
Full text
5
Mcleod, Mok Ham-wing Wendy. "Teacher learning in a context of comprehensive school change a case study of an international school in Hong Kong during implementation of the international baccalaureate primary years programme /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4357208X.
Full text
6
Redmond, Christopher Ian. "An exploration of the nature of democratic curriculum development in the context of the International Baccalaureate Organization's Primary Years Programme." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446567.
Full text
7
Exarchou, Sofia. "Cosmopolitanism or Something Else? : A comparative educational research on primary school policies between Greece and Europe." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132188.
Full textAbstract:
In the 21st century, cosmopolitanism has become an ever emerging concept, as scholars turn to this worldview with the hope to address the unavoidable impacts of globalization. Simultaneously, the new educational trends in Europe in combination with the ongoing socio-political changes create new needs that demand a more cosmopolitan interference. With this in mind, the present research attempts to examine whether and how cosmopolitan ideals are promoted through education policies in Europe and to what extent these cosmopolitan ideals succeed to reach national policies and school practice in a country as Greece. To this end, the author conducts a qualitative multilevel study between Europe and Greece and bases her study on two research methods: interviews and document analysis. The interview and document analysis that follows leads to a comparison not only between the European and the Greek context but also between the policy and practice level that spawns a better and deeper understanding of how education promotes and can promote cosmopolitanism. The findings of the research highlight that the dilemma of whether to employ an ethnocentric or cosmopolitan educational approach can be acute. Parallel to that, the conflicting conceptions of cosmopolitanism between Greece and the European Union tend to render the moral aspects of education quite numb. Finally, the research closes with some recommendations for the future and suggestions for further studies.
8
Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
Full textAbstract:
There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
9
Brattlund, Åsa. "What Role of God and National Curriculum in School life? : A Comparative Study of Schools with a Muslim Profile in England and Sweden." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26342.
Full textAbstract:
The purpose of this study is to gain a better understanding of principles and ethics that dominate four schools with a Muslim profile, two in Sweden and two in England. The specific objectives of the study are: to examine educational policies with regard to primary schools with a confessional orientation in Sweden and England; to compare two primary schools with a Muslim profile in Sweden with two such schools in England; and in these four schools to describe and examine the manner in which school heads, teachers and other staff deal with the encounters between the values found in the national curriculum of Sweden and England respectively and the principles and ethics embodied in their private philosophy of life; to describe and examine the views of school heads, teachers and other staff on school leadership and any educational, ideological or personal role model they emulate; to describe and examine the expectations and views of parents with regard to the school with a Muslim profile; and describe the views of the pupils regarding their schools and the norms and values in school and; finally, to examine the attitudes of some local authority politicians in Sweden to MP schools. The findings indicate great difference between the two schools with a Muslim profile in Sweden, on the one hand, and the two schools in England, on the other. The fundamental reason for that lies in the parameters which had been established in these countries as the conditions for being permitted to establish and run a school with a confessional orientation. Since the schools in both countries had conformed to the relevant legislation and framework in their respective countries with regard to such schools, they had therefore consequently developed in different directions.Partly financed by Vetenskapsrådet (Swedish Research Council)
10
Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
Full textAbstract:
The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
11
CHU, YA-HSIN, and 朱雅馨. "The Process and Result of Appling International Baccalureate Primary Years Program for Implementing Inquiry Curriculum in the Preschool." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/b8afx3.
Full textAbstract:
碩士國立屏東大學
幼兒教育學系碩士班
107
The Purpose of this research is to investigate the process, result, and the difficulties of implementing Primary Years Program (PYP) transdisciplinary inquiry curriculum in the preschool in Taiwan. The main research questions of this study were: (1) What is the process of implementing PYP transdisciplinary inquiry curriculum? (2) What is the result of PYP transdisciplinary inquiry curriculum? (3) What are the difficulties and challenges in implementing PYP transdisciplinary inquiry curriculum in the preschool? . The participants were students in the researcher’s class. The researcher adopted qualitative research methods to collect and to analyze the research data. Research collection methods included observation, curriuclum record, teaching reflection, children's document, and teachers’ interview. The conclusions are as follows: 1. The process of implementing PYP inquiry curriculum: In the stimulating motivationin stage, teachers leads the children to form inquiry questions, and then collect data with various strategies in different inquiry cycle stages to inhence children’s core concepts and directions of inquiry. Next, children choose the topics that they have interests to collate and record information through various resources. Through the above four inquiry cycles, teachers arrange new forms to enable children to present their learning results through their works. 2. Teaching results: (1) knowledgeable learner: children are able to apply the central concept and direction of inquiry to their daily lives in the scool and family contexts. Children have the ability to propose similar examples according to other people's ideas, construct their own ideas, and develop new ideas; (2) inquirying ethuisasitically: chidrlen grasp the whole concept and direction of inquiry through curriculum inquirey, activity, interaction among teachers and peers. Children continue to observe and look for answers driven by the sense of achievement and curiosity.
12
"The impact of an International Baccalaureate primary years curriculum on intermediate grade girls' and boys' perceptions of their learned global citizenship attributes." UNIVERSITY OF NEBRASKA AT OMAHA, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3329814.
Full text
13
Huang, Bi-Chih, and 黃碧智. "The implementation and reflection of the White Paper on International Education for Primary & Secondary Schools in Taiwan: the case study of planning of integrated curriculum of school-based approach in primary schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83613301946247961414.
Full textAbstract:
博士國立暨南國際大學
國際文教與比較教育學系
100
Through interview and document analysis, this thesis attempted to examine and reflect the implementation of White Paper on International Education for Primary & Secondary Schools in Taiwan. With the focus on school-based management and integrated curriculum, the researcher explored the planning of integrated curriculum of school-based approach in two primary schools. Based on findings, some conclusions of this study can be reached as follows: 1. English is an important communication tool for international exchange. But, being tools for learning different cultures, other second foreign languages should not be ignored. 2. The ideal of international education is similar to the one of global education. The difference between the two ideals is the premises. The former, putting emphasis on crossing boundaries of states, is based on differences; the latter, highlighting the same responsbility of all states, on the "similarity". 3. School-based approach is referred to school-based management. The contents of this term is about budgeting, personnel, curriculum and teaching and administraton of school. 4. Types of integrated curriculum can be classified into single subject integration, cross-discipline integration, inter-sectional integration, supra-discipline integration. 5. Primary school, teamed up with University, is much easier to promote international education. Besides school principals’ support, resources obtained from social networks of relationships can come up international education programmes with the feature of schools. 6. Experiences of School-based curriculum can be sorted into two categories: replicable and irreplicable. 7. All schools time can be used to promote integrated curriculum of international education. 8. The major difficulties of international education curriculum design are the translation of concepts into teaching design, the practice of teaching, and time limits. 9. The same opinions are expressed in two schools: SIEP tables are complicated; the aim of fostering the abilities of global competition/cooperation cannot be easily implemented in elementary curriculum; and the operational definition is difficult to write. Based on the above-mentioned findings, the following recommendations are proposed: 1. To keep promoting international education projects, encouraging the establishment of international education of teachers' professional development communities, and providing financial aid and professional advices. 2. To continue organizing the workshops of teachers' professional development of international education and improving teachers' knowledge of international education. The workshops of international education should include both theoretical and practical training courses 3. To review the SIEP tables. 4. To design different patterns of integrated curriculum by fully using school time. 5. To integarate international education programs with existing school curricula by means of making full use of local cultures or characteristics which school located or by creating a situation to impose international educational curriculum. 6. To implement and improve the school-based international education curriculum through clarifying the concept, looking for topics, designing instructional process, teaching, evaluating and reflecting the teaching. 7. To form a common consensus in school in order to set up the plan of international education.
14
"An Inquiry into PYP Transdisciplinary Understanding in Two Remote Schools in Indonesia." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54962.
Full textAbstract:
abstract: This research investigates teachers' understanding of and feelings about transdisciplinary education and the International Baccalaureate's Primary Years Programme (PYP) as utilized by two remote schools in the province of Papua, Indonesia on the island of New Guinea. A goal of transdisciplinary education is to make learning through inquiry authentic, broad, student-centered, and relevant to the real world. In this study I examine educators’ perspectives of how transdisciplinary education is manifested in the two different and yet related elementary schools.
Both schools are supported by a multinational mining company. One school is for expatriate students and the language of instruction is English. The second school, which is for Indonesian students, follows the Indonesian National Curriculum of 2013, with instruction delivered in the Indonesian language by Indonesian teachers. A single expatriate superintendent oversees both schools.
Teacher experience, teacher PYP experience, implications of the PYP framework, cultural implications of the location, and demographics of the school stakeholders were considerations of this research. To acquire data, homeroom teachers, specialist teachers (music, art, physical education, and language), administrators, and PYP coordinators completed a survey and were interviewed. Additional data were collected through document examination and observation.
A broad range of experience with transdisciplinary education existed in both schools, contributing to some confusion about how to implement the PYP framework and varying conceptions of what constitutes transdisciplinary education. Principles of the PYP were evident in curriculum documents and planning and discussed by the teachers in both schools. Educators at the expatriate school identified with the international-mindedness and approaches to learning in the PYP. Educators at the national school valued to character education elements of the PYP, which they viewed as consistent with Indonesian principles of pancasila. The mission and vision statements of the schools in this study aligned with the PYP in different ways. Challenges faced by educators in these schools are acquisition of professional development, experienced teachers and teaching materials due to the remote location of the schools. While transdisciplinary education was described, it was not necessarily implemented. The findings of this study suggest that transdisciplinary education is a mindset that takes time, experience, and commitment to implement.Dissertation/Thesis
Doctoral Dissertation Music Education 2019
15
Fischerová, Zuzana. "Rozšíření kurikula 1. stupně základní školy o netradiční přírodovědné úlohy." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-364988.
Full textAbstract:
The results of the international study TIMSS (The Trends in International Mathematics and Science Study) raise concerns that Czech primary pupils fall behind in some content domains of science (namely the physical sciences) and in some skills (experimental skills). This thesis compares the Czech curriculum with the current international trends in the science education and shows that above mentioned topics/skills are not sufficiently covered in the official curriculum. The second part of the thesis describes a case study of a relatively successful implementation of innovative science lessons focused on these skills in three primary classrooms of a Czech school. The concepts of inquiry-based learning, theory of learning materials and lesson study method are the main components of the theoretical and conceptual background of the study. When comparing the Czech curriculum (official documents and textbooks used in school) and school curricular plans with the TIMSS framework, it emerges that both the national curricular framework and the school curriculum do not cover some of those upper mentioned. Based on these findings, a lesson plan introducing some of the missing areas and task types was developed and tested in a particular school. The qualitative research desigh of case study with embedded...