Dissertations / Theses: 'INTERNATIONAL YEARS'

1

Dickson, Anisah. "International Baccalaureate’s Middle Years Programme: Liberation or suffocation?" Thesis, Dickson, Anisah ORCID: 0000-0003-4063-4457 (2019) International Baccalaureate’s Middle Years Programme: Liberation or suffocation? Professional Doctorate thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/55765/.

Full text

Abstract:

While an increasing number of schools worldwide are offering the International Baccalaureate’s Middle Years Programme (MYP), at least 10% of Australian schools that offer the MYP have recently chosen to discontinue it. The reasons why schools terminate the program are not well understood, however. To address this research gap, I examined the benefits, opportunities, challenges and limitations of teaching and learning the MYP at three public and private Australian schools that have discontinued this programme. Using a qualitative case study design, I interviewed 17 participants: four principals and/or deputies, three former MYP Coordinators (one from each school) and 10 teachers. While the small sample is not generalizable, the findings provide unique insight that can guide schools on whether to adopt and sustain the MYP. Analysis identified the following benefits of teaching the MYP: more opportunities for international professional development and interdisciplinary teaching; and more accountability and standardisation within the curriculum and assessments. Teaching challenges included: organisational complications with aligning the MYP with the Australian national curriculum; reduced teaching time; limited leadership support; difficulties with promoting inquiry-based teaching; and assessing with two varying grading formats. Benefits of learning the MYP were: increased inquiry-based learning opportunities; exposure to holistic learning through the development of students’ academic and social skills; and a healthier balance between core and elective learning areas. The challenges for students learning mostly stemmed from operational, systems-level limitations, and confusing MYP jargon and grading styles. While participants identified many benefits and opportunities of the MYP for teaching and learning, the participating schools chose to discontinue the MYP because the organizational challenges that they faced greatly outweighed the positives. Recommendations for action on the part of the IB and school leaders are suggested.

APA, Harvard, Vancouver, ISO, and other styles

2

Wikström, Nermina. "Alternative assessment in primary years of international baccalaureate education." Thesis, Stockholm University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8012.

Full text

Abstract:

The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.

While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.

International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.

Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.

This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).

The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.

APA, Harvard, Vancouver, ISO, and other styles

3

Oladimeji, Chinoyerem Ekwutosinam. "Distributed Leadership in International Baccalaureate Middle Years Program Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5394.

Full text

Abstract:

The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane's distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students' academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school's website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students' behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

4

(IEASA), International Education Association of South Africa, and Nico Jooste. "10 Years of IEASA history." International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65356.

Full text

Abstract:

[Preface - Nico Jooste]: For more than ten years, we have been involved in implementing internationalisation of South African Higher Education. The we I am referring too, are those who are both visionaries and passionately dedicated to the process of internationalisation. A small group of South African Higher Education administrators, academics and senior managers involved themselves in the process of internationalisation of their institutions, and collectively the South African system. This process of internationalisation started as an uncoordinated response to the demands of a South African higher education system that was determined to break with the past, and re-connect with global higher education, it was left to a few dedicated visionaries to create the support structure that would not only assist the higher education institutions, but also the system. The other bodies that were supposed to pay attention to this very important aspect of Higher Education in the 21st century were too busy with other, equally important, matters. It became clear that the priorities of organisations like SAUVCA were not internationalisation, and IEASA was established as the vehicle to promote it. This story of IEASA needed to be told. This book is not aimed at IEASA members only, but also at the broader higher education public. This is the story of an organisation that touched all parts of South African Higher Education society as well as the broader society. It is partly the ‘corporate memory’ of Internationalisation, as well as a reflection on achievements. Ten years looked like a short period to reflect on an organisations history, I am however of the opinion that in a society that is changing so rapidly, we need to reflect more frequently on the past so that we can plan a better future. For any historian operating in the modem era of electronic communication, access to sources of information has become a major challenge. IEASA, Thilor Manikam in particular, needs to be commended for the accurate record keeping of events over the past ten years. Kirstin Nussgruber very diligently captured the efforts of the forces driving the establishment of IEASA for the first two years. This book was mainly based on evidence gathered from minutes, reports and letters that are in the possession of the IEASA Office. I also had the privilege, and advantage, to be a member of the Executive Committee for the past five years. This book cannot be the last word on IEASA, as it is only the view of a member. The bias is thus toward IEASA and focusses mainly on its achievements. Chapter 3 focusses mainly on the achievements of a voluntary organisation. The efforts over the ten years of three persons namely. Roshen Kishun as President, Derek Swemmer as Treasurer, and Thilor Manikam as the Administrator stood out, and was the stabilising factor during the foundation years. The role of Roshen Kishun in the publication of Study South African cannot be underestimated. Without his vision, drive and effort, this publication would not be preparing for the launch of the seventh edition. It is a unique source of information about South African Higher Education. Very few other systems, if any. produce such a publication. Although the author was requested by the IEASA Executive Committee to write this book, the views expressed in this publication is not the views of the Executive Committee, but that of the author.

APA, Harvard, Vancouver, ISO, and other styles

5

Scagliarini, Richard. "Reforming the middle years curriculum in an international school: a naturalistic inquiry." University of Southern Queensland, Faculty of Education, 2008. http://eprints.usq.edu.au/archive/00006610/.

Full text

Abstract:

This dissertation reports on the experiences of a small group of teachers and administrators as they endeavoured to reform the middle years curriculum of an international school in Japan. This single case study is based primarily upon the observations of the researcher, a middle school teacher at the school and a key participant in the reform process. This study is positioned in the naturalistic paradigm which allows for the accumulation of sufficient knowledge to lead to a holistic understanding of middle years curriculum reform within this context.Reforming the middle years of schooling has received renewed attention in recent years. A new paradigm is emerging about the nature of schooling in this significant stage of life that is now recognised as crucial to the formation of attitudes, values, and habits of mind that shape the individual‘s identity and development as an adult. Despite the growth and status of international schools, very little is known about the nature and processes of middle years curriculum reform in this context. The central aim of this study was to provide a detailed and authentic account of the process of curriculum reform that can validate, guide and extend the current body of knowledge on middle years curriculum reform and is meaningful and useful to educators in the international school context.Three dimensions of reform emerged in this study: the process of reform, identified as a multidimensional and interconnected process that ventured through six identifiable phases; the product of the reform, the Humankind Curriculum, was found to have its core features grounded in shared understandings of effective middle schooling; and the dynamics of change, which revealed a professional learning community as the catalyst for change, with the interplay of relational trust, leadership, interpersonal relationships and collaboration as empowering the capacity for reculturing the middle school. While the findings contribute to the current body of knowledge on middle school reform in the international school context, they also provide direction for further discussion, exploration and research.

APA, Harvard, Vancouver, ISO, and other styles

6

Fahy, Tamara Elizabeth. "The value and impact of the International Baccalaureate Primary Years Programme in Two Australian Schools: Perceptions of students, teachers, administrators and parents." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18392.

Full text

Abstract:

The International Baccalaureate® (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. It consists of four programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the Career-related Programme (CP). IB programmes have an increasing presence in the field of education worldwide. This case study examines the perceptions of students, parents, teachers and administrators (including school principals) of the value and impact of the PYP for Australian students’ education. Two schools were selected for this research: one independent/fee-paying private school and one independent public school. The value and impact of the PYP for the students was examined in relation to the understanding of the key principles of the International Baccalaureate that are embedded within the framework of the PYP. This research explores both the effectiveness of delivery of the IB PYP and the extent to which Bourdieu’s concept of cultural and social capital influenced its implementation and selection in the two schools. A qualitative case study research methodology was adopted to examine the perceptions of students, teachers, administrators and parents of the value and impact of the PYP in the two schools selected. Qualitative data was gathered through a series of in- depth interviews, focus groups and observations. Key features of the PYP that contributed to the perceived value and impact of the programme for the students included the philosophy, pedagogy, and curriculum of the programme. Leadership and management, the roles of teachers and parents, and the participation of students in the two schools studied were also significant in creating value from the PYP framework. The study concluded that the perceived value and impact of the PYP was determined by the extent to which key features of the PYP and the IB were embraced and enabled by the school environment, and that the PYP was providing an opportunity to produce cultural and social capital. The study highlighted the IB principles and contributing factors that play a vital role in effective implementation of the PYP and in creating value for students. Possible areas for future research include: the long- term impact of the PYP on students in continuing their education, the development of values through the demonstration of key components of the learner profile, and the impact on student outcomes.

APA, Harvard, Vancouver, ISO, and other styles

7

Kobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.

Full text

Abstract:

The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income households preformed on the Criterion Referenced Competencies Test (CRCT) mathematics and reading subtests when compared to similar students at a school with a traditional instruction program. Analysis of covariance was employed using scores from students’ fifth grade composite Cognitive Abilities Tests as the covariate. The analysis did not detect a significant difference (p=.410) on the eighth grade adjusted means reading CRCT scores, but did detect a significant difference (p

APA, Harvard, Vancouver, ISO, and other styles

8

Arnold, Bradley A. "The Characteristic Mobile Learning Engagement Strategies of International School Middle-Years Students." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745617.

Full text

Abstract:

The purpose of this qualitative case study was to develop descriptions of how teenage students remain engaged in learning while using mobile technology. Developments in technology have expanded learning contexts and provided learners with improved capacities to connect with others to exchange, gain, and construct knowledge. Developments in technology have also created challenges for instructional designers to create learning activities that promote engaged learning and complex thinking skills in students. The ability to access, share, and create knowledge through connected networks has thus presented opportunities to reevaluate how learners motivate themselves to engage in learning. The study was guided by the following research question and subquestions: RQ1: What strategies do students in international school middle-years programs use to remain engaged in learning while utilizing mobile technology? RQ1a: What learning activities do these students engage in while utilizing mobile technologies? RQ1b: What actions do these students take to remain connected to their learning environment? Narratives of student actions were framed and analyzed through the lens of reciprocal determinism, which states that learning is determined by the relationships between behaviors, thinking processes, and situational factors. Information was gathered to show how students used their technology tools to interact within their environment, access and analyze information, and adapt to changing situations. A nonprobability sampling of ten international school students aged 13–14 and a purposeful sampling of seven of these students’ teachers was used to select the study participants. Information was gathered through student focus group discussions, student interviews, teacher interviews, teacher observation logs, and network data logs. Transcripts were coded through an inductive approach and information analysis occurred through the constant comparative method to help identify evolving themes and patterns. The narratives that developed provided examples of how students maintain connections to networks and how their learning actions, thinking processes, and learning situations can be influenced by the use of mobile technology tools. The findings suggest that students can identify knowledge gaps and then use technology to devise learning strategies to fill these gaps and develop advanced thinking skills. Further research should look at different demographics, attitudes, and school settings to better understand how students adapt their engagement strategies while using mobile technology to remain connected to the learning environment.

APA, Harvard, Vancouver, ISO, and other styles

9

Robertson, John Eric. "An analysis of the role of International Baccalaureate Middle Years Programme Coordinator." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555746.

Full text

Abstract:

International Baccalaureate (IB) programmes are increasingly prevalent, yet lack systematic study of their implementation and leadership. This enquiry analyses the role of IB Middle Years Programme (MYP) coordinator in implementing the MYP in a variety of school settings. Empirical research involved interviews with experienced coordinators and case studies of an international private, a national private, and a national public school. It focussed on school setting and its impact on coordination, curriculum implementation, key functions of coordinators, and approaches to accountability and professional development. The research found, first, that a primary aim of MYP coordination, facilitating links between subjects and between middle and high schools, was viewed by coordinators as compelling though ambitious. Second, schools' pre-existing organizational, resource, and external accountability settings often presented coordinators, particularly in national public schools, with difficulties, primarily logistical. Third, the subject-based structure of respondents' high schools provided avenues for disciplinary implementation but also presented structural and cultural barriers to collaborative interdisciplinary planning. Fourth, coordinators typically had much responsibility with little formal authority. They sought therefore to overcome above barriers through key functions, termed 'guide alongside', 'facilitator', and 'professional developer'. These functions were effective in developing trust and credibility with teachers, fostering constructive discourse, and enlisting the authority and structural support of senior managers. Fifth, MYP's approaches to accountability and professional development were viewed as complementary and constructive. The MYP emphasized collaborative partnership with participating schools in the evolutionary development of its curriculum framework. Accordingly, coordinators demonstrated 'creative professionalism' with this nascent programme, taking leadership opportunities within their schools and for lB. This approach differs from many depictions in middle management literature, in which subject leaders struggle with conflicting, externally-imposed, responsibilities for collaborative school improvement and teacher evaluation. Significant implications of this study include: for middle management research, the importance of school setting for understanding structural and cultural barriers to curriculum implementation; for education policy, greater consideration of 'collaborative partnership' as a means for school improvement; and for practice, the value of 'creative professional' development opportunities.

APA, Harvard, Vancouver, ISO, and other styles

10

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Hardwick, Gail C. "Teachers' Perceptions of Reflective Practices Within an International Baccalaureate Primary Years Programme." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6331.

Full text

Abstract:

The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.

APA, Harvard, Vancouver, ISO, and other styles

12

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

APA, Harvard, Vancouver, ISO, and other styles

13

Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.

Full text

Abstract:

This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.

APA, Harvard, Vancouver, ISO, and other styles

14

Jackson, Deborah R. "The International Baccalaureate Middle Years Program: A Comparison of the Standards of Learning Achievement Levels by Total Group and Ethnicity." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26936.

Full text

Abstract:

The purpose of the study was to examine the Standards of Learning (SOL) test results of students participating in an International Baccalaureate Middle Years Program (IBMYP) and compare their achievement with students of similar ability in schools not authorized to offer the Middle Years Program (MYP). It was important to determine if the MYP students, who were learning in a different and more holistic manner, were still competitive with their counterparts on standardized achievement measures. The study was guided by four questions: (1) To what extent is there a difference between the SOL achievement scores of students in an IBMYP and the SOL achievement scores of students not in an IBMYP?; (2) To what extent is there a difference between the SOL achievement scores for Black students in an IBMYP and the SOL achievement scores of Black students not in an IBMYP?; (3) To what extent is there a difference between the SOL achievement scores for Hispanic students in an IBMYP and the SOL achievement scores of Hispanic students not in an IBMYP?; (4) To what extent is there a difference between the SOL achievement scores for White students in an IBMYP and the SOL achievement scores of White students not in an IBMYP? The study was organized into intervention and control groups, which were statistically similar. In order to determine if the groups were statistically similar at the onset of the study, baseline data were established. One group of eighth grade students who were participating in the MYP program (intervention) and a non-participating group of eighth grade students (control) were matched by their Grade 5 VA Standards of Learning (SOL) achievement scores and ethnicity. The SOL data from the spring 2004 test administration were used for the study. Independent t tests were conducted to determine to what extent, if any, was there a difference between the SOL achievement scores of students who were participating in the MYP and the SOL achievement of students not participating in the MYP. Additionally, t tests were used to measure to what extent was there a difference between the achievement of Black, Hispanic, and White subgroups of the MYP and non-MYP students measured by their SOL scores. The effect size was calculated to determine the strength or magnitude of the differences between the two sets of data. The findings of the study indicated the average SOL mean scores of the total MYP group were higher than the mean scores of the total non-MYP group in all areas although there were no statistically significant differences (p<.05). The results also indicated that no statistically significant difference existed between the average SOL mean scores of Black students who participated in the MYP and Black students who participated in non-MYP schools across the division (p<.05). The results further indicated that no statistically significant differences existed between the average SOL mean scores of Hispanic students who participated in the MYP and Hispanic students who participated in non-MYP schools across the division (p<.05). Lastly, the results indicated that no statistically significant difference existed between the average SOL mean scores of White students who participated in the MYP and White students who participated in non-MYP schools across the division (p<.05). The content area that showed the greatest difference was English: Reading, Literature, and Research (15 scaled score points). Performance on the History/Social Science and Science SOL tests were virtually identical. For Black and Hispanic IBMYP students, the highest levels of performance were limited to the English: Reading, Literature, and Research test.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

15

Ipsmiller, Edith, Keith D. Brouthers, and Desislava Dikova. "25 Years of Real Option Empirical Research in Management." Wiley, 2019. http://dx.doi.org/10.1111/emre.12324.

Full text

Abstract:

For several decades, management scholars have extolled the virtues of using real option logic when making decisions under uncertainty. Real option logic suggests that in such situations, firms might be better off deferring or staging investments, reducing potential financial losses, while at the same time securing an option to grow (or abandon) the investment when uncertainty abates. Our analysis of the empirical research published in leading management journals over the past 25 years suggests that while some progress has been made, much more work needs to be done. We still do not have the answers to critical questions such as: Which entrepreneurial/managerial traits impact the identification or exploitation of real options? Do multiple types of uncertainties interact with each other and influence real option decisions? Addressing these and other issues identified in our study can help improve our understanding of the usefulness of real option logic in management.

APA, Harvard, Vancouver, ISO, and other styles

16

Lalwani, Sanjay. "Deciding to implement the International Baccalaureate (IB) primary years programme: A case study." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/31450d8724d1634d29efe2b3913a54206ce5f802ead4f51dee0be8e6f18557b3/16639733/Lalwani_2019_Deciding_to_implement_the_International_Baccalaureate_redacted.pdf.

Full text

Abstract:

Globally, decision makers in an increasing number of schools from the governmental, nongovernmental, and international sectors are making the decision to change their curriculum and pedagogical frameworks to implement the International Baccalaureate (IB) programmes (Booth, 2015; Doherty, 2009; Gough, Sharpley, Vander Pal & Griffiths, 2014; IB, 2019a; Marshall, 2014). The IB is an international education foundation which provides a continuum of four education programmes for primary, middle and secondary years of schooling. While the IB Diploma Programme (for the 16 to 19 age group) is the oldest, most established and widely recognised of the IB programmes, it is the Primary Years Programme, catering for the 3 to 12 age group, which has shown the greatest growth, at approximately 8%, in the past ten years (IB, 2019a). With the aim of providing a better understanding of why and how school decision makers are deciding to implement the Primary Years Programme than is currently available, the phenomenon was investigated through the following research question: How can we understand school decision makers’ decision to implement the Primary Years Programme? The investigation was a qualitative, single-site case study, which allowed for an analysis of the context in which the site was located, and employed problem-based methodology (Robinson, 1993) as a framework through which the decision makers’ actions, their personal and contextual constraints, and the consequences of those actions, could be viewed, and a theory of action be produced. By relying on interview and document data, and employing constant comparative analysis, categories and themes were generated which then allowed for the development of a theory of action for the decision makers’ decision to implement the Primary Years Programme. The findings of the study indicate that although the reasons for implementing the Primary Years Programme at this site aligned with the reasons reported in the existing literature, the circumstances of the school played a far larger part in the decision than has been previously reported. It was also found that the process of deciding to implement the Primary Years Programme was far more complex and intricate than reported in existing literature. The process involved a number of actions on the part of the decision makers which were designed to prepare the Elementary School to make the decision to implement the programme. These findings suggest that the decision to implement the Primary Years Programme can only be understood in the context in which it is made. It is envisaged that the findings of this study can be drawn upon by school decision makers who are currently considering the decision to implement the Primary Years Programme, as well as the IB consultants who assist interested schools through the Primary Years Programme authorisation process.

APA, Harvard, Vancouver, ISO, and other styles

17

Moore, John Murphy. "TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1501155644984555.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kristoffersson, Cecilia. "Attitudes towards Multilingualism in the Lower Primary Years at the International School of Helsingborg." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4905.

Full text

Abstract:

This essay focuses on attitudes towards multilingualism within the Lower Primary Years classes at the International School of Helsingborg. It examines the existing opinions and attitudes of students and teachers in grades Kindergarten up to grade two. The main aim of this study investigates the attitudes and feelings that the students themselves have towards the linguistically wealthy environment that surrounds them. In addition to this, this study will also focus on how teachers’ attitudes, beliefs and previously acquired knowledge influence the teaching methods used in the classes on a daily basis. Many educators see the difficulties in studying the views that young children may have towards their languages and this is certainly a challenge, however, even children of such young ages are able to reflect upon such matters if the approach is correct and age appropriate. All students and teachers participated in a survey which lays the foundation for this inquiry. This study also takes into consideration the International curriculum that guide this school and the effect this has on the school establishment as a whole. Results show that most of the target students have a positive approach towards multilingualism in general and that teachers at the International School of Helsingborg share this standpoint.

Keywords: Multilingualism, bilingualism, attitudes, internationalism.

APA, Harvard, Vancouver, ISO, and other styles

19

Hutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.

Full text

Abstract:

This study compared the teaching practices and efficacy beliefs of traditional middle school teachers and International Baccalaureate Middle Years Programme (IBMYP) teachers in an urban school district using the framework of Stronge's Model of Effective Teaching (2007), Stronge and Tucker's (2003) Teacher Effectiveness Behavior Scale, and Tschannen-Moran & Hoy's (2001) Teacher's Sense of Efficacy Scale. Recommended practices for effective teaching were extracted from the following four categories of Stronge's (2007) Model of Teacher Effectiveness: classroom management and organization, implementing instruction, monitoring student progress, and construct of teacher's sense of efficacy.;A stratified random sample of teachers was selected from four middle schools in a large urban district. There were approximately 10 teachers selected from each school which gave a total of 40 teachers who participated in the study. There were 20 (n=20) IBMYP teachers and 20 (n=20) traditional middle school teachers who agreed to participate. A total of 18 IBMYP and 16 traditional teachers completed the online TSES questionnaire.;There was a significant difference (p<.05) in instructional differentiation, assessment for understanding, classroom management and encouragement of responsibility for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers. However, there was not a significant difference (p<.05) in efficacy for student engagement, efficacy for instructional practices, efficacy for classroom management, instructional focus on learning, instructional clarity, instructional complexity, expectations for student learning, use of technology, quality of verbal feedback to students, classroom organization, caring, fairness and respect, and enthusiasm for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers.

APA, Harvard, Vancouver, ISO, and other styles

20

Culpepper, Marlene Cabrera. "Teaching Culture in Foreign Language Classrooms of International Baccalaureate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/2117.

Full text

Abstract:

There is an increasing number of International Baccalaureate programs in the United States that require instruction in an additional language to prepare culturally responsive global citizens, but there is little research on how the teaching of culture is addressed in elementary additional language programs. This study was guided by Vygotsky's and Dewey's social constructivism and investigated how the teaching of culture is integrated in additional foreign language classrooms in the State of Georgia's International Baccalaureate Primary Years Programs (IB PYP). It also investigated how personal, professional, or organizational factors such as values, beliefs, teacher training, or time constraints impact the integration of culture and language. This qualitative multiple-case comparative study examined the experiences of 3 teachers in Georgia who taught in K-5 additional language classrooms, using curriculum maps, student work samples, lesson plans, and semi-structured interviews as the data sources. Data were analyzed using Atlas.ti software and coded using constant comparative methods; the inductive qualitative content analysis included open coding, axial coding, and selective coding. The study findings showed that a variety of factors impacted program goals including the attitudes of school community, teacher isolation, philosophy, Georgia Standards, and practices of the IB PYP. Findings are applicable to additional language teachers for further discussion on the current state of elementary language programs in Georgia's IB PYP and for informing choices on program design. This study contributes to social change by expanding the body of professional literature in the field of foreign language education and on the issues that affect teachers in additional language classrooms in the IB PYP.

APA, Harvard, Vancouver, ISO, and other styles

21

Oates, Susan Rosemary. "Does the International Baccalaureate's Primary Years Programme facilitate students' motivation toward self-regulatory, autonomous learning?" Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11732/.

Full text

Abstract:

The purpose of this study was to ascertain whether the International Baccalaureate’s (IB) Primary Years Programme (PYP) motivates students to become self-regulated learners. Boerkaert’s model of self-regulated learning is particularly drawn on through this research. Questionnaires were given to 20 teachers and their 404 students from twelve schools in eight countries. The student questionnaire was developed, piloted, distributed and analysed. The Problem in Schools questionnaire was given to the teachers of the students in the study to ascertain their stance toward autonomy support. Five of the schools were IB curriculum schools and the other seven comprised UK National Curriculum, South African and Nigerian schools. The study found that 83.5% of the total students surveyed attained a high total self-regulated learning score. Examining the data and the published curricula backgrounds of the schools demonstrated that, although the IB’s PYP does motivate students to become more self-regulated, other curricula schools also promote student self-regulation. The emphasis of the study shifted to the importance of the individual teacher in the development of self-regulated students. Teacher training is seen as of paramount importance in producing autonomy supportive teachers who encourage self-regulated learners. The data suggested a modification to Boerkaert’s model of self-regulation and a revision is proposed to include an emergent level of self-regulation provision for younger students. Aspects of the curriculum are also raised in the conclusion as to the components of a curriculum that supports the importance of student autonomy.

APA, Harvard, Vancouver, ISO, and other styles

22

Desai, Thakira. "International humanitarian law violations occurring within the occupied Palestinian territories during the years 1982-2012." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5158.

Full text

Abstract:

Magister Philosophiae - MPhil
The purpose of this mini-thesis is to address International Humanitarian Law (IHL) violations occurring within the Occupied Palestinian Territories relative to the protection of civilian persons in time of war. Importantly, various IHL violations that occur within the Green Line will be expanded upon. The mini-thesis will shed light on the lack of international action, specifically the inaction of the UN and the ICRC, in ending the decades of IHL violations by both the Israeli and Palestinian forces. As a means to an end, further destruction of property and loss of life that inhibits the quality of life of Palestinians and Israeli citizens trapped within the ongoing conflict, this mini-thesis will endeavour to provide solutions to ending the occupation. These solutions include: a UN Resolution directed toward the demolition of the wall; establishing permanent means of access to all basic needs; and lastly, addressing the influence of the United States of America (USA) and Egypt, respectively.

APA, Harvard, Vancouver, ISO, and other styles

23

Sweenie, Kaitlin Elizabeth. "The relationship between norms and hegemony : exploring international drug prohibition over the last 100 years." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20112.

Full text

Abstract:

It is just over fifty years since the United Nations adopted the Single Convention on Narcotic Drugs (1961), explicitly proscribing the manufacturing of, trade in, and use of narcotics for anything but scientific and medicinal purposes. Today, the 1961 agreement, alongside the similarly-focused 1971 and 1988 UN Conventions remain the bases of the international drug control regime despite the continuously high rates of drug use, trade, and production that remain worldwide. Taking due cognizance of these inconsistencies, the present study seeks to examine how the system of international drug control developed over the past century and, through this, why it is that prohibition continues to be the international community's primary response to the 'drug issue'. Methodologically, the study applies two distinct analytical frameworks. The first framework applied - Kathryn Sikkink and Martha Finnemore's constructivist norm life-cycle model - systematically traces the evolution of the norm of prohibition over time and helps identify the main causal mechanisms at work in each stage of the norm's life. While the model is successful in regards to these aforementioned aspects, however, the research also shows the model does not adequately examine the role of power in international norm dynamics. The model, more specifically, does not discuss how existing power relations can help sustain a norm's livelihood long past its (perceived) effectiveness. Additionally, it is also shown through this application that prohibition did not develop in the exact manner the model suggests it would, but became institutionalised only in its final, internalisation phase instead of its emergent phase. In this manner, the second theoretical framework - that of Robert Cox's critical theory - is consequently introduced to address the life cycle's limitations. By applying Cox's ideas on hegemony - herein understood as a fit between material power, ideas, and institutions - the study demonstrates how the hegemony of (primarily) the United States (US) has always and continues to play a leading role in supporting the norm of international drug prohibition today. The study concludes with some final notes about further research and the possibilities for change.

APA, Harvard, Vancouver, ISO, and other styles

24

Wulf, Andrew James. "Make-believe America : the crucial years of U.S. cultural diplomacy through international exhibitions, 1955-1975." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/33513.

Full text

Abstract:

Although cultural diplomacy has become an increasingly fashionable term embraced by academics, foreign-service personnel, and private sector commercial and cultural interests, the very practice of this idea remains conspicuously challenging to define. This thesis attempts to take on this problem, advancing a new understanding of cultural diplomacy that results from a historical investigation of a single area of government and private sector partnership, and what became in the mid-twentieth century the most prominent manifestation of this alliance—the cultural exhibitions sent abroad to “tell America’s story” with the goal of “winning hearts and minds.” To illustrate this point, selected exhibitions and the intentions of the policymakers who proposed them are interrogated beside archival documentation, writings from the history of design, advertising, science, as well as art historical and museum studies theories that address various aspects of the history of collecting and display, all of which explore the reality of how these exhibitions were conceived and prepared for foreign audiences. Through this discussion it is important to ask: What was America showing of itself through these exhibitions? And, more urgently, what do these exhibitions tell us about U.S. interest in verisimilitude? This investigation spans the crucial years of American exhibitions abroad (1955-1975), beginning with the formation of an official system of exhibiting American commercial wares and political ideas at trade fairs, through official exchanges with the U.S.S.R., to pavilions at world's fairs, and finally to museum exhibitions that signaled a return to the display of founding American values. They are thus complex ideological symbols in which concepts of national identity, globalization, technology, consumerism, design, and image management both coincided and clashed. The investigation of these exhibitions enhances the understanding of a significant chapter of U.S. cultural diplomacy at the height of the Cold War and how America constantly reimagined itself.

APA, Harvard, Vancouver, ISO, and other styles

25

Cheon, Hongsik John. "Forty-four years of retrospective international advertising and marketing research a systematic quantitative meta-analysis /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006634.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Balachandran, G. "Indian monetary policy and the international liquidity crisis during the inter-war years (1919-1939)." Thesis, SOAS, University of London, 1989. http://eprints.soas.ac.uk/28452/.

Full text

Abstract:

This thesis examines the multi-lateral considerations that, in our view, underlay the formulation of monetary policy in India in the period between the two world wars. During and after the First World War, Britain faced a severe liquidity crisis. We argue that monetary policy in India was formulated to take account of this crisis. Traditionally, India was a large absorber of gold on the non-monetary account. The persistent aim of British monetary policy in the Indian context during the entire interwar period was that of not allowing India to set up a monetary demand for gold in addition to her non-monetary demand for it and secondly, through deflationary policies (including exchange rate adjustments), to limit India's non-monetary gold demands to the minimum. Indian gold exports during the depression, which gave room for manoeuvre in the management of the sterling after September 1931, were a logical sequel to this policy. The British liquidity crisis in this period took the form of her current account surpluses being inadequate to support a high level of overseas lending. Besides, in an uncertain financial environment, Britain was a large short-term debtor as the British bank rate acted as much to increase her short-term liabilities as it did by calling in her short-term assets. The British desire to return to gold at the pre-1914 parity required domestic deflation which itself was a matter of severe political contention. In the circumstances, Britain hoped her return to gold would be accomplished by a US inflation and US export of capital. Compounding this situation was the thinly veiled fear, in Britain, of the erosion of the key currency role of the sterling and the loss of its global financial leadership to the USA. Control over Indian monetary policy and its outcome proved valuable to Britain in this environment.

APA, Harvard, Vancouver, ISO, and other styles

27

Curry, Curtis. "One hundred years of servitude : the Colombian labor movement 1848-1948." FIU Digital Commons, 1992. http://digitalcommons.fiu.edu/etd/2699.

Full text

Abstract:

The current study seeks not only to place into focus the general patterns of social and economic organization prevalent in Colombia in the late nineteenth century and the early twentieth (such political and economic organization has been ably illustrated by several authors), but also strives to elucidate the systems of thought or 'ideologies' to which such socio-economic and political structures gave rise. It is concerned with the thought-systems that influenced the development of the Colombian labor movement, those of actors external to organized labor and indigenous systems of thought of labor activists themselves. The hypothesis is that class and party-based interests channelled the early development of organized labor toward a path that would further, or failing that, not conflict with dominant elite interests. Artisans, proudly independent, exerted inordinate influence over the movement, hindering the development of working class consciousness. As the result of dominance by élites external to the labor movement itself, workers were never able to forge an independent voice that would allow them to define their own interests in society.

APA, Harvard, Vancouver, ISO, and other styles

28

Rutledge, Jesse. "The International Centre for Human Rights and Democratic Development, a review of the first ten years." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0008/MQ36521.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Cochrane, Michael. "The International Baccalaureate Middle Years Programme : an inquiry into global citizenship in policy and curriculum documents." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19894/.

Full text

Abstract:

The International Baccalaureate Middle Years Programme (IB MYP) is a curriculum framework for students aged 11 – 16 that ‘aims to develop active young learners who are internationally-minded’. It is popular in international schools around the world and is currently used in 1,356 schools in 108 countries, more than half of which describe themselves as international schools. The ‘global’ is ever present in MYP policy and curriculum documents, and discourses around global citizenship feature strongly, yet only one IB publication directly addresses global citizenship education. This study explores global citizenship education in MYP policy and curriculum documents. It provides critical reflection on concepts of global citizenship evident in the programme’s main framework policy document for the MYP, an IB position paper on global citizenship, and two case study unit plans. Critical Discourse Analysis (CDA) is used to examine language structures around global citizenship, investigating configurations of global citizenship constituted within Western, neoliberal-oriented concepts associated with globalisation. Four key findings emerged from the analysis: first, that ‘international education’ may be understood as a platitude for private education; second, the programme has evolved into a curriculum framework that can be used in any kind of school setting globally in which the school can afford to pay the IB’s fees. Third, the programme blends the language of progressive education with the language of neoliberal globalisation in its promotion of global citizenship education. Finally, the study concludes that the IB, by subtly fusing the language of Western oriented neoliberalism with that of global citizenship, orientates its focus towards growth in numbers of schools using the programme, attracting ever greater numbers of customers and expanding its influence.

APA, Harvard, Vancouver, ISO, and other styles

30

Starcher, Andrew Lee. "Four years on the road to cosmopolitan lives : student development through the extended international education experience." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604649.

Full text

Abstract:

The purpose of this research was to explore how students developed over a four-year international higher education experience, the first longitudinal study of student development through undergraduate careers completed entirely abroad. One hundred six students representing forty-three different countries at an American international liberal arts college in Switzerland participated in this grounded theory study, which incorporated an additional 186 anonymous survey respondents. The study addressed the processes and outcomes of such an education. The work utilized data produced through a number of different formats, including student peer-to-peer interviews, reflective student writing, participant observation, and open survey questions. The research showed that this experience prepared students for seven related cosmopolitan futures, ranging from global activist to glocal elite. In addition to classifying typologies, the study explained how students utilized three separate learning arenas to structure their experience: the intercultural bubble, the larger world of travel, and local communities. Students autonomously employed distinct methods within these learning arenas, using cyclical processes involving agency, constant comparison, risk-taking, and reflection. Students developed both intercultural competencies and worldliness. Key aspects of intercultural competencies included adaptability, open-mindedness, and perspective-taking. Worldliness instead comprised independence, travel savvy, and self-assuredness. Findings suggest that, regardless of a student’s original cosmopolitical orientation, the net effect of the extended international higher education experience was to expand students’ orientations and modes of acting and perceiving toward greater global understanding and appreciation, including aspects of ethical cosmopolitanism. The experience was transformative, albeit in an incremental fashion, building upon students’ previous lives. The research proposed a more evidence-based definition of cosmopolitan education than previous conceptualizations, one that encompasses tensions in discourses around internationalization and globalization. This thesis contributes to the literatures on the internationalization of higher education, international education, education for global citizenship, higher education policy, cosmopolitanism in practice, and the sociology of globalization. The thesis concludes with recommendations for international education researchers, practitioners, and campus leaders.

APA, Harvard, Vancouver, ISO, and other styles

31

Ogwude, Emmanuel C. "Twelve Years Later: Afghan Humanitarian Aid Workers on War on Terror." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dcar_etd/24.

Full text

Abstract:

Using narrative research study founded in social constructionism, I explored the lived experiences of thirty Afghan humanitarian aid workers in Kabul, Afghanistan, to discover how they experienced the war on terror. Ten participants were individually interviewed and their stories, personal experiences, perceptions, and voices have been presented in this study. I also facilitated a focus group of twenty Afghan NGO directors, and their views are echoed in the study. The participants represented a diversity of different humanitarian service specialties that cater to Afghan individuals, communities, and government agencies in areas such as education, human rights and good governance, food and shelter, to building bridges and infrastructural development. Based on a critical review of existing literature, the interviews addressed significant issues that affect humanitarian aid workers in complex political emergencies. I investigated the sociocultural contexts and structural conditions that enable and inform the personal narratives. There were six main themes that emerged from the participants’ narratives and each main theme had an average of three sub-themes. The resulting themes were: Security/Insecurity; Funding; Trust; Abandonment; Achievement; and Interventionism. From the analysis of the storied narratives of thirty Afghan humanitarian aid workers in Kabul, Afghanistan, this study was able to create better understanding of how conditions from the war on terror create high-risk environments that expose humanitarian aid workers to kidnappings and violent attacks.

APA, Harvard, Vancouver, ISO, and other styles

32

Fursman, Noel. "The decline of the Anglo/Argentine economic connection in the years immediately after the Second World War : a British perspective." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254451.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Таранюк, Леонід Миколайович, Леонид Николаевич Таранюк, Leonid Mykolaiovych Taraniuk, and L. Zhuzha. "R&D: international trade in financial assets in modern conditions. Trends of the last two years." Thesis, Сумський державний університет, 2021. https://essuir.sumdu.edu.ua/handle/123456789/86644.

Full text

Abstract:

Умови, в яких функціонував міжнародний фінансовий ринок протягом 2020-2021 років, відрізняються тим, що учасникам ринку довелося звикнути до нових правил та нової психології цінової поведінки та котирування окремих активів. Багато правил, за якими змінювалися котирування фінансових активів, змінилися через великий приплив спекулятивного капіталу та приватних інвесторів під час пандемії коронавірусу. Говорячи про фінансові ринки, ми говоримо про ринок криптовалют, ринок Forex, фондові ринки та ринок товарних ф'ючерсів. Кожен із цих ринків за останні два роки переживав справжні потрясіння.
Условия, в которых функционировал международный финансовый рынок в период 2020-2021 годов, примечательны тем, что участникам рынка приходилось привыкать к новым правилам и новой психологии поведения цен и котировок на определенные активы. Многие правила, по которым менялись котировки финансовых активов, изменились из-за большого притока спекулятивного капитала и частных инвесторов во время пандемии коронавируса. Говоря о финансовых рынках, мы говорим о рынке криптовалют, рынке Forex, фондовых рынках и рынке товарных фьючерсов. На каждом из этих рынков за последние два года произошли настоящие потрясения.
The conditions in which the international financial market functioned during 2020-2021 is notable for the fact that market participants had to get used to new rules and a new psychology of price behavior and quotations for certain assets. Many of the rules by which the quotes for financial assets changed have changed due to the large influx of speculative capital and private investors during the Coronavirus pandemic. When referring to financial markets, we are talking about the cryptocurrency market, the Forex market, stock markets and the commodity futures market. Each of these markets has experienced real turmoil over the past two years.

APA, Harvard, Vancouver, ISO, and other styles

34

Mcleod, Mok Ham-wing Wendy, and 莫涵穎. "Teacher learning in a context of comprehensive school change: a case study of an international school inHong Kong during implementation of the international baccalaureateprimary years programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4357208X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

McQuilkin, Patricia A. "Characterization of Severe Malaria in Liberian Children 5 Years Old and Younger." eScholarship@UMMS, 2017. https://escholarship.umassmed.edu/gsbs_diss/896.

Full text

Abstract:

Malaria continues to be a challenging problem in the developing world, and the burden of this life threatening disease continues to be borne by young children living in Sub Saharan Africa. One of the biggest challenges to the prevention and control of this problem lies in accurately diagnosing malaria, and distinguishing it from the many other febrile illnesses which present in children in this age group. Liberia is a West African country with a high burden of malaria. Very little is known about the presentation of severe malaria in children aged 5 years old and younger in Liberia. We undertook a prospective, hospital -based study of children 5 and under presenting to JKF Medical Center, the national referral hospital, with fever and signs and symptoms consistent with malaria. The aims of our study were to determine: 1) the frequency of confirmed malaria cases, 2) the frequency of non-malaria diagnoses, 3) the prevalence of anti-malarial drug resistance mutations, 4) the presence of other life threatening etiologies of febrile illness such as S. typhii and Dengue virus and 5) immunological profiling associated with severe malaria. We analyzed clinical and laboratory data from 462 children age 5 and under who presented to the national referral hospital in Monrovia, Liberia with signs and symptoms consistent with malaria over a one year period. Key findings included determining the demographic factors most closely associated with severe malaria in this population (age > 1yr and urban environment) and those that were negatively associated with the development of severe malaria (prior episodes of malaria, use of bednets and use of anti malarial medications prior to presentation). The clinical symptoms most closely associated with severe malaria in this population were found to be headache and vomiting. We found that 33% of children admitted and treated for severe malaria did not test positive for malaria by rapid diagnostic testing (RDT) or blood smear. These children had a case fatality rate that was 5 times higher than their RDT positive counter parts. Of the RDT negative children, 2 tested positive for salmonella typhii, but were not treated for this pathogen. Upon discharge from the hospital, 11% of children had resolved their symptoms, but had not cleared their malaria parasites. These findings will help to identify the children who present with true severe malaria in Liberia. They also underscore the need to expand diagnostic capabilities to determine which other types of pathogens cause febrile illness in this population, so that adequate treatment can be extended to these patients. The immunoprofiles of these children revealed 3 IgM antibodies (AMA-1, CSP and LSA-1) that were associated with the development of severe malaria. These antibodies also appear to be associated with initial infection with malaria. Such data will help to identify antigens could be potential targets for malaria vaccines, and which can play an important role in the development of new malaria diagnostics for this population.

APA, Harvard, Vancouver, ISO, and other styles

36

McQuilkin, Patricia A. "Characterization of Severe Malaria in Liberian Children 5 Years Old and Younger." eScholarship@UMMS, 2005. http://escholarship.umassmed.edu/gsbs_diss/896.

Full text

Abstract:

Malaria continues to be a challenging problem in the developing world, and the burden of this life threatening disease continues to be borne by young children living in Sub Saharan Africa. One of the biggest challenges to the prevention and control of this problem lies in accurately diagnosing malaria, and distinguishing it from the many other febrile illnesses which present in children in this age group. Liberia is a West African country with a high burden of malaria. Very little is known about the presentation of severe malaria in children aged 5 years old and younger in Liberia. We undertook a prospective, hospital -based study of children 5 and under presenting to JKF Medical Center, the national referral hospital, with fever and signs and symptoms consistent with malaria. The aims of our study were to determine: 1) the frequency of confirmed malaria cases, 2) the frequency of non-malaria diagnoses, 3) the prevalence of anti-malarial drug resistance mutations, 4) the presence of other life threatening etiologies of febrile illness such as S. typhii and Dengue virus and 5) immunological profiling associated with severe malaria. We analyzed clinical and laboratory data from 462 children age 5 and under who presented to the national referral hospital in Monrovia, Liberia with signs and symptoms consistent with malaria over a one year period. Key findings included determining the demographic factors most closely associated with severe malaria in this population (age > 1yr and urban environment) and those that were negatively associated with the development of severe malaria (prior episodes of malaria, use of bednets and use of anti malarial medications prior to presentation). The clinical symptoms most closely associated with severe malaria in this population were found to be headache and vomiting. We found that 33% of children admitted and treated for severe malaria did not test positive for malaria by rapid diagnostic testing (RDT) or blood smear. These children had a case fatality rate that was 5 times higher than their RDT positive counter parts. Of the RDT negative children, 2 tested positive for salmonella typhii, but were not treated for this pathogen. Upon discharge from the hospital, 11% of children had resolved their symptoms, but had not cleared their malaria parasites. These findings will help to identify the children who present with true severe malaria in Liberia. They also underscore the need to expand diagnostic capabilities to determine which other types of pathogens cause febrile illness in this population, so that adequate treatment can be extended to these patients. The immunoprofiles of these children revealed 3 IgM antibodies (AMA-1, CSP and LSA-1) that were associated with the development of severe malaria. These antibodies also appear to be associated with initial infection with malaria. Such data will help to identify antigens could be potential targets for malaria vaccines, and which can play an important role in the development of new malaria diagnostics for this population.

APA, Harvard, Vancouver, ISO, and other styles

37

Stefani, Eliana <1990&gt. "Turkey between EU and Middle East: 20 years of international relations through the two sides of the Mediterranean Sea." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8123.

Full text

Abstract:

The thesis wants to study the different approaches which turkey has with the European Union and the Middle East, in its international relations. Analyzing the recent changes in the Turkish policy, it is understandable how Turkey is not a stable country, that is trying to benefit as much as possible from all the international relations. The long accession negotiations are the proof of the European doubts for a country who, firstly, wanted to become an EU Member, and then, wants to play the role of protagonist in the Middle East.

APA, Harvard, Vancouver, ISO, and other styles

38

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

APA, Harvard, Vancouver, ISO, and other styles

39

Kelly, Charles E. "Teacher Perceptions of an International Baccalaureate Diploma Program in a Mid-western Inner-ring Suburban High School during the First Seven Years." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1566509282795011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Fishbein, Bethany. "Preserving 20 Years of TIMSS Trend Measurements: Early Stages in the Transition to the eTIMSS Assessment." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107927.

Full text

Abstract:

Thesis advisor: Ina V.S. Mullis
This dissertation describes the foundation for maintaining TIMSS’ 20 year trend measurements with the introduction of a new computer- and tablet-based mode of assessment delivery—eTIMSS. Because of the potential for mode effects on the psychometric behavior of the trend items that TIMSS relies on to maintain comparable scores between subsequent assessment cycles, development efforts for TIMSS 2019 began over three years in advance. This dissertation documents the development of eTIMSS over this period and features the methodology and results of the eTIMSS Pilot / Item Equivalence Study. The study was conducted in 25 countries and employed a within-subjects, counterbalanced design to determine the effect of the mode of administration on the trend items. Further analysis examined score-level mode effects in relation to students’ socioeconomic status, gender, and self-efficacy for using digital devices. Strategies are discussed for mitigating threats of construct irrelevant variance on students’ eTIMSS performance. The analysis by student subgroups, similar item discriminations, high cross-mode correlations, and equivalent rankings of country means provide support for the equivalence of the mathematics and science constructs between paperTIMSS and eTIMSS. However, the results revealed an overall mode effect on the TIMSS trend items, where items were more difficult for students in digital formats compared to paper. The effect was larger in mathematics than science. An approach is needed to account for the mode effects in maintaining trend measurements from previous cycles to TIMSS 2019. Each eTIMSS 2019 trend country will administer the paper trend booklets to an additional nationally representative bridge sample of students, and a common population equating approach will ensure the link between paperTIMSS and eTIMSS scores
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation

APA, Harvard, Vancouver, ISO, and other styles

41

Sayle, Timothy Andrews. "NATO's Crisis Years: The End of the Atlantic Mystique and the Making of Pax Atlantica, 1955-1968." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/296731.

Full text

Abstract:

History
Ph.D.
What is NATO? This diplomatic history reveals that NATO and its meaning were contingent and never static. Instead, NATO was a machine the allies sought to adapt and use to achieve their national interests. NATO was shrouded in an "Atlantic mystique," the suggestion that the allies practiced a unique and exceptional type of cooperation based on shared values and common heritage. But this mystique did not define or ensure NATO's longevity; in fact NATO was thought necessary because of differences between the allies. The allies' national interests did converge on fundamental points, like the need for security. But they rarely agreed on specifics. And when they disagreed on basic questions, like NATO's relationship to the rest of the world, the role of Europe in NATO, and the American commitment to the continent, sparks flew. But because NATO was not static, it could adapt. And the hope held by each ally that they could convince their allies to change NATO to meet their needs - the hope inherent in a dynamic NATO machine - kept the allies working together. From 1955 to 1968, both the allies and the world situation changed dramatically. So to did the allies' plans and uses they saw for NATO. The primary interest of allies was protection from the Soviet Union. But the allies - even some in the Federal Republic of Germany - also believed NATO protected them from a resurgent Germany. Just how to defend against either threat was never agreed. But the allies believed that NATO, by keeping the Cold War cold, and by fostering cooperation between the western European states, established a Pax Atlantica. In this Atlantic peace the allies prospered. They cooperated and they competed, but peacefully. By the end of the 1960s, the allies believed NATO was necessary to maintaining the Pax Atlantica, even if - especially if - the Soviet empire collapsed. Amidst the crises of the 1950s and 1960s, the allies came to believe NATO was guaranteed a long future.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

42

Bregman, Abigail Sibley. "The view from the classroom : English school-teachers' responses to domestic and international problems of the interwar years 1919-1939." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72832.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

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

APA, Harvard, Vancouver, ISO, and other styles

44

Martin, Laure. "30 years of trade liberalization, what effects on Chilean agriculture ? : from country’s perspective to farmers’ reality." Paris, Institut d'études politiques, 2012. http://www.theses.fr/2012IEPP0042.

Full text

Abstract:

La recherche examine les effets différenciés de la libéralisation commerciale sur l’agriculture au Chili selon les ressources naturelles à l’origine des avantages comparatifs et les moyens de production des agriculteurs. Elle tente de déterminer les impacts de l’ouverture économique aux niveaux du pays, des régions et des producteurs. L’étude cherche à comprendre le processus de restructuration de l’agriculture et de déterminer les conditions d’intégration des agriculteurs au marché international. Le chapitre I examine les transformations de l’économie chilienne et le développement du secteur agricole depuis la libéralisation des années 1970. Cela pose les bases de la recherche et montre le contexte dans lequel l’agriculture chilienne a évolué. Le chapitre II explique l’évolution des structures foncières et des exportations agricoles au cours du processus de libéralisation. Des indicateurs de concentration sont alors calculés avant d’être intégrés à un modèle de séries temporelles. Les régressions permettent d’identifier les facteurs déterminant le processus de restructuration de l’agriculture. Enfin, le chapitre III analyse les effets de l’ouverture économique à l’échelle des producteurs et sous différentes conditions naturelles. L’étude compare deux zones rurales qui présentent des orientations agricoles distinctes. Des diagnostiques agricoles sont réalisés dans chaque commune afin de comprendre le fonctionnement technico-économique des exploitations et de déterminer les facteurs à l’origine de l’intégration au marché international. Des analyses statistiques sont ensuite effectuées pour confirmer ces hypothèses à travers d’un modèle de régression Probit
The research examines the differentiated effects of trade liberalization on the Chilean agriculture according to comparative advantages and farmers’ resources. It aims at determining the impacts of economic opening at country’s regions’ and farmers’ levels. The study tries to understand the agricultural restructuring process and to identify the determinants of farmers’ integration to international market. The chapter I reports the evolutions of the Chilean economy and its agricultural sector since the trade liberalization process of the 1970s. It sets the basis of the research and presents the economic background. The chapter II explains the evolution of the land and exports structures during the liberalization. Concentration indicators are calculated and are then integrated to a time series regressions. Models allow identifying the determinants of agricultural restructuring. Finally, chapter III analyses the effects of economic opening at farmers’ level and under different natural conditions. Two rural areas with different agricultural orientations are studied. Agrarian diagnoses are realized there in order to understand the technical and economic functioning of the farms and in order to identify the determinants of integration to international trade. Statistical analyses then confirm the assumptions thanks to a Probit model

APA, Harvard, Vancouver, ISO, and other styles

45

Al-Thani, Tamader Jassim. "Early Years Education in Qatar : a comparative study of its nature, provision and quality in national and international pre-school settings." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/1926/.

Full text

Abstract:

This study investigated and compared the quality and nature of Arabic and English speaking preschools' curricula in the State of Qatar. To the researcher's knowledge, this is the first study to investigate, compare and assess the preschool curricula currently provided in the State of Qatar. Four major research tools were used including structured teacher's questionnaire, structured teachers' interviews, structured classroom observations and structured mother's questionnaire. The teachers' questionnaire sample consisted of 107 teachers, 81 Arabic school teachers and 26 English school teachers. The classroom observations sample consisted of 17 preschools, 9 Arabic speaking schools and 8 English speaking schools. Teachers' interviews sample consisted of 18 Arabic speaking preschool teachers and 16 English speaking preschool teachers. The mother's questionnaire sample consisted of 50 mothers randomly selected from 17 Arabic speaking schools. Study findings included the following: (1) the English preschools had many advantages over the Arabic preschools in terms of all the seven domains ofthe teacher's questionnaire.(2) the Arabic speaking preschools are of lower quality in terms of all domains of the teacher's interview. These include: teachers' qualifications, experience, duties, wages, teacher-child ratio, type of curriculum, teaching approaches, appropriateness of the curriculum. (3) In terms of classroom observations, the overall mean EeERS score for the English speaking preschool sample was 6.00 compared to 4.8 for the Arabic speaking classrooms sample. (4) Qatari mothers of Arabic preschools children preferred the developmental goals rather than traditional goals to be part of their young children's education but within the Islamic religious and moral values. The findings lead to the conclusion that the Arabic speaking preschool curriculum in Qatar suffered from obvious drawbacks in all the domains studied which required serious consideration from the Ministry of Education and other institutions and organisations interested in early childhood education.

APA, Harvard, Vancouver, ISO, and other styles

46

Christoff, Andrea J. "LOCATING TEACHERS PERCEPTIONS AND PRACTICE OF GLOBAL CITIZENSHIP: A CASE STUDY OF THREE TEACHERS IN THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595237572025469.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Mazzarolo, Rachele <1992&gt. ""Care workers not by choice? The influence of national and international politics on Ukrainian female emigration in the last thirty years"." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/9780.

Full text

Abstract:

Le conseguenze di scelte politiche, guerre e progetti imposti dall’alto condizionano notevolmente le persone che decidono di emigrare. Questa tesi si concentra su una specifica categoria di migranti, sempre più presente in Italia: quella dei lavoratori domestici e di cura stranieri e, in modo particolare, delle badanti ucraine. Una descrizione generale sugli studi di genere e una spiegazione dei principali termini, che verranno utilizzati nel resto del lavoro, forniranno le basi teoriche successivamente ampliate nell’analisi del caso ucraino. La recente storia dell’Ucraina verrà perciò divisa in tre periodi; per ciascuno verranno considerati determinati eventi, che hanno contribuito in modo decisivo alla migrazione femminile del Paese: per gli ultimi decenni del ‘900 verranno considerati i cambiamenti provocati dalla dissoluzione dell’Unione sovietica; per quanto riguarda il primo decennio del nuovo secolo, verrà analizzato l’impatto che le politiche migratorie dell’Unione europea hanno avuto in un clima di generale instabilità interna; infine l’ultimo capitolo esaminerà gli effetti ancora incerti della recente annessione della Crimea alla Federazione russa e del conseguente conflitto nella parte orientale dell’Ucraina. L’obiettivo di questo elaborato è l’analisi dell’effetto che i grandi cambiamenti e la continua instabilità del Paese hanno avuto sulla difficile decisione presa da molte donne e mamme di lasciare le proprie famiglie per assicurare loro non solo una vita normale, ma soprattutto necessità primarie, come l’istruzione ai propri figli.

APA, Harvard, Vancouver, ISO, and other styles

48

Haddock, Lucy. "A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6282.

Full text

Abstract:

The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track

APA, Harvard, Vancouver, ISO, and other styles

49

Bolivar, Jose M. "Distributed leadership and social networks in the school-based development of the International Baccalaureate's Middle Years Program in a Venezuelan K-12." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; California State University, San Marcos, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3389297.

Full text

Abstract:

Thesis (Ed. D.)--University of California, San Diego and California State University, San Marcos, 2009.
Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 175-186).

APA, Harvard, Vancouver, ISO, and other styles

50

Mellors, Shaun Erland. "A donor baby : the birth of a community response – an oral history. The early years of the International HIV/AIDS Alliance (AIDS Alliance)." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86592.

Full text

Abstract:

Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Two parallel processes contributed to the formation of the International HIV/AIDS Alliance (the Alliance) in 1993 – one under the auspices of the World Health Organisation and its “NGO Support Programme” and the other being the coming together in 1991 of a group of donors under the auspices of the Rockerfeller Foundation in an attempt to define a mechanism that would channel funds to community groups in the South. It was a difficult period of the HIV epidemic – communities were struggling to cope with the effects of HIV, science was unable to advance its efforts to find a vaccine and progress into different forms HIV treatment was moving slowly. The two processes came together almost fortuitously, as key individuals were involved one way or another in both processes, and the work that had been done complemented and justified the need to combine energies, resources and creativity into making this mechanism work. The oral history brings to life some of the discussions and events that took place during the development of the Alliance. It provides insights into what key individuals were thinking, or how they acted during important, and at times frustrating, discussions. Because so little is captured about the conception phase (1991 – 1993), the oral history focusses on capturing the reflections and memories of those who were involved during this period, to ensure that history accurately reflects what happened – or at least offers real and lived perspectives. The case study reviews the start-up phase (1994 – 1996) and provides insights and perspectives into key decisions and the all-important external evaluation, which was a turning point for the organisation. The external evaluation led to and informed the scale-up period (1997 – 2000) and the oral history reflects on a number of key themes that shaped the organisations work and laid the foundation for its next ten years.
AFRIKAANSE OPSOMMING: Twee parallelle prosesse het bygedra tot die vorming van die Internasionale HIV/AIDS Alliance (The Alliance ) in 1993 - een onder die vaandel van die Wêreld Gesondheid Organisasie en die " NGO Support Program " en die ander is die bymekaar kom van 'n groep skenkers onder die coordinatie van die Rockerfeller Foundation in 1991. Hulle het saamgekom in 'n poging om 'n meganisme te definieer wat fondse sal kanaliseer naar gemeenskap groepe in die Suid. Dit was 'n moeilike tyd die MIV-epidemie - gemeenskappe sukkel met die gevolge van MIV , wetenskap was nie in staat om hulle pogings om 'n entstof teen MIV en vooruitgang in behandeling het stadig gevorder. Die mondelinge geskiedenis bring aan die lewe 'n paar van die besprekings en gebeure wat plaasgevind het tydens die ontwikkeling van die Alliance. Dit bied insig in wat individue dink , of hoe hulle opgetree het tydens belangrik , en by tye frustrerend, besprekings. Omdat daar so min gevang oor die konsepsie (1991 - 1993), fokus die mondelinge geskiedenis op die vaslegging van die refleksies en herinneringe van diegene wat gedurende hierdie tydperk betrokke was. Die gevallestudie gee ‘n oorsig van die begin fase (1994 - 1997) en bied insigte en perspektiewe in belangrike besluite en die eksterne evaluering , wat 'n keerpunt vir die organisasie was. Die eksterne evaluering het gelei tot die “scale up” tydperk (1997 - 2000) en die mondelinge geskiedenis weerspieël op 'n aantal van die belangrikste temas wat die grondslag gelê vir sy volgende tien jaar.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'INTERNATIONAL YEARS'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles