Structures and programme supports for creativity, action, service in the International Baccalaureate Diploma Programme: an implementation study in Turkey

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dc.citation.epage136en_US
dc.citation.issueNumber2en_US
dc.citation.spage120en_US
dc.citation.volumeNumber15en_US
dc.contributor.authorMartin, R. A.en_US
dc.contributor.authorTanyu, M.en_US
dc.contributor.authorPerry, S.en_US
dc.date.accessioned2018-04-12T11:02:28Z
dc.date.available2018-04-12T11:02:28Z
dc.date.issued2016en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractThis qualitative multiple-case study examined the implementation of an experiential learning component of an academic curriculum in six high schools in Turkey. Structures and supports that influenced programme implementation were examined using an implementation framework adapted from Durlak and Dupre. The study describes how the experiential learning programme is implemented. Findings indicate four areas that need ongoing attention: (1) supports for programme coordinators, (2) teacher training, (3) integration with academics and (4) school cultures that better support experiential learning. © 2016, © The Author(s) 2016.en_US
dc.identifier.doi10.1177/1475240916659722en_US
dc.identifier.issn1475-2409
dc.identifier.urihttp://hdl.handle.net/11693/37086
dc.language.isoEnglishen_US
dc.publisherSAGE Publications Ltden_US
dc.relation.isversionofhttps://doi.org/10.1177/1475240916659722en_US
dc.source.titleJournal of Research in International Educationen_US
dc.subjectExperiential learningen_US
dc.subjectImplementation theoryen_US
dc.subjectInternational Baccalaureate Diplomaen_US
dc.subjectPositive youth developmenten_US
dc.subjectSchool cultureen_US
dc.titleStructures and programme supports for creativity, action, service in the International Baccalaureate Diploma Programme: an implementation study in Turkeyen_US
dc.typeArticleen_US
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