Browsing by Subject "International Baccalaureate"

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Open Access
Assessing international mindedness in staff at an IB PYP school in Erbil
(2017-03) MacPherson, Alanna
This action research explored using an assessment tool to assess international mindedness with the multi-cultural and multi-lingual staff of one International Baccalaureate Primary Years Programme (IB PYP) school in Northern Iraq. The study went on to explore the staff’s reactions to and reflections on the tool and international mindedness as well as the administrators’ reactions and reflections on the analysis of the staff responses. The study gathered data from staff using surveys before taking the Global Competence Aptitude Assessment (GCAA) and used surveys and focus group interviews to gather data after the GCAA was completed. The data analysis from the GCAA found a significant difference in international mindedness between two groups of staff members – those from Iraq and surrounding countries (Turkey, Greece, Azerbaijan) and staff from Western countries. Staff from both groups found the GCAA to be written from a Western business perspective and they disliked the style and amount of questions in the GCAA. Administrators at the school reflected that information from the GCAA could lead to the development of a more internationally minded teacher induction program and on-going professional development about international mindedness in the school. The PYP coordinator, as the action researcher, found that the GCAA and focus group interviews identified gaps in the understanding of international mindedness of the staff. Identifying the gaps in understanding completed the first part of the action research cycle that can then lead to further discussion and development of the meaning of international mindedness across the school and how that meaning is developed further.
Open Access
CAS reflection implementation at six international baccalaureate diploma programme schools in Turkey
(2015) Perry, Stirling
The Creativity, Action, Service (CAS) program is a required experiential learning element of the International Baccalaureate (IB) Diploma Programme (DP) curriculum. As a means of connecting their experiences with learning, students are required to reflect on their CAS activities. If reflection is not implemented effectively, then students are less likely to internalize the lessons they learn from their experiences. This study examined the ways in which CAS program reflection was implemented at six IBDP schools in Turkey. With a research colleague, I visited the six schools, gathering data from interviews with students, teachers, and administrators, as well as collecting a number of documents related to their CAS programs. According to other research, effective reflection should be implemented using a variety of methods, should occur before, during, and after an experience, and should involve regular feedback from advisors/teachers. The results of my research show that most schools rely primarily on simplistic forms, which do not encourage much authentic reflection, such as periodic essays or verbal interactions between advisors/teachers and students, which can be effective if done correctly. Some aspects of reflection implementation at many schools do not align with the recommendations of prior research. As such, I have made certain prescriptions as to how reflection should be implemented, based on my own and others’ research. Key words: creativity, action, service, CAS, International Baccalaureate, IB, Diploma Programme, DP, reflection, implementation, Turkey, school, experiential learning.
Open Access
An exploratory study into student and teacher perspectives of how the theory of knowledge course supports language development
(2017-06) Örge, Denizcan
The Theory of Knowledge (TOK) is one of the most challenging courses offered by the International Baccalaureate Diploma Programme (IBDP). By design, TOK is a course that requires students to exhibit a high level of English language proficiency. However, since students whose first language is not English also take this course, it is not known if and how TOK teachers support students' language development. To that end, the purpose of this exploratory study is to gain insights into language teaching practices implemented by teachers of the Theory of Knowledge (TOK) course. Language supports and teaching techniques of teachers were investigated in eight IBDP schools: six from Turkey, one from Lebanon and one from Sweden. Data collection from 305 students and 18 teachers took place via student and teacher surveys that were developed to look into classroom practices considerate of multilingualism and international-mindedness. The surveys yielded a response rate of 85%. Students' level of English, number of languages spoken and the school type they attended were used as factors to analyze language teaching practices. The results of the study reveal that the most popular language teaching practices are whole class discussion, small group discussion groupwork and use of visual aids, as reported by students. The results of the study also indicate that pairwork and Q&A are used more commonly in national schools than international schools. Language supports used for students’ language development are implemented more effectively in national schools, in comparison with international schools.
Open Access
An exploratory study of a student-centered course in International Baccalaureate Diploma Programme (İBDP) schools : how is theory of knowledge (TOK) implemented to support intercultural sensitivity?
(2017-04) Özakman, Tansu
This study investigated the factors that affect students’ intercultural sensitivity scores and their self-rated Theory of Knowledge (TOK) aims along with their perspectives on the implementation of TOK. The participants were 305 International Baccalaureate Diploma Programme (IBDP) year 1 students from six different schools in Turkey, one in Sweden and one in Lebanon. A questionnaire was used to collect data and was composed of four sections: open-ended and multiple-choice questions to collect demographic information; a Likert item scale to gather information about participant school culture and international mindedness; another Likert item scale about TOK classrooms; and Intercultural Sensitivity Scale. Both qualitative and quantitative analysis were done in order to explore students’ perspectives on their school culture, implementation of TOK course, their self-rated intercultural sensitivity scores and TOK outcomes. The qualitative analysis contributed to the exploration of the participant school cultures and differences between the participant students. In addition, quantitative analysis, a one-way ANOVA and independent samples t test, helped to explore students’ self-rated IS scores and TOK aims. The findings indicated that there is a statistically significant difference between students’ self-rated IS scores and their perceptions on TOK aims achieved. The results showed that students with higher IS scores have more positive attitudes about implementation of TOK course as they have higher self-rated TOK aims. According to the findings, international experience and school type influence students’ IS scores. Even though it was assumed that students in international schools would have higher self-rated IS, it was discovered that students in national schools have relatively higher IS scores. However, in terms of students’ self-rated TOK aims, it was revealed that students’ international experience and the school type do not influence their self-rated TOK outcomes. The study contributes to the existing literature by having studied IS level differences between students who have more international travel experience and those who have less international travel experience and students from schools with mostly national peers and those who have more international peers. It also contributes to TOK literature by exploring factors such as IS scores, international travel experience and school type, which may affect students’ self-rated TOK aims.
Open Access
Forms of support for and challenges to fostering international-mindedness: perspectives about the International Baccalaureate Diploma Program from different school contexts
(2018-06) Metli, Akın
This study investigates students’, teachers’ and the International Baccalaureate Diploma Program coordinators’ perceptions of forms of support for and challenges to international-mindedness. It specifically investigates how the International Baccalaureate Diploma Program core components: Creativity, Activity, Service, Theory of Knowledge, and Extended Essay foster the pillars of international-mindedness (multilingualism, intercultural understanding and global engagement). The research used mixed methods to explore perceptions of international-mindedness within three schools in Istanbul, Turkey. The qualitative phase used semi-structured interviews, focus groups, lesson observations, and document review. The quantitative phase applied a pre and post-test design to measure intercultural understanding and the global engagement. The quantitative portion of the study compared data from schools with a Turkish (national) student body to a school that had more international staff and students and found no significant difference between and among students’ pre and post levels of intercultural understanding and global engagement in terms of improvement after one year of International Baccalaureate Diploma Program education. The study identified ways intercultural understanding and global engagement are fostered as well as various factors that undermined the implementation of international-mindedness. Regarding the three pillars of international-mindedness, the study revealed examples of the core components (especially about global knowledge, intercultural issues and community service) work to foster intercultural understanding and global engagement. The role of multilingualism and its relation to the other pillars was less clear, resulting in a reinterpretation of the international-mindedness conceptual framework used to guide the study. The revised framework illustrates that intercultural competence and global engagement should be the main components, supported by knowledge, skills, dispositions, and agency related to international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international mindedness is implemented in different schools and to develop strategies to support global citizenship pedagogy in other regions of the world.
Open Access
International Baccalaureate teacher profile: insights from a continuum school
(2020-08) Keser, Özlem
Through a case study research design in an International Baccalaureate continuum school, this study explored teachers’ perceived profile attributes using qualitative and quantitative research methods. First, 83 teachers participated in a questionnaire that consisted of two parts. The results were analyzed and accordingly an interview was implemented with six teachers out of 83 participants. In the first part of the questionnaire, the majority of IB teachers in the case reported to be an inquirer teacher. However, in the second part of the questionnaire, teachers indicated they were capable of being knowledgeable more than the other attributes. These differences and other aspects of the questionnaire were discussed with selected interviewees to deepen the understanding in the case. The results of the study gave insights into International Baccalaureate teachers’ profile and teaching practices in relation to reflections about the International Baccalaureate Learner Profile. In light of these insights, the study provides suggestions for International Baccalaureate teachers, educators, administrators, and recruiters.
Open Access
Investigating the impact of international general certificate of secondary education scores and gender on the diploma programme scores in mathematics and science
(2014) Yağız, Burcu
Inspired by their goal for a well-rounded education in a world that has become more globalized, an increasing number of schools in the United States, Europe and other parts of the world have been adapting the philosophy and curricula of international schools. While there have been several studies to support Diploma Program as an established curriculum at the senior high school level, there has been little evidence that would support any particular curriculum at the junior high school level. The purpose of this study was to investigate the relationship between external examination scores of International General Certificate of Secondary Education and those of Diploma Program. A purposive sample was drawn from high school students who attended a private international school in a major metropolitan city in Turkey (N = 250). Data were analyzed with a multiple regression approach. Statistically significant and relatively strong relationships were found between external examination scores, both in mathematics and science.
Open Access
Language learning strategies in bilingual context: a case study
(2017-05) Eteke, Ceren
This study aims to investigate the language learning strategies (LLSs) employed by 118 high school students, ranging between 14 and 18-year-olds and receiving bilingual education, for identifying the commonly used direct and indirect strategies and if the use of LLSs differs with respect to age, gender, grade level, proficiency level and importance given to proficiency. The data were collected through Strategy Inventory for Language Learning (SILL, Version 7.0) from a high school offering bilingual degrees in Ankara. The results of the study revealed that memory and metacognitive strategies are the most, but compensatory and affective strategies are the least preferred strategies, and that the use of some of the sub-categories of LLSs differs depending on age, gender, grade level, proficiency level and importance given to proficiency. Also, bilingual high school students, generally, at younger ages, who are female, at lower grades, with lower proficiency level, and who consider their proficiency as “very important tend to utilize LLSs more.
Open Access
Relationship between IB DP English scores, english proficiency exam scores and student selection examination scores : a correlational study
(2015-01) Biçer, Eray
English language teaching has become one of the most inseparable parts of Turkish National Education Curriculum. With the emergence of international programs such as International Baccalaureate, International General Certificate of Secondary Education and Advanced Placement English language teaching and language proficiency gained new perspectives in Turkey and around the world. While the English curriculum in Turkish national system focuses on receptive and productive skills; reading, listening, writing and speaking, the curriculum of international programs focus more on critical thinking skills in the target language. The question of how well a student who received IB Diploma Programme English education can perform in a standardized English proficiency test which focuses on critical thinking skills rather than four skills remains unanswered in Turkish context. This study aimed to explore the relationship between IB DP English scores, a standardized English test scores (COPE) and student Selection Examination (OSS) scores of Bilkent Erzurum Laboratory School graduates. This study was completed by using the IB DP English, COPE and SSE scores of 119 students as instruments. The data were analysed with correlational analysis approach. Statistically significant relationships were discovered between COPE exam scores and IB predicted grades.
Open Access
The effect of the International Baccalaureate Diploma Programme on the International Baccalaureate learner profile attributes of Turkish high school students
(2023-12) Cinli, Ülfet Burcu
The International Baccalaureate (IB) programme follows a model that connects child development to cognition and metacognition (Bullock, 2011). The IB Learner Profile (IBLP) attributes are the way IB ensures that both aspects of education are a part of IB education. This study investigates to what extent the IB Diploma Programme (IB DP) impacts student acquisition of IBLP attributes and its interaction with the personality traits of conscientiousness and openness. Participants (N = 180) were chosen from the same school and were grouped as either IB DP or non-IB students. Inherent personality traits conscientiousness and openness to experience from the Big Five Inventory (BFI) were used as covariates. Furthermore, the IB DP is analysed to investigate if IB DP can substitute low personality traits. Findings support the following: (1) the IB DP students score higher for knowledgeable, inquirer, and open-minded IBLP attributes, (2) When inherent personality traits are controlled, the IB DP students score higher for the inquirer and open-minded IBLP attributes.
Open Access
Theory of knowledge and the Turkish national curriculum : the dynamics of a new relationship
(2012) Harris, Glyn
This is an exploratory research study focusing on the International Baccalaureate’s Theory of Knowledge (TOK) programme in Turkish schools, all of whom deliver the Turkish National Curriculum. In the study 26 staff and students from four private schools in Ankara, Turkey, completed surveys and interviews. The results show that although the TOK course provides many opportunities to address issues with student and teacher autonomy, and to fulfil newly reformed aims of The National Ministry of Education (MEB), difficulties with MEB course load and lack of collaboration mean that TOK is perceived and implemented as a periphery course. The study also reveals issues of communication within the schools, particularly in respects to the MEB curriculum reforms, and developments concerning the IB programme in Turkey.