This article develops a working model for international education in US public schools with consideration of the curricula and accreditation standards utilized by the broad group of overseas institutions known as `international schools'. It addresses the public international school identity question in a decade in which public schools in many states and countries are taking an increasing interest in international education and in nurturing globally-minded students; the article also proposes a web-based forum in which such a model can be further refined.
This article discusses commonalities that exist between two popular educational approaches that provide options for a wide range of student achievement levels, the Schoolwide Enrichment Model and the International Baccalaureate, especially the Primary Years Programme, in classroom practice. Introductions to the International Baccalaureate and Schoolwide Enrichment Model are presented, as is a discussion of commonalities in the two approaches related to the themes of overall school culture, student self-reflection, portfolios, and inquiry-based instruction. Both approaches have similar as well as different goals, and suggested ways to combine the approaches may help to refine the instruction and curriculum provided in both IB and the Schoolwide Enrichment Model.
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