Critical reflections on modern elite formation and social differentiation in the International Baccalaureate Diploma Programme in England

Outhwaite, Deborah; Ferri, Giuliana

doi:10.1080/03054985.2017.1329719

Cited by 15 publications

(4 citation statements)

References 24 publications

(19 reference statements)

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“…Conceptual and applied issues of the globalization of modern university education are discussed in Hashim (2017), Avralev and Efimova (2015) and Walker (2015). Peculiarities and problems of the provision and practical application of internationally recognized diplomas and the need for them are viewed in Belal (2017), Hilal (2018), Hill (2018), Outhwaite (2018), Outhwaite and Ferri (2017) and Wright et al (2017).…”

Section: Methodsmentioning

confidence: 99%

Possibilities and barriers for practical application of internationally recognized diplomas of remote education

Tyurina¹,

Troyanskaya²,

Ermolina³

et al. 2019

IJEM

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Purpose The purpose of this paper is to determine the possibilities and barriers of the practical application of internationally recognized diplomas of higher education. Design/methodology/approach The authors used SWOT analysis for determining preconditions and barriers as well as possibilities and threats that are related to the provision and practical application of internationally recognized diplomas of higher education and the method of modeling of socio-economic processes and systems for compiling a conceptual model of the provision and practical application of internationally recognized diplomas of higher education. Demand for the practical application of internationally recognized diplomas in modern Russia is determined with the method of analysis of statistical data (method of economic statistics). The information and analytical basis of the research consists of materials of the Federal State Statistics Service of the Russian Federation. Findings It is shown by the example of modern Russia that the practical application of internationally recognized diplomas is popular, and universities that provide remote education possess wide possibilities in the sphere of their provision, as they are characterized by high flexibility that allows them to adapt to the international standards of university education. The barriers of the practical application of internationally recognized diplomas of higher education are caused by the lack of clear and generally recognized international standards of university education, absence of entrepreneurial culture of application of internationally recognized diplomas and absence of international organization that certifies activities of universities and issues licenses for internationally recognized diplomas. Originality/value In order to overcome these barriers, the authors created a conceptual model of the provision and practical application of internationally recognized diplomas of higher education.

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Section: Methodsmentioning

confidence: 99%

Possibilities and barriers for practical application of internationally recognized diplomas of remote education

Tyurina¹,

Troyanskaya²,

Ermolina³

et al. 2019

IJEM

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“…-CHARAKTERYSTYKA I SPECYFIKA Badania nad międzynarodowymi programami kształcenia prowadzone były dotychczas głównie za granicą i dotyczyły wyłącznie perspektywy uczniów lub absolwentów (por. Maire, 2021; Wrighta i Lee, 2020;Outhwaite i Ferri, 2017;Resnik, 2014;Teokas, 2013;Doherty i Shield, 2012;Edwards i Underwood, 2012;Tarc, 2009). Natomiast w Polsce problematyka ta nie była naukowo eksplorowana, choć wydaje się perspektywicznym polem badań.…”

Section: Międzynarodowe Programy Kształceniaunclassified

Proces konstytuowania się świata społecznego nauczycieli szkół międzynarodowych – dylematy i wyzwania

Dobińska,

Kosiorek,

Leek

et al. 2024

rns

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Artykuł poświęcono procesowi segmentacji, zmierzającemu do wewnętrznego różnicowania się, a także wyłaniania subświatów w obrębie światów społecznych. Ramą teoretyczną poniższych rozważań uczyniono socjologiczną koncepcję światów społecznych Anselma Straussa. Przedmiotem podjętych analiz uczyniliśmy proces konstytuowania się świata społecznego nauczycieli szkół międzynarodowych w kontekście wyzwań oraz dylematów. Celem badań była rekonstrukcja mechanizmów umożliwiających wyłonienie się opisywanego świata społecznego, a także opisanie trudności doświadczanych przez badanych. Wykorzystując potencjał metodologii teorii ugruntowanej oraz przyjmując perspektywę interakcyjną, wyłoniono wymiary, w obrębie których badani doświadczają zawodowych trudności oraz dylematów. Okazuje się, że odczuwane napięcie mobilizuje nauczycieli do podejmowania określonych działań, umożliwiających radzenie sobie z codziennymi wyzwaniami, a to stymuluje wyłanianie się subświata. W niniejszych rozważaniach scharakteryzujemy trzy typy relacji nauczycieli: z uczniami, współpracownikami oraz otoczeniem (przedstawicielami innych światów społecznych).

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“…In expanding the education market in Poland, the most significant growth in the international school context was noticed with the appearance of new types of international schools within the public education sector, providing international programmes for local families seeking an alternative for their children (Leek, 2022). Research on international programmes has been conducted so far mainly in relation to students and schools as socio-cultural organizations (Doherty, Shield, 2012;Edwards, Underwood, 2012;Lee et al, 2014;Maire, 2021;Outhwaite, Ferri, 2017;Resnik, 2014;Siskin, Weinstein, 2008;Tarc, 2009;Theokas, 2013;Wright, Lee, 2020). Little is known about the professional development and learning of the teachers implementing international programmes, the functions of learning of teachers in International Baccalaureate schools, how teachers organize learning within an interdisciplinary curriculum, what is the specificity of their work in international schools, or what challenges these teachers must deal with.…”

Section: Introductionmentioning

confidence: 99%

Mutual Learning Community: Teachers’ Opinions about Their Learning Possibilities in Schools Implementing International Programmes

Rojek

Leek

Kosiorek

et al. 2023

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The purpose of the study is to identify teachers’ opinions on their learning opportunities in schools implementing the following international programmes in Poland: International Baccalaureate (IB), Advanced Placement (AP), and International General Certificate of Secondary Education (IGCSE). The study was conducted using the diagnostic survey method on a group of 103 teachers. The theoretical basis was Wenger’s (1998) model of learning in communities of practice, which assumes that adult learning (in this case, teachers) can be analyzed in four areas: (1) Belonging, (2) Doing, (3) Becoming, and (4) Experiencing. Therefore, the socio-cultural situation of teachers and their common but specific educational practices conditioned by the specificity of international schools were adopted. The results show that teachers do not feel fully prepared to work after graduation, they use the knowledge and skills acquired in the workplace more often than that acquired during studies, and international programmes create favourable conditions for their learning and professional development. Teachers form a learning community at three levels: school, national, and international. Thus, they form a type of community of communities that Wenger calls a ‘constellation’.

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Critical reflections on modern elite formation and social differentiation in the International Baccalaureate Diploma Programme in England

Cited by 15 publications

References 24 publications

Possibilities and barriers for practical application of internationally recognized diplomas of remote education

Possibilities and barriers for practical application of internationally recognized diplomas of remote education

Proces konstytuowania się świata społecznego nauczycieli szkół międzynarodowych – dylematy i wyzwania

Mutual Learning Community: Teachers’ Opinions about Their Learning Possibilities in Schools Implementing International Programmes

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