Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China

Wright, Ewan

doi:10.1007/s11159-014-9404-6

Cited by 40 publications

(21 citation statements)

References 10 publications

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“…Studies have examined stakeholders’ perceptions of the curriculum associated with the DP. Wright and Lee (2014) found that students and teachers appreciated the freedom provided by the DP for students to explore their interests. In other studies, students reported that the DP offers a curriculum framework that allows them to experience a balanced education (Tarc & Beatty, 2012) and study concepts in depth (Taylor & Porath, 2006).…”

Section: Resultsmentioning

confidence: 99%

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

Dickson

Perry

Ledger

2018

Jnl of Research in Internatl Education

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International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders' perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

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Section: Resultsmentioning

confidence: 99%

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

Dickson

Perry

Ledger

2018

Jnl of Research in Internatl Education

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“…Walker and Cheong (2009) examined how 10 primary international school leaders in Hong Kong reflecting on leadership in their schools, reported difficulties associated with leading the learning of students from different national and cultural backgrounds. Furthermore, although their studies did not specifically focus on leadership challenges in international schools, Wright and Lee (2014) and Bryant, Walker, and Lee (2016) pointed to cultural challenges associated with parental expectations on school mission. Blandford and Shaw (2001) offered a list of features characterizing leadership challenges in international schools that included the following:…”

Section: International Schools: Definitions and Rationalementioning

confidence: 99%

Dissonance Between the “International” and the Conservative “National”: Challenges Facing School Leaders in International Schools in Saudi Arabia

Hammad

Shah

2018

Educational Administration Quarterly

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This article seeks to investigate the leadership challenges in international schools in one region in the Kingdom of Saudi Arabia (KSA). It particularly examines the dissonance between the more liberal approaches to education prevalent in international schools and the conservative nature of those observed in the Saudi context, unveiling the challenges that this posed for school leaders. Research Methodology: In view of the sensitive and complex nature of the study, it was designed as an exploratory study located within qualitative paradigm, using interviewing for data generation. Individual, semistructured interviews were undertaken with 10 senior leaders from five international schools located in Al-Ahsa Governorate in KSA. Findings: The study highlighted a number of complex challenges faced by international school leaders in KSA mainly linked to issues such as sex segregation, Saudization, and parental expectations. The study also unveiled two coping strategies developed by school leaders-namely, compliance and circumvention.

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“…That is, despite having internationally diverse student and staff bodies, students may have limited opportunities to interact with other socio-cultural groups in China. This can be exacerbated by a concentration of students residing in expatriate housing compounds and language barriers (Wright and Lee, 2014b). Fourth, as will be emphasized in this paper, aided by substantial economic resources the schools are elite in academic terms.…”

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confidence: 92%

Moving from elite international schools to the world’s elite universities

Wright

2016

International Journal of Comparative Education and Development

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Purpose – The purpose of this paper is to explore how elite International Baccalaureate Diploma Programme (IBDP) schools in China function as a channel for international student mobility to leading universities around the world. Design/methodology/approach – To achieve this, the authors conducted a mixed-methods study combining quantitative analysis of 1,622 students’ university destinations and qualitative analysis of interview data from five high performing and high tuition fee IBDP schools in China. Findings – Results indicate that the IBDP in China can be conducive to a form of “elite international student mobility” for some students with 30 percent of participants attending one of the top 50 ranked universities globally. As an explanation, interview data points to the strong reputation of the program, the provision of structured opportunities for students to demonstrate “additional skills,” and the abundant resources of elite schools. Originality/value – The authors provide a critical discussion about the implications of the IBDP’s function for “elite international student mobility” in connection with social contexts surrounding these international International Baccalaureate schools in China. In so doing, the discussion tackles two issues from a critical perspective: the role elite international schools in accelerating educational inequalities and challenges to authentic learning experience when elite schools play the “university admissions game.”

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Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China

Cited by 40 publications

References 10 publications

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

Dissonance Between the “International” and the Conservative “National”: Challenges Facing School Leaders in International Schools in Saudi Arabia

Moving from elite international schools to the world’s elite universities

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