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020 _a9783319087627
_9978-3-319-08762-7
024 7 _a10.1007/978-3-319-08762-7
_2doi
035 _ato000543776
040 _aSpringer
_cSpringer
_dRU-ToGU
050 4 _aLC8-6691
072 7 _aJNF
_2bicssc
072 7 _aEDU034000
_2bisacsh
082 0 4 _a379
_223
100 1 _aLedger, Susan.
_eauthor.
_9451264
245 1 0 _aGlobal to Local Curriculum Policy Processes
_helectronic resource
_bThe Enactment of the International Baccalaureate in Remote International Schools /
_cby Susan Ledger, Lesley Vidovich, Tom O'Donoghue.
260 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _aVIII, 217 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aPolicy Implications of Research in Education ;
_v4
505 0 _aChapter 1: Introduction -- Chapter 2: The Context -- Chapter 3: Literature -- Chapter 4: The Research Approach -- Chapter 5: Case Study One: Satu International School (SIS) -- Chapter 6: Dua International School (DIS) -- Chapter 7: Case Study Three: Tiga International School (TIS) -- Chapter 8: Discussion -- Chapter 9: Conclusion -- Index.
520 _aThis book explores the dynamics of curriculum policy processes involved in the adoption, production and enactment of the International Baccalaureate Primary Years Programme (IBPYP), accredited by the International Baccalaureate Organization (IBO). It addresses deficits in current literature and provides insight into and the complexities involved within a framework that takes cognisance of the relationships between global, regional, national and local levels of education policy processes. In doing so, it contributes to the current body of research on international education, remote education and policy processes. The IBPYP is one of the three programmes that go to make up the increasingly popular suite of programmes offered by the IBO. Given the exponential growth of international schools caused by an ever changing globalized world and a mobile workforce, international curriculum policy is becoming more complex. This has lead to a recognition of the need for a range of policy analysis studies in the field. The study presented in this book was conceptualised in the light of such recognition. This relatively uncharted field has been explored by focusing on one of the most ‘unusual’ settings. Accordingly, the adoption, production and enactment of the IBPYO at three remote international schools has been examined. The study also addresses how the phenomena of ‘international schools’ and ‘remote schools’ complement or compete with, each other. This results in a better understanding of the educational policies informing both ‘international schools’ and ‘remote schools’ and the interconnectivity that might exist between them.
650 0 _aeducation.
_9566270
650 0 _aCurriculum planning.
_9128853
650 1 4 _aEducation.
_9566271
650 2 4 _aEducational Policy and Politics.
_9312714
650 2 4 _aInternational and Comparative Education.
_9314990
650 2 4 _aCurriculum Studies.
_9304266
700 1 _aVidovich, Lesley.
_eauthor.
_9451265
700 1 _aO'Donoghue, Tom.
_eauthor.
_9451266
710 2 _aSpringerLink (Online service)
_9143950
773 0 _tSpringer eBooks
830 0 _aPolicy Implications of Research in Education ;
_9448976
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-08762-7
912 _aZDB-2-SHU
999 _c401774