Overview
- Authors:
-
-
Susan Ledger
-
School of Education, Murdoch University, Perth, Australia
-
Lesley Vidovich
-
The University of Western Australia Graduate School of Education, Crawley, Australia
-
Tom O'Donoghue
-
Graduate School of Education, University of Western Australia, Nedlands, Australia
- Provides in-depth insights into the dynamics of international education based on extensive review of contemporary literature and first hand experiences
- Draws together comparative and international education, policy analysis and curriculum theory in an under-researched field
- Has an excellent balance between the macro-dynamics of globalisation and the micro-level analyses of the IBO in the context of more remote international schools
- Includes supplementary material: sn.pub/extras
Access this book
Other ways to access
Table of contents (9 chapters)
-
Front Matter
Pages i-viii
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 1-15
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 17-36
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 37-56
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 57-83
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 85-107
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 109-133
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 135-151
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 153-186
-
- Susan Ledger, Lesley Vidovich, Tom O’Donoghue
Pages 187-203
-
Back Matter
Pages 205-217
About this book
This 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.
Authors and Affiliations
-
School of Education, Murdoch University, Perth, Australia
Susan Ledger
-
The University of Western Australia Graduate School of Education, Crawley, Australia
Lesley Vidovich
-
Graduate School of Education, University of Western Australia, Nedlands, Australia
Tom O'Donoghue