Abstract
This is the first of three chapters that map the policy terrain in relation to the adoption, production and enactment of the IBPYP curriculum policy reform in three remote international schools in Indonesia. Pseudonyms are used for all case study sites and for participants within the cases. The chapter opens by providing a profile of the particular case study setting. It then outlines the findings from policy analysis at the site. These findings are grouped with reference to the four contexts of the ‘policy trajectory’ framework, namely, the contexts of influences, policy text production, practices, and outcomes.
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References
IBO. (2003a). Programme standards and practices. Cardiff: IBO. www.ibo.org/documentlibrary/programmestandards. Accessed 30 Mar 2006.
IBO. (2003b). IB learner profile booklet. Cardiff: IBO. www.ibo.org/ibla/conference/…/TheLearnerProfileinActionFabian.ppt. Accessed 30 Mar 2006.
IBO. (2005). Programme standards and practices. Cardiff: IBO. Retrieved from www.ibo.org/documentlibrary/programmestandards/documents/progstandards.pdf
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Ledger, S., Vidovich, L., O’Donoghue, T. (2014). Case Study One: Satu International School (SIS). In: Global to Local Curriculum Policy Processes. Policy Implications of Research in Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-08762-7_5
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DOI: https://doi.org/10.1007/978-3-319-08762-7_5
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