عنوان

Making Meaning of IB Approaches to Teaching and Learning:

Number

TLpq2211480422

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Making Meaning of IB Approaches to Teaching and Learning:

General Material Designation

[Thesis]

First Statement of Responsibility

Taylor, Dale Orlando

Title Proper by Another Author

A Phenomenological Study of Teachers' Experiences Implementing the International Baccalaureate Diploma Programme

Subsequent Statement of Responsibility

Weschke, Barbara

Name of Publisher, Distributor, etc.

Concordia University (Oregon)

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

154

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

Concordia University (Oregon)

Text preceding or following the note

2019

Text of Note

The purpose of this qualitative phenomenological study was to explore how teachers perceive, make meaning of, and implement the International Baccalaureate Diploma Programme (IBDP). Best practices for effectively implementing the IBDP were also explored. A total of 10 teachers and coordinators who were new to IBDP and had implemented the program since 2015 were interviewed. These educators were outside their home countries in Macao, Malaysia, Qatar, and Turkey. The study was designed to answer two research questions. RQ 1 asked, How do teachers perceive, make meaning of, and individually construct their implementation of the IBDP according to Knowles et al.'s (2015) principles of andragogy? RQ 2 asked, What factors do teachers believe best contribute to their implementation of the IBDP? Nine themes emerged from the data analysis: value of the IBDP, understanding assessment, mentoring, collaboration, effective training, continuous reading, insecurity of assessment, applying and refining new knowledge through practice, and time. The strong need for collaboration and mentoring has been clearly articulated by the participants. There is a definite need for more research about the topic of IBDP implementation. However, this study begins to explore the elements of perceiving and making meaning of the IBDP, and suggests strategies for effectively implementing the IBDP while giving voice to the practitioners who do already implement the IBDP.

Educational administration

Educational leadership

Taylor, Dale Orlando

Weschke, Barbara

Electronic name

p

[Thesis]

276903

a

Y