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020 |a9783319087627|9978-3-319-08762-7
024 7 |a10.1007/978-3-319-08762-7|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC71-188
072 7|aJNF|2bicssc
072 7|aEDU034000|2bisacsh
072 7|aJNF|2thema
082 04|a379|223
090 |aDK/13288
100 1 |aLedger, Susan.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aGlobal to Local Curriculum Policy Processes|h[electronic resource] :|bThe Enactment of the International Baccalaureate in Remote International Schools /|cby Susan Ledger, Lesley Vidovich, Tom O'Donoghue.
250 |a1st ed. 2014.
264 1|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
347 |atext file|bPDF|2rda
490 1 |aPolicy Implications of Research in Education,|x2543-0297 ;|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 and state.
650 0|aInternational education .
650 0|aComparative education.
650 0|aEducation|xCurricula.
650 14|aEducational Policy and Politics.
650 24|aInternational and Comparative Education.
650 24|aCurriculum Studies.
700 1 |aVidovich, Lesley.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aO'Donoghue, Tom.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9783319087610
776 08|iPrinted edition:|z9783319087634
776 08|iPrinted edition:|z9783319355177
830 0|aPolicy Implications of Research in Education,|x2543-0297 ;|v4
856 40|uhttps://doi.org/10.1007/978-3-319-08762-7
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)