International Baccalaureate schools

This document, IGCSE vs IB: Understanding the Differences, provides a detailed comparison between two of the most recognized international education programs — the IGCSE (International General Certificate of Secondary Education) and the IB (International Baccalaureate). It explores how the IGCSE, designed for students aged 14–16 by Cambridge Assessment International Education, offers a subject-specific and flexible curriculum that allows students to specialize in chosen academic areas. In contrast, the IB is a comprehensive K–12 program that includes the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP), focusing on holistic learning, critical thinking, and global awareness.

The presentation covers key aspects such as curriculum structure, assessment methods, subject choices, program length, educational philosophy, and global recognition. Readers will gain insight into how IGCSE prepares students for targeted academic pathways, while IB develops well-rounded learners with interdisciplinary skills.

Whether you are a parent deciding on the right curriculum for your child, a student exploring your academic options, or an educator advising families, this side-by-side comparison serves as a practical guide for making an informed decision in 2025 and beyond.

This study explores the challenges encountered and the strategies employed by elementary teachers to foster inclusive learning environments for students with ADHD. Using a qualitative phenomenological design, data were collected through structured interviews with six purposively selected elementary school teachers from a private institution in Laoag City, Ilocos Norte. Thematic analysis revealed three primary challenges: behavioral disruptions, instructional and pedagogical gaps, and limited institutional support. In response, teachers utilized behavior management interventions, differentiated instructional strategies, and collaborative support mechanisms. These findings suggest that while teachers demonstrate adaptability and commitment, systemic limitations and lack of structured support hinder the full realization of inclusive practices for learners with ADHD. Hence, the study recommends professional development initiatives, provision of assistive teaching resources, and the implementation of comprehensive inclusion policies to enhance the effectiveness of ADHD-inclusive education in mainstream classrooms.

en las que se pidió a los alumnos que escogieran un mito e hicieran su comentario por escrito. La procedencia de los alumnos era de diversas titulaciones de letras a excepción de Clásicas. Dicho comentario tenía que cumplir los siguientes requisitos: 1) el comentario se había de basar en un fragmento de obra clásica; 2) el objetivo del comentario era demostrar la importancia del mito escogido para la cultura europea. Las referencias y el enfoque del trabajo dependieron plenamente del alumno. Este ejercicio ha proporcionado unos resultados interesantes que pueden ayudar a entender el significado que tiene la mitología para los jóvenes universitarios.

InSEA ART Education VISUAL Journal IMAG intends to provide a visual platform, which, in line with the constitution of InSEA, will help foster international cooperation and understanding, and promote creative activity in art through sharing experiences, improving practices, and strengthening the position of art in all educational settings. IMAG is an international, online, Open Access and peer-reviewed e-publication for the identification, publication and dissemination of art education theories and practices through visual methods and media.

En el presente trabajo pretendemos acercar un pasaje de las Historias de Heródoto a los estudiantes de la asignatura Griego II de 2º de Bachillerato  y trabajar con ellos un léxico escogido sobre los colores para, posteriormente, plasmarlo en unas postales de estilo Pantone. Los ejercicios propuestos están planteados para llevarse a cabo en cinco sesiones, en las que los estudiantes deberán hacer una lectura en griego antiguo junto a su traducción, varios ejercicios léxico-etimológicos sobre vocabulario básico y sobre las tonalidades mencionadas en el texto, la creación de su propio recurso de postales del color y una evaluación final donde se plasmen los saberes aprendidos. Además, esta propuesta didáctica contempla la diversidad disfuncional en el aula, especialmente centrada en las personas daltónicas, y la transferencia que ofrece el texto escogido de dicho autor..

RESUMEN La civilización romana es considerada, junto con la griega, cuna de la civilización occidental. Sin embargo, Roma y su legado se han visto postergados a un puesto marginal dentro del sistema educativo actual, dando como resultado un conocimiento escaso e inexacto acerca de esta cultura. El presente trabajo tiene como objetivo realizar un repaso al tratamiento que las diferentes leyes educativas españolas han concedido a la enseñanza de la civilización romana, analizando su situación actual en las aulas de Secundaria y la importancia de su estudio. Finalmente, se incluye una propuesta didáctica en la cual quedan contempladas una serie de herramientas con las que trabajar esta disciplina en el aula, demostrándose así la importancia de la Historia de Roma a la hora de formar ciudadanos críticos.ABSTRACT The Roman civilization is considered, along with the Greek, the cradle of the Western civilization. However, Rome and its legacy have been relegated to a marginal position withi...

Present article aims to explain the basis nuances pertaining to the concept of Universal Design for Learning (UDL) and its possible application in inclusive class room setting. UDL is an instructional approach with flexible, interactive, proactive and multiple means of engagement in content delivery, students' reactions and assessment mechanism during the teaching and learning process. It incorporates the philosophy of need-based shifting of pedagogical aspects from text to audiovisual , traditional to blended & OER, one size fit curricula for all to need based varying, passive to interactive, mono content delivery & assessment system to multiple one. It also envisages for providing equal learning opportunities to all types of learners with regards to their varying abilities. Removal of architectural, pedagogical and curricular barriers from academic institutions is the fundament and inherent aspects of UDL. It addresses one's right to access the quality education as per his learning styles and approaches. However, inclusive education is also regarded for providing equal learning opportunities but with the limitations of not offering much options regarding pedagogical aspect of teaching and learning as UDL supposed to provide. In true sense, UDL has the potential to meet out the diverse need of learners of inclusive classroom setting and it may be regarded as the paradigm shift in inclusive education.

Purpose:this study offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand; international schools, however, suffer from an endemic culture of change and reinterpretation. The IB learner profile (IBLP) offers scope for consistency and an overarching ethos, and research finds that ‘buy-in’ to the IBLP and modelling of it in all aspects of school life are essential in achieving this. It emerges that buy-in to the IBLP in directors is split between the personal and the operational.Research method:This interpretive study explores IB directors in multiphase research over two years employing an aspect of critical phenomenology through the lens of the IBLP and Global Citizenship Education (GCE).Findings:Only one in six directors uses the IBLP in leadership. Generally, directors attribute the IBLP a junior status. Analysis through Bourdieu finds IB di...

The International Baccalaureate (IB) is a secular educational franchise, educating the globally advantaged and potential future leaders. Drawing on Bourdieu, this article involves original interpretivist research, reviewing data surrounding the international IB school and its educational leadership. It presents findings pertinent to the remarkable pervasiveness of Christianity and Christian values in the orientation of IB directors in a Western European context. IB directors foreground Christianity in their make-up. In the fluid global marketplace of IB schools, consistency is rare, and highly valued. Through Bourdieu, IB directors emerge as islands, with relative freedom from the State. They lead a secular school, with an implicit Christian orientation. The IB purposefully pluralises the culture of the IB experience through the IB learner Profile (IBLP). In the main, IB school leadership rejects the operational consistency of the IBLP and embraces pluralism through the consistency of Christianity. The international school is an incubator for Anglo Christian values providing cultural laundering, ontologically tied to the imperial gaze in this globalised neo-liberal schooling context: the international gaze.

UDL is an educational approach that aims to provide all students with equal opportunities to succeed. This method offers flexibility in how students access materials, engage with the content, and demonstrate their knowledge. As part of a broader movement to create a more accessible and usable world for everyone, including those with disabilities, UDL serves as a framework for designing classroom lessons that benefit all learners. It is a set of principles for curriculum development, providing a blueprint for flexible instruction that can be tailored to meet individual needs.When adopting a UDLapproach, teachers create flexible learning experiences to meet the needs of individual learners. They prepare the learning environment with adaptable methods, materials, and strategies, allowing them to better address the needs of every student. UDL offers all students the opportunity to access, participate in, and progress within the general education curriculum by reducing barriers to instruction. The present study explores the application of UDL to design lessons that effectively accommodate the variability of learners. Teachers play a crucial role in guiding learners through the integration of UDL principles, which emphasize providing flexible options and support to ensure that lessons aligned with academic standards are accessible to a diverse range of students in their classrooms. This article outlines a method for teachers to create lesson plans based on academic standards. By unpacking these standards and integrating UDL into the planning process, educators can establish precise objectives that align with academic standards. They can then devise adaptable teaching methods, assessments, and materials tailored to meet the diverse needs and preferences of all students. This approach supports both general educators and special educators in crafting inclusive lesson plans that cater to the learning requirements of every student, including those with disabilities.

Artykuł podejmuje problematykę programu matury międzynarodowej i jego obecności w polskich szkołach. W artykule zaprezentowano autorskie badania, w których wykorzystano dane publikowane przez International Baccalaureate Organization. Zebrane dane pozwoliły na prześledzenie zasięgu oraz dostępności programów matury międzynarodowej zarówno pod względem kryterium finansowego, jak i rozmieszczenia szkół realizujących program IB DP. Dane o rosnącej liczbie szkół przystępujących do realizowania programów IB DP oraz zwiększającej się liczby uczniów przystępujących do matury międzynarodowej pozwoliły wyciągnąć wnioski na temat wzrastającej dostępności oferty edukacyjnej związanej z międzynarodowymi programami edukacyjnymi, a zwłaszcza programem matury międzynarodowej w Polsce.

The study explores the leadership styles and strategies that most effectively enhance student learning outcomes in International Baccalaureate (IB) schools. Grounded in leadership theories such as transformational, transactional, and servant leadership, this research employs a mixed methods approach, including surveys, interviews, and observations, to gather comprehensive data from leaders in IB schools across various regions. Key findings indicate that transformational leadership, characterized by vision, inspiration, and professional development, is the most prevalent and positively correlated with higher student engagement and academic achievement. Transactional leadership shows mixed results, primarily influencing short-term academic goals through structured reward systems. Servant leadership, emphasizing community building and student well-being, also positively impacts student outcomes by creating a supportive school environment. The study underscores the critical role of effective leadership in educational settings, advocating for leadership development programs and inclusive decisionmaking processes to foster improved teaching practices and student performance. These findings provide valuable insights for educators and policymakers to enhance educational experiences and outcomes in IB and other educational contexts.

This study investigates the challenges and best practices in curriculum development and implementation within the International Baccalaureate (IB) framework. Drawing on a comprehensive literature review and empirical data, the research identifies key challenges faced by IB schools, including curriculum alignment with IB standards, teacher preparedness, resource allocation, student diversity, and assessment practices. The study highlights the importance of collaborative planning, continuous professional development, and inclusive practices as essential strategies for overcoming these challenges. Effective resource management and robust leadership are also identified as critical factors in facilitating successful curriculum implementation. The findings underscore the necessity of integrating interdisciplinary approaches and fostering a culture of collaboration among educators. The research contributes to the field of IB education by providing practical guidelines for enhancing curriculum development and implementation, ultimately aiming to improve educational outcomes and support the holistic development of students in a globalized context. The study concludes that visionary leadership, strong communication channels, and a supportive educational ecosystem are vital for the success of the IB curriculum, offering recommendations for future research to further explore these areas.

This article analyzes recent developments in the International Baccalaureate (IB) system, focusing on curriculum updates, assessment methods, and educational strategies. The IB has made significant strides in enhancing its programs to reflect contemporary educational research and global trends. Key updates in the Primary Years Programme (PYP) emphasize inquiry-based learning and student agency, while the Middle Years Programme (MYP) has integrated eAssessments for a more holistic evaluation of student achievement. The Diploma Programme (DP) has introduced new Mathematics courses to cater to varied interests, and the Career-related Programme (CP) has expanded its career-related studies. Additionally, there is a notable shift towards digital assessments and a strong emphasis on integrating social-emotional learning (SEL) and inclusivity into the curriculum. This study employs a mixed-methods approach, combining document analysis, surveys, and interviews to provide a comprehensive overview of these changes. Visual representations are used to illustrate these findings, highlighting the IB's ongoing commitment to providing a rigorous, relevant, and inclusive education.

This study investigates the role of school leaders in promoting cultural competence and global mindedness within International Baccalaureate (IB) schools. Cultural competence is defined as the ability to interact effectively with people from diverse cultural backgrounds, while global mindedness involves understanding and appreciating global interconnectedness and acting responsibly on a global scale. The research employs a mixed methods approach, integrating qualitative data from interviews and observations with quantitative survey data to provide a comprehensive analysis. Key findings reveal that school leaders actively promote these values through various curricular and extracurricular initiatives, such as integrating multicultural content, organizing international days, and facilitating exchange programs. Professional development for staff and community engagement, including parent involvement, are critical components of these efforts. However, leaders face significant challenges, including resource limitations, resistance to change, and the need to balance local and global perspectives. The study aligns with existing literature on culturally responsive teaching and global education while providing new insights into the specific strategies and challenges faced by IB school leaders. Recommendations for practice include enhancing community engagement, integrating multicultural content into the curriculum, and providing ongoing professional development. Policy implications suggest the need for funding and resources, comprehensive training programs, and support from IB organizations. Despite potential biases and constraints, such as self-reported data and a focus on experienced leaders in IB schools, the findings offer valuable contributions to the field. Future research should explore the perspectives of various stakeholders, conduct longitudinal studies on the impact of these initiatives, and compare practices between IB and non-IB schools. This study underscores the importance of educational leadership in fostering inclusive and globally minded educational environments, preparing students to be responsible global citizens.

This qualitative study aimed to investigate the strategies employed by grade 8 mathematics teachers when
teaching learners with disabilities in a mainstream classroom, with a specific focus on the Oshana Region in
Namibia. In pursuit of this objective, face-to-face interviews were conducted with 12 grade 8 teachers,
providing valuable insights into the practical approaches utilized in inclusive mathematics education.
The findings of this study revealed several key strategies utilized by these teachers to promote inclusive
education. Differentiated instruction emerged as a cornerstone, with teachers tailoring their teaching
methods to meet the unique learning needs of each student. Collaborative learning played a pivotal role,
fostering peer support and problem-solving. The integration of hands-on learning made abstract
mathematical concepts more tangible, and technology was effectively employed to engage students with
diverse learning styles. Scaffolded instruction provided structured support to facilitate student learning,
ensuring that each student received the right level of assistance. These strategies were underpinned by
inclusive education principles that recognized the unique strengths and challenges of every student, creating
an inclusive and welcoming learning environment.
In light of these findings, it is recommended that the Oshana Region Directorate of Education and the
Ministry of Education, Arts, and Culture (MoESC) collaborate to enhance teacher training in inclusive
education, allocate resources to support these strategies, and implement a comprehensive inclusive
education policy. Additionally, further research is needed to explore the long-term impact of inclusive
education practices on students' academic and social outcomes and to assess the effectiveness of inclusive
curriculum development and assessment practices in the region. These efforts will contribute to the
advancement of inclusive mathematics education in the Oshana Region and beyond.

InSEA ART Education VISUAL Journal IMAG intends to provide a visual platform, which, in line with the constitution of InSEA, will help foster international cooperation and understanding, and promote creative activity in art through sharing experiences, improving practices, and strengthening the position of art in all educational settings. IMAG is an international, online, Open Access and peer-reviewed e-publication for the identification, publication and dissemination of art education theories and practices through visual methods and media.

The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner's sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging 1 Corresponding author, responsible for conceptualization, methodology, supervision, writing-reviewing and editing. 2 Co-author, responsible for formal analysis and investigation, data curation, writing-original draft preparation, visualization.

This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom.

Considering the current reality that students with high-incidence disabilities are regularly placed in general education settings as the least restrictive environment, it is critical that educators continue to search for effective inclusive practices. The Universal Design for Learning (UDL) framework shows promise as a proactive method of creating inclusive classroom environments that meet the complex needs of students with high-incidence disabilities such as ADHD, highfunctioning autism, specific learning disabilities, and anxiety/depression. However, a review of the literature revealed that a gap in the research exists that identifies effective evidenced-based interventions that also align with UDL guidelines and recommended strategies for students with high-incidence disabilities. The current study utilized a single-subject, alternating treatments design with two middle school students to compare two iterations of the widely-used Check In Check Out program designed by Crone, Hawken, and Horner (2010). The purpose of this study was to answer the following research question: What are the effects of Check In Check Out (CICO) compared to Self-Guided Check In Check (SG-CICO) on academic engagement in a middle school inclusive setting for students with high-incidence disabilities? The study showed a slightly greater effect on on-task engagement for the Self-Guided Check In Check Out iteration. These results highlight the potential of the Self-Guided Check In Check Out method as a component of a universally-designed classroom for students with high-incidence disabilities. v Table of Contents Dedication .

This series of reports explores new forms of teaching, learning and assessment for an interactive world to guide teachers and policy makers in productive innovation. This ninth report proposes ten innovations that are already in currency but have not yet had a widespread influence on education. To produce the report, a group of academics at the Institute of Educational Technology at The Open University, UK, collaborated with researchers from the Artificial Intelligence and Human Languages Lab/Institute of Online Education at Beijing Foreign Studies University. A long list of new educational concepts, terms, theories and practices was proposed and then pared down to ten that have the potential to provoke major shifts in educational practice. Finally, ten sketches of innovative pedagogies were compiled, based on a review of published studies and other sources, and they are summarised below. It can also enable comparisons between word usage or concepts in different languages to help develop cultural awareness. Researchers maintain that there is a need for more corpora that are accessible, diverse and adaptable for language instruction. 5. A therapist chatbot ('Sometimes you need to talk things through, but everyone seems to have an opinion or analysis of your situation. All you need is someone who will listen and ask the right questions to help you figure things out. That's Wysa'

The significant increase in online learning, particularly in higher education, has raised questions about the methods instructional designers (IDs) consider to maximize learners' cognitive functioning and abilities. The literature suggests that Universal Design for Learning (UDL) offers students enhanced opportunities for engagement, expression, and academic performance. However, there is limited research measuring student perceptions on learning following the integration of UDL practices and subsequent course delivery modifications. This article discusses the integration of specific checkpoints within the three domains identified by the UDL framework. The exploratory case study identifies supports perceived to be instrumental in building students' capacity towards self-regulation, comprehension, and executive functions in an online learning environment.

This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom.

Voices of practitioners are often missing in research studies. This project focused on examining general education teachers' stories as they relate to implementation of Universal Design for Learning (UDL) framework and inclusion of students with moderate to severe intellectual disability. Seven general education teachers from Canada and the United States participated in this study. Narrative inquiry was utilized as a method of data gathering and analysis. Four themes emerged: designing for learner variability, talking about inclusion, teaming fosters success, and differing descriptions of UDL. Discussion of implications to research and practice is included.

This study explored vocational high school (VHS) students’ identity and investment during their English learning in the class at a private VHS in a rural area. The aim of this study was to understand how student identity impacted their investment in learning English. This study also attempted to seek factors that influenced students’ investment in learning English. To answer the research questions of this study, the narrative method was applied. This study involved six students from a VHS. The data were collected through semi-structured interviews and focus group discussions which was used to explore learning English at the VHS. The results revealed that the students had different ideas about their English learning. They are learning English outside the classroom, English necessity for future career, reluctant in learning English, perspective on future self. This study also revealed that the participants’ investment in learning English was hindered by five factors such as teaching m...

The presence of International Baccalaureate (IB) programmes in Australia has grown significantly over the past decade. Despite this, little critical research exists on the IB in Australia. This article provides an analysis of the IB currently in Australia, outlining the trends in growth across the various IB programmes over the last decade and compares this to international trends, including those of the Asia-Pacific region in which Australia is located. This profile is then contrasted against the profile of research that has been conducted into the IB in Australia during this same period. A discrepancy is apparent between implementation of the IB and critical analysis of that implementation. Much of IB practice in Australia therefore remains unresearched. Suggestions for future research to address this discrepancy are offered.

Wyatt, all experienced IB practitioners, gave valuable feedback on processes and IB administration. Dear friends were generous in providing food and lodging throughout my candidacy, much of which was undertaken at a distance from home. It is easy to overlook practical support, yet without it, the work would not be complete. Thank you to

This series of reports explores new forms of teaching, learning and assessment for an interactive world to guide teachers and policy makers in productive innovation. This ninth report proposes ten innovations that are already in currency but have not yet had a widespread influence on education. To produce the report, a group of academics at the Institute of Educational Technology at The Open University, UK, collaborated with researchers from the Artificial Intelligence and Human Languages Lab/Institute of Online Education at Beijing Foreign Studies University. A long list of new educational concepts, terms, theories and practices was proposed and then pared down to ten that have the potential to provoke major shifts in educational practice. Finally, ten sketches of innovative pedagogies were compiled, based on a review of published studies and other sources, and they are summarised below. It can also enable comparisons between word usage or concepts in different languages to help develop cultural awareness. Researchers maintain that there is a need for more corpora that are accessible, diverse and adaptable for language instruction. 5. A therapist chatbot ('Sometimes you need to talk things through, but everyone seems to have an opinion or analysis of your situation. All you need is someone who will listen and ask the right questions to help you figure things out. That's Wysa'

International education is an ambiguous term often used interchangeably as comparative education, development education and multicultural education. However, research shows that little attempt has so far been made to demarcate the boundaries of international education and clarify the concept. Consequently, most international schools who claim to provide international education all too often end up in providing just the same 'education' as any other school, because they fail to focus on the key components of international education which originally inspired the very concept. Therefore, in this paper, various paradigms for defining 'international education' and its original aspirations are explored in the light of historical accounts of international education and contemporary literature. The review showed that the concept was initially inspired by the need to promote mutual understanding among different countries, and the desire to enable socioeconomic mobility in the face of increasing globalization. Based on these concepts, 'international education' has been defined as education geared towards developing global citizenship by promoting internationalism and international-mindedness, and facilitating mobility of human resources in an increasingly global world by enhancing the competence and confidence of students. It is concluded that any educational programme or system that claims to be international must concentrate on the ideology of internationalism and the pragmatics of globalization.

conceptualization Riding and Rayner (1998), on the other hand, identify the dimensions as holist–analytic and verbal–imagery styles. By this they mean that when presented with a piece of information, some learners have a preference for grasping it as a whole concept, while others favour an atomistic, step-by-step approach. At the stage of internalization, some will use words to accommodate the new knowledge into their existing understanding while others prefer images or pictures. On the one hand, there have been efforts to categorize learners into preferred learning types, and to link these particular styles of learning (such as that which balances experiencing and conceptualizing) with the quality of learning outcomes in different contexts (see Heffler 2001, Mainemelis et al 2002). On the other hand, many educators question the trustworthiness of learning style categorizations (Swailes and Senior 1999, Garner 2000, Duffy and Duffy 2002, Henson and Hwang 2002, Coffield et al 2004) a...

We use the affordances of a supplemental digital literacy platform to study the dynamics of behavioral engagement and reading comprehension among middle-school students in remedial reading classes. All participating students (n ¼ 315) were identified by their schools as needing additional reading support; 56% received special education services. They used the digital literacy platform designed using the Universal Design for Learning (UDL) framework for approximately 1 hr per week for an academic year. Embedded indicators of activity in the digital platform captured whether and how students engaged with available text-related activities. Higher levels of behavioral engagement were not associated with improved reading comprehension in the sample overall. An interaction effect indicated that students who started the year with lower reading comprehension skills were likely to benefit more from higher reading-related behaviors and more use of text-to-speech than those starting with relatively higher comprehension skills.

Cosmopolitanism has recently received increased interest and representation in educational discourse and theory. Given the global and international emphases in cosmopolitanism, international schools might provide some clues and illustrations of cosmopolitanism influence in schooling. The way an international school articulates its purpose can provide insight into the general discourse about international schools and what each thinks its purpose is, real or imagined. Thus, the mission statements of sixty-seven international schools were analysed to measure the extent to which these schools articulated purposes consistent with dominant typologies and characteristics of cosmopolitanism. The data shows that while international schools show a dominant predilection toward cognitive and academic development, they also contain a significant number of cosmopolitan characteristics and an orientation toward the development of attitudes and emotional development that aid in intercultural unders...

This article proposes the application of the principles of Universal Design for Learning (UDL) as a framework for promoting inclusion in outdoor learning in primary school settings. The authors conceptualise outdoor learning, highlighting the potential for more child-initiated experiential learning. Yet this paper is not concerned only with outdoor learning, but with the inclusion of all learners in outdoor learning, through enactment of the curriculum in mainstream schooling. The diverse profile of children in primary schools calls on teachers to prepare teaching, learning and assessment activities to address a wide range of social, emotional, physical, cognitive and cultural needs. Contemporary researchers recognise outdoor learning as an effective pedagogy to promote inclusion and therefore reduce the barriers for full participation in the primary classroom. UDL is offered as a framework for planning outdoor learning to support delivery of curricula that are responsive to the nee...

TOWARDS THE DEVELOPMENT OF A COMMUNITY OF PRACTICE FRAMEWORK FOR FILIPINO TEACHERS IN ARIZONA, USA

ARIEL G. BELZA, Ph.D
Nogales Arizona, USA


Abstract - The primary purpose of this study was to determine the community of practices of Filipino teachers and their challenges and initiatives in a classroom setting. A mixed-method comprised of descriptive and evaluative was employed in this study. The participants were teachers handling students with special needs, particularly from Nogales Unified School District and the Diocese of Tucson. The e-survey questionnaires were the instrument used to gather the data. Findings showed that along with planning and instructions, teachers have limited time for classroom instructions, and they prepare a two-week lesson plan; for classroom management, teachers find students to have a short attention span, problems in creating a positive learning environment, setting expectations, and organizing lessons; for assessments, teachers modify test materials; and for community engagement, difficulty in providing real-life scenarios, collaboration among peers, crafting classroom activities that will fit their skills, and letting them attend some forums or pieces of training. The initiatives along with planning and instructions were collaboration, reflective and inquiry-based learning, peer tutoring, and one-on-one with the teacher; classroom management includes collaboration with peers, providing some ideas to help school activities, giving rewards, procedural mechanisms in both English and Spanish, providing good feedback; along with assessments, collaboration among teams to meet specific goals, teachers follow the accommodation plan, sending them to the guidance counselor's office to take an assessment, and meeting them with the intervention team-classroom teachers, and collaboration among and between stakeholders for community engagement.

Keywords - Community of Practice, Challenges, and Initiatives along with planning and instructions, classroom management, lesson planning, assessment, and community engagement

A language policy in an international school is a document that should state how language will be taught, learned, and used. In essence, a language policy can provide organization and cohesion for an international school as it works to deliver a curriculum to the students, and many students enrolled in international schools are English language learners (ELLs). This quantitative survey-based study aimed to investigate teacher adherence and knowledge of language policy in English-medium international schools. Also explored was the provision of professional development for working with ELLs and teacher self-efficacy when teaching ELLs in relation to language policy knowledge. Compared to previously reported data, key findings showed a rise in the percentage of teachers reporting their school had a language policy and a lower percentage of teachers reporting they were consistently following the policy. Additional findings were that less than half of the participants reported their school provided a medium or higher frequency of professional development for working with ELLs, and teachers who had knowledge of the language policy had higher self-efficacy levels when teaching ELLs than teachers who had no knowledge of a language policy.