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The International Baccalaureate in Australia and Canada: 1980-1993Bagnall, Nigel Fraser Unknown Date (has links) (PDF)
This dissertation is a study of the International Baccalaureate(IB) in the education systems of Canada and Australia. The IB has been described as a world movement. The number of global institutions and social movements are increasing greatly in the 1990s. The thesis looks at the historical development of the IB, recent developments of the IB in Canada and Australia and develops the claim that the IB has become a provider of global cultural capital. The theoretical paradigm adopted is that of Pierre Bourdieu. Conclusions of the study are: / 1. in Australia and Canada the IB is as important for the ‘symbolic imposition’ it bestows on holders of the IB as it is for the stated intentions of educating the whole person. / 2. the IB functions as an agent of ‘reproduction’ rather than as an international laboratory for experiment both in curriculum and examining methods as originally intended by the founders of the IB. 3 students participating in the IB increase their potential for advantage in the ‘global field’.
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What is the "international" of the International Baccalaureate? : towards a periodization of IB in the world /Tarc, Paul. January 2007 (has links)
Thesis (Ph.D.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 238-250). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR32071
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The International Baccalaureate in Australia and Canada: 1980-1993Bagnall, Nigel Fraser January 1995 (has links)
Abstract The International Baccalaureate in Australia and Canada: 1980 - 1993 This dissertation is a study of the International Baccalaureate(IB) in the education systems of Canada and Australia. The IB has been described as a world movement. The number of global institutions and social movements are increasing greatly in the 1990s. The thesis looks at the historical development of the IB, recent developments of the IB in Canada and Australia and develops the claim that the IB has become a provider of global cultural capital. The theoretical paradigm adopted is that of Pierre Bourdieu. Conclusions of the study are: 1 in Australia and Canada the IB is as important for the 'symbolic imposition' it bestows on holders of the IB as it is for the stated intentions of educating the whole person. 2 the IB functions as an agent of 'reproduction' rather than as an international laboratory for experiment both in curriculum and examining methods as originally intended by the founders of the IB. 3 students participating in the IB increase their potential for advantage in the 'global field'.
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The arts and education policy a comparison of the Hong Kong and international baccalaureate arts curricula /Yau, Foon-chi, Lynn. January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.
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High school students' perceptions of and attitudes toward globalization: an analysis of international baccalaureate students in Estado de Mexico, Mexico, and Texas, U.S.A.Brown, Jennifer Gayle 25 April 2007 (has links)
As the last few decades have seen a proliferation of debate concerning todayâÂÂs
international system referred to as âÂÂglobalization,â education has seen an exponential
rise in curriculum (such as that promoted by global education, international education,
and the International Baccalaureate Organization) that instills students with
âÂÂinternational understandingâ and âÂÂglobal perspectives.â Through a two-site, interpretive
study, this dissertation explored the nature of 15 studentsâ international understanding
and their grasp of globalization. Qualitative techniques for data collection involved
open-ended questionnaires and interviews, and emergent category designation was
employed for qualitative data analysis. International Baccalaureate students from Estado
de México and Texas revealed complex, yet well-developed, perceptions of
globalization that spoke of a system which privileges the powerful and leaves the
developing world behind. Both U.S. and Mexican students were skeptical of the United
Statesâ position as the dominant player in world politics, economics, and global culture,
and students from both sides of the border lamented local culture loss in globalization.
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The International Baccalaureate in Australia and Canada: 1980-1993Bagnall, Nigel Fraser January 1995 (has links)
Abstract The International Baccalaureate in Australia and Canada: 1980 - 1993 This dissertation is a study of the International Baccalaureate(IB) in the education systems of Canada and Australia. The IB has been described as a world movement. The number of global institutions and social movements are increasing greatly in the 1990s. The thesis looks at the historical development of the IB, recent developments of the IB in Canada and Australia and develops the claim that the IB has become a provider of global cultural capital. The theoretical paradigm adopted is that of Pierre Bourdieu. Conclusions of the study are: 1 in Australia and Canada the IB is as important for the 'symbolic imposition' it bestows on holders of the IB as it is for the stated intentions of educating the whole person. 2 the IB functions as an agent of 'reproduction' rather than as an international laboratory for experiment both in curriculum and examining methods as originally intended by the founders of the IB. 3 students participating in the IB increase their potential for advantage in the 'global field'.
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It Takes a Village...A Study of the Community College Baccalaureate Movement in Four StatesSugiyama-Murray, Enid T., Sugiyama-Murray, Enid T. January 2016 (has links)
This study examined the institutional and governmental forces that contributed to the passage of community college baccalaureate (CCB) legislation, and the plans for future implementation of a CCB within differing state contexts. The analysis of governmental and institutional actors was conducted through the lens of institutional theory, state relative autonomy theory, resource dependency theory, and coalition framework theory, in order to determine how those interactions affected policy change at community colleges.
The three most significant findings were the universities’ perception of community colleges as competitors, policy entrepreneurship, and the importance of coalition building. First, the scarcity of state funding, students, and other resources prompted the universities to act more as competitors or opponents than partners. In turn, community colleges, responding to the lack of access by the universities, turned to themselves to provide the baccalaureate, which incensed universities because they saw the CCB not only as an infringement on their turf but as a competitive threat.
Second, successful states that were able to pass CCB legislation, had policy entrepreneurs who were instrumental in changing the status quo and promoting innovation. Policy entrepreneurs in this study built networks and coalitions of powerful people who could execute their plan and influence policy change. Finally, although the policy entrepreneur was a critical factor in policy change, the true power lay in the base, or the coalitions and networks of people who shared the same beliefs. Without a true collective movement, even with powerful and invested policy entrepreneurs and stakeholders, the legislation could not pass.
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Examining the relationship between clinical judgment and nursing action in baccalaureate nursing studentsFedko, Andrea Lauren 29 July 2016 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Clinical judgment provides the basis for nurses’ actions and is essential for
the provision of safe nursing care. Tanner’s Clinical Judgment Model and its
associated instrument, the Lasater Clinical Judgment Rubric (LCJR) have been
used in the discipline of nursing, yet it is unclear if scores on the rubric actually
translate to the completion of an indicated nursing action. This is important
because clinical judgment involves identifying and responding to patient
situations through nursing action, and then evaluation of such actions. The
purpose of this observational study was to explore the relationship between
clinical judgment, as measured by the LCJR, and the completion of an indicated
nursing action, as measured by a nursing action form.
The clinical judgment and completion of an indicated nursing action was
measured in 92 participant students at a Midwestern university school of nursing
who were enrolled in an adult medical/surgical nursing course that included
simulation and debriefing during which scoring occurred. This study explored
whether clinical judgment, as measured by the LCJR, was related to the
completion of an indicated nursing action. In addition, this study evaluated
whether Responding, as measured by the LCJR was related to the completion of
an indicated nursing action. The data revealed that a very weak relationship was
present between clinical judgment, as measured by the LCJR, and the
completion of an indicated nursing action; however, these findings were not statistically significant. The data also revealed that a very weak relationship was
present between the dimension Responding, and the completion of an indicated
nursing action; however, these findings were also not statistically significant.
This study expands upon previous clinical judgment research in nursing
and identifies a need for additional methods of evaluating clinical judgment in
baccalaureate nursing students including action appraisal so that deficiencies are
established and targeted for improvement.
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An instructional analysis of the advanced level and international Baccalaureate CurriculaGeraghty, Steven Paul 30 June 2003 (has links)
No abstract available / Secondary School Education / D.Ed. (Didactics)
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An instructional analysis of the advanced level and international Baccalaureate CurriculaGeraghty, Steven Paul 30 June 2003 (has links)
No abstract available / Secondary School Education / D.Ed. (Didactics)
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