TO BE IB: Creating Support Structures and Services for Title I High Schools Implementing the International Baccalaureate Programme

2010 ◽  
Author(s):  
Leslie Santee Siskin ◽  
Meryle Weinstein ◽  
Robyn Sperling
Keyword(s):  
High Schools ◽  
Title I ◽  
International Baccalaureate ◽  
Support Structures

Fourth-grade gifted students participation in literature circles

2019 ◽  
Vol 35 (2) ◽  
pp. 121-135
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Title I ◽  
Gifted And Talented ◽  
International Baccalaureate ◽  
Gifted Students ◽  
Literature Circles ◽  
Instructional Time ◽  
School Students ◽  
Mainstream Classrooms ◽  
And Mathematics ◽  
Talented Students

This qualitative, practitioner study explored how gifted students, who were not necessarily sophisticated readers, first participated in literature circles. The students were enrolled in a US Title I, magnet Science, Technology, Engineering, and Mathematics (STEM)/International Baccalaureate World Academy (IB) school. Students routinely participated in inquiry science activities, but rarely in literacy instruction in their mainstream classrooms. Their gifted and talented students (GATE) teacher provided an opportunity for them to participate in literature circles within their GATE instructional time. Students responded to their reading by writing, drawing, and discussing. Their earliest responses were closely tied to their reading. Later responses were inferential where they offered multiple interpretations.

scholarly journals School Librarires: Are they Places to Learn or Places to Socialize?

2007 ◽  
Vol 2 (4) ◽  
pp. 64
Author(s):  
Julie Stephens
Keyword(s):  
High Schools ◽  
Information Seeking ◽  
International Baccalaureate ◽  
School Library ◽  
School Librarian ◽  
School Librarians ◽  
Resource Center ◽  
Library Use ◽  
Organization Leadership ◽  
Made In

Objectives – To explore how students use the school library in their daily activities, who visits the school library, what activities occur during these visits, and how students value the school library. Design – Comparative, multi-case study. Setting – Two Norwegian senior high schools in two different counties. Subjects – Students in year one, two, and three at two high schools; and teachers, principals, and school librarians at each of the two schools. Methods – Data was collected from interviews, observations, documents, and questionnaires during the first five months of 1998. Most data was gathered from 25 observations in the school library (each observation was 3-4 hours in length). Observations were made in three specific areas of each library: work tables, the computer site, and a reading hall quiet area. In addition, seventeen 45-minute observations were made in various classrooms. To gain student perspectives and to learn how and why students valued the school library, in-depth interviews were conducted with 28 students, consisting of 2 boys and 2 girls from each of years 1, 2, and 3 at each school, plus 2 boys and 2 girls from the International Baccalaureate classes at one school. Four teachers from each school, the school librarians, and the principals from each school were also interviewed to explore attitudes about the school library, how they valued it and what instructional role they believed the library played in students’ daily lives. Sixty students completed questionnaires that asked when and for what reason students used the library, what locations in the library they used, and what the library meant to them in both their schoolwork and free time. Documents such as class schedules and curricula, and school policies and rules were also considered. Main Results – Data analysis indicated students had a lot of appreciation for the school library, but mainly for its role as a “social meeting place,” rather than as resource center for information. Students were aware of the function, purpose, and importance of the school library, but rarely used it for projects or research. The library was most appreciated for the fact that users went there to meet friends and talk. One observed group did not borrow books or bring work to do, clearly demonstrating that their purpose in the library was strictly social. There were students who used the library for research and information retrieval, but these students were the minority. Most of the students who did instruction-related activities in the library did homework from textbooks they brought to the library. There was no indication that teachers or the school librarians made any efforts to alter the attitudes of students or their use of the library as a social club. Based on observations, the researcher offered several possible reasons for her findings: weak rules and few sanctions, invisibility of the school librarians, failure of teachers to use the library or make assignments that required information seeking, and lack of a cafeteria in School A (which may have also contributed to the value of the library as a “meeting place”). Leisure-related activities in the quiet reading hall were highest among the girls, and highest among the boys at the work tables and computer sites. Daily users (occupants) of the library at School A were second and third year boys and girls. Only boys from first, second and third year vocational classes were “occupants” at School B. The occupants at both schools influenced the activities of new users. Conclusion – The findings of this study reveal a “gap between the rhetoric on instruction and school library use and actual practice” (pg.12). Students were rarely given assignments that required use of the library and there was no collaboration between the classroom teachers and the school librarian. The library was not perceived as a resource center and was not viewed as an integral part of daily instruction. Weak rules, few sanctions, misperceptions, and inadequate instructional leadership by the school librarian appeared to contribute to the observed behaviors related to library use in the two schools. The author suggests the need for organization, leadership, and the proper training of students on the use of the library. She mentions the need for principals, teachers, librarians, students, and teacher preparatory colleges to work hand-in-hand to bring about a change of attitude about – and usage of – the school library.

scholarly journals Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia

2018 ◽  
Vol 17 (5) ◽  
pp. 1-14 ◽  
Author(s):  
Leonie Kronborg ◽  
Claudia A. Cornejo-Araya
Keyword(s):  
High Schools ◽  
Ability Grouping ◽  
International Baccalaureate ◽  
Accelerated Learning ◽  
High Ability ◽  
Early Entry ◽  
Learning Programs ◽  
Knowledge And Attitude ◽  
Grade Skipping ◽  
Highly Able

This article summarizes the main educational provisions developed and implemented for gifted and highly able students in Victoria, Australia. It emphasizes the strong influence that different governments have had on policies and guidelines providing for the education of these students. Among the options offered it is possible to differentiate those based on acceleration and high ability grouping. Accelerated learning options include early entry, grade skipping, subject acceleration, Higher Educational Studies program, and International Baccalaureate. High ability grouping includes Select Entry Accelerated Learning programs, select entry high schools, specialized high schools. The identification of students’ advanced intellectual and academic needs and the implementation of effective provisions for these students are strongly related to the level of knowledge and attitude that teachers have towards gifted and highly able students. The implications of the current educational provisions are discussed to reflect and promote better guidelines and more research in the field.

Exploring The Differences And Similarities Between International Baccalaureate Education And Japanese High School Education

2020 ◽  
Vol 7 (8) ◽  
pp. 132-139
Author(s):  
Mahmood Sabina ◽  
Ishii Ichiro ◽  
Monta Mitsuji
Keyword(s):  
High Schools ◽  
International Baccalaureate ◽  
Phase 1 ◽  
Japanese Version ◽  
Faculty Members ◽  
Two Phase ◽  
Phase Study ◽  
Baccalaureate Education ◽  
National University ◽  
Accredited Schools

The number of International Baccalaureate (IB) students applying to Japanese Universities is on the rise. Okayama University is a Super Global National University (SGU) in Western Japan, which started IB admissions in 2012, and presently hosts 63 IB students including 11 graduates, in 11 faculties and 1 special program. Since the IB journey began in 2012, Okayama University has taken multiple approaches to become IB friendly. Through continuous follow up of enrolled IB students regarding academic and campus life, and regular feedback from faculty members regarding IB student performances and characteristics, Okayama University has discovered some basic differences between the educational approaches of IB accredited schools and Japanese High Schools (JHS). In order to further explore this observation, a two-phase research study was carried out. Between June 2018 and August 2019, the two surveys wer carried out. In Phase-1, University faculty, familiar with IB education, visited IB schools in Japan and JHS, to observe lessons and interview teachers about their respective methods of education. In phase-2, the same faculty members carried out an email survey followed by one-on-one interviews of 10 Super Global High Schools (SGH) teachers in Japan, regarding the similarities and differences in characteristics of their students, based on the Japanese version of the IB learner profile. This chapter reports and summarizes results of this two-phase study and perspectives gained from various first-hand observations.

scholarly journals Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

2002 ◽  
Vol 1 (4) ◽  
pp. 123-127 ◽  
Author(s):  
William B. Wood
Keyword(s):  
High Schools ◽  
Advanced Placement ◽  
International Baccalaureate ◽  
Rapid Change ◽  
National Research Council ◽  
School Science ◽  
Excessive Pressure ◽  
Advanced Study ◽  
Automatic Placement ◽  
Mathematics And Science

A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.

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