Teacher learning in a context of comprehensive school change : a case study of an international school in Hong Kong during implementation of the international baccalaureate primary years programme

2009 ◽  
Author(s):  
Ham-wing, Wendy Mcleod Mok
Keyword(s):  
Hong Kong ◽  
Teacher Learning ◽  
School Change ◽  
International Baccalaureate ◽  
International School ◽  
Comprehensive School ◽  
Primary Years Programme

A case study of teacher learning in an assessment for learning project in Hong Kong

2010 ◽  
Vol 36 (4) ◽  
pp. 621-636 ◽  
Author(s):  
Sylvia Yee Fan Tang ◽  
Pamela Pui Wan Leung ◽  
Alice Wai Kwan Chow ◽  
Ping Man Wong
Keyword(s):  
Hong Kong ◽  
Teacher Learning ◽  
Assessment For Learning

scholarly journals Language Ideologies in a U.S. State-Funded International School: The Invisible Linguistic Repertoires of Bilingual Refugee Students

2017 ◽  
Vol 16 (1) ◽  
pp. 36-54
Author(s):  
Ana Solano-Campos
Keyword(s):  
International Baccalaureate ◽  
Curriculum And Instruction ◽  
Language Ideologies ◽  
The United States ◽  
International School ◽  
Refugee Students ◽  
Primary Years Programme ◽  
Immigrant And Refugee ◽  
Linguistic Backgrounds ◽  
Grade Classroom

In this study, I investigated language ideologies in a state-funded International Baccalaureate Primary Years Programme school in the United States. I conducted ethnographic observations, focus groups, and interviews in a fourth grade classroom in one of the largest refugee resettlement areas in the country. Findings indicate that although the school positioned bilingualism as linguistic capital, the linguistic repertoires of multilingual refugee students were made invisible by three inter-related processes: linguistic tokenism, linguistic subordination, and linguistic compartmentalization. These results highlight the urgency for schools offering the IB PYP to implement language policy, curriculum, and instruction that explicitly support immigrant and refugee children’s multiple linguistic backgrounds.

scholarly journals Inquiry-based Learning in English Teaching at a Candidate School of IB PYP: Implementation and Benefits

2019 ◽  
Vol 5 (2) ◽  
pp. 115
Author(s):  
Heppy Mutammimah ◽  
Dewi Rochsantiningsih ◽  
Abdul Asib
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Comparative Method ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
English Teaching ◽  
Depth Interview ◽  
Constant Comparative Method ◽  
Primary Years Programme

This paper aimed to investigate the implementation of inquiry-based learning (IBL) in English teaching at candidate school of International Baccalaureate Primary Years Programme (IB PYP) in Surakarta and explore the benefits of its implementation in English teaching. Three English teachers at a candidate school of IB PYP in Surakarta participated in this study and they were chosen purposively. This research employed a qualitative approach and emphasized on a case study. The techniques for collecting data comprised in-depth interview and observation. The collected data were analyzed by the researchers through Constant Comparative Method (CCM). The results revealed that the implementation of inquiry-based learning in English teaching in this school used Bruce and Davidson's view and some features of IBL. That cycles involved asking, investigating, creating, discussing and reflecting. And the benefits of this method in English teaching based on IB PYP were 1) the teachers can create meaningful activities for the students, 2) teaching and learning were student-centered, 3) the students learn through language and get endurable understanding, and 4) it promotes students ’skills and attitude at teamwork.

Teachers' Ontological and Epistemological Beliefs

2016 ◽  
pp. 144-166 ◽  
Author(s):  
Mary Kelly
Keyword(s):  
Epistemological Beliefs ◽  
International Baccalaureate ◽  
English Literature ◽  
International School ◽  
Approaches To Teaching ◽  
Beliefs And Practices ◽  
Middle Years Program ◽  
Interpretive Paradigm ◽  
Teachers Beliefs

This chapter documents a case study of the exploration of teachers' beliefs on the nature of reality (ontology) and knowledge (epistemology) within an International Baccalaureate Middle Years Program at the International School of Amsterdam. The study is positioned within the constructivist-interpretive paradigm and, therefore, allows for the emergence of a holistic and contextualized understanding of teachers' beliefs and practices. The chapter includes reflection on the author's ontology and epistemology and its impact on the research undertaking. The study attempts to understand whether teachers' beliefs have identifiable impacts on their approaches to teaching within this inquiry-based teaching environment where teachers are encouraged to design their own curricula. Over the course of the research, comprehensive teacher profiles were generated for three participants, all experienced international school teachers, who teach Science, English Literature, and Spanish. The findings indicate that the participants' approaches to teaching resonate strongly with their ontological and epistemological beliefs.

Public space in the old derelict city area – a case study of Mong Kok, Hong Kong

2001 ◽  
Vol 6 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Charlie Q L Xue ◽  
Kevin K Manuel ◽  
Rex H Y Chung
Keyword(s):  
Hong Kong ◽  
Public Space ◽  
City Area
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