The International Baccalaureate's Middle Years Programme (IBMYP) is designed to support the development of creativity, critical thinking, international-mindedness and values. However, close inspection of the programme's assessment structure suggests that many of the competence-related and dispositional elements of the programme's…

The International Baccalaureate (IB) Middle Years Programme (MYP) was first created in 1980. This article charts its historical origins and growth. It offers a critical overview of the operation of the MYP revealing both its geographical distribution disparities and the current picture in terms of external moderation of student work. There are…

The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB's secondary programs are widespread in international schools, Montessori programs at that level are…

This qualitative study based on Gee's (2001) identity theory examined and compared how American and Chinese middle school students develop identities towards science, culture and technology in an intercultural web-assisted scientific inquiry project. Through analysis of online discussions, videoconferences, interviews, surveys and fieldnotes, we…

This article focuses on curriculum in the context of international education, examining a particular example: arts education, and specifically music, in the International Baccalaureate (IB) Middle Years Programme (MYP). As one expression of, and agent for, international education, MYP Music supposedly fosters intercultural awareness. The article…

The purpose of this phenomenological interview study was to describe how visiting Korean students experience social adjustment and acculturation when attending US middle schools. As a result of phenomenological analysis, the essences of Korean students' social adjustment included: (1) descriptions of power struggles; (2) misconceptions of cultural…

This article investigates China's middle school and secondary school teacher expectations of student book use as an aspect of learning environments. A questionnaire was used to probe the following teacher expectations: physical accessibility of books, homework, mastery of texts and types of extra-curricular reading materials. Results showed…

Holistic education lacks a single definition but may be described through a number of recurrent themes that appear in the literature. These themes have been used to develop underlying values that reflect this educational approach and the behaviours associated with these values are described. A person profile is presented from these values and…