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What notions of education are embedded in the international baccalaureate and what are the considerations and consequences for educational leaders? Morfea, Peter Joseph

Abstract

In this paper, notions of education are examined against the ideals and mission of the International Baccalaureate Organisation (IBO) and its curriculum programmes. This paper considers the consequences for IB leaders in upholding these particular values. Leadership matters because principals influence a measureable, though indirect effect, on school success and student achievement through changing school-wide conditions like classroom practices and teacheer motivation. Adopting the perspective that educational and schooling leadership is necessary for IB World Schools to flourish, I will examine the importance of sustainable leadership; emotional intelligence; collaborative leadership and values-driven leadership. My main contention is that the IB mission and Learner Profile provides an IB notion of education, and for IB schools to be truly "educational" school leaders must mode these values and engage all stakeholders in a dialogue around them. Currently this is not happening in enough IB World Schools.

Item Metadata

Title
What notions of education are embedded in the international baccalaureate and what are the considerations and consequences for educational leaders?
Creator
Morfea, Peter Joseph
Date Issued
2013
Description
In this paper, notions of education are examined against the ideals and mission of the International Baccalaureate Organisation (IBO) and its curriculum programmes. This paper considers the consequences for IB leaders in upholding these particular values. Leadership matters because principals influence a measureable, though indirect effect, on school success and student achievement through changing school-wide conditions like classroom practices and teacheer motivation. Adopting the perspective that educational and schooling leadership is necessary for IB World Schools to flourish, I will examine the importance of sustainable leadership; emotional intelligence; collaborative leadership and values-driven leadership. My main contention is that the IB mission and Learner Profile provides an IB notion of education, and for IB schools to be truly "educational" school leaders must mode these values and engage all stakeholders in a dialogue around them. Currently this is not happening in enough IB World Schools.
Genre
Graduating Project
Type
Text
Language
eng
Series
University of British Columbia. EDST 590
Date Available
2013-04-19
Provider
Vancouver : University of British Columbia Library
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
DOI
10.14288/1.0055415
URI
http://hdl.handle.net/2429/44299
Affiliation
Education, Faculty of; Educational Studies (EDST), Department of
Peer Review Status
Unreviewed
Scholarly Level
Graduate
Rights URI
http://creativecommons.org/licenses/by-nc-nd/4.0/
Aggregated Source Repository
DSpace

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Attribution-NonCommercial-NoDerivatives 4.0 International