Edited by three leading figures in the field, this book offers an absolutely authoritative interpretation of international education today. Under the umbrella of groups such as the International Baccalaureate Organization, academic research, increasing student numbers and interest from national school systems, international schools are rapidly developing in terms of curriculum, standards and influence. This book brings together present thinking on all aspects of international education, its management and the best practices. Truly international in scope, this is a book that anyone involved with international education should read.

Since its introduction in 2000, well over 1000 schools in more than 65 different countries have adopted the IPC. In this book, educators raise and discuss implications for the future implementation of this innovative curriculum within the context of a changing world.

Expert writers share their thoughts and opinions on the future of the International Baccalaureate Diploma Programme. The editors and contributors, all experts in their field, identify issues arising from current practice and indicate how those issues need to be addressed as part of a policy for future growth.

This international-contributed work examines the fundamental thinking about the nature and purpose of international education in the context of global issues. Detailing improvements in practice worldwide, it explores the relationship between current thinking and practice in international education, and how each is evolving. With contributions from, among others, the Director of the United Nations International School in New York, the Principal of an international school in Japan, it looks at issues such as inclusive and encapsulated school cultures and an international curriculum as a stimulus for national educational reform.

This work tackles the issues that staff and management of international schools need to address in order to ensure that their teaching and organization is of a high standard and quality. It contains a wide range of contributions from international school experts around the world.

Assessment and evaluation are two concepts at the core of schooling which are also central to other forms of education worldwide. In an international context, assessment and evaluation data are increasingly widely used for accountability and quality assurance purposes at individual student, institutional, national and global levels. This book does not attempt to include consideration of all the issues that could possibly be covered in a title that addresses assessment and evaluation in education internationally. Nor has it set out to cover the myriad technical issues with which assessment and evaluation are inevitably concerned. Rather, a number of authors working within different contexts of international education (whether as teachers or leaders in international schools, administrators in international examination bodies, or researchers in international educational research organisations) have been invited to share ideas arising from their own experiences of what might be interpreted as assessment or evaluation, be that assessment of student achievement, evaluation of teacher effectiveness or evaluation of school quality. The international dimension presents a range of challenges to those with responsibility for implementing assessment and evaluation strategies in widely diverse linguistic, cultural, social and personal contexts, and in this book valuable contributions are shared by colleagues who are authorities in the field. It is their personal views on assessment and evaluation, derived from professional practice in the international sphere, that have been brought together here.

The growth in the number of international schools has been marked in recent years. However, the interest in international education goes beyond the considerable international schools sector, with national schools systems increasingly looking to international models of education and wide interest in qualifications such as the International Baccalaureate. Each chapter of this volume addresses a key issue in international education. It seeks to blend practical issues with leading research. This revised edition includes a new introduction by the editors.

Expert writers share reflections on their experience, and explore issues for the future, of the International Baccalaureate Middle Years Programme. The issues raised are of interest and relevance to those with responsibility for MYP teaching, learning and administration in schools and will provoke interest in the programme amongst those considering its adoption.

This book takes a look at the history and use of cut, rubbed and gauged brickwork; the use of tools and equipment and the differences between historic and contemporary bricks with a view to inform conservation and restoration decisions. The book uses case studies from England, Ireland and the US to illustrate the use of different materials and techniques on buildings ranging in age. Written by Dr. Gerard Lynch, the leading authority in this subject area, this book will be of particular interest to architectural historians, architects working on historic buildings and building conservators.

International education has an ever-increasing profile. This is not only reflected in the growth in the number of international schools around the world; it is also highlighted by the reform of national education systems; by interest in educational models such as the International Baccalaureate programmes; and by the development of international dimensions within national schools and curricula. Perhaps most pertinently of all, world events have repeatedly focused attention on the importance of developing understanding in an international context as a central dimension of any education system.;This book is about the state and future of international education in relation to national schools and education systems as well as those that are classed as "international schools". As a survey and introduction to education in an international context in practice, the book is an introduction for any educator. It should also help those with more experience in the field to develop their understanding of the possibilities and realities of international education. It tackles a wide range of issues, including: the history and nature of international education; translating concepts into formal curriculum frameworks; supporting and developing teaching in an international context; organizing and managing schools and their communities for effective international education.;With its scope, authoritative contributions and practical emphasis, the book is intended as an important resource and guide for many teachers and school leaders, curriculum developers, educational administrators, politicians and students of education.

The IB Career-related Programme for 16 to 19 year olds was launched in 2012. Designed for young people who want to prepare for a career and the world of work alongside their academic studies, this innovative programme adds a new dimension to an IB education, opening it up to a wider range of student needs and aspirations. This edited collection provides ideas and support for those involved in implementing the CP, or planning to introduce it in the future. The chapters are written by practitioners, some of whom have been involved with the CP from its earliest days, who provide forthright accounts of the significant rewards the introduction of the CP has brought to their students. Taking the IB CP Forward explores the key elements of the programme, its flexibility and how it can implemented to meet the needs of a range of educational contexts. Contributors: Dominic Robeau, Theresa Forbes, Chantell Wyten, Cathryn Berger Kaye, Patrick Daneau, Alexandra Juniper, Sara Woodcock, Ramona Dietrich, Mike Worth, Catheryn Phipps-Orive, Paul Campbell, Natasha Deflorian, David Barrs, Tony Smith, Kate Greig, John Carozza, Conan de Wilde, Peter Kotrc, Julia Peters, Stewart Redden, John Bastable.

The Diploma Programme was the first programme to be devised and implemented by the International Baccalaureate over fifty years ago. Since its creation, the curriculum upon which the programme is based has been continuously developed to take into account the rapidly changing needs of students, schools, higher education and employment contexts. For much of that time, the programme has included three essential components that must be undertaken by students who wish to graduate with the Diploma: Theory of Knowledge, Extended Essay and Creativity, Activity, Service (CAS). Taken together, over time these have come to be regarded as a "core" of the Diploma Programme, although they were not described as such at the outset. This edited collection is intended to provide input into the current review of the IB Diploma Programme. It comprises contributions from experienced authors - researchers and practitioners - who were invited to reflect upon the nature of the core as it exists at present, to raise issues in relation to the future development of the core, and to share experience in the learning and teaching of the core components across a wide range of schools, in both national and international systems of education. Questions concerning the concept of the core as a whole, developing students as internationally-minded thinkers, and the challenges of bringing coherence to the core in establishing a holistic approach to the curriculum, underpin the individual chapters throughout. Contributors: Edward Allanson, Tom Brodie, John Cannings, Christian Chiarenza, Mary Donnellan, Jenny Gillett, Robin Julian, Julian Kitching, Justin Laleh, Ann Lautrette, James MacDonald, Shona McIntosh, Heather Michael, Paul Regan, John Royce, John Sprague, George Walker.

The new IB Middle Years Programme (MYP) curriculum for 11 to 16 year olds came into effect in September 2014 and will strengthen the IB's continuum of learning. This edited collection will provide support for all those involved in the current period of preparation for implementation of the new programme. The chapters are written by experienced practitioners from a range of relevant standpoints about different aspects of the MYP. MYP - New Directions examines the changes to the programme that have been introduced as well as those that are currently in progress, and highlights challenges and opportunities for the future. Contributors: Judith Fabian, Conrad Hughes, Alexandra Holland, Lance King, Marjorie Lope, Patricia Villegas, Gareth Hegarty, Hege Myhre, Michael Huber, Oyndrilla Mukherjee, Anthony Hemmens, and Gillian Ashworth.

Kristy and Jeff Thompson are a sister and brother traveling team. We have always loved books. Books in many ways inspired this trip. When Kristy was in elementary school her favorite books were travel books from the school library. Jeff as a history buff wanted to see the places that he had spent years studying. Kristy and Jeff hope that other people will be inspired to go there and to learn about its history. Both cities have so much to offer. "Youth is the time to travel-both in mind and in body-to try the manners of different nations. I travel not to go to anywhere...but to simply go." Robert Louis Stevenson

The award-winning auteur producer-director Dan Curtis made television history with the epic miniseries The Winds of War and War and Remembrance, the horror movies The Night Stalker and Trilogy of Terror, and the cult-classic Gothic serial Dark Shadows. Curtis also generated a large body of work in the mystery genre. This book provides an overview of Dan Curtis's 40-year-long career, as well as an examination of 15 mysteries and crime dramas that Curtis produced, co-wrote, and/or directed, including Dead of Night: A Darkness at Blaisedon; Melvin Purvis, G-Man; The Kansas City Massacre; The Great Ice Rip-Off; Come Die with Me; and the UFO miniseries Intruders. Also included is information about more than 15 Dan Curtis productions that were planned but never produced. House of Dan Curtis features 73 photographs and a foreword by John Karlen, the Emmy Award-winning actor who co-starred on Dark Shadows and in 13 other projects from the production house of Dan Curtis.

The landscape of international education has changed significantly in the last ten years and our understanding of concepts such as 'international', 'global' and 'multicultural' are being re-evaluated. Fully updated and revised, and now including new contributions from research in South East Asia, the Middle East, China, Japan, Australasia, and North America, the new edition of this handbook analyses the origins, interpretations and contributions of international education and explores key contemporary developments, including: internationalism in the context of teaching and learning leadership, standards and quality in institutions and systems of education the promotion of internationalism in national systems This important collection of research is an essential resource for anyone involved in the practice and academic study of international education, including researchers and teachers in universities, governmental and private curriculum development agencies, examination authorities, administrators and teachers in schools.

International Education is a relatively new area of academic study but it is evolving rapidly due to the growth and development of overseas campuses and international curricula, at both school and university levels. International Education can be viewed as an 'umbrella-term' linking a number of cognate areas including globalization, global citizenship and cosmopolitanism. In this landmark collection, leading scholars present the key theories and models of practice in International Education through a selection of seminal articles and chapters from around the globe. Volume One: Nature and Meaning of International Education Volume Two: Current Issues in Promoting International Education in National and Regional Contexts Volume Three: Current Issues in Promoting International Education in Global Contexts

Before award-winning director Dan Curtis became known for directing epic war movies, he darkened the small screen with the horror genre's most famous soap opera, Dark Shadows, and numerous subsequent made-for-TV horror movies. This second edition serves as a complete filmography, featuring each of Curtis' four-dozen productions and 100 photographs. With the addition of new chapters on Dark Shadows, the author further explores the groundbreaking daytime television serial. Fans and scholars alike will find an exhaustive account of Curtis' work, as well as a new foreword from My Music producer Jim Pierson and an afterword from Dr. Mabuse director Ansel Faraj.