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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.
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.
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.
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 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.
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.
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.
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.
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.
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.
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.
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