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Downloads/Va Minutes November1998.Pdf THE ESTABLISHMENT AND EXPANSION OF THE INTERNATIONAL BACCALAUREATE (IB) IN BRITISH COLUMBIA, 1974-2016. by Shannon Kelley Leggett B.A., The University of British Columbia, 1991 B.Ed., The University of British Columbia, 1992 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Social Studies Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) September 2017 © Shannon Kelley Leggett, 2017 Abstract This qualitative historical context case study examines the factors that influenced the establishment and expansion of the International Baccalaureate (IB) in British Columbia (BC) from 1974-2016. This study’s historical case, the IB in BC from 1974-2016, was examined through documents and 24 interviews, in the context of international IB policies and experience, as well as the BC educational environment (including BC Ministry of Education policy, University of British Columbia policy, population demographics, and local school configurations). The period 1974-2016 was chosen as 1974 was the date that the first IB school in BC was established, and because the International Baccalaureate Organization provided registration data on BC schools through October of 2016. After an overview of the history of the establishment of the IB in BC, the findings were organized into the “factors/reasons” that influenced the establishment and expansion of the IB. These included the impact of the Global Education movement, the IB philosophy, its curriculum and pedagogy, legislative factors, economic factors, tertiary education policies, and alumni reflection/programme reputation. These findings were followed by an analysis of how the new 2015 BC Curriculum (BCEd Plan) impacted and could continue to impact the IB in BC. Overall, the IB was established and expanded in BC in this time period as the various school stakeholders who adopted it were looking for a well-developed, cyclically reviewed, externally accountable curriculum. Though the IB is expensive to implement and is often academically demanding, its expansion was encouraged by various legislative and administrative changes that helped it to become an attractive curricular option. The history of the IB in BC has implications for educational reform initiatives elsewhere in Canada and internationally. ii Lay Summary This study explores the factors that contributed to the establishment and expansion of the International Baccalaureate in BC as a curricular alternative from 1974-2016. It utilizes documents and interviews from BC and internationally to try to understand the reasons for the changes in the BC. The IB was established and expanded due to the impact of the Global Education movement, the IB philosophy, its curriculum and pedagogy, legislative and economic factors, tertiary education policies, and programme reputation. The IB in BC was also analyzed in the context of the 2015 BC curriculum changes. The IB was established and expanded in BC as the school stakeholders who adopted it were looking for a well-developed, cyclically reviewed, externally accountable curriculum. Though the IB is expensive to implement and can be academically demanding, its expansion was encouraged by legislative and administrative changes that helped it to become an attractive curricular option. iii Preface The research carried out for this thesis was reviewed by the University of British Columbia’s Behavioral Research Ethics Board. This study, numbered H16-01261 and titled “The International Baccalaureate (IB) Programme in British Columbia, 1974-2016,” was approved June 27, 2016 with Dr. Peter Seixas as the Principal Investigator. I was wholly responsible for the identification and design of the research program, the performance of the research, and the analysis of the research data, with review and guidance from the supervisory committee. iv Table of Contents Abstract…………………………………………………………………………………………. ii Lay Summary…………………………………………………………………………………... iii Preface…………………………………………………………………………………………... iv Table of Contents………………………………………………………………………………. v List of Abbreviations…………………………………………………………………………… x Glossary………………………………………………………………………………………… xi Acknowledgements…………………………………………………………………………. xvii Dedication…………………………………………………………………………………… xviii Chapter 1 Introduction and Conceptual Framework…………..…………………………… 1 1.1 Introduction………………………………………………………………………………….. 1 1.2 The International Baccalaureate (IB): an Overview…………………………………………. 5 1.3 Positioning the Researcher……………………………………………………….…………. 11 1.4 The IB in Canada and British Columbia……………………………………………………. 15 1.5 Framing the Research Problem……………………………………………………………... 23 1.6 Thesis Overview……………………………………………………………………………. 25 Chapter 2 A Review of the Literature…………………………………………………….….. 27 2.1 Introduction……………………………………………………………………...………….. 27 2.2 The International Baccalaureate……………………………………………………….…… 28 2.3 School Stakeholder Curriculum Choice…………………………………………………….. 41 2.4 The IB and Academic Achievement………………………………………………………... 45 2.5 Conclusion………………………………………………………………………………..… 54 v Chapter 3 Methodology…………………………………………………………………..…… 56 3.1 Introduction…………………………………………………………………………….…… 56 3.2 Research Design…………………………………………………………………………….. 56 3.3 Data Collection……………………………………………………………………….…….. 58 3.3.1 Document Selection…………………………………………………………...….. 58 3.3.2 Participant Interviews…………………………………………………………..… 58 3.3.2.1 Participant Sample……………………………………………………… 59 3.3.2.2 Participant Recruitment……………………………………………..….. 60 3.3.2.3 Participant Interview Process…………………………………………… 61 3.4 Analysis of the Data………………………………………………………………………… 62 3.5 Ethical Considerations…………………………………………………………………...…. 64 3.6 Strengths and Limitations of the Research Design……………………………………...….. 65 3.7 Conclusion……………………………………………………………………………..…… 66 Chapter 4 The Establishment of the IB in British Columbia…………………………..…... 67 4.1 Introduction…………………………………………………………….…………………… 67 4.2 British Columbia Education in the 1970s Neo-Progressive Era and its Impact on the Implementation of the First IB Programmes in BC………………………………………….…. 67 4.3 The Establishment of the IB in BC: the 20th Century “Pioneer” Schools…………………... 72 4.4 The Establishment of the Continuum in BC Schools………………………………………. 93 4.5 Conclusion………………………………………………………………………………… 100 Chapter 5 Findings: Factors for the Expansion of the IB in BC……………………..…… 101 5.1 Introduction…………………………………………………………….………………….. 101 vi 5.2 The impact of an Increased Interest in Global Education on the Implementation of the IB in BC…………………………………………………………………………………………..…. 102 5.3 Attractiveness of the IB Philosophy………………………………………………………. 103 5.4 Pedagogical Reasons…………………………………………………………………..….. 111 5.4.1 IB Curricular Appeal…………………………………………………………..… 111 5.4.1.1 Specific Aspects of the IB Curriculum that are Appealing…………… 111 5.4.1.2 The Rigor of the IB………………………………………………….… 114 5.4.1.3 Conclusion Regarding Curricular Appeal…………………………..…. 120 5.4.2 Finding Resources to Implement the Programmes…………………………..….. 121 5.4.3 Professional Development and Teacher Implementation of the IB……………... 123 5.4.3.1 IB Professional Development Opportunities……………………...….. 123 5.4.3.2 IB Professional Development Challenges………………………...…... 127 5.4.3.3 IB and Tertiary-Level Teacher Education…………………………….. 128 5.4.3.4 IB Professional Development Conclusion…………………………..… 129 5.4.4 Staffing Challenges in IB Public Schools……………………………………….. 130 5.5 Legislative Reasons………………………………………………………………..……… 132 5.6 Economic Reasons………………………………………………………………………… 137 5.6.1 Paying for the IB Programme…………………………………………………… 137 5.6.2 The Independent School Act and its New School Funding Formula……………. 139 5.6.3 “Open Enrollment” and a New Provincial Funding Formula for Public Schools. 142 5.7 Tertiary Education-Related Reasons…………………………………………………..….. 150 5.7.1 The IB and “Dual Credit”………………………………………………….……. 150 5.7.2 The IB and University Entrance………………………………………………… 152 vii 5.8 Alumni Reflection/Programme Reputation Reasons…………………………………….. 156 5.9 Conclusion…………………………………………………………………………..…….. 160 Chapter 6 The Future of the IB in BC as Related to the 2015/16 BC Curriculum Change162 6.1 Introduction…………………………………………………………………………...…… 162 6.2 Overview of the BC Ministry of Education Curriculum Changes: BCEd Plan…………… 163 6.3 The Place of the IB in the BCEd Plan: Successes and Challenges for the IB Programme in its Alignment with the New Curriculum………………………………………………………..... 165 6.3.1 Provincial Curriculum Redesign………………………………………….…….. 165 6.3.1.1 The IB and BC Curriculum Before the BCEd Plan…………………… 165 6.3.1.2 Bill 36 in BCEd Plan Allowed for Curriculum Delivery Flexibility…. 166 6.3.1.3 BC Curriculum Implementation and the Use of Technology IB overlap167 6.3.1.4 IB Approaches to Learning (ATL) and the BC Curriculum Core Competencies………………………………………………………………………………….. 168 6.3.1.5 IB Approaches to Teaching (ATT) skills and the New BC Curriculum. 173 6.3.1.6 Specific Example of the Overlap Between the IB and BCEd Curricula. 176 6.3.1.7 Continued negotiations between the IB and BC Ministry of Education. 177 6.3.1.8 Conclusion Regarding the Overlap of the IB and New BC curriculum. 178 6.3.2 Provincial Assessment Redesign………………………………………….…….. 179 6.3.3 Graduation Program Redesign…………………………………………….…….. 183 6.4 The Future of the IB in BC………………………………………………………………... 186 6.4.1 BC: a Leader for Others……………………………………………………….… 186 6.4.2 IB Philosophy and Curriculum are Attractive, but are they for every Student?.... 187 6.4.3 Future IB Teacher Opportunities
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