Course Information


Course Information
Course Title Code Semester L+U Hour Credits ECTS
-- 600302802201 0 + 0 3.0 10.0

Prerequisites None

Language of Instruction Turkish
Course Level Graduate Degree
Course Type Elective
Mode of delivery
Course Coordinator
Instructors
Assistants
Goals Aim of this course is to evaluate historical, sociological and philosophical foundations of international programs; historical developments; and basic principles and implementations of these programs; and to interpret the effect of these trends on in the field of curriculum and instruction.
Course Content Sociological and philosophical foundations of international programs; historical developments of them; Varying international programs and their common features; their situaitions in implementation; the effect of international programs in the field of curriculum and instruction.
Learning Outcomes 1) Discuss sosyological and philosophical foundations of international education.
2) Evaluate historical development of international education.
3) Compare basic principles of varying international programs.
4) Analyse implementations of varying international programs.
5) Evaluate the effects of international programs on the area of curriculum and instruction.
6) Make an inference about the future of international programs.

Weekly Topics (Content)
Week Topics Teaching and Learning Methods and Techniques Study Materials
1. Week First Meeting and Introduction Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
2. Week Sosyological and Philosophical Foundations of International Education Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
3. Week Historical Development of International Education Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
4. Week International Programs Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
5. Week Analysis of Varying International Programs Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
6. Week Analysis of Varying International Programs Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
7. Week Analysis of Varying International Programs Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
8. Week Analysis of Varying International Programs Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
9. Week Analysis of Varying International Program Implementations Lecture; Question Answer; Discussion

Presentation (Including Preparation Time)
10. Week Analysis of Varying International Program Implementations Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
11. Week Analysis of Varying International Program Implementations Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
12. Week Presentations and Discussions of the Reports Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
13. Week Presentations and Discussions of the Reports Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
14. Week Closing Session and Overall Assessment Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)

Sources Used in This Course
Recommended Sources
Ateşkan, A., Onur, J., Sagun, S., Sands, M., & Çorlu, M. S. (2014). Alignment between the DP and MoNEP in Turkey and the effects of these programmes on the achievement and development of university students. Retrieved from https://ibo.org/globalassets/publications/ib-research/dp/turkey-postsecondary-study-report-en.pdf
Blake, M. L. (2012). The effects of the International Baccalaureate Diploma Program on the student achievement of advanced scoring students (Unpublished doctoral dissertation). Trevecca Nazarene University, Nashville.
Brummitt, N., & Keeling, A. (2013). Charting the growth of international schools. In R. Pearce (Eds.), International education and schools: moving beyond the first 40 years (pp. 25-36). New York: Bloomsbury Academic.
Cambridge, J. (2010). The International Baccalaureate Diploma Programme and the construction of pedagogic identity: A preliminary study. Journal of Research in International Education, 9(3), 199–213. https://doi.org/10.1177/1475240910383544
Demir, N. K. (2009). Uluslararası bakalorya diploma programına ilişkin yönetici, öğretmen, veli ve mezun görüşleri (Views of administrators, teachers, parents, and alumni related to the IBDP). (Unpublished doctoral thesis). Ankara University, Ankara.
Foust, R. C., Hertberg–Davis, H., & Callahan, C. M. (2009a). Students’ perceptions of the nonacademic advantages and disadvantages of participation in advanced placement courses and international baccalaureate programs. Adolescence, 44(174), 289–312.
Hayden, M. (2006). Introduction to international education: international schools and their communities: London: Sage Publications.
Hayden, M. (2006). The International Baccalaureate (IB) and international education. In T. Pound (Eds.), The International Baccalaureate Diploma Programme: An introduction for teachers and managers (pp. 25-43). New York: Routledge.
Hayden, M., & Thompson, J. (1995). International schools and international education: A relationship reviewed. Oxford Review of Education, 21(3), 327-345.
Hayden, M., & Thompson, J. (2013). International schools: Antecedents, current issues and metaphors for the future. In R. Pearce (Eds.), International education and schools: Moving beyond the first forty years (pp. 3-23). London: Bloomsbury.
Hill, I. (2016). What is an international school? The International Schools Journal, 35(2), 9-21.
Hinrichs, J. (2003). A comparison of levels of international understanding among students of the International Baccalaureate Diploma and advanced placement programs in the USA. Journal of Research in International Education, 2(3), 331-348.
Luo, S. M. (2013). The effects of advanced placement and international baccalaureate programmes on study achievement. (Unpublished doctoral dissertation). California State University.
Marshall, J. (2014). Introduction to comparative and international education. London: Sage Publications.
Piper, B., Dryden-Peterson, S., & Kim, Y.-S. (2006). International education for the millennium: toward access, equity, and quality: Cambridge, MA: Harvard Educational Review.
Renaud, G. (1974). Experimental period of the international baccalaureate: Objectives and results. Paris: The Unesco Press.
Sagun, S. (2016). Students’ performance, skills and perspectives on the combination of national and ınternational curricula for university education in Turkey (Unpublished doctoral dissertation). Bilkent University, Ankara.
Sagun, S., Ateşkan, A., & Onur, J. (2016). Developing students for university through an international high school program in Turkey. Educational Sciences: Theory & Practice, 16, 439–457. doi: 10.12738/estp.2016.2.0313
Shields, R. (2013). Globalization and international education. London: Bloomsbury Publishing Plc.
Smith, S. S. (2009). The advanced placement and international baccalaureate program: The graduates’ perspective. (Unpublished doctoral dissertation). University of Southern Mississippi.
Sylvester, R. (2007). Historical resources for research in international education (1851-1950). In M. Hayden, J. Levy, & J. Thompson (Eds.), The SAGE handbook of research in ınternational education (pp. 11-25). London: Sage Publications.
Taylor, M. L., & Porath, M. (2006). Reflections on the International Baccalaureate program: Graduates’ perspectives. Journal of Secondary Gifted Education, 17(3), 149-158.
Teichler, U. (2004). The changing debate on internationalisation of higher education. Higher Education, 48(1), 5-26.
Teke, S. (2015). Perspectives of undergraduate students towards IBDP and MONE High school education. (Unpublished master’s thesis). Bilkent University, Ankara.
Thompson, J., Hayden, M., & Cambridge, J. (2003). Towards a structural typology for baccalaureate-style curricula. In G. Phillips & T. Pound (Eds.). The baccalaureate: A model for curriculum reform (pp. 26-43). London: Routledge
Toker, Z. (2020). Uluslararası Öğretim Programına Uyum Sürecinde Öğretmenlerin Yansıtıcı Düşünceleri ve Değişim ile ilgili Algıları. Eğitim ve Bilim, [S.l.], v. 46, n. 205, sep. 2020. ISSN 1300-1337.
Yılmaz, C. (2005). Uluslararası diploma (international baccalaureate) ile Milli Eğitim Bakanlığı lise 1-3 biyoloji dersi programlarının karşılaştırılması (Unpublished master thesis). Marmara University, İstanbul.

Relations with Education Attainment Program Course Competencies
Program RequirementsContribution LevelDK1DK2DK3DK4DK5DK6
PY15444000
PY35544550
PY45000005
PY65000300
PY85000004
PY105000030
PY115000003

*DK = Course's Contrubution.
0 1 2 3 4 5
Level of contribution None Very Low Low Fair High Very High
.

ECTS credits and course workload
Event Quantity Duration (Hour) Total Workload (Hour)
Course Duration (Total weeks*Hours per week) 14 3
Homework 10 5
Presentation (Including Preparation Time) 3 15
Report (Including Preparation and presentation Time) 2 30
Practice (Teaching Practice, Music/Musical Instrument Practice , Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice) 3 30
Total Workload
Total Workload / 30 (s)
ECTS Credit of the Course
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Course Information