# data[].attributes.body
https://ibo-org.zoom.us/j/3822931532?pwd=RHZIdklzNzVHSHpKd25ndTFvSW5YUT09

Meeting ID: 382 293 1532

Passcode: CFA6Z2

# data[].attributes.attachment_link.title
ED 6020 Course Outline_LEWIS_Winter 2025.docx

# data[].attributes.headline
Histories of the Field of Education and International Development

# data[].attributes.subject
Histories of the Field of Education and International Development

# data[].attributes.headline
World class: How to build a 21st-century school system

# data[].attributes.subject
World class: How to build a 21st-century school system

# data[].attributes.headline
International Education: Meanings, Practice and Research

# data[].attributes.subject
International Education: Meanings, Practice and Research

# data[].attributes.attachment_link.title
Week 2_Reading 2_Phillips & Schweisfurth

# data[].attributes.headline
Educational policies in the face of globalization: Whither the nation-state? 

# data[].attributes.subject
Educational policies in the face of globalization: Whither the nation-state? 

# data[].attributes.headline
Education at a glance 2018: OECD indicators

# data[].attributes.subject
Education at a glance 2018: OECD indicators

# data[].attributes.headline
The Global Challenges of National School Systems

# data[].attributes.subject
The Global Challenges of National School Systems

# data[].attributes.headline
International Schools: Antecedents, Current Issues and Metaphors for the Future

# data[].attributes.subject
International Schools: Antecedents, Current Issues and Metaphors for the Future

# data[].attributes.headline
International education as developed by the International Baccalaureate Organization

# data[].attributes.subject
International education as developed by the International Baccalaureate Organization

# data[].attributes.headline
Citizenship Education and Diversity: Implications for Teacher Education

# data[].attributes.subject
Citizenship Education and Diversity: Implications for Teacher Education

# data[].attributes.attachment_link.description
Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

# data[].attributes.headline
Exploring Teacher Identity in International Schools: Key Concepts for Research

# data[].attributes.subject
Exploring Teacher Identity in International Schools: Key Concepts for Research

# data[].attributes.headline
Elite international schools in the Global South: transnational space, class relationalities and the “middling” international schoolteacher

# data[].attributes.subject
Elite international schools in the Global South: transnational space, class relationalities and the “middling” international schoolteacher

# data[].attributes.headline
Contexts for Teaching and Learning Systems

# data[].attributes.subject
Contexts for Teaching and Learning Systems

# data[].attributes.headline
The global education race : taking the measure of PISA and international testing

# data[].attributes.subject
The global education race : taking the measure of PISA and international testing

# data[].attributes.attachment_link.description
Subject: Academic achievement, Academic achievement -- Cross-cultural studies, Education / Comparative, Education / Counseling / Academic Development, Education / Educational Policy & Reform / General, Education / Evaluation & Assessment, Education / Philosophy, Theory & Social Aspects, Education / Research, Education / Testing & Measurement, Educational evaluation -- Cross-cultural studies, Educational evaluation -- Methodology, Educational tests and measurements, Educational tests and measurements -- Methodology -- Cross-cultural studies, Programme for International Student AssessmentSee more

# data[].attributes.headline
Learner-centred education in developing country contexts: From solution to problem? 

# data[].attributes.subject
Learner-centred education in developing country contexts: From solution to problem? 

# data[].attributes.headline
World development report 2018: Learning to realize education’s promise

# data[].attributes.subject
World development report 2018: Learning to realize education’s promise

# data[].attributes.headline
Understanding teacher identity: an overview of issues in the literature and implications for teacher education

# data[].attributes.subject
Understanding teacher identity: an overview of issues in the literature and implications for teacher education

# data[].attributes.headline
How do teachers learn to teach international students? Teachers’ informal professional learning in international vocational education

# data[].attributes.subject
How do teachers learn to teach international students? Teachers’ informal professional learning in international vocational education

# data[].attributes.attachment_link.description
OECD Future of Education and Skills 2030 aims to build a common understanding of the knowledge, skills, attitudes and values students need in the 21st century.

# data[].attributes.headline
Discourses of Globalisation, Ideology, Education and Policy Reforms

# data[].attributes.subject
Discourses of Globalisation, Ideology, Education and Policy Reforms

# data[].attributes.attachment_link.title
Facilitation of Class Discussion.docx (1)

# data[].attributes.attachment_link.title
Conceptual Organizer (JS, RJ, KL, SK).docx

# data[].attributes.attachment_link.title
Jocelyn and Kelsey's Conceptual Organizer

# data[].attributes.headline
Curriculum of Education and Teaching in International Contexts

# data[].attributes.subject
Curriculum of Education and Teaching in International Contexts

# data[].attributes.attachment_link.title
Curriculum of Education and Teaching in International Contexts.docx

# data[].attributes.headline
Sign up - Facilitation of Class Discussion

# data[].attributes.subject
Sign up - Facilitation of Class Discussion

# data[].attributes.attachment_link.title
Sign up - Facilitation of Class Discussion

# data[].attributes.headline
UN Sustainable Development Goals in the Classroom

# data[].attributes.subject
UN Sustainable Development Goals in the Classroom

# data[].attributes.attachment_link.readable_text
Grade 4 students have made connections between their Unit of Inquiry (UOI) and Physical, Social, and Personal Education (PSPE).

They have delved into "Child Rights to Play" as outlined in Article 31 issued by UNICEF (United Nations Children's Fund).

Additionally, they have taken the initiative to raise awareness about the impact of physical health and fitness on the Quality of life which connects to Good Health and Well-being as our sustainable goal.

The inquirers of Grade 1 acquired the knowledge of healthy and unhealthy eating and the importance of a balanced lifestyle. Students connected with the SDG - Good Health And Well-Being by researching mindfulness practices and making correct choices that would improve their health. The students of Grade 1 made the well-being kits that would help their mental well-being and practised them in class as a part of their daily habits. They also hosted a unit celebration for other grades and parents to share their knowledge of good health and well-being to be globally-minded citizens.

Grade 2 students focussed on the United Nations SDG - 15 focussing on taking care of Life on Land. They understood the importance of tiny creatures in the environment and applied their research skills and creativity to spread awareness about how to coexist with tiny creatures in our surroundings without harming them. For the same, they created posters, and habitats for creatures beneficial to us and came up with sustainable solutions to get rid of them in case they cause harm to us. Some students created natural disinfectants, sprays, etc.

Grade 3 students focussed on the United Nations focussing on providing clean water and ensuring sustainable water management.

They wrote their Persuasive Pieces after capturing images of areas in school where they felt water wastage was imminent and needed immediate attention. They even urged people to use water judiciously daily!

Envisioning a brighter future begins with understanding the 'What', So What, Now What strategy, embraced by our diligent students as they embark on a journey of exploration within the tapestry of their immediate surroundings. Guided by the principles of Sustainable Development Goals (SDGs), they delved deep into the heart of pertinent issues, wielding the power of critical thinking to unearth sustainable solutions. With each step, they illuminated pathways towards positive change, weaving together creativity, compassion, and a steadfast commitment to making a difference. Their endeavours stand as a testament to the transformative potential nestled within each of us, igniting hope and paving the way for a more sustainable tomorrow.

Grade 5 students are exploring materials and sustainability connected with SDG 9 & SDG 12. They are learning about different types of materials, changes in material along how to use sustainable and eco-friendly materials. Students explored the fascinating connection between SDG's and language, particularly within the context of smart and modern materials. Through this unit, students are not only grasping the language structure but also internalizing the essence of sustainable development by making a positive impact on our planet "Earth".It has also encouraged 5th graders to think about new and cool ways to build things and use technology while being kind to our planet.

# data[].attributes.attachment_link.title
Connecting learning in the PYP classrooms to the United Nations - Sustainable Development Goals - Edubridge International School

# data[].attributes.attachment_link.description
Grade 4 students have made connections between their Unit of Inquiry (UOI) and Physical, Social, and Personal Education (PSPE). They have delved into "Child Rights to Play" as outlined in Article 31 issued by UNICEF (United Nations Children's Fund).

# data[].attributes.headline
Seven Strong Claims about School Leadership

# data[].attributes.subject
Seven Strong Claims about School Leadership

# data[].attributes.attachment_link.title
Seven strong claims about successful school leadership revisited(3) (2)

# data[].attributes.headline
Leveraging Artificial Intelligence for Equitable Access and Personalized Learning

# data[].attributes.subject
Leveraging Artificial Intelligence for Equitable Access and Personalized Learning

# data[].attributes.body
Higher Educatio

# data[].attributes.body
Intelligence: An Evaluation of Guidelines

# data[].attributes.attachment_link.title
Diversity  Equity  and Inclusion in Artificial Intelligence  An Evaluation of Guidelines

# data[].attributes.attachment_link.title
Exploring the Digital Transformation The Influence of Augmented Reality (AR), Virtual Reality (VR), and Artificial Intelligence (AI) on Higher Education - Prospects, Barriers, and Ethical Factors

# data[].attributes.headline
The “Grammar” of Schooling: Why Has it Been so Hard to Change?

# data[].attributes.subject
The “Grammar” of Schooling: Why Has it Been so Hard to Change?

# data[].attributes.attachment_link.description
Opinion: Fazal Rizvi, Professor of Global Studies in Education at the University of Melbourne

# data[].attributes.attachment_link.keywords[]
the end of average: how we succeed in a world that values sameness

# data[].attributes.attachment_link.title
The End Of Average: How We Succeed In A World That Values Sameness

# data[].attributes.attachment_link.description
The End of Average: How We Succeed in a World That Values Sameness By ( Author ) Jan-2016 Hardcover

# data[].attributes.attachment_link.title
Instruments of a Beating Heart | An Oscar-Nominated Op-Doc

# data[].attributes.attachment_link.description
Ecolint is the world’s first international school. A pioneer in international education for 100 years.

# data[].attributes.attachment_link.description
UWC makes education a force to unite people, nations and cultures for peace and a sustainable future

# data[].attributes.attachment_link.readable_text
Repton is a prominent international school in the heart of Dubai. One of the few genuinely international schools in the Gulf Region, Repton combines the reputation and academic rigour of the UK curriculum. Repton's philosophy of developing the whole child, through academic, creative and sporting arenas are further enhanced with the stunning campus in Nad Al Sheba. Repton pupils from ages 3-18 benefit from facilities, classroom resources and a sporting experience that is the envy of their peers. A Repton education enables our students to leave school with a series of core traditional British values and character traits that will enable them to thrive as adults; courageous and curious, well mannered and responsible and determined to make a positive difference to those around them.

At Repton, we all aim for,

'The rigorous pursuit of excellence, inside and outside the classroom, combined with a passionate concern for the wellbeing of each individual.'

OF ALL JUNIOR SCHOOL STUDENTS EXCEED GLOBAL TEST RESULTS

of exam entries achieved A*- A

EXTRA-CURRICULAR ACTIVITIES

Children thrive in the Foundation Stage (FS) and make swift progress in developing key language, number and early scientific skills

Students in primary, secondary and post-16 phases make rapid progress in English, Mathematics and Science typically reaching high standards

Students' outstanding behavior, their appreciation of Islamic values and strong sense of responsibility underpins the harmonious and purposeful atmosphere

The meticulous attention to health and safety, and high quality care and support, are much appreciated by parentsKHDA Report 2018 - 2019

# data[].attributes.attachment_link.title
Repton Dubai | Repton has been rated by the Dubai education authority (KHDA) as 'Outstanding' since 2014, one of only 14 such schools in Dubai to achieve this standard. The inspectors in January 2018 described Repton Dubai as 'world class.'

# data[].attributes.attachment_link.description
Repton is a prominent international school in the heart of Dubai. One of the few genuinely international schools in the Gulf Region, Repton combines the reputation and academic rigour of the UK curriculum. Repton's philosophy of developing the whole child, through academic, creative and sporting arenas are further enhanced with the stunning campus in Nad Al Sheba.

# data[].attributes.headline
What is identity? As we now use the word?

# data[].attributes.subject
What is identity? As we now use the word?

# data[].attributes.headline
Problems with PISA: Why Canadians should be skeptical of the global test

# data[].attributes.subject
Problems with PISA: Why Canadians should be skeptical of the global test

# data[].attributes.attachment_link.readable_text
The Program for International Student Assessment (PISA) - the Organization for Economic Co-operation and Development's (OECD) global standardized test of student achievement - is frequently used by commentators to compare and rank national or provincial education systems.

There are many reasons to be skeptical about PISA rankings and how they're used to compare student achievement or to identify best practices or solutions for educational problems.

1. A narrow measurement

PISA numbers are limited in what they can explain and the conclusions they can support.

Read more: Testing literacy today requires more than a pencil and paper

PISA typically samples 5,000 to 10,000 15-year-old students from about 500 randomly selected schools in each country every three years. Up to 53 students are randomly selected in each of these schools.

In small countries with fewer than 5,000 students, all 15-year-old students are sampled. The two-hour test relies heavily on multiple choice and rating scale questions.

PISA ignores the importance of engagement and positive attitudes to learning for future success.

(Shutterstock)

Educational outcomes that are important for future citizens or a well-rounded education are not captured: for example, democratic participation, understanding of history and politics, teamwork, well-being, moral values, creativity, aesthetic skills, athletic talent or communication skills.

2. Relation to Indigenous schools, special needs students

Differing levels of how special needs students are integrated in distinct jurisdictions also confound PISA results.

3. Statistical uncertainty

PISA tests a sample of students and the results are then adjusted to reflect a whole population of 15-year-old students. The scores therefore include a measure of statistical uncertainty and PISA can only report a range of positions (upper rank and lower rank) where a country can be placed.

There is a co-relation between poverty and lower test results: the OECD notes that up to 46 per cent of the differences in PISA mathematics scores among OECD countries can be explained by socio-economic disadvantage.

The majority of nations fall in the middle PISA rankings. However, small differences in mean scores can shift rankings by 10 to 20 places.

Relying on a small number of questions also means scores are highly affected by completion rates. In some jurisdictions, higher scores may result from greater significance being placed on PISA completion by parents and school authorities.

4. Pressure to narrow curricula

As an instrument of international comparison, PISA has created pressure for states to narrow curricula, relegating subjects such as the arts and social studies to second-class status, and to introduce testing cultures to monitor performance and achievement.

(Shutterstock)

Testing culture and curriculum narrowing have been linked to students dropping out, students and teachers cheating, students undergoing stress and anxiety disorders, teachers leaving the profession, a fear of failing and a dislike of schools and learning.

5. Overlooking inquiry-based learning

As school systems narrow curricula to focus on testable concepts, students may reach high levels of proficiency in a few subjects but lose out on programs of study based on active, inquiry-based processes and content.

Countries with the highest PISA scores appear to have the lowest levels of inquiry-based learning. High levels of inquiry-based science appear to have a negative association with PISA science scores. Focusing on PISA may increase skill levels but cause students to miss out on learning that generates higher-order thinking.

6. Cultural specificity

7. Corporate partnership in the age of digital surveillance

Finally, journalists and researchers have expressed concerns about PISA's partnership with Pearson, a global educational business enterprise that boasts it operates more than 70 countries worldwide, reaching 100 million people.

The partnership is a worrisome conflict of interest. PISA assesses and ranks school systems and Pearson is a provider of global and online charter schools, tests and education consulting. Additionally, in an age of rising concern about digital surveillance and data privacy, it is reasonable to ask how data on students and teachers that's collected globally may be used, and to what end.

What needs to change

Other democratically governed organizations such as UNESCO should play a larger role in the collection of international educational data. This would ensure students' and teachers' rights are protected and children have the vibrant and democratic educational structures, processes and relationships they are entitled to.

PISA has shifted education discussion globally in alarming ways. The OECD needs to listen to critical voices and rethink its PISA strategy and framework.

# data[].attributes.attachment_link.title
Problems with PISA: Why Canadians should be skeptical of the global test

# data[].attributes.attachment_link.description
The Program for International Student Assessment (PISA) - the Organization for Economic Co-operation and Development's (OECD) global standardized test of student achievement - is frequently used by commentators to compare and rank national or provincial education systems. There are many reasons to be skeptical about PISA rankings and how they're used to compare student achievement or to identify best practices or solutions for educational problems. PISA numbers are limited in what they can explain and the conclusions they can support.

# data[].attributes.attachment_link.title
Facilitation of Class Discussion CURRENT

# data[].attributes.headline
OECD FUTURE OF EDUCATION AND SKILLS 2030

# data[].attributes.subject
OECD FUTURE OF EDUCATION AND SKILLS 2030

# data[].attributes.attachment_link.description
Be heard, collaborate, and share ideas—make meetings and classes more engaging with real conversations.