IB Global Research Department

This research project aims to provide empirically-grounded insights into what constitutes ‘The IB Teacher Professional, in both theory and practice. A mixed methods design is employed to improve our current understanding of the essential skills, perspectives and practices pertinent to an IB Teacher. Outcomes are expected to contribute to the design and implementation of the IB’s educational offerings and services to schools and teachers. This research also looks to enhance levels of awareness and understandings among the wider educational community of the distinctive qualities, perspectives and practices of the IB teacher professional.

Center for Evaluation and Monitoring, University of Durham

IB is working with University of Durham to compare the attainment, progress and attitudes of students in IB and non-IB schools using a range of CEM (Centre for Evaluation and Monitoring) data collected in the 2009/10 academic year. CEM uses results from PIPS, InCAS, CABT, Yellis, and GCSE to investigate student performance and attributes.

Philip Hallinger, Allan Walker & Moosung Lee, Hong Kong Institute of Education (HKIEd)

In this study, the Hong Kong Institute for Education illuminates key strategies and practices that promote successful programme implementation and transition within full continuum IB schools. The mixed methods study analysed data from a global survey of 235 IB coordinators and case studies of five full continuum schools in the Asia-Pacific region. The study found that schools employed leadership practices and management strategies to address issues and challenges emerging from programme transitions. Commonly and saliently identified leadership practices and management strategies included 1) various strategies for the purpose of articulation, 2) cross-programme interaction, and 3) strategic staffing. Among the three major leadership and management strategies, articulation promoted a better transition through building consistency and coherence between programs. Consistency between programmes in terms of teaching, learning, and assessment was critical to a smooth transition. In a similar vein, coherence of curriculum between programmes was another key pillar for a smooth transition. Finally, support for students was also directly associated with better program transitions.

Research Summary

Link to the report on the HKIEd website