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This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.

Coherence and Consistency in International Curricula: A Study of the International Baccalaureate Diploma and Middle Years Programmes
Coherence and consistency in international curricula: A study of the international baccalaureate diploma and middle years programmes
TristianStobie

This chapter raises questions and explores concepts that may be helpful in judging coherence, consistency and continuity in the curriculum in international schools. It is based on a doctoral enquiry that specifically considered the coherence and consistency of the International Baccalaureate Middle Years and Diploma Programmes (Stobie 2005a). The intention here is not so much to summarize this research (as this has already been reported in Stobie 2005b), but rather to reflect on some of the broader questions raised.

A good deal has been written about different perspectives on curriculum and international curriculum, ...

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