The International Baccalaureate (IB), formerly known as the International Baccalaureate Organization (IBO), is a nonprofit foundation headquartered in Geneva, Switzerland, and founded in 1968. It offers four educational programmes: the IB Diploma Programme and the IB Career-related Programme for students aged 15 to 19, the IB Middle Years Programme for students aged 11 to 16, and the IB Primary Years Programme for children aged 3 to 12. To teach these programmes, schools must be authorized by the International Baccalaureate.The organization's name and logo were changed in 2007 to reflect new structural arrangements. Consequently, "IB" may now refer to the organization itself, any of the four programmes, or the diploma or certificates awarded at the end of a programme.
In today's globalized societies, educational systems around the world must provide learning and assessment experiences for students with diverse linguistic and cultural repertoires. This impacts all areas of pedagogy and assessment, from curriculum development and teaching in multilingual settings, to designing culturally and linguistically responsive assessments. Whilst these areas are often investigated separately, the alignment of curriculum and assessment design for linguistically and culturally diverse learners is rarely explored. This chapter examines a co-design process in the International Baccalaureate (IB) where curriculum and assessment were developed concurrently, and explores how the approach aligns with principles of culturally and linguistically responsive assessment for learning. An autoethnographic assessment task in the new IB language and culture Diploma Programme (DP) subject exemplifies how linguistically and culturally responsive design has the potential to empower and engage students, whilst valuing their individual identities, and encouraging student agency.
ABSTRACT Introduction/Purpose Despite the well-established benefits of physical activity (PA), low levels of participation in PA remain a concern. Professional programmatic standards including behavior modification techniques are outlined by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Commission on the Accreditation of Exercise Science (CoAES), but it is not clear how these competencies are being met. Given the complexities of PA behavior, dedicated coursework addressing the fundamentals of behavior modification is valuable. The purpose of this study was to examine the prevalence of dedicated coursework focused on behavior change in CAAHEP/CoAES-accredited baccalaureate exercise science (EXS) programs. Methods We searched the curricula of CAAHEP/CoAES-accredited baccalaureate EXS programs to determine if dedicated behavior modification courses were required. We organized programs by American College of Sports Medicine region and Carnegie Classification. Results Of the 65 accredited programs found, 19 (29%) had specific courses in behavior modification. Of these 19 programs, New England (57%) and Northland (50%) regions had the highest percentage of required coursework. Carnegie master’s colleges and universities had the highest percentage of programs containing dedicated courses on behavior change (42%), compared with baccalaureate colleges (21%) and doctoral universities (37%). Conclusions Despite established educational competencies, many accredited EXS programs do not include dedicated coursework in behavior modification. Although CAAHEP/CoAES accreditation standards include behavior modification competencies, to maximize the benefits of PA and exercise and prepare the next generation of exercise professionals, dedicated coursework in behavior change should be incorporated into EXS curricula.
This study examined publicly available data from The Institution of Education Sciences (IES) survey of school leaders concerning modes of instructions offered and subgroups prioritized during the Covid-19 pandemic. We asked: Do national data regarding instructional modes (i.e., remote, hybrid, and in-person) during the Covid-19 pandemic reveal different approaches of U.S. elementary and secondary schools in rural areas versus peer institutions in cities, suburbs, and towns? Our analysis showed that schools in rural areas are more readily and equitably offering in-person instruction than schools in suburbs and cities, particularly in regard to students of color. Additionally, we found that rural school leaders report prioritizing English learners, students with identified disabilities, students experiencing homelessness and students without home internet access at higher rates that their peers in urban and suburban schools.
