Abstract
All staff members at Tiga International School (TIS) were participants in the study. The first section of this chapter provides a profile of TIS. The chapter then goes on to outline the findings from the policy analysis regarding the introduction of the IBPYP at this site. As with the previous two chapters, they are considered in terms of the four contexts of the ‘policy trajectory’ framework, namely, the contexts of influences, policy text production, practices, and outcomes.
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References
IBO. (2003a). Programme standards and practices. Cardiff: IBO. www.ibo.org/documentlibrary/programmestandards/. Accessed 30 Mar 2006.
IBO. (2003b). IB learner profile booklet. Cardiff: IBO. www.ibo.org/ibla/conference/…/TheLearnerProfileinActionFabian.ppt. Accessed 30 Mar 2006.
IBO. (2004). Making the PYP happen: A curriculum framework for international primary education. Cardiff: IBO. www.ibo.org/documentlibrary/programmestandards/. Accessed 3 Mar 2006.
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Ledger, S., Vidovich, L., O’Donoghue, T. (2014). Case Study Three: Tiga International School (TIS). In: Global to Local Curriculum Policy Processes. Policy Implications of Research in Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-08762-7_7
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DOI: https://doi.org/10.1007/978-3-319-08762-7_7
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