An Analysis of a School’s PYP Accreditation in Terms of System Elements

Hatice Adiyaman, Zehra Keser Ozmantar

Abstract


This research is a qualitative case study aiming at analyzing the effects of accreditation on school system elements. Accordingly, interviews were conducted with administrators and teachers at an IB-PYP accredited school. There are questions directed towards understanding the impacts of the accreditation on the elements of open system in the semi-structured interview form used for the data collection tool in the interviews. Thematic analysis was utilized as the data analysis method. Inputs, process, outputs, feedback and envirionment elements of open system were used as the data analysis framework. According to the study results, the administrators and teachers think that accreditation has positive effects on the school system. However, the school community’s attitude, the staff’s professional competency, communication and teamwork skills have a decisive role in the formation of these positive effects and successful implemation of the program. Moreover, it could be stated that schools devise strategies to manage the dilemma they encounter among the national system, exam pressure and the program’s objectives, and learning outcomes.

Keywords


accreditation, IB-PYP, quality in education, open system theory

Full Text:

PDF

References


Akdoğan, A. (2014). Researching the Effective School Qualities and School Culture on the Schools that Apply International Baccalaureate PYP (Primary Years Programme) in Turkey (Unpublished doctoral dissertation). İstanbul University, Institute of Educational Sciences, İstanbul.

Braun, V., and Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-10 https://doi.org/10.1191/1478088706qp063oa

Büyükgenç, F. (2014). Reflections on the International Baccalaureate Programme: Graduates’ Perspectives (Unpublished master thesis). Ankara University, Institute of Educational Sciences, Ankara.

Dattey, K., Westerheijden, D.F., and Hofman, W.H.A. (2017). Impact of Accreditation on Improvement of Operational Inputs After Two Cycles of Assessments in Some Ghanaian Universities. Quality in Higher Education, 23(3), 213-229. https://doi.org/10.1080/13538322.2017.1407398

Day, C., Townsend, A., Knight, R. and Richardson, K. (2014). School Leadership in the Primary Years Programme An IB Funded Project 2014-15. University of Nottingham.

Demircioğlu, Ş. (2014). Intercultural Competence of English Language Teachers and Students in International Baccalaureate World Schools in Turkey and Abroad. Unpublished doctoral dissertation, Gazi University, Institute of Educational Sciences, Ankara.

Dix, K. and Gregory, S. (2020). The Impact of the IB Primary Years Programme on Student Well-Being and Other Related Social-Emotional Learning Outcomes. The Australian Council for Educational Research (ACER).

Durman, M. (2007). Quality assurance in higher education and developments in our country. Faculty of Education and Accreditation Workshop on Science with Education Perspective. AU. Faculty of Educational Sciences Publications: Ankara. Publication no: 204.

Frawley, R. (2014). Should Accreditation be Conducted by the Federal Government? Ejournal of Education Policy, 1-7.

Gough, A., Sharpley, B., Pal, S. and Griffiths, M. (2014). The International Baccalaureate Primary Years Programme (PYP) in Victorian Government Primary Schools, Australia Final Report. RMIT University, Melbourne.

Gürbüz, S., and Şahin, F. (2017). Research Methods on Social Sciences.Seçkin Publishing.

Gürkan, B. (2020). The Effects of Designing a Transdisciplinary Inquiry-based Curriculum on Pre-service Teachers: A Case of International Baccalaureate. Journal of Education and Science, 6(206), 407-440. http://dx.doi.org/10.15390/EB.2020.9334

Harvey, L. (2004). The Power of Accreditation: Views of Academics. Journal of Higher Education Policy and Management, 2(26), 207-223. https://doi.org/10.1080/1360080042000218267

Hedmo, T. (2004). Rule-Making in the Transnational Space – The Development of European Accreditation of Management Education (Doctoral Thesis). Uppsala University, Uppsala.

International Baccalaureate Organization (IBO). (2014). Primary Years Programme Learning and teaching. IBO Ltd.

Katz, D., and Kahn, R. (1966). The Social Psychology of Organization. Wiley.

Kısakürek, M.A. (2007). Quality assurance in higher education and developments in our country. Faculty of Education and Accreditation Workshop on Science with Education Perspective. AU. Faculty of Educational Sciences Publications: Ankara. Publication no: 204.

Koca, C., and Ünal, F. (2018). Investigation of the Opinions of a Waldorf Kindergarden on the Different Aspects of Mission, Vision and Differentiations in Turkey. Journal of Qualitative Research in Education, 6(3), 185-206. https://doi.org/10.14689/ISSN.2148-2624.6C3S9M

Kocabaş, E., and Akkök, F. (2007). Comparing Students in the International Bacholar and the Regular Lycee Program on the Family Communication Patterns and the Social Skills Acquired. Turkish Psychological Counseling and Guidance Journal, 27(3), 157-164. https://doi.org/10.17066/pdrd.50151

Lejeune, C., and Vas, A. (2009). Organizational Culture and Effectiveness in Business Schools: a Test of the Accreditation Impact. Journal of Management Development, 28(8), 728- 74 https://doi.org/10.1108/02621710910985504

Lunenburg, F., and Ornstein, A. (2013). Educational Administration: Concepts and Practices (6th ed.). Wadsworth Cengage Learning.

Lunenburg, F. (2010). Schools As Open Systems. Schooling, 1(1), 1-5.

Metli, A. (2018). Forms of Support for and Challenges to Fostering International-Mindedness: Perspectives about the International Baccalaureate Diploma Program from Different School Contexts (Unpublished doctoral dissertation). İhsan Doğramacı Bilkent University, Institute of Educational Sciences, Ankara.

Nguyen, H.C., and Hien T.T. (2017). Exploring Impact of Accreditation on Higher Education in Developing Countries: A Vietnamese View. Tertiary Education and Management, 24(2),154-167. https://doi.org/10.1080/13583883.2017.1406001

Oraz, B. (2019). Leadership Challenges in Transition from National Educational Programme (Non-Ib) to International Baccalaureate (IB) Educational Programme (Unpublished master’s thesis). Maltepe University, Institute of Social Sciences, İstanbul.

Özkanoğlu, Ö. (2015). Early Childhood Teachers’ Views about and Practices with Differentiated Instruction in the Primary Years Programme. Unpublished doctoral dissertation, Middle East Technical University, Institute of Social Sciences, Ankara.

Patel, D.D. (2012). Impact of Accreditation Actions: A Case Study of Two Colleges within Western Association of Schools and Colleges’ Accrediting Commission for Community and Junior Colleges (Doctoral dissertation). Southern California University, California.

Pham, T.H. (2018). Impacts of Higher Education Quality Accreditation: A Case Study in Vietnam. Quality in Higher Education, 24(2), 168-185. https://doi.org/10.1080/13538322.2018.1491787

Pehlivan Polat, M. (2019). Challenges of the International Baccalaureate Diploma Program in Schools in Turkey and Solution Proposals. Unpublished master thesis, Ankara University, Institute of Educational Sciences, Ankara.

Savage, M. and Drake, S. (2016). Living Transdisciplinary Curriculum: Teachers’ Experiences with theInternational Baccalaureate’s Primary Years Programme. International Electronic Journal of Elementary Education, 9(1), 1-20.

Seheryeli, M. and Gelbal, S. (2020). Challenges of the International Baccalaureate Diploma Program in Schools in Turkey and Solution Proposals. International Journal of Curriculum and Instructional Studies, 10(1), 221-260. https://doi.org/10.31704/ijocis.2020.008

Sezer, E. (2020). The Opinions of the Administrators and Teachers Regarding Primary Years Programme Working in the International Baccalaureate Private Preschools. Unpublished master thesis, Ankara University, Institute of Educational Sciences, Ankara.

Toe, D., Lang, J., Paatsch, L., Yim, B., Jobling, W., Doig, B. and Aranda, G. (2015). Assessment of Student Development and Learning in IB PYP Schools, Final Report. Deakin University, Geelong, Australia.

Twigg, V. (2010). Teachers’ Practices, Values and Beliefs for Successful Inquiry-Based Teaching in the International Baccalaureate Primary Years Programme. Journal of Research in International Education, 9(1) 40–65. https://doi.org/10.1177/1475240909356947

Wood, R.M. (1999). An Analysis of Administrators’ and Teachers’ Perceptions of the Accreditation Process and Its Impact on School Improvement in a Selected Group of Public Schools in East Alabama (Doctoral dissertation). Auburn University, Alabama.

Wozniak, E. (2017). Independent School Accreditation and the Learning Organization (Doctoral dissertation). Cardinal Stritch University, Wisconsin.

Uçman, O. (2019). A Comparison of the School Teachers’ Vocational Motivations and Effective School Features Between the Schools that Practice MEB’s Curriculum and the Schools that Practice Primary Years Program (Unpublished master’s thesis). Ege University, Institute of Social Sciences, İzmir.

Ülker, N. (2015). An International Research on the Influence of Accreditation of Foreign Language Preparatory Programs on Academic Quality. Unpublished doctoral dissertation, Marmara University, Institute of Educational Sciences, İstanbul.




DOI: https://doi.org/10.7575/aiac.ijels.v.9n.4p.247

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.