Titlebook: Global to Local Curriculum Policy Processes; The Enactment of the Susan Ledger,Lesley Vidovich,Tom O‘Donoghue Book 2014 Springer Internatio

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https://doi.org/10.1007/978-3-663-14389-5hree international schools in remote communities in Indonesia, was located. Specifically, it focuses on three contexts: the International Baccalaureate (IB), the Indonesian context, and remote schooling. Section 2.2 provides the background to the IB and positions it within the field of international

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Griechische literarische Texte,Years Programme (IBPYP), it gave an outline of the Indonesian educational context, and it described issues related to remote schooling. This chapter now presents a review of key concepts underpinning the study. It is organized into two main sections. It begins by fore-grounding the ever-changing mac

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https://doi.org/10.1007/978-3-663-14386-4eform in three remote international schools in Indonesia. Pseudonyms are used for all case study sites and for participants within the cases. The chapter opens by providing a profile of the particular case study setting. It then outlines the findings from policy analysis at the site. These findings

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,Kronprinzessin Luise von Preu?en, (IBPYP) in particular remote Indonesian school settings. This chapter now presents the results of an analysis undertaken across the three cases. It is a cross-case analysis framed by the conceptualization of the policy trajectory consisting of the contexts of influences, policy text production, pra

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K?nnen Aktienkurse noch steigen?s so as to capture the multiple and interconnecting worlds that have an impact on, surround, influence and set the agendas for, education policy. Although the study reported in this book was primarily about micro level policy actors making meaning of the IBPYP in remote international schools in Indo

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Introduction,icy is becoming more complex. A realisation of this situation leads on to recognising the need for a range of policy analysis studies in the field. The study reported in this book was conceptualized in the light of such recognition. It was concerned with exploring the dynamics of curriculum policy p

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