Bibliographic record
Abstract
Part two of this paper is based on two prescriptions: accepting thatnot all international schools offer an international education (that is, an education for international mindedness) but many do; andboth state and private (independent) national schools can offer an international education, and they are doing so in increasing numbers.Hayden & Thompson (1996 pp50-51) conceded that not all international schools necessarily provide an international education. I also raised this same point a few years later (Hill 2000 pp30-31). This means that there is a difference between international education and an international school - they are not necessarily one and the same.The legitimacy of an international education in national, as well as international schools, has been recognised as long ago as 1986 by Belle-Isle, He was the driving force behind the implementation and development of the ISA Curriculum (which became the IB MYP in 1994) in French in many state schools in the province of Quebec during the 1980s, He saw first-hand that it was possible 'bearing in mind the intellectual and cultural mobility not only of the individual but, most of all, of thought' (Belle-Isle 1986 p29).This allows us to separate the educational programme from the nature of the school itself - from its student and governing bodies, whether a school is for profit or not, and from its raison d'etre. What is more important to international educators is whether the school is developing international mindedness in its students, wherever they might be and whoever they are. Whether we call it an international school, a national state or private school, an EU school, or whatever, is less important. IB schools are extremely varied, but their one common bond is that they all seek to develop international mindedness as defined by the IB Learner Profile and mission statement. This was once considered the province of the classic international school only, Many types of schools have, and want, access to IB programmes which were developed initially for that ideal type.Bunnell (2014:149) states: 'discussing the definition of an International School probably does still matter.' (His italics). George Walker responds in his book review: 'It certainly does' and goes on to consider any school which dispenses international education as an 'international school'.An international school is an organization that offers its students an international education through the medium of its curriculum, its planned learning. An international curriculum is the thread that connects different types of international schools be they formally associated with the United Nations; be they state or privately funded, profit or not-forprofit; be they multicultural in terms of staff and students; be they located in the northern or southern hemisphere, housed in a medieval castle or on a concrete and plate-glass campus. And just as it is possible to describe the essential elements of a good scientific education, or a musical education or an holistic education or a Montessori education, so it must surely be possible to describe the essential elements of an international education (Walker 2015:79)I would respond with an enthusiastic 'yes' about being able to enunciate the essential characteristics of an international education; IB, I PC and Oxfam, for example, have been doing that for years. I would utter another resounding 'yes' that international education can be provided in the various types of schools and places which Walker mentions above. I am less exuberant about equating the term 'international school' with an international education when we know that not all schools established for families living abroad temporarily or longer term, that is 'international schools' in the classic pre-IB sense, dispense an international education. Nevertheless, it is one way of looking at it.Another way is to think of schools offering a sound international education as 'internationally minded schools', and reserve the label 'international school' for those that were established originally for families abroad (market-driven), and for schools deliberately set up to bring together students from many cultural backgrounds (missiondriven) to promote intercultural understanding and awareness of global issues (such as UWCs). …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.011 | 0.020 |
| Scholarly communication | 0.020 | 0.027 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.008 | 0.011 |
| Insufficient payload (model declined to judge) | 0.022 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".