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Perspectives of International Baccal...

Breton, Maybell.

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Perspectives of International Baccalaureate Diploma Program Students who Participated in Extracurricular and Sports Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perspectives of International Baccalaureate Diploma Program Students who Participated in Extracurricular and Sports Programs./
Author:	Breton, Maybell.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	220 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
Contained By:	Dissertation Abstracts International75-12A(E).
Subject:	Multicultural Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3632403
ISBN:	9781321117264

Perspectives of International Baccalaureate Diploma Program Students who Participated in Extracurricular and Sports Programs.
Breton, Maybell.

Perspectives of International Baccalaureate Diploma Program Students who Participated in Extracurricular and Sports Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 220 p.

Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

In an international American school in Eastern Europe, there is little evidence on the effects of extracurricular and sports programs (ESPs) on students who are enrolled in the Creative Action Service (CAS) a componet of the academically rigorous International Baccalaureate Diploma Program (IBDP). A better understanding of the role ESPs fulfill for IBDP students can be valuable to all educational stakeholders to make informed decisions on ESPs. The purpose of this qualitative case study was to explore ways in which ESPs holistically influence students' personal development, well-being, academic success, and future aspirations. Bronfenbrenner's ecological systems theory served as the conceptual framework for the study. The research questions focused on the assets gained, limitations, skills acquired, academic achievement performance, and perspectives on the CAS. Semistructured interviews with 6 IBDP students were conducted and questionnaires about IBDP students' perspective were collected. Data analysis strategies included transcribing the interviews, coding the data thematically, writing individual case narratives about each participant, and conducting a cross-case analysis. Findings revealed that students felt overwhelmed with academics, but learned time management and leadership skills through the CAS program. A recommendation for administration is to allow IBDP students to choose the amount of hours to complete each CAS component. The implications for social change include exchange of communication between the IBDP coordinator and students. In conlusion, IBDP students' perspective may help impliment tangible improvements to CAS which can lead to better coping with stress.

ISBN: 9781321117264Subjects--Topical Terms:

2122919
Multicultural Education.

Perspectives of International Baccalaureate Diploma Program Students who Participated in Extracurricular and Sports Programs.
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245 1 0 $a Perspectives of International Baccalaureate Diploma Program Students who Participated in Extracurricular and Sports Programs.
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300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
500 $a Adviser: Mel Finkenberg.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a In an international American school in Eastern Europe, there is little evidence on the effects of extracurricular and sports programs (ESPs) on students who are enrolled in the Creative Action Service (CAS) a componet of the academically rigorous International Baccalaureate Diploma Program (IBDP). A better understanding of the role ESPs fulfill for IBDP students can be valuable to all educational stakeholders to make informed decisions on ESPs. The purpose of this qualitative case study was to explore ways in which ESPs holistically influence students' personal development, well-being, academic success, and future aspirations. Bronfenbrenner's ecological systems theory served as the conceptual framework for the study. The research questions focused on the assets gained, limitations, skills acquired, academic achievement performance, and perspectives on the CAS. Semistructured interviews with 6 IBDP students were conducted and questionnaires about IBDP students' perspective were collected. Data analysis strategies included transcribing the interviews, coding the data thematically, writing individual case narratives about each participant, and conducting a cross-case analysis. Findings revealed that students felt overwhelmed with academics, but learned time management and leadership skills through the CAS program. A recommendation for administration is to allow IBDP students to choose the amount of hours to complete each CAS component. The implications for social change include exchange of communication between the IBDP coordinator and students. In conlusion, IBDP students' perspective may help impliment tangible improvements to CAS which can lead to better coping with stress.
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