| dc.date.accessioned | 2019-01-10T13:07:42Z | |
| dc.date.accessioned | 2019-05-22T23:13:57Z | |
| dc.date.available | 2019-01-10T13:07:42Z | |
| dc.date.available | 2019-05-22T23:13:57Z | |
| dc.date.created | 2019-01-10T13:07:42Z | |
| dc.date.issued | 2011-06 | |
| dc.identifier | Voces y Silencios: Revista Latinoamericana de Educación - Volumen 2, Número 1 (Junio 2011) páginas 39-61 | |
| dc.identifier | http://hdl.handle.net/1992/28371 | |
| dc.identifier | 10.18175/vys2.1.2011.03 | |
| dc.identifier | https://doi.org/10.18175/vys2.1.2011.03 | |
| dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/2771318 | |
| dc.description.abstract | "The transition from elementary to middle school can be a challenge for many schools and students, but in the case of IB schools, it also involves a change in curriculum approaches. Namely, it involves moving from a transdisciplinary approach, such as the IB Primary Years Programme (PYP), to an Interdisciplinary approach, such as the IB Middle Years Programme (MYP). In our school, a K-12 IB world school in Bogota, Colombia, offering all 3 programs, this transition was problematic. Students experienced a decrease in academic achievement and many behavioural issues. For example, during the 2008 ? 2009 academic year, 38% of our students failed at least one subject area in any given marking period, and a total of 17% of our students failed one or more subjects for the year..."-- Tomado de la introducción | |
| dc.language | eng | |
| dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.rights | openAccess | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | |
| dc.source | instname:Universidad de los Andes | |
| dc.source | reponame:Séneca | |
| dc.title | From PYP to MYP - Supporting transitions across the IB continuum | |
| dc.type | Artículos de revistas | |
