Co-researchers and presenters:

Dr. Armağan Ateşkan has a BSc degree in food engineering from Istanbul Technical University. She has an MA in biology teacher education from Bilkent University, and a PhD in computer education and instructional technologies from Middle East Technical University. Dr Ateskan has been working as an instructor at the Graduate School of Education, Bilkent University, Turkey since 2002. Besides that she worked at a high school in Turkey as a biology teacher and at an international school in Belgium as an educational technologist. She directed several international projects related to IB DP and environmental education.

Dr. Jale Onur has a BA in English language and literature teaching from Marmara University, B.A in German Philology from Istanbul University, an MA in Second Language Acquisition from School for International Training, Brattleboro, Vermont, U.S.A and an EdD from University of Bath. Dr Onur owned a translation office at the beginning of her career. Twenty four years of her work as an educator was at The Koç School in Istanbul as an English teacher, director, provost and assistant general director. She is the academic consultant to The Turkish Private Schools Association and consults different educational projects as a free-lance consultant. She has worked on a research team with Bilkent University on a project investigating the alignment of the IB Diploma Program with National Program and their effect on university achievement.

Sıla Sagun has a BSc degree in biology from Ankara University, and an MA in biology teacher education from Bilkent University. She is currently a PhD student in curriculum and instruction at Bilkent University. Ms Sagun has been working as a science and DP biology teacher at Bilkent Laboratory and International School, Turkey since 2009.

Presentation 1: IBDP and Ministry of National Education (MoNEP) written curriculum scholastic and non-scholastic alignment (Dr. Armağan Ateşkan & Dr. Jale Onur)

This presentation will summarize the results of a research focused on written curriculum alignment of the two programs above, IBDP and MoNEP. In the first part, their scholastic alignment was compared through examination of the policy documents. The documents of the four subject areas were examined in respect of their content, cognitive demand and philosophical underpinnings. For the second part, the non-scholastic attributes: international mindedness, civic-mindedness, engagement and motivation were traced on policy papers and their effects in practice and real life connections were explored.

Presentation 2: A comparative study of the IBDP and non-IBDP graduates in respect of their achievement at university entry and life (Dr. Armağan Ateşkan, Dr. Jale Onur& Sıla Sagun)

In this presentation, comparison of the academic success of IBDP and non-IBDP graduates at university entry, during university and at university graduation will be shared.

The qualitative data from the focus group interviews will summarize both groups’ sense of belonging, critical thinking skills, academic preparedness for university and time management skills which help to explain the effect of the IBDP and MoNEP programs on the two groups.