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in the United States while pushing the federal government towards finding necessary solutions to this enormous and transforming problem.
The report then recommended changes in content, standards and expectations, time, teaching, leadership and fiscal support (Nation at Risk, 1983). Many of the recommendations are a staple of education today while others have yet to be implemented effectively or have been challenged by further research. Among other things, the report led towards pushing grades as indicators of academic achievement, raising of admissions requirements to four-year universities and revamping of textbook and technologies. The report even argued that students in high school should be assigned far more homework than they had been receiving (Nation at Risk, 1983). All of these elements were done with good intentions but, unfortunately, were short-sighted in the overall purpose of a K-12 education system. Many of the recommendations failed to account for the growing diversity, socio-economic gaps and the burgeoning technology of an increasingly globalized world. Of the recommendations, the elements that truly had an impact were standards and accountability. A Nation at Risk led to a much greater emphasis for accountability in order to help measure the implementation of many of the recommendations from the report.
Thus, years of frustration and reports such as A Nation at Risk led to the creation of No Child Left Behind (NCLB), a government mandate calling for yearly progress and serious consequences for schools that do not measure up. NCLB is perhaps one of the federal government’s most important pieces of educational legislation in the history of education in the United States. It has pushed schools to meet yearly progress goals and
Object Description
| Title | Globalization, curricular elements, organizational structures and perceived student outcomes in California schools |
| Author | Vigil, Ricardo |
| Author email | tracer1150@aol.com; ricardjv@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2011-02-11 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-26 |
| Advisor (committee chair) | Gothold, Stuart E. |
| Advisor (committee member) |
Hocevar, Dennis J. Love, Laurie |
| Abstract | The world is becoming increasingly connected and this has begun to affect the political, economic, cultural and societal aspects of our lives. Globalization will push individuals to have sensitivity to foreign cultures, fluency in foreign languages and an understanding of international trade and technology while also having the ability to reshape what people think about nations, boundaries and identities. How people react to globalization will depend heavily on who is viewing it and this complexity brings with it values and tensions from various parts of the world. Consequently, globalization carries tremendous ramifications for education and whether or not globalization is accepted, the forces and trends it is presenting are too strong to ignore. So the questions at hand are now: what are schools doing to address this idea, what are schools doing to educate students about globalization and has the idea of global citizenship been addressed? This study addresses what education in the United States is currently focused on and what education is doing in consideration of globalization; specifically what role students will play in a globalized world. The intent of this study was to identify global curricular and organizational elements that are present in California schools and what associated student outcomes are produced. Furthermore, the idea of global citizenship is now a distinct possibility; an idea that begins to blur current ideas of citizenship in an era of nation-states. The idea of relating to others now goes beyond national borders in ways that make it necessary to be aware of political, economic and social issues in other nations. This study also examines what it means to be a global citizen and what are schools doing to make this happen. As part of a thematic dissertation group of eight at the University of Southern California, this study focused on one school in California and found many elements that support globalization.; These included a well developed curriculum, organized leadership, international faculty, exchange trips abroad, a focus on 21st century skills and more. The results of these organizational and curricular ingredients include altruistic projects, community service, and academic excellence and can be useful to policymakers and school-builders who are trying to integrate globalization into schools. Ultimately, this study, in combination with the others in the thematic dissertation team, have the potential to make the curricular elements, organizational structures and student outcomes found in this study significant in attempting to address questions of globalization in schools. |
| Keyword | California; curricular elements; global education; globalization; international baccalaureate; student outcomes; global curriculum |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2040 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3777 |
| Contributing entity | University of Southern California |
| Rights | Vigil, Ricardo |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Vigil-4389 |
| Archival file | uscthesesreloadpub_Volume23/etd-Vigil-4389.pdf |
Description
| Title | Page 10 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 2 in the United States while pushing the federal government towards finding necessary solutions to this enormous and transforming problem. The report then recommended changes in content, standards and expectations, time, teaching, leadership and fiscal support (Nation at Risk, 1983). Many of the recommendations are a staple of education today while others have yet to be implemented effectively or have been challenged by further research. Among other things, the report led towards pushing grades as indicators of academic achievement, raising of admissions requirements to four-year universities and revamping of textbook and technologies. The report even argued that students in high school should be assigned far more homework than they had been receiving (Nation at Risk, 1983). All of these elements were done with good intentions but, unfortunately, were short-sighted in the overall purpose of a K-12 education system. Many of the recommendations failed to account for the growing diversity, socio-economic gaps and the burgeoning technology of an increasingly globalized world. Of the recommendations, the elements that truly had an impact were standards and accountability. A Nation at Risk led to a much greater emphasis for accountability in order to help measure the implementation of many of the recommendations from the report. Thus, years of frustration and reports such as A Nation at Risk led to the creation of No Child Left Behind (NCLB), a government mandate calling for yearly progress and serious consequences for schools that do not measure up. NCLB is perhaps one of the federal government’s most important pieces of educational legislation in the history of education in the United States. It has pushed schools to meet yearly progress goals and |
