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Barack Obama’s administration has introduced the Race To The Top program designed to push schools towards changes that will bring better public schools. Intended to give money to states that achieve high academic standards and improve teacher quality, some elements in this program go as far as trying to link teacher performance with payments that are based on student test results. Fair or not, it is evidence that parts of accountability and standards-based instruction are not going to disappear anytime soon and are part of the educational landscape for the foreseeable future.
With this in mind, it is important to note that accountability measures have exposed many flaws in our current education system. Though dropout rates vary from state to state and even district to district, the alarming overall indicators are that as much as one-third of public school students never graduate and that number is worse among inner-city minorities (Bridgeland, DiIulio, Morrison, 2006). There is no single explanation why students are not finishing high school but reasons range from a combination of failing classes, lack of motivation, lack of interesting classes, and an overall sense of defeat before they even begin secondary school (Bridgeland, DiIulio, Morrison, 2006). The reality then, is that there is a severe problem in US schools. Meanwhile, educational programs have not always helped with the desired results. After reviews of dozens of reports, studies, articles and policies relating to dropouts, the conclusion was that most programs did not reduce dropout rates by statistically significant margins (Bridgeland, DiIulio, Morrison, 2006).
Even students who are graduating from K-12 schools are not all prepared for the skill-set needed in a twenty-first century world. Currently, most of the nation’s schools have not adequately responded to the array of academic problems they are facing.
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 12 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 4 Barack Obama’s administration has introduced the Race To The Top program designed to push schools towards changes that will bring better public schools. Intended to give money to states that achieve high academic standards and improve teacher quality, some elements in this program go as far as trying to link teacher performance with payments that are based on student test results. Fair or not, it is evidence that parts of accountability and standards-based instruction are not going to disappear anytime soon and are part of the educational landscape for the foreseeable future. With this in mind, it is important to note that accountability measures have exposed many flaws in our current education system. Though dropout rates vary from state to state and even district to district, the alarming overall indicators are that as much as one-third of public school students never graduate and that number is worse among inner-city minorities (Bridgeland, DiIulio, Morrison, 2006). There is no single explanation why students are not finishing high school but reasons range from a combination of failing classes, lack of motivation, lack of interesting classes, and an overall sense of defeat before they even begin secondary school (Bridgeland, DiIulio, Morrison, 2006). The reality then, is that there is a severe problem in US schools. Meanwhile, educational programs have not always helped with the desired results. After reviews of dozens of reports, studies, articles and policies relating to dropouts, the conclusion was that most programs did not reduce dropout rates by statistically significant margins (Bridgeland, DiIulio, Morrison, 2006). Even students who are graduating from K-12 schools are not all prepared for the skill-set needed in a twenty-first century world. Currently, most of the nation’s schools have not adequately responded to the array of academic problems they are facing. |
