Page 13 |
Save page Remove page | Previous | 13 of 152 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
5
Although accountability programs have taken over as a means of assessment there is a severe lack of vision for the twenty-first century among many schools in the United States. American students lack sufficient knowledge of other world regions, languages and cultures and currently only one-third of seventh to twelfth graders study a foreign language (Education for Global Leadership, 2006). Other data points to the fact that only twenty-five percent of our college bound high school students cannot name the ocean between California and Asia and eighty percent do not know that India is the world’s largest democracy (Levine, 2005). These numbers are only small samples of the lack of preparedness American students have in relation to today’s global world.
Accountability and standards-based instruction are not necessarily negative elements in education but the drive for educational responsibility has not kept pace with a rapidly changing world. Not only are American students struggling to simply graduate from a mundane, methodical school system but upon leaving high school they are often not prepared for the rigors of university/college life. As we enter the second decade of the twenty-first century our world has faced, and will continue to face, unprecedented changes in economics, politics and societal elements as a whole. Technology has improved to the point where communication from one end of the world to the other is not only possible but also almost instantaneous. Yet, education has not jumped on board with these changes and the results could have serious consequences for the nation.
Public schools focus on the same standards-based driven curriculum while the United States is facing growing economic competition. While our public schools focus on Academic Performance Indicators (API) and Annual Yearly Progress (AYP) the nation faces a shortage of translators in key languages that affect national security
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 13 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 5 Although accountability programs have taken over as a means of assessment there is a severe lack of vision for the twenty-first century among many schools in the United States. American students lack sufficient knowledge of other world regions, languages and cultures and currently only one-third of seventh to twelfth graders study a foreign language (Education for Global Leadership, 2006). Other data points to the fact that only twenty-five percent of our college bound high school students cannot name the ocean between California and Asia and eighty percent do not know that India is the world’s largest democracy (Levine, 2005). These numbers are only small samples of the lack of preparedness American students have in relation to today’s global world. Accountability and standards-based instruction are not necessarily negative elements in education but the drive for educational responsibility has not kept pace with a rapidly changing world. Not only are American students struggling to simply graduate from a mundane, methodical school system but upon leaving high school they are often not prepared for the rigors of university/college life. As we enter the second decade of the twenty-first century our world has faced, and will continue to face, unprecedented changes in economics, politics and societal elements as a whole. Technology has improved to the point where communication from one end of the world to the other is not only possible but also almost instantaneous. Yet, education has not jumped on board with these changes and the results could have serious consequences for the nation. Public schools focus on the same standards-based driven curriculum while the United States is facing growing economic competition. While our public schools focus on Academic Performance Indicators (API) and Annual Yearly Progress (AYP) the nation faces a shortage of translators in key languages that affect national security |
