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9
would result, the report concludes by stating that the children born in that year would graduate in the year 2000 and that recommendations from the report would hopefully prepare these children for far more effective lives in a far stronger America. It has been nearly thirty years since the report came out and though progress has been made, particularly in terms of accountability, it is clear that there are still many difficult questions from the report left unanswered from and many of the inadequacies of the educational process still exist today.
One of the most pressing concerns rests with a lack of global elements in our current educational structure. Most schools across the nation are not concerned with developing global citizens who are capable of understanding and adapting to world-wide trends. The simple goal is to get students to graduate and maybe, if you are lucky, attend a four-year university. It is as if the K-12 system exists as a holding place for students and once they are out of high school there is a wash my hands of this situation type of attitude. The problem of course is that once students enter the work force it is not a domestic and simple environment. The economic, social and political aspects of our world are quickly forcing students to be able to understand and adapt to various cultures around the world. This has led to concerns over how prepared our nations students will be when it comes time to compete in a global market and the alarming trend is that young people in this country are at risk of being competitively disadvantaged with others around the world because of a lack of preparedness.
There are schools, however, that have begun to think ahead and have implemented important elements in their curriculum to help students become globally aware. This study seeks to find which elements are visible, important and necessary in
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 17 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 9 would result, the report concludes by stating that the children born in that year would graduate in the year 2000 and that recommendations from the report would hopefully prepare these children for far more effective lives in a far stronger America. It has been nearly thirty years since the report came out and though progress has been made, particularly in terms of accountability, it is clear that there are still many difficult questions from the report left unanswered from and many of the inadequacies of the educational process still exist today. One of the most pressing concerns rests with a lack of global elements in our current educational structure. Most schools across the nation are not concerned with developing global citizens who are capable of understanding and adapting to world-wide trends. The simple goal is to get students to graduate and maybe, if you are lucky, attend a four-year university. It is as if the K-12 system exists as a holding place for students and once they are out of high school there is a wash my hands of this situation type of attitude. The problem of course is that once students enter the work force it is not a domestic and simple environment. The economic, social and political aspects of our world are quickly forcing students to be able to understand and adapt to various cultures around the world. This has led to concerns over how prepared our nations students will be when it comes time to compete in a global market and the alarming trend is that young people in this country are at risk of being competitively disadvantaged with others around the world because of a lack of preparedness. There are schools, however, that have begun to think ahead and have implemented important elements in their curriculum to help students become globally aware. This study seeks to find which elements are visible, important and necessary in |
