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order for the school to successfully develop students who are ready to function not only domestically but also internationally.
This study will be useful to practitioners in pointing out many of the curricular elements present in schools that currently employ global elements. This study will help showcase many of the positive movements that are happening in our nation’s schools and the rationale behind their approach. If our nation is to continue as a global leader it will require schools where students will not only graduate with a diploma from high school, but with a set of skills that primes students as competitive candidates not only domestically but on the international front.
Additionally, this study could be useful to policymakers in helping them understand the importance of integrating globalization into curriculum. This study is not an argument against accountability and standards-based measures; as mentioned earlier, those elements are not going to disappear anytime soon. Rather, this study can aid policymakers in combing federal mandates with necessary curricular changes that are required if the United States newest students are to remain competitive in a global market.
For researchers, this study is a gate that opens the doors for further studies on the successes and failures of schools that have global curriculum and the elements that make them so. The idea that students will leave the K-12 setting as global citizens is not easy to quantify and track. However, it will become increasingly necessary to study if the curricular elements found in this study will work with the accountability push of today.
Hopefully this study will lead to changes in the overall goals of educational systems in the United States. It is imperative to realize that success can be measured if
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 18 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 10 order for the school to successfully develop students who are ready to function not only domestically but also internationally. This study will be useful to practitioners in pointing out many of the curricular elements present in schools that currently employ global elements. This study will help showcase many of the positive movements that are happening in our nation’s schools and the rationale behind their approach. If our nation is to continue as a global leader it will require schools where students will not only graduate with a diploma from high school, but with a set of skills that primes students as competitive candidates not only domestically but on the international front. Additionally, this study could be useful to policymakers in helping them understand the importance of integrating globalization into curriculum. This study is not an argument against accountability and standards-based measures; as mentioned earlier, those elements are not going to disappear anytime soon. Rather, this study can aid policymakers in combing federal mandates with necessary curricular changes that are required if the United States newest students are to remain competitive in a global market. For researchers, this study is a gate that opens the doors for further studies on the successes and failures of schools that have global curriculum and the elements that make them so. The idea that students will leave the K-12 setting as global citizens is not easy to quantify and track. However, it will become increasingly necessary to study if the curricular elements found in this study will work with the accountability push of today. Hopefully this study will lead to changes in the overall goals of educational systems in the United States. It is imperative to realize that success can be measured if |
