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38
Communities and small schools will also play a role in the success of globalized schools. All of the Network schools are small, roughly one-hundred plus students per grade level and each school has an advisory component as part of a relationship driven environment (Jackson, 2008). Working with parents will allow the school to understand the schools own culture and education will be the spur for parents to understand other cultures. It would not be far-fetched to say that one of the first steps in a globalized education is to engage parents in the same international frame of mind necessary for the demands of our world. Advisory components also have the ability to nurture teacher student relationships in many positive ways. The guidance and support of these types of relationships can prove to be pivotal as students work towards understanding of other cultures. It is culture, in all its various forms, that serves one of the primary carriers of globalization and values and understanding culture means understanding relationships. Building these relationships as a fundamental core in internationally-minded schools will ease the ability to do this.
This also means that teachers need to be adequately prepared in order to make a globalized curriculum possible. Existing teachers require professional development to prepare them to teach about an international curriculum and teacher-education programs will need to broaden their approach to content-specific teaching methodologies. All states will need to work through their own certification process and with higher education in order to internationalize teacher-education programs (Stewart, 2008). This will, of course, be much easier said than done but can and should not be overlooked in this entire process. As usual with any change in direction or policy, it will be teachers in a classroom implementing and this will require teachers who are able to understand other
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 46 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 38 Communities and small schools will also play a role in the success of globalized schools. All of the Network schools are small, roughly one-hundred plus students per grade level and each school has an advisory component as part of a relationship driven environment (Jackson, 2008). Working with parents will allow the school to understand the schools own culture and education will be the spur for parents to understand other cultures. It would not be far-fetched to say that one of the first steps in a globalized education is to engage parents in the same international frame of mind necessary for the demands of our world. Advisory components also have the ability to nurture teacher student relationships in many positive ways. The guidance and support of these types of relationships can prove to be pivotal as students work towards understanding of other cultures. It is culture, in all its various forms, that serves one of the primary carriers of globalization and values and understanding culture means understanding relationships. Building these relationships as a fundamental core in internationally-minded schools will ease the ability to do this. This also means that teachers need to be adequately prepared in order to make a globalized curriculum possible. Existing teachers require professional development to prepare them to teach about an international curriculum and teacher-education programs will need to broaden their approach to content-specific teaching methodologies. All states will need to work through their own certification process and with higher education in order to internationalize teacher-education programs (Stewart, 2008). This will, of course, be much easier said than done but can and should not be overlooked in this entire process. As usual with any change in direction or policy, it will be teachers in a classroom implementing and this will require teachers who are able to understand other |
