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41
Chapter Three: Methodology
Introduction
The purpose of the study was to identify curricular elements and their associated student outcomes among California schools that address globalization. For this study, a specific school was selected as part of a thematic dissertation team of eight. The eight schools were chosen because they fit the criteria set for what it means to address globalization. The thematic group qualified schools that, among other facets, contained a global mission and vision, a global culture including leadership and teacher buy in, studying of foreign languages, integration of global curriculum, partnerships, professional development, collaboration, project based learning and an overall sense of global citizenship that includes service and environmental awareness.
The research literature has steered this study through awareness of globalization in history, specifically within education. In addition, there is a clear rationale for having globalized curriculum and other global aspects in schools. The research also demonstrated to the dissertation team the current best practices that are taking place in schools that have some elements of globalization. This combination of research literature created the need to identify what particular curricular elements are present in California schools that do have a globalized theme and what are the perceived student results that are produced from this globalized perspective.
This case study was one of eight in a thematic dissertation group. The group met from November of 2009 through April of 2010 to share resources such as literature reviews and other information on globalization. In addition, the group developed research instruments, designed the course of study, while setting deadlines for completion
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 49 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 41 Chapter Three: Methodology Introduction The purpose of the study was to identify curricular elements and their associated student outcomes among California schools that address globalization. For this study, a specific school was selected as part of a thematic dissertation team of eight. The eight schools were chosen because they fit the criteria set for what it means to address globalization. The thematic group qualified schools that, among other facets, contained a global mission and vision, a global culture including leadership and teacher buy in, studying of foreign languages, integration of global curriculum, partnerships, professional development, collaboration, project based learning and an overall sense of global citizenship that includes service and environmental awareness. The research literature has steered this study through awareness of globalization in history, specifically within education. In addition, there is a clear rationale for having globalized curriculum and other global aspects in schools. The research also demonstrated to the dissertation team the current best practices that are taking place in schools that have some elements of globalization. This combination of research literature created the need to identify what particular curricular elements are present in California schools that do have a globalized theme and what are the perceived student results that are produced from this globalized perspective. This case study was one of eight in a thematic dissertation group. The group met from November of 2009 through April of 2010 to share resources such as literature reviews and other information on globalization. In addition, the group developed research instruments, designed the course of study, while setting deadlines for completion |
