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42
and approval. The group evaluated the findings from the literature and compiled the questions and instruments needed to continue the study. Each of the case studies stands alone as an individual case that is unique to the school but the combination of each case study adds further evidence in answering and fulfilling the purpose of the study as well as addressing the necessary research questions. When all the studies are combined they add knowledge into what specific curricular elements that are present in schools that address globalization and what the related student outcomes were.
Case studies have a variety of methods to fulfill the purpose of the study and answer the research questions that cannot be accomplished through quantitative research. The depth of each case study has the potential to enrich a study through examining a phenomenon from varying perspectives. Included in this is the idea that for case studies, a substantial amount of data is collected in a variety of forms about the specific case selected to represent the case (Gall, Gall & Borg, 2003). In terms of answering the appropriate research question qualitative studies can bring a case to life in a way that is not possible using standard statistical methods and case study reports have a better foundation for developing patterns and descriptions (Gall, Gall & Borg, 2003). The variety in data collection and the vividness of descriptions can take analysis deeper than just numbers on a page. Furthermore, case studies give the researcher the flexibility to change a point of study or adopt new data-collection methods (Gall, Gall & Borg, 2003). This allows for instruments to be tweaked and different questions to be asked whenever necessary.
Case studies also have limitations and delimitations, however. If this particular study was the only one that was developed, it could make it difficult to develop
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 50 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 42 and approval. The group evaluated the findings from the literature and compiled the questions and instruments needed to continue the study. Each of the case studies stands alone as an individual case that is unique to the school but the combination of each case study adds further evidence in answering and fulfilling the purpose of the study as well as addressing the necessary research questions. When all the studies are combined they add knowledge into what specific curricular elements that are present in schools that address globalization and what the related student outcomes were. Case studies have a variety of methods to fulfill the purpose of the study and answer the research questions that cannot be accomplished through quantitative research. The depth of each case study has the potential to enrich a study through examining a phenomenon from varying perspectives. Included in this is the idea that for case studies, a substantial amount of data is collected in a variety of forms about the specific case selected to represent the case (Gall, Gall & Borg, 2003). In terms of answering the appropriate research question qualitative studies can bring a case to life in a way that is not possible using standard statistical methods and case study reports have a better foundation for developing patterns and descriptions (Gall, Gall & Borg, 2003). The variety in data collection and the vividness of descriptions can take analysis deeper than just numbers on a page. Furthermore, case studies give the researcher the flexibility to change a point of study or adopt new data-collection methods (Gall, Gall & Borg, 2003). This allows for instruments to be tweaked and different questions to be asked whenever necessary. Case studies also have limitations and delimitations, however. If this particular study was the only one that was developed, it could make it difficult to develop |
