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These research questions were aimed at finding what particular elements were included in schools that do embrace globalization in their curriculum. In addition, this study aimed to find the organizational structures that aided each school in supporting a global curriculum. The research questions helped to address the question of how curriculum was structured and how are the different functions in the school organized so as to allow the fusion of a global curriculum. Additionally, the student behaviors/outcomes that result from the globalized curriculum will be observed.
These research questions were developed by a thematic dissertation team that met from October of 2009 through April of 2010. To develop the research questions the thematic dissertation group collected research on what globalization is, the rationale behind using globalization in curriculum and the current best practice on globalization.
To check that each research question was being answered in more than one way we created the research triangulation matrix (Appendix G). This matrix highlights each of the research questions and shows how each of the research questions will either be observed or noted in an interview or survey.
Conceptual Base
The conceptual base for this case study relates to human capital theory. Human capital refers to elements such as knowledge, competencies or personality attributes towards the ability to produce something of value (Salamon, 1991). This specific study was based on the foundation that skills and knowledge can increase human productivity but they are also unpredictable and cannot be placed without context. The foundations of
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 52 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 44 These research questions were aimed at finding what particular elements were included in schools that do embrace globalization in their curriculum. In addition, this study aimed to find the organizational structures that aided each school in supporting a global curriculum. The research questions helped to address the question of how curriculum was structured and how are the different functions in the school organized so as to allow the fusion of a global curriculum. Additionally, the student behaviors/outcomes that result from the globalized curriculum will be observed. These research questions were developed by a thematic dissertation team that met from October of 2009 through April of 2010. To develop the research questions the thematic dissertation group collected research on what globalization is, the rationale behind using globalization in curriculum and the current best practice on globalization. To check that each research question was being answered in more than one way we created the research triangulation matrix (Appendix G). This matrix highlights each of the research questions and shows how each of the research questions will either be observed or noted in an interview or survey. Conceptual Base The conceptual base for this case study relates to human capital theory. Human capital refers to elements such as knowledge, competencies or personality attributes towards the ability to produce something of value (Salamon, 1991). This specific study was based on the foundation that skills and knowledge can increase human productivity but they are also unpredictable and cannot be placed without context. The foundations of |
