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49
Instrumentation
For the purpose of this study the dissertation team developed the following forms of data collection: observations, surveys, interviews and document analysis.
These four data collection instruments were developed with the help of Bolman and Deal’s (1997) four frames of leadership. Using the Political, Symbolic, Structural and Human Resource Frames of Bolman and Deal (1997) was an effective means towards understanding the case study. The various curricular elements, organizational structures and student behaviors within the school can be separated into these lenses in order to understand the data in application to the context of the school. The Symbolic Frame is useful in understanding the culture of the school and the symbols that are important to it. The Political Frame helped the dissertation group understand the key objectives and goals of the school and how resources are allocated to meet those needs. The Structural Frame assisted in comprehending the beliefs and the values that the school holds. Lastly, the Human Resource Frame is useful in understanding the human interactions at the school. The combination of these lenses allowed questions to be developed that connected with political, structural, human resource and symbolic elements but all relate with either curricular and organizational components as well as with student behaviors.
The research instruments for this and the other seven case studies from the dissertation team were developed to fit within those frames and also are supported by the current research literature. First the survey questions (Appendix C) were developed. These questions were designed to ask about the curricular and structural elements of the school that support globalization. The survey is also used to identify perceived student
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 57 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 49 Instrumentation For the purpose of this study the dissertation team developed the following forms of data collection: observations, surveys, interviews and document analysis. These four data collection instruments were developed with the help of Bolman and Deal’s (1997) four frames of leadership. Using the Political, Symbolic, Structural and Human Resource Frames of Bolman and Deal (1997) was an effective means towards understanding the case study. The various curricular elements, organizational structures and student behaviors within the school can be separated into these lenses in order to understand the data in application to the context of the school. The Symbolic Frame is useful in understanding the culture of the school and the symbols that are important to it. The Political Frame helped the dissertation group understand the key objectives and goals of the school and how resources are allocated to meet those needs. The Structural Frame assisted in comprehending the beliefs and the values that the school holds. Lastly, the Human Resource Frame is useful in understanding the human interactions at the school. The combination of these lenses allowed questions to be developed that connected with political, structural, human resource and symbolic elements but all relate with either curricular and organizational components as well as with student behaviors. The research instruments for this and the other seven case studies from the dissertation team were developed to fit within those frames and also are supported by the current research literature. First the survey questions (Appendix C) were developed. These questions were designed to ask about the curricular and structural elements of the school that support globalization. The survey is also used to identify perceived student |
