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various universities not just academically but in social and cultural ways. The student spoke on how a specific Ivy League university was clearly trying to move in a more global direction and how her experience at Global Academy allowed her to navigate the university’s shift in a seamless fashion given her multi-lingual and international education. These opening speeches and presentations were only a small indicator of what the school could offer but also demonstrated evidence of how students were already benefiting from a global curriculum.
The day’s open house continued with families deciding on various presentation and panels ranging from the different academic departments including languages, arts, sciences, math, social studies as well as extra-curricular activities, student life and trips abroad. This next phase of the open house provided the first real glance at the schools interior.
As noted earlier, the exterior nearly blends in with the surrounding building and the appearance of a school is seen only through a playground visible on the campus’ main street. The initial feeling is that the building hosts only elementary or middle school students. It turns out that Global Academy has two floors (the top two floors) of the school’s building that belongs to them as well as full use of the gymnasium and an Arts building across the street from the main campus. The ride in one of the two elevators up to the fifth floor was quick and as soon as the doors opened, the feel of a high school was present at Global Academy. Students were present and happily giving out directions and advice on which sessions to attend. The walls coming out of the elevator were filled with vibrant posters and announcements, many with global themes. In various hallways the school was adorned with flat screen TV’s that constantly showed the activities of the
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 75 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 67 various universities not just academically but in social and cultural ways. The student spoke on how a specific Ivy League university was clearly trying to move in a more global direction and how her experience at Global Academy allowed her to navigate the university’s shift in a seamless fashion given her multi-lingual and international education. These opening speeches and presentations were only a small indicator of what the school could offer but also demonstrated evidence of how students were already benefiting from a global curriculum. The day’s open house continued with families deciding on various presentation and panels ranging from the different academic departments including languages, arts, sciences, math, social studies as well as extra-curricular activities, student life and trips abroad. This next phase of the open house provided the first real glance at the schools interior. As noted earlier, the exterior nearly blends in with the surrounding building and the appearance of a school is seen only through a playground visible on the campus’ main street. The initial feeling is that the building hosts only elementary or middle school students. It turns out that Global Academy has two floors (the top two floors) of the school’s building that belongs to them as well as full use of the gymnasium and an Arts building across the street from the main campus. The ride in one of the two elevators up to the fifth floor was quick and as soon as the doors opened, the feel of a high school was present at Global Academy. Students were present and happily giving out directions and advice on which sessions to attend. The walls coming out of the elevator were filled with vibrant posters and announcements, many with global themes. In various hallways the school was adorned with flat screen TV’s that constantly showed the activities of the |
