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77
A typical day for Global Academy does not end with core courses, electives or even the arts. For many the bell that marks the end of the final period is the beginning of extra-curricular activities. Global Academy takes pride in its burgeoning sports program that seeks to model many of its core beliefs. Even on this level Global Academy seeks not just success in sports but core values of principle, respect, inspiration, diversity, excellence and pride. Sports is seen as means to learn integrity, communication, trust, protection of the environment as well as way to foster leadership, inclusion and a sense of community pride. On any given day the sports program at Global Academy is an extension of its mission. Sports offered include cross country, tennis, volleyball, soccer, basketball, badminton, baseball, swimming, track/field, and occasional intramurals.
Students at Global Academy do not take sports for granted as their campus is not designed to house many of these sports programs. Often it is the students’ responsibility to get to practice, not on campus but in various parts of the city. This often means half-hour to hour commutes, practice and a final commute home before homework begins. Students who endeavor in sports are made clear that dedication and commitment are needed. Even with the rigorous academics and difficulty with its location in relation to fields and courts Global Academy has at least seven league titles in the past decade as evidence that winning is also a desired result.
Students also have an additional component in order to fulfill their school and International/French Baccalaureate requirements; that of community service. This, of course, is mostly done in after school hours and requires time and effort in the form of 150 hours. Community service is part of a larger Creative-Action-Service (CAS) initiative, although the creative and action parts are often fulfilled through physical
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 85 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 77 A typical day for Global Academy does not end with core courses, electives or even the arts. For many the bell that marks the end of the final period is the beginning of extra-curricular activities. Global Academy takes pride in its burgeoning sports program that seeks to model many of its core beliefs. Even on this level Global Academy seeks not just success in sports but core values of principle, respect, inspiration, diversity, excellence and pride. Sports is seen as means to learn integrity, communication, trust, protection of the environment as well as way to foster leadership, inclusion and a sense of community pride. On any given day the sports program at Global Academy is an extension of its mission. Sports offered include cross country, tennis, volleyball, soccer, basketball, badminton, baseball, swimming, track/field, and occasional intramurals. Students at Global Academy do not take sports for granted as their campus is not designed to house many of these sports programs. Often it is the students’ responsibility to get to practice, not on campus but in various parts of the city. This often means half-hour to hour commutes, practice and a final commute home before homework begins. Students who endeavor in sports are made clear that dedication and commitment are needed. Even with the rigorous academics and difficulty with its location in relation to fields and courts Global Academy has at least seven league titles in the past decade as evidence that winning is also a desired result. Students also have an additional component in order to fulfill their school and International/French Baccalaureate requirements; that of community service. This, of course, is mostly done in after school hours and requires time and effort in the form of 150 hours. Community service is part of a larger Creative-Action-Service (CAS) initiative, although the creative and action parts are often fulfilled through physical |
