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structure of the school. Through interviews with teachers and administrators it was clear that the students at Global Academy have ample opportunities to not only learn a language but immerse themselves in the behaviors and norms of that language with certain trips. This was also evident in documents such as their IB Theory of Knowledge essays and observed in the classroom and through the many positive comments students made about their experiences in other countries. A student panel at the open house, for example, had many students sharing how their experiences helped shape their views of life with more global aspects. These trips are not random and done on accident. The school’s leaders understood the importance that this exchange/abroad opportunity provides for most of the students.
Another organizational structure that supports Global Academy’s attempt to fulfill an international mission is that of its faculty. Global Academy is not shy in sharing its desire to have an international faculty and proud of the international faculty currently at the school. The school principal mentioned in his interview that this was an essential component of their organizational structure. Global Academy purposefully seeks out at least a minimal amount of international experience. For Global Academy this was to continually seek the perspective of the other as Mr. Bruce put it. In other words, they are looking to have international teachers who can bring the perspective of the nations they are coming from into the classroom and add that to the existing school culture. The school’s assistant principal Mr. Edson Jones stated in his interview that Global Academy actively seeks a faculty who are well educated, generally happy people and who have international experience. This global faculty is the backbone to much of what Global Academy wants to accomplish. This international element is clearly observed in 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 101 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 93 structure of the school. Through interviews with teachers and administrators it was clear that the students at Global Academy have ample opportunities to not only learn a language but immerse themselves in the behaviors and norms of that language with certain trips. This was also evident in documents such as their IB Theory of Knowledge essays and observed in the classroom and through the many positive comments students made about their experiences in other countries. A student panel at the open house, for example, had many students sharing how their experiences helped shape their views of life with more global aspects. These trips are not random and done on accident. The school’s leaders understood the importance that this exchange/abroad opportunity provides for most of the students. Another organizational structure that supports Global Academy’s attempt to fulfill an international mission is that of its faculty. Global Academy is not shy in sharing its desire to have an international faculty and proud of the international faculty currently at the school. The school principal mentioned in his interview that this was an essential component of their organizational structure. Global Academy purposefully seeks out at least a minimal amount of international experience. For Global Academy this was to continually seek the perspective of the other as Mr. Bruce put it. In other words, they are looking to have international teachers who can bring the perspective of the nations they are coming from into the classroom and add that to the existing school culture. The school’s assistant principal Mr. Edson Jones stated in his interview that Global Academy actively seeks a faculty who are well educated, generally happy people and who have international experience. This global faculty is the backbone to much of what Global Academy wants to accomplish. This international element is clearly observed in the |
