Page 104 |
Save page Remove page | Previous | 104 of 152 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
96
academic foreign exchange trips. There is also physical evidence of student run groups and projects that are making connections with community groups to further causes. One example is when students partnered with Save the Children an organization that joined force with Global Academy students to build a school in a remote area of Ethiopia in 2005. These partnerships provide not only financial backing but also offer real-world expertise that is passed on to students and the school in general.
Not to be lost in the organizational structure is the leadership team at the school. The level of organization at Global Academy is tight but also flexible enough to provide necessary feedback and change when necessary. In an interview with the school counselor, it was noted that leadership played a strong role in how global elements were imbedded in fabric of the school. The Dean of students pointed out that the Head of School is absolutely international and in complete support of a global curriculum. This of course disseminates across the rest of the principals and the schools leadership team. Never was this more visible than during an Academic Consul Meeting; a meeting between various teachers and administrators of the high school as well as the principal of the middle school. The observation of this meeting showed the staff examining various elements of the school and including a debriefing on the open house. The administration discussed the locations of the various panels and strategies to make the next open house better. The various department heads were able to voice their opinion on how they felt their expositions went. The meeting also allowed for a discussion on which students would best represent the diversity of students given that the students in attendance for this particular open house were all what they would consider their superstar students. The best of example of how this meeting time organized global elements, however, was 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 104 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 96 academic foreign exchange trips. There is also physical evidence of student run groups and projects that are making connections with community groups to further causes. One example is when students partnered with Save the Children an organization that joined force with Global Academy students to build a school in a remote area of Ethiopia in 2005. These partnerships provide not only financial backing but also offer real-world expertise that is passed on to students and the school in general. Not to be lost in the organizational structure is the leadership team at the school. The level of organization at Global Academy is tight but also flexible enough to provide necessary feedback and change when necessary. In an interview with the school counselor, it was noted that leadership played a strong role in how global elements were imbedded in fabric of the school. The Dean of students pointed out that the Head of School is absolutely international and in complete support of a global curriculum. This of course disseminates across the rest of the principals and the schools leadership team. Never was this more visible than during an Academic Consul Meeting; a meeting between various teachers and administrators of the high school as well as the principal of the middle school. The observation of this meeting showed the staff examining various elements of the school and including a debriefing on the open house. The administration discussed the locations of the various panels and strategies to make the next open house better. The various department heads were able to voice their opinion on how they felt their expositions went. The meeting also allowed for a discussion on which students would best represent the diversity of students given that the students in attendance for this particular open house were all what they would consider their superstar students. The best of example of how this meeting time organized global elements, however, was in the |
