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various overseas opportunities that provide valuable experience and international insight and this particular respondent wrote that they were going to Switzerland, Monaco and Nice just the following month for professional development.
A couple of other points that the survey pointed out dealt with parents and time for curriculum planning. Respondents were seventy-five percent confident that the interest and involvement of parents in the school enhances global learning. The number is not remarkably low but it is not as confident as most of the answers in this area. Unfortunately, no parents were surveyed or interviewed and so the connection between parents and global learning is a little murky. In addition, respondents were only seventy-percent confident in that the staff has time for curriculum planning to include a global perspective. This was also seen in an interview where a respondent noted that there is never enough time but it is not so different in other schools and that they do the best they can. Two other respondents noted that Global Academy was working on it and that time is still an issue. A final respondent stated that the International Baccalaureate was an intense curriculum and that teaching the skills it requires will always make time an issue. Even on this end you get the sense that Global Academy is aware of this time crunch and has the supports in place for discussion and perhaps change. Change is not unworkable and Global Academy as all the administrators interviewed noted that feedback and data played a constant role in how the school supported its’ organizational structure which in turn, hopefully supports its vision.
One of the more interesting organizational structures that dealt with globalization was in how Global Academy interpreted their indicators of success. As a private high school, Global Academy is not an academic institution that is after high test scores. They
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 108 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 100 various overseas opportunities that provide valuable experience and international insight and this particular respondent wrote that they were going to Switzerland, Monaco and Nice just the following month for professional development. A couple of other points that the survey pointed out dealt with parents and time for curriculum planning. Respondents were seventy-five percent confident that the interest and involvement of parents in the school enhances global learning. The number is not remarkably low but it is not as confident as most of the answers in this area. Unfortunately, no parents were surveyed or interviewed and so the connection between parents and global learning is a little murky. In addition, respondents were only seventy-percent confident in that the staff has time for curriculum planning to include a global perspective. This was also seen in an interview where a respondent noted that there is never enough time but it is not so different in other schools and that they do the best they can. Two other respondents noted that Global Academy was working on it and that time is still an issue. A final respondent stated that the International Baccalaureate was an intense curriculum and that teaching the skills it requires will always make time an issue. Even on this end you get the sense that Global Academy is aware of this time crunch and has the supports in place for discussion and perhaps change. Change is not unworkable and Global Academy as all the administrators interviewed noted that feedback and data played a constant role in how the school supported its’ organizational structure which in turn, hopefully supports its vision. One of the more interesting organizational structures that dealt with globalization was in how Global Academy interpreted their indicators of success. As a private high school, Global Academy is not an academic institution that is after high test scores. They |
