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students took out a primary source article that they had read the in anticipation of the day’s lesson. Most had little notes or highlights on the paper and as the discussion began students were expected to back up their statements and/or questions with something from the text. This analysis-skill is perhaps not uncommon in other schools but it was still clear that these students not only could analyze but were willing participants in the discussion. The talk eventually led a comparison of British and German relations with that of the Chinese and the United States today. The teacher interjected when necessary and asked timely questions while keeping some of the quieter students involved. The discussion turned when one student wondered if the greater population of the United States would grow to fear China and begin to create policy based off that fear much like the British did; a move that slowly led to World War I. Using support from the text, this inquisitive thought was clear evidence of a global curriculum at work at Global Academy. As the bell rang marking the end of the lesson it was apparent that students had left that classroom with a better understanding of international history and current issues. Afterwards, in a short interview, the teacher noted that some of the students in the class were fluent in Chinese, had visited China and that that combination led to great global experiences that they used for discussion.
Geography was another observed course where more evidence of global curricular elements was at work. Although this lesson did include a lecture from the teacher, many students were not shy in asking questions and bringing in outside references into the classroom. French immigration issues, of which the French instructor was keenly aware of, resonated with students’ recent knowledge of the then recently passed immigration law in the state of Arizona. The discussion continued with questions on why United
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 113 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 105 students took out a primary source article that they had read the in anticipation of the day’s lesson. Most had little notes or highlights on the paper and as the discussion began students were expected to back up their statements and/or questions with something from the text. This analysis-skill is perhaps not uncommon in other schools but it was still clear that these students not only could analyze but were willing participants in the discussion. The talk eventually led a comparison of British and German relations with that of the Chinese and the United States today. The teacher interjected when necessary and asked timely questions while keeping some of the quieter students involved. The discussion turned when one student wondered if the greater population of the United States would grow to fear China and begin to create policy based off that fear much like the British did; a move that slowly led to World War I. Using support from the text, this inquisitive thought was clear evidence of a global curriculum at work at Global Academy. As the bell rang marking the end of the lesson it was apparent that students had left that classroom with a better understanding of international history and current issues. Afterwards, in a short interview, the teacher noted that some of the students in the class were fluent in Chinese, had visited China and that that combination led to great global experiences that they used for discussion. Geography was another observed course where more evidence of global curricular elements was at work. Although this lesson did include a lecture from the teacher, many students were not shy in asking questions and bringing in outside references into the classroom. French immigration issues, of which the French instructor was keenly aware of, resonated with students’ recent knowledge of the then recently passed immigration law in the state of Arizona. The discussion continued with questions on why United |
