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107
and ultimately it was determined that having moved the computers away from the multi-purpose room and into the library had created a need for students to go upstairs and into the library not to do work but to be on social network sites such as Facebook. Acknowledging this piece, the principal made a note to look into making some changes so that students who wanted to go to a quiet place could and those students seeking more of a down/play time on the computer would have options as well. This diplomatic procedure was efficient and quick. The second order of business on that day also demonstrated 21st century skills. The entire week was dedicated as spirit week and each day there was a different designation of what students could potentially wear. One day, for example, was an expression day where students were encouraged to clearly wear something that marked who they were. One day in particular marked an awareness of outside issues; students decided that on one of the days they would change the day to a “wear purple” day. When the principal asked what that meant, the students informed the teacher that on that day, across the nation, people were going to wear purple to raise awareness against bullying of homosexuals on school campuses. This student body was certainly aware of the recent suicides in the news and so they voted to change one of their spirit days to a wear purple day. This anti-hate campaign, as they called it, was a clear sign that they understood more than superficial issues. The meeting proceeded with students discussing how to get students bussed into games because athletic event attendance was sparse. Although no real solution was given, the students were undoubtedly laying the foundations for some discussion in order to make change happen. The rest of the meeting loosened the mood as students began discussing t-shirts and
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 115 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 107 and ultimately it was determined that having moved the computers away from the multi-purpose room and into the library had created a need for students to go upstairs and into the library not to do work but to be on social network sites such as Facebook. Acknowledging this piece, the principal made a note to look into making some changes so that students who wanted to go to a quiet place could and those students seeking more of a down/play time on the computer would have options as well. This diplomatic procedure was efficient and quick. The second order of business on that day also demonstrated 21st century skills. The entire week was dedicated as spirit week and each day there was a different designation of what students could potentially wear. One day, for example, was an expression day where students were encouraged to clearly wear something that marked who they were. One day in particular marked an awareness of outside issues; students decided that on one of the days they would change the day to a “wear purple” day. When the principal asked what that meant, the students informed the teacher that on that day, across the nation, people were going to wear purple to raise awareness against bullying of homosexuals on school campuses. This student body was certainly aware of the recent suicides in the news and so they voted to change one of their spirit days to a wear purple day. This anti-hate campaign, as they called it, was a clear sign that they understood more than superficial issues. The meeting proceeded with students discussing how to get students bussed into games because athletic event attendance was sparse. Although no real solution was given, the students were undoubtedly laying the foundations for some discussion in order to make change happen. The rest of the meeting loosened the mood as students began discussing t-shirts and |
