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109
at least fifty hours of community service and/or other CAS experiences. By the end of their year the CAS requirement is raised to 150 hours. Each category of community, action and service requires 50 hours of completion and students are expected to write about each project they commit to as well as submit a final reflection by the twelfth grade. Part of this expectation is that students will use their own initiative to select what projects they want to work on. The clubs mentioned above are an example of this in action. What is even more remarkable is the principal acknowledging in an interview that many students do not simply fulfill their hours and then give up on their projects but instead continue to log countless hours long after their fulfillment. The school’s objective is to encourage students to explore new experiences and commit to long term projects that ultimately see some results. In this regards, there is plenty of evidence showing students who are genuinely serving others, caring about the environment and creating action that leads to positive results. All of these elements are essential in the definition of global citizenship.
Other examples of global student behavior must of course include their cultural and linguistic trips abroad. During the open house it was easy to observe students who consistently went to back to how life-changing these trips were and the level of depth and perspective that they provided. One girl in a United States History class mentioned how her trip to India changed her views on various aspects of her life and this consequently shaped her opinions about the topic on hand. When interviewed, the principal noted that building schools in Ethiopia and a center in Senegal demonstrated the outcomes that Global Academy seeks from students. Other students wrote about their experiences in online blogs with one student highlighting an impromptu encounter with another school
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 117 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 109 at least fifty hours of community service and/or other CAS experiences. By the end of their year the CAS requirement is raised to 150 hours. Each category of community, action and service requires 50 hours of completion and students are expected to write about each project they commit to as well as submit a final reflection by the twelfth grade. Part of this expectation is that students will use their own initiative to select what projects they want to work on. The clubs mentioned above are an example of this in action. What is even more remarkable is the principal acknowledging in an interview that many students do not simply fulfill their hours and then give up on their projects but instead continue to log countless hours long after their fulfillment. The school’s objective is to encourage students to explore new experiences and commit to long term projects that ultimately see some results. In this regards, there is plenty of evidence showing students who are genuinely serving others, caring about the environment and creating action that leads to positive results. All of these elements are essential in the definition of global citizenship. Other examples of global student behavior must of course include their cultural and linguistic trips abroad. During the open house it was easy to observe students who consistently went to back to how life-changing these trips were and the level of depth and perspective that they provided. One girl in a United States History class mentioned how her trip to India changed her views on various aspects of her life and this consequently shaped her opinions about the topic on hand. When interviewed, the principal noted that building schools in Ethiopia and a center in Senegal demonstrated the outcomes that Global Academy seeks from students. Other students wrote about their experiences in online blogs with one student highlighting an impromptu encounter with another school |
