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in India and how their group subsequently deviated from their itinerary and instead exchanged stories and songs with this school. In the school website there was documentation of a student who wrote about a detour from Florence, Italy into the smaller town of San Gimigano and how this experience allowed her a breathtaking view of the Tuscan countryside as well as time with an Italian peer who was serving as a tour guide. This young guide pointed out why some of the towers were so remarkable and this experience, among others, underscores Global Academy’s emphasis on teaching students to respect and appreciate the diverse cultures they will encounter in a global world. Research clearly makes note that this exposure provides a framework for cultural understanding that is not typical of most schools. The end result is a group of students who are globally focused in and outside of the classrooms with experience that will stay with them for the rest of their lives.
Global Academy seeks ways to continually push environmental awareness and action. To help with this the school has created a Green Task Force that consists of administrative staff, faculty and parent representatives. This task force seeks to help the school progress in finding new ways to push the “green” movement. Specifically, the task force helps review school policies and decisions and tries to ensure that Global Academy is conscious of environmental consequences. The task force helps devise long-term plans for including the environment in teaching practices and day to day operations. In addition, the task force works with the management team in coming up with ongoing environmental awareness programs and ways to communicate these programs and strategies to staff, students, and parents. Lastly, this group works on finding ways to conserve energy, find renewable energies, minimize fuel use for the school (i.e. 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 118 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 110 in India and how their group subsequently deviated from their itinerary and instead exchanged stories and songs with this school. In the school website there was documentation of a student who wrote about a detour from Florence, Italy into the smaller town of San Gimigano and how this experience allowed her a breathtaking view of the Tuscan countryside as well as time with an Italian peer who was serving as a tour guide. This young guide pointed out why some of the towers were so remarkable and this experience, among others, underscores Global Academy’s emphasis on teaching students to respect and appreciate the diverse cultures they will encounter in a global world. Research clearly makes note that this exposure provides a framework for cultural understanding that is not typical of most schools. The end result is a group of students who are globally focused in and outside of the classrooms with experience that will stay with them for the rest of their lives. Global Academy seeks ways to continually push environmental awareness and action. To help with this the school has created a Green Task Force that consists of administrative staff, faculty and parent representatives. This task force seeks to help the school progress in finding new ways to push the “green” movement. Specifically, the task force helps review school policies and decisions and tries to ensure that Global Academy is conscious of environmental consequences. The task force helps devise long-term plans for including the environment in teaching practices and day to day operations. In addition, the task force works with the management team in coming up with ongoing environmental awareness programs and ways to communicate these programs and strategies to staff, students, and parents. Lastly, this group works on finding ways to conserve energy, find renewable energies, minimize fuel use for the school (i.e. school |
