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118
In the classroom students are afforded the space to learn critically and creatively. The students ask questions that go beyond the standard lesson and they add to discussion while being careful to back up their words with poignant evidence. They produce well written essays on variety of topics that are close if not on par with college level papers. Most students take advantage of their situation and are alert and interested in the classrooms and generally they are not seen going through the motions. There is little need for teacher discipline as most of the students are willing participants in the class. This is not, of course a blanket statement for all students. This study observed students in some classrooms over a short period of time, however, the level of willing attentiveness was certainly noticeable enough to make mention of in this study.
The students also run various organizations and clubs designed to solve problems, think critically and incorporate global elements. Although students are required to complete 150 hours of community, service and actions hours it was clear that the students often went above this number and did it genuinely. Outcomes ranged from internationally themed clubs such as Amnesty International, Model United Nations and multi-cultural groups to closer to home projects such as Friends of the Urban Forest and the local modern art museum. Each of these groups is, for the most part, student conceived and student led. They have focused on a problem, sought solutions and attempted to provide answers or outlets while remaining aware of international societal concerns.
Other student outcomes include the work done on study abroad trips. Students from Global Academy have travelled many places around the world and have either acquired cultural knowledge and/or have helped other communities in different ways.
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 126 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 118 In the classroom students are afforded the space to learn critically and creatively. The students ask questions that go beyond the standard lesson and they add to discussion while being careful to back up their words with poignant evidence. They produce well written essays on variety of topics that are close if not on par with college level papers. Most students take advantage of their situation and are alert and interested in the classrooms and generally they are not seen going through the motions. There is little need for teacher discipline as most of the students are willing participants in the class. This is not, of course a blanket statement for all students. This study observed students in some classrooms over a short period of time, however, the level of willing attentiveness was certainly noticeable enough to make mention of in this study. The students also run various organizations and clubs designed to solve problems, think critically and incorporate global elements. Although students are required to complete 150 hours of community, service and actions hours it was clear that the students often went above this number and did it genuinely. Outcomes ranged from internationally themed clubs such as Amnesty International, Model United Nations and multi-cultural groups to closer to home projects such as Friends of the Urban Forest and the local modern art museum. Each of these groups is, for the most part, student conceived and student led. They have focused on a problem, sought solutions and attempted to provide answers or outlets while remaining aware of international societal concerns. Other student outcomes include the work done on study abroad trips. Students from Global Academy have travelled many places around the world and have either acquired cultural knowledge and/or have helped other communities in different ways. |
