Page 130 |
Save page Remove page | Previous | 130 of 152 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
122 helping poor children (Ages three to five) and their mothers in the area. Plans are in place for students to return to Senegal in February of 2011 in an effort to oversee the project and continue raising funds to see the completion of the school. Each student is allowed and encouraged to take at least one exchange trip during their four year stay at Global Academy. Although not all students participate a vast majority take the opportunity for at least one trip with many taking multiple experiences. During the 2010-2011 school year students had options to take either cultural, linguistic or academic (long-term) exchanges in Egypt/Israel, France, Nicaragua, Senegal, Germany, Guatemala, India, Italy, Tahiti and Taiwan. Most of the trips are an additional cost to the students and families although there is financial aid money available to students who need to use it. Recommendations It is quite evident that the organizational structure and the curriculum at Global Academy provided many of the results that current research literature is suggesting. The leadership at Global Academy offers a tremendous advantage by being well organized but flexible. The faculty is international in name and in experience and also seeks critical thinking and creativity from their students. The students subsequently produce genuine examples of global citizenship. All of this is positive in nature and points to some very interesting elements that make the program at Global Academy work. Despite the success, there is always room for innovation and change and as evidenced beforehand, Global Academy has the flexibility to make changes when needed. The the following are
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 130 |
Contributing entity | University of Southern California |
Repository email | cisadmin@lib.usc.edu |
Full text | 122 helping poor children (Ages three to five) and their mothers in the area. Plans are in place for students to return to Senegal in February of 2011 in an effort to oversee the project and continue raising funds to see the completion of the school. Each student is allowed and encouraged to take at least one exchange trip during their four year stay at Global Academy. Although not all students participate a vast majority take the opportunity for at least one trip with many taking multiple experiences. During the 2010-2011 school year students had options to take either cultural, linguistic or academic (long-term) exchanges in Egypt/Israel, France, Nicaragua, Senegal, Germany, Guatemala, India, Italy, Tahiti and Taiwan. Most of the trips are an additional cost to the students and families although there is financial aid money available to students who need to use it. Recommendations It is quite evident that the organizational structure and the curriculum at Global Academy provided many of the results that current research literature is suggesting. The leadership at Global Academy offers a tremendous advantage by being well organized but flexible. The faculty is international in name and in experience and also seeks critical thinking and creativity from their students. The students subsequently produce genuine examples of global citizenship. All of this is positive in nature and points to some very interesting elements that make the program at Global Academy work. Despite the success, there is always room for innovation and change and as evidenced beforehand, Global Academy has the flexibility to make changes when needed. The the following are |