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allow for students and teachers to take trips to the original locations of the artistic plays they are performing? Is it only the resources that allow classrooms that are taught by an internationally diverse staff? It would appear at first glance that in many areas Global Academy can only function because of the large amount of money at their disposal. There are, however, very subtle clues that have nothing to do with large resources, particularly those of student outcomes. The classrooms at Global Academy are not necessarily state of the art with the newest and greatest technologies. Perhaps they could be, but many of the classrooms observed where as simple as desks, a whiteboard, teacher/students and nothing else. It was not the money that grabbed the attention of the students, but dynamic teaching. Furthermore, there is a great amount of interest from students in the classrooms, including asking questions that go beyond wanting to find an answer for a grade.
With the exception of the student abroad trips, the community, service and action portion of the curriculum is also very much independent from deep resources. Students joining clubs and/or creating action-oriented organizations that are globally-aware, does not require a depth of resources, but rather motivation and desire; something many of the students are not short on. In addition, the International and French Baccalaureate programs are, for all intents and purposes, voluntary and not forced on the students.
Study the impact that feeder schools have on Global Academy.
There is also a need to examine the impact that the feeder schools have on Global Academy. Although not all students come from Global Academy’s French-American feeder school, there is clear evidence that many students who have gone through the
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 137 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 129 allow for students and teachers to take trips to the original locations of the artistic plays they are performing? Is it only the resources that allow classrooms that are taught by an internationally diverse staff? It would appear at first glance that in many areas Global Academy can only function because of the large amount of money at their disposal. There are, however, very subtle clues that have nothing to do with large resources, particularly those of student outcomes. The classrooms at Global Academy are not necessarily state of the art with the newest and greatest technologies. Perhaps they could be, but many of the classrooms observed where as simple as desks, a whiteboard, teacher/students and nothing else. It was not the money that grabbed the attention of the students, but dynamic teaching. Furthermore, there is a great amount of interest from students in the classrooms, including asking questions that go beyond wanting to find an answer for a grade. With the exception of the student abroad trips, the community, service and action portion of the curriculum is also very much independent from deep resources. Students joining clubs and/or creating action-oriented organizations that are globally-aware, does not require a depth of resources, but rather motivation and desire; something many of the students are not short on. In addition, the International and French Baccalaureate programs are, for all intents and purposes, voluntary and not forced on the students. Study the impact that feeder schools have on Global Academy. There is also a need to examine the impact that the feeder schools have on Global Academy. Although not all students come from Global Academy’s French-American feeder school, there is clear evidence that many students who have gone through the |
