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132
changing world, however, can also carry positive improvements for the future lives of students.
A world that is globally connected requires a need for students who are globally aware. If American students are to be prepared for the changes in this 21st century they must have the necessary skills that make them globally competitive. Most schools across the United States are not concerned with developing global citizens but instead on test scores and graduation rates. The current system appears to be concerned with domestic environments when it is increasingly evident that the work place is far more global.
Earlier it was pointed out that this study will be useful to practitioners in pointing out many of the curricular elements present in schools that currently employ global elements. In addition this study could be useful to policymakers in helping them to understand the importance of integrating globalization into curriculum. For researchers this clarifies questions needed to continually address globalization.
This study of Global Academy has achieved many of these goals. Many of the elements that embrace globalization are evident including a well developed curriculum, organized leadership, international faculty, exchange trips abroad and more. The results of these elements, including altruistic projects, community service, and academic excellence are clearly evident as well and can be useful to policymakers and school-builders who are trying to integrate globalization into schools. Of course this study does give rise to some important questions particularly that of how much impact does money play into the success of Global Academy.
While this study alone cannot bring definitive significance to the research questions it is important to remember that this is one study in a thematic group of eight.
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 140 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 132 changing world, however, can also carry positive improvements for the future lives of students. A world that is globally connected requires a need for students who are globally aware. If American students are to be prepared for the changes in this 21st century they must have the necessary skills that make them globally competitive. Most schools across the United States are not concerned with developing global citizens but instead on test scores and graduation rates. The current system appears to be concerned with domestic environments when it is increasingly evident that the work place is far more global. Earlier it was pointed out that this study will be useful to practitioners in pointing out many of the curricular elements present in schools that currently employ global elements. In addition this study could be useful to policymakers in helping them to understand the importance of integrating globalization into curriculum. For researchers this clarifies questions needed to continually address globalization. This study of Global Academy has achieved many of these goals. Many of the elements that embrace globalization are evident including a well developed curriculum, organized leadership, international faculty, exchange trips abroad and more. The results of these elements, including altruistic projects, community service, and academic excellence are clearly evident as well and can be useful to policymakers and school-builders who are trying to integrate globalization into schools. Of course this study does give rise to some important questions particularly that of how much impact does money play into the success of Global Academy. While this study alone cannot bring definitive significance to the research questions it is important to remember that this is one study in a thematic group of eight. |
