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Appendix B: Interview Instrument
The following is list of school personnel researchers can interview.
*Justification as to why a person was interviewed is required (how did this person help you answer the research questions?)
Principal
Asst. Principal
Counselors
Leadership Team
Teachers/Dept. Heads
Admin asst.
Parents
Program leader/managers
Director of Technology
Grade Level Chairs
Leadership Teams
Curricular Elements
1. How familiar are your students with global issues?
2. In what ways do student learn about global issues?
3. What in your curriculum incorporates international cultures (specific classes, and what foreign language and percent of students)?
4. What influenced your decision to chose the specific languages?
5. How is technology integrated into the school curriculum?
Organizational Structure
1. What role does a globalized background have in hiring process of new teachers? What are you doing to implement this?
2. What role does globalization have in your professional development (examples)?
3. What organizational structure promotes and supports globalization (i.e. leadership)?
4. Is someone in charge of disseminating information about curriculum and programs related to globalization?
5. How do you evaluate the effectiveness of your global programs and curriculum
6. How would you go about making changes if they are needed?
Perceived Student Outcomes/Behaviors
1. What examples do you have of students solving real world problems?
2. What examples do you have of students analyzing and evaluating global issues?
3. What examples are evident that your students have general knowledge about international culture?
4. What are examples in the school of student driven participation in cultural and global issues?
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 146 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 138 Appendix B: Interview Instrument The following is list of school personnel researchers can interview. *Justification as to why a person was interviewed is required (how did this person help you answer the research questions?) Principal Asst. Principal Counselors Leadership Team Teachers/Dept. Heads Admin asst. Parents Program leader/managers Director of Technology Grade Level Chairs Leadership Teams Curricular Elements 1. How familiar are your students with global issues? 2. In what ways do student learn about global issues? 3. What in your curriculum incorporates international cultures (specific classes, and what foreign language and percent of students)? 4. What influenced your decision to chose the specific languages? 5. How is technology integrated into the school curriculum? Organizational Structure 1. What role does a globalized background have in hiring process of new teachers? What are you doing to implement this? 2. What role does globalization have in your professional development (examples)? 3. What organizational structure promotes and supports globalization (i.e. leadership)? 4. Is someone in charge of disseminating information about curriculum and programs related to globalization? 5. How do you evaluate the effectiveness of your global programs and curriculum 6. How would you go about making changes if they are needed? Perceived Student Outcomes/Behaviors 1. What examples do you have of students solving real world problems? 2. What examples do you have of students analyzing and evaluating global issues? 3. What examples are evident that your students have general knowledge about international culture? 4. What are examples in the school of student driven participation in cultural and global issues? |
