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The importance of being a global citizen: creating and implementing a global curriculum for the Cutting Edge Youth Summit
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The importance of being a global citizen: creating and implementing a global curriculum for the Cutting Edge Youth Summit
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Running head: THE IMPORTANCE OF BEING A GLOBAL CITIZEN 1
THE IMPORTANCE OF BEING A GLOBAL CITIZEN: CREATING AND IMPLEMENTING
A GLOBAL CURRICULUM FOR THE CUTTING EDGE YOUTH SUMMIT
by
Candice Lucas-Bledsoe
______________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2014
Copyright 2014 Candice Lucas-Bledsoe
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
2
DEDICATION
Academia is seen as a solitary endeavor. I view my experience of obtaining a doctoral
degree as a communal one. More specifically, my degree and success not only belong to me, but
my community and my family.
I dedicate this academic journey to my family. To my parents, Geraldine L. Perry and
Walter Perry, thank you both for setting a great foundation of learning, compassion, and service.
I appreciate the long lectures about the importance of education. More importantly, I remember
the countless hours of community service and helping neighbors in need. These experiences
shaped me into the educator that I am today. To my father, the late Rev. Alvin C. Lucas, thank
you for encouraging me to appreciate different cultures. Today, I find myself writing and
reading about global topics. Your love for international issues and service to others continues to
impact me today. You are greatly missed, but your legacy carries on. To my husband, Horace
Bledsoe, your emotional, financial, and spiritual support during this process has been amazing.
You are a great husband and you inspire me to achieve my dreams. I also thank my beautiful
children. Jeremiah and Jasmine, your words of encouragement and acts of kindness demonstrate
your love for me. My supportive mother and father-in-law, Renette and Horace Bledsoe, Sr., I
will never forget how you made dinners, provided child care, and shared words of inspiration. I
am extremely blessed to have you both. I would also like to thank my grandmother, Mrs.
Johnnie Mae Lucas. M’Dear, you are the reason why I have many early childhood memories of
speaking in front of large congregations and community organizations. I celebrate my family
and community for unwavering support during this time.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
3
ACKNOWLEDGEMENTS
The late Mary McLeoud Bethune once said, “We have a powerful potential in our
youth, and we must have the courage to change old ideas and practices so that we may direct
their power toward good ends.” I would like to thank my dissertation committee: Dr. Mark
Robison, Dr. Michael Diamond, and Dr. Larry Picus. To my dissertation chair, Dr. Mark
Robison, thank you for support during this time. You always shared encouraging advice and
motivated me to soar above my goals. To the faculty of this illustrious program, thank you for
pushing me with a rigorous curriculum. Finally, I would also like to thank the students, staff,
and faculty of the Cutting Edge Youth Summit. We will continue to work together to ensure we
are creating global leaders.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
4
TABLE OF CONTENTS
List of Tables 5
List of Figures 6
Abstract 7
Chapter 1: Introduction 8
Chapter 2: Review of the Literature 20
Chapter 3: Methodology 40
Chapter 4: Results and Findings 55
Chapter 5: Solutions and Implementation Plans 75
Chapter 6: Evaluation and Discussion 110
References 119
Appendices 125
Appendix A: Organizational Mission, Global Goal, and Stakeholder Goal 125
Appendix B: The Gap Analysis Process 126
Appendix C: Possible Causes of Performance Gap: Knowledge and Skills 127
Appendix D: Summary of Assumed Causes for Knowledge, Motivation, 128
and Organization
Appendix E: Gap Analysis Case Validation Method Worksheet 130
Appendix F: Survey Builder Table 134
Appendix G: Interview Builder Worksheet 137
Appendix H: Observation Builder Worksheet 139
Appendix I: Document Analysis Builder Worksheet 141
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
5
LIST OF TABLES
Table 1. Results and Findings Summary Chart 76
Table 2. Knowledge Validated Causes and Solutions 80
Table 3. Motivation Validated Causes and Solutions 86
Table 4. Organizational Support Validated Causes and Solutions 91
Table 5. Summary of Solutions and Implementation 97
Table 6. Organizational Goals Across Stakeholders 100
Table 7. Summary of Performance Goals and Measurements for Instructors 103
Table 8. Summary of Performance Goals and Measurements CEYS 105
Table 9. Summary of Performance Goals and Measurements for Students 107
Table 10. Summary of Performance Goals and Measurements for Parents 108
Table 11. Organizational Mission, Global Goal, and Stakeholder Goal 125
Table 12. Possible Causes of Performance Gap: Knowledge and Skills 127
Table 13. Summary of Assumed Causes for Knowledge, Motivation, and Organization 128
Table 14. Gap Analysis Case Validation Method Worksheet 130
Table 15. Survey Builder Table 134
Table 16. Interview Builder Worksheet 137
Table 17. Observation Builder Worksheet 139
Table 18. Document Analysis Builder Worksheet 141
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
6
LIST OF FIGURES
Figure 1. Instructors’ responses to knowledge and skills questions 59
Figure 2. Instructors’ responses to motivation survey questions 69
Figure 3. Instructors’ responses to organizational survey questions 72
Figure 4. The gap analysis process 126
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
7
ABSTRACT
This study applies the innovation gap analysis model, a problem solving approach to improve
performance and achieve goals, to understand the barriers that prevent at-risk students from
receiving a global education. For this study, the term global education is defined as knowledge
that develops global perspective by increasing students learning about social responsibility,
world geography, foreign languages, cultural tolerance, human rights, and social justice. The
purpose of this study was to conduct an innovation gap analysis for implementing a global
education curriculum for the participants of the Cutting Edge Youth Summit. The analysis
focused on discovering the gaps that exist in the areas of instructor knowledge and skills,
motivation, and organization. Twenty-two instructors represent the sample and population size.
The findings from this study indicate faculty need greater organizational support. Faculty
knowledge and skills about globalization, and motivation to implement a global education
curriculum were less pressing concerns. This study contributes a new line of work by providing
research that discusses closing the achievement gap by providing a global education to at-risk
students.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
8
CHAPTER 1
INTRODUCTION
Globalization affects many aspects of society: economic, social, religious, and academic
(Mansilla & Gardner, 2007). Teachers, principals, and educational leaders are responsible for
providing students with a well-rounded education that will allow them to compete globally
(Myer, 2006). Although providing students with a quality education is a current issue, the role of
education in promoting workforce development has been an ongoing discussion (Bloom, 2004).
The Universal Declaration of Human Rights of 1948 states that free and compulsory education is
a basic human right (Bloom, 2004). The 1990 World Conference on Education for All, held in
Thailand, established a goal to deliver primary education to all by 2000 (Bloom, 2004). Later, in
2000, the United Nations Millennium Development Goals vowed that primary education would
be available to everyone by 2015 (Bloom, 2004). Although those particular goals remain
unfulfilled, globalization continues to affect the role of education in our society.
Currently, there is limited research on how teachers and educational institutions provide a
global education for at-risk students (LeLoup, 2009). The term “at-risk” describes students that
have low socio-economic status, low academic performance, mental and physical disabilities,
lack of parental structure, behavioral issues, and membership in a cultural minority (Knighten,
2004). Historically, at-risk students have the least amount of access to education and often, their
home schools are low performing and the curriculum focuses on basic essential skills (Olsen &
Jerald, 1998). The curriculum of low performing schools revolves around standardization.
Therefore, these students do not receive an authentic learning experience and it does not expose
them to higher level concepts (Olsen & Jerald, 1998). In addition, these students receive less
funding for innovative and innovative technology, are exposed to poorer performing teachers,
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
9
outdated materials, and subpar afterschool programming (Knighten, 2004). The lack of research
for teachers providing at risk students a global education suggest that this is a topic that worth
academic exploration. The primary reason “at-risk” students do not receive a global education is
due to definitional problems by teachers, principals, and educational institutions. According to
Sulkowski and Deakin (2009), most instructors do not understand the requirements for a strong
global curriculum. A strong global curriculum enhances understanding of culture, political skills
necessary for civic engagement, appreciation for human dignity, and a sense of universal
responsibility (Sulkowski & Deakin, 2009). A “global light” curriculum, on the other hand, is a
surface level approach to teaching key components of global education (Manislla & Gardner,
2007). Educational stakeholders have different definitions for the term global education
(Herrera, 2012). Partly because of this, at-risk students currently do not receive a true global
education because teachers often have a misperception of the components of global education.
This, in addition to them attending low performing schools that focus on basic skills’ instruction,
leaves the at-risk students not exposed to the knowledge, skills and dispositions compete in a
global society.
This study focuses on the Cutting Edge Youth Summit, a Dallas-based non-profit
organization providing educational programs designed to prepare at-risk youth for college. A
priority for the organization is provide a global education, and this study examines the
knowledge, motivation and organizational barriers that prevent instructors from providing a
global education curriculum to the students who attend the Cutting Edge Youth Summit.
Context of the Problem
The Cutting Edge Youth Summit was established in 2010 in the Dallas, Texas. The
Summit collaborates with local universities, community colleges, and non-profit organizations.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
10
Many of the students that attend the Summit are disadvantaged, first generation, low performing,
minority and female students. Generally, in the Dallas/Fort Worth area, colleges have low
enrollment for these types of students. As a result, they rely heavily on the Cutting Edge Youth
Summit as a recruitment and educational tool. Through seminars, many of the students are
introduced to the concepts and expectations of a college curriculum. Instructors meet with
students throughout out the year, and then they meet at the annual event, too.
The Cutting Edge Youth Summit encourages students, parents, and community leaders to
attend its sessions. These seminars are provided as an opportunity for community leaders to
discuss important issues. About 400 students are a part of the Summit. Ninety-five percent of
these students are high school students, 5% of the students are eighth graders that have been
previously retained, and 80% of the students qualified for free or reduced lunch, which means
that these students are considered to be economically disadvantaged. Many of the parents also
receive continuing education credit for attending the seminars. The Cutting Edge Youth is
unique because it heavily engages students, parents, and community leaders.
The Summit consists of a strong leadership team and instructors. The executive
leadership includes Chief Communications Officer, Chief Technology Officer, and President and
Chief Operating Officer. The instructors, support staff, and Community Outreach Manager
report to the Program Director. Instructors can be described as workshop facilitators for the
Summit. All instructors are required to have obtained a graduate degree. In addition, each
instructor receives professional development training to prepare him or her adequately for the
Summit. The ages of the instructors range from thirty-two to sixty-five. Instructors are assigned
to a school or community organization to provide sessions at that site once a week. The students
also will attend the large annual Cutting Edge Youth Summit Conference.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
11
Mission and Organizational Problem
With the world quickly evolving, educators fear that many students will be pushed out of
economic, academic, and social opportunities. The mission of the Cutting Edge Youth Summit
is to help students become effective student leaders through community seminars that focus on
academic, civic responsibility, physical and mental health, and leadership skills. Furthermore,
the Summit was developed to address the needs of disadvantaged, minority, and female
students. The Dallas/Fort Worth non-profit organization seeks to support disadvantaged youth
by seeking to enhance their access to economic, academic, and social opportunities. The Cutting
Edge Youth Summit is a Dallas/Fort Worth non-profit organization and its mission is to help at
risk students become effective student leaders. The Summit wants to expose students to a global
curriculum because it will allow them to become better students. The organizational problem is
that the Summit lacks a globalization curriculum in place to support their students. As a result,
the Cutting Edge Youth Summit is goal is to prepare students for college. The goal of a college
readiness curriculum is to increase college enrollment for these “at-risk” students. Furthermore,
a global curriculum will enhance the students by allowing them to become both college ready
and global citizens. Ultimately, it will help these at-risk students compete globally. Because
there is currently no global curriculum in place for the Cutting Edge Youth Summit, the
innovation gap analysis model will best fit this gap analysis project (Smith & Ragan, 2005).
Organizational Goal
The Cutting Edge Youth Summit’s goal is that by April 2015, the Cutting Edge Youth
Summit will be regional leader in providing at-risk students with an in-depth global curriculum
necessary for them to become global youth leaders. The goal is that all instructors will teach all
the knowledge, skills, and dispositions required for at-risk students to become effective global
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
12
student leaders by April 2015. In January 2012, the President and Chief Operating Officer and
the Executive Board decided that the Cutting Edge Youth Summit would change to a global
education curriculum. The achievement of the Cutting Edge Youth Summit when it comes to its
globalization goal will be measured by the level of proficiency regarding “globalization” that is
exhibited by the students after attending the seminars.
Stakeholders
The stakeholders of the Cutting Edge Youth Summit are students, parents, schools, and
community organizations. The following school districts participate in the Cutting Edge Youth
Summit: Dallas, Fort Worth, Arlington, Denton, North Richland Hills, Cedar Hill, and Grand
Prairie. In addition, two community college districts collaborate with the Summit: Dallas
Community College District and Tarrant County College District. Five major universities
support the organization in various ways: University of Texas at Arlington, University of North
Texas, Texas Woman’s University, Southern Methodist University, and Paul Quinn College.
More importantly, the Cutting Edge Youth Summit has strong community support. Churches,
mentoring groups, and afterschool programs are heavily involved in CEYS.
Staff includes executive leadership and administrative employees that oversee the
operations of the Summit. The support staff and the Community Outreach Manager report to the
Program Director. The Program Director reports to the Chief Communications Officer. The
executive leadership staff includes Chief Communications Officer, Chief Technology Officer,
President, and Chief Operating Officer. All of the executive leadership team has substantial
years of service in education. What makes this leadership team unique is their ability to provide
creative, innovative methods to tackling many of the education problems in Dallas/Fort Worth.
Instructors are also critical to the Summit. They are responsible for sustaining a connection with
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
13
the students. Because the most of the students are at-risk, instructors are an essential. All
stakeholders make a unique contribution to achieving the Cutting Edge Youth Summit’s goal of
incorporating globalization within the organization.
Stakeholder for the Study
Many stakeholders are involved in the Cutting Edge Youth Summit achieving its goal of
100% of students have the knowledge, skills, and disposition to become global citizens.
However, it is important to understand the instructors’ obstacles of teaching globalization to “At-
risk” students. According to Hetz and Betz (2008), teachers do not have a strong definition of
“global education”. Yet, Kreshner (2002) emphasizes the role of teachers when creating a global
curriculum when he states, “Teachers are responsible for raising global citizens; students who are
familiar and respectful to other cultures. They have the task of developing a learning experience
that will introduce global issues to students” (p. 45). Therefore, the primary stakeholder of this
study were the Summit instructors.
Background of the Problem
Globalization is both a process and a theory (Robertson & White, 2003). According to
Robertson (1994) with whom globalization theory is associated, it consists of views about
globalization as a compression of the contemporary world and the intensification of
consciousness of the world as a singular entity. As early as the 1920s, education leaders
recognized the importance of global education though they did not make strides towards
providing that global education for students (Hytten & Bettez, 2008). The idea of the world
community becoming a global village was introduced in 1960 by Marshall McLuhan. Despite
McLuhan’s introduction to this topic, globalization was not recognized a major concept until the
1980s (Jarvis, 2000).
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
14
Although the United States’ educational system has changed significantly since the
1920s, globalization theorists state that our current K-12 schools are not preparing students to
become global citizens nor leaders (Hytten & Bettez, 2008). To prepare for the 21st century
global economy and maintain America’s competitive edge, we need students who are prepared to
compete not only with their American peers but also with students from across the globe for the
jobs of tomorrow (Achieve, 2008).
Teachers and schools have the task of developing a learning experience that will
introduce global issues to students. Lim (2008) echoes this concern in her article as she states,
“Economic, ecological, social, political and cultural integration across nation states combined
with the rapid advancement of technology have brought about transformations that are part of
globalization” (p. 1073). She believes that education for global citizenship is essential in
preparing young people to be agents of change rather than just passive observers of world events
(p. 1074).
Currently, challenges hinder teachers from implementing a globalization curriculum
(Herrera, 2012). Herrera states, the teachers’ “Reactions to the following three challenges will
dramatically influence the course of curriculum and instruction in the United States: (1)
preparedness for global competition; (2) global competence with diversity; and (3) capacity
building for global citizenship” (p. 1). Research indicates that these challenges significantly
hinder teachers and educational leaders from implementing an effective global curriculum.
The first challenge, preparation for global competition, stems from the idea that teachers
must equip students with the knowledge, skills, and dispositions to compete globally for high
salary positions (Herrera, 2012). Although many instructional materials are available to assist
teachers, they are not using the information to provide a global education (Sulkowski & Deakin,
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
15
2009). According to Sulkowski and Deakin (2009), more groups are advocating for global
education on the K-12 level; however, there are “misconceptions” that hinder implementing a
global education. For example, many teachers have conflicting definitions of global education.
The understanding of global education can be based on teaching philosophy. Some teachers
believe that their role is to serve an educator that engages the student in critical thinking and
actively engage the students (Herrara, 2012). Other teachers may believe that their role is to
prepare students to meet the standards for high school graduation (Herrara, 2012). Subsequently,
many times there is a gap in the standards for high school graduation and college and enrollment.
These different teaching philosophies also effect teachers’ definition of global education.
The next challenge, global competence with diversity, stresses the issue that future
graduates and teachers will have to be cross culturally sensitive and linguistically competent
(Herrera, 2012). Teachers need to acquire the knowledge, skills, and disposition to work with
different types of students from various backgrounds. Presently, many teachers are white,
monolingual, and female, and they cannot relate to diverse student populations (Ford &
Grantham, 2003). Furthermore, teachers need to engage in strategies that will allow them to
connect with students from all backgrounds successfully (Ford & Grantham, 2003). In order to
implement a globalization curriculum successfully, teachers need to be culturally sensitive and
linguistically competent.
The last challenge, capacity building for global citizenship, focuses on how teachers have
conflicting ideas about global responsibility and citizenship (Herrera, 2012). In addition, this
disagreement hinges over the depth of understanding students should have about global topics.
For example, misconception exists that teachers can produce global competency with a “global
light” curriculum (Sulkowski & Deakin, 2009). “Global light” means producing surface level
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
16
approaches, which do not go into greater depths about global issues (Sulkowski & Deakin,
2009). Some teachers believe that the global education should have a more generic focus and
cover a wide variety of components, and not take an in depth look at the components of a global
education. As a result, many teachers disagree on the definition of global citizenship, which
creates misunderstandings between educational leaders, teachers, and students (Herrera, 2012).
Once again, teachers are responsible for raising global citizens because a student’s
education is based on their community, experiences, and school. Although global education has
significantly increased in importance in K-12 education over the last twenty years, at-risk
students have less of an opportunity of receiving a global education (Knighten, 2004). At risk
students are characterized as students who are poor, come from single parent home, present
behavioral problems that interfere with learning, and have a history of academic failure
(Knighten, 2004). The at-risk student population is increasing due to economic pressures. The
U.S. Census Bureau (2005) reports that 37.0 million people were living in poverty in 2004,
which is an increase from 35.9 million in 2003; however, the poverty rate for children under the
age of 18 in 2004 went unchanged from 2003 (U.S. Census Bureau, 2005). Olson and Jerald
(1998) mentioned that concentrated school poverty has a direct relationship with lower
performance on every educational outcome measured. Olson and Jerald also state, “School
poverty depresses the scores of all students in schools where at least half of the students are
eligible for subsidized lunch, and seriously depresses the scores when more than 75% of students
live in low-income households” (p. 14).
Swanson (2004) examined the relationship between neighborhood poverty and high
school graduation rates among different ethnic groups. Swanson concluded that graduation rates
were lower for African-American students living in poverty compared to the graduation rates of
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
17
White or Asian-American students (Swanson, 2004). In addition, students who attend low
performing schools generally receive an education that is constructed to meet the basic essential
knowledge and skills. Therefore, they are not receiving an education, which introduces them to
technological literacy, sociology, geography, world literature, arts, history, on a global level
(Mansilla & Gardner, 2007). Research confirms that educational systems in the United States
provide disadvantaged and low-achieving students a watered-down curriculum and place them in
larger classes taught by less qualified teachers (Swanson, 2004). This is the exact opposite of the
educational practices of high performing countries (Mansilla & Gardner, 2007). At-risk students
also deserve to have a quality and comprehensive globally oriented education that will help that
will enable them to become competitive.
Importance of the Problem
The survival of society’s global village is dependent on issues like “Economic justice,
human rights, peacekeeping and conflicts, social and political movements, and ecological
balances” (Slaughter, 2011, p. 25). The World Economic Form’s reports (2012) examine the K-
12 curriculum objectives of the states with the most advanced curriculum. The study suggests
that students are inadequately prepared to understand global risk, and they will not be able to
take advantage of global opportunities (Slaughter, 2011).
Global education is a factor for ensuring competitiveness and prosperity in today’s world.
Studies show that high skills lead to better jobs, higher salaries, and substantial gains in social
mobility (Knighten, 2004). American education has not adequately responded to these new
challenges of preparing students for a global marketplace. The United States is not preparing
children, especially at risk students, to engage in the new global economy the most important
asset of which is human capital.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
18
Providing a global education is not only social but also an economic issue. Global
education is essential for the United States retain a competitive edge (Knighten, 2004). The at-
risk population is rising and it is important that they also receive an in-depth curriculum. Not
only will these students make up a significant percentage of the population, but our quality of life
as a nation decreases if society cannot help the least fortunate. As a result, the Cutting Edge
Youth Summit needs to create a global curriculum for “at-risk” students to help them compete
globally.
Purpose of the Study and Questions
The purpose of this study was to conduct an innovation gap analysis to incorporate
globalization into the Cutting Edge Youth Summit. The researcher addressed problems due to
gaps in the areas of knowledge and skill, motivation, and organizational issues. The analysis
began by generating a list of possible or assumed causes and then by examining these
systematically to focus on actual or validated causes. While a complete gap analysis would
focus on all stakeholders, for practical purposes the stakeholder to be focused on in this analysis
were the instructors.
This active study of the Cutting Edge Youth Summit examined gaps in faculty
knowledge, motivation, and organizational culture. When conducting an efficient gap analysis,
research questions provide direction for the study. A 100% gap analysis exists for the faculty of
the Cutting Edge Youth Summit achieving its organizational goal. Therefore, clear, focused
research questions are essential for finding solutions to these barriers (Clarke & Estes, 2008). As
such, the questions that guided this study were the following:
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
19
1. What are the knowledge, motivation and organizational barriers that prevent
instructors from providing a global education curriculum to the students who attend
the Cutting Edge Youth Summit?
2. What are the knowledge, motivation, and organizational solutions to help the Cutting
Edge Youth Summit’s instructors overcome these barriers?
Based on an analysis of the data from the research question, a set of solutions are recommended
by the researcher to the Cutting Edge Youth Summit. Subsequently, the Cutting Edge Youth
Summit will be able to measure and evaluate successful achievement of becoming a regional
leader for creating global youth leaders.
Methodological Framework
The innovation gap analysis served as an efficient method to research the potential causes
of and address potential solutions for incorporating globalization in the Cutting Edge Youth
Summit, using the framework put forth by Clark and Estes (2008). An innovation gap analysis is
a problem solving approach to improve performance and achieve organizational goals (Rueda,
2011). Rueda explains that the gap analysis approach has been used to structure practiced-based
dissertations projects. Assumed causes for the performance gap were generated based on
personal knowledge and related literature and validated by using surveys, interviews and
observations. Solutions to close the performance gap were then proposed on the basis of the
evidence. Chapter 3 provides details on the gap analysis methodology that used during the
evaluation.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
20
CHAPTER 2
REVIEW OF THE LITERATURE
Globalization greatly affects education in American society (Mansilla & Gardner, 2007).
Teachers, principals, and educational leaders are responsible for providing students with a global
education that should allow them to successfully compete in the global market (Myer, 2006).
Therefore, the role of education in workforce development continues to be a major discussion
(Bloom, 2004). As a result, providing k-12 students a global education is essential for economic
enhancement, personal growth, and communal achievement.
Extensive research examines the impact of global education in higher education (LeLoup,
2009). The trends in higher education reveal that institutions are integrating international
components into their curriculum to provide economic, political, social and educational issues
for international solutions of solutions of interconnectivity (Wade, 2012). Although higher
education institutions are focusing on incorporating global education in their curriculum, K-12
institutions have not prioritized it. Research suggests that colleges and universities need to
identify the components of a global education that will develop a global perspective (Wade,
2012). Additional research suggests that K-12 school professionals should focus curriculum to
provide intercultural skills, multilingualism, and global awareness into student learning outcomes
(Qiang, 2003). Furthermore, the lack of research about at risk students and global education
suggest that this is a topic worth academic exploration. As a result, an extensive review of
academic literature reveals that globalization continues to influence each country’s educational
system. In order to understand the research question effectively, the researcher must examine the
impact of globalization on higher education, secondary schools, economic development, and
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
21
world poverty. Additional research indicates that definitional problems exist about terminology
associated with global education and at risk students.
The Evolution of Global Education in Higher Education
Globalization is reshaping education around the world, which creates urgency for
educators to adapt, so their students can compete on a global level. According to Mansila, Boix,
and Gardner (2007), having a global education is critical among leading first world countries.
Technology makes a significant impact on education, and it serves as a tool for learning global
education components. Furthermore, countries agree that global education is important;
however, the United States has not made major steps to implement a global curriculum Mansila
et al., 2007). Despite the consensus about global education among first world countries, they
have not significantly made a clear distinction of the components of a global education.
According to Altbach and Knight (2007), globalization and internationalization are often
mentioned in the conversation of global education. However, globalization and
internationalization are related but not the same thing. Globalization is the context of economic
and academic trends that are part of the reality of the 21st century. Internationalization includes
the policies and practices undertaken by academic systems, institutions, and individuals to cope
with the global academic environment. Furthermore, the motivations for internationalization
include commercial advantage, knowledge and language acquisition, and enhancing the
curriculum with international content (Altbach & Knight 2007). Additional initiatives such as
branch campuses, cross-border collaborative arrangements, programs for international students,
establishing English-medium programs and degrees, have been put into place as part of
internationalization. As a result, efforts are being established to monitor international initiatives
and ensure that quality is upheld in international higher education environments. In summation,
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
22
internationalization is seen as something higher education institutions do while globalization is
something that is happening to them (Armstrong, 2007).
There are many benefits of having a global education. According to Armstrong (2007), a
society that provides a global education for all classes is ensuring sustainability. Fundamentally,
technology, transportation, and communication fueled globalization (Boyd & Mitchell, 2005).
All groups of people have access to these technologies for social, political, cultural and economic
benefits (Armstrong, 2007). As a result, various types of “Social institutions, as well as
entrepreneurs, intellectual, political and cultural leaders, ignore the global reach of ideas and
material things now available to nearly everyone at their peril” (Boyd & Mitchell, 2005, p. 85#).
Understanding the social process transformation perspective is critical. For example,
globalization is having a transformative effect on the major components of higher education
institutions (Armstrong, 2007). As people participate in social interaction at the global level,
institutions such as higher education and the economy are thus impacted. This process is
changing the how education is viewed. Therefore, education is more closely perceived as a
product that is available in a global market (Altbach, 2004; Marginson & Considine, 2000;
Slaughter & Rhoades, 2004). Slaughter and Rhodes mention, “The academy has shifted from a
liberal arts core to an entrepreneurial periphery” (Slaughter & Rhoades, 2004, p.46).
Furthermore, the “marketization” of the academics leads to the rise of “Research and
development with commercial purpose” (Slaughter & Rhoades, 2004, p. 47). As a result, this
commercialization of higher education institutions is a result of a competition for the monetary
resources (Slaughter & Rhoades, 2004).
Armstrong (2007) introduced a new conceptual model to explore the impact of
globalization on US higher education institutions. This model describes institutions as small
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23
centers functioning within the larger global context. Furthermore, Armstrong describes another
innovative characteristic of the model which is providing access to international markets. For
example, the institutions allow students and faculty earn degrees from various international
markets. Through technology and communication, the forces that drive globalization, allows the
institutions to create global partnerships with satellite campuses. As a result, institutions can
branch out and become global entities rather than educating scholars in one location.
Subsequently, they learn what it means to be global. This concept can include and is not limited
to having study abroad programs, a special global curriculum, and international exchange
students. It encompasses a greater goal and establishes global opportunities for students by
collaborating with different education.
Global Education and Economic Development
The link between global education and economic development is an example of a popular
intersection (Suarez-Orozco, 2010). The connection between economic prosperity and global
education has been a major area of discussion. There are challenges and opportunities facing
education in developing countries in the light of globalization. If developing countries are to
begin to catch up with developed economies, an effective response is essential for success
(Suarez-Orozco, 2010).
Although education is an important factor in our society, most of our world does not
formally understand the concept of globalization (Suarez-Orozco, 2010). The “contemporary
globalizing epoch” is characterized by events that affect human consciousness, various aspects of
education, child development (Suarez-Orozco, 2010). Furthermore, the elements of
globalization is categorized by many factors; such as, (a) the unprecedented emergence and
dissemination of information and knowledge, (b) the digitization of information and
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virtualization technology), (c) the spreading of the English language as an essential global tool
for education and international communication, (d) the dissemination of the ideas of global and
multicultural education, (e) the rise of the European Union, (f) the market orientation of Russian
and the former entities of the former Socialist block, (g) the spreading of the cultural and
educational canons of the Anglo-American or Atlantic civilization upon other cultures and
civilizations, and (h) unparalleled demographic growth, especially in Eastern and Southern
cultures. As a result, these factors affect our world and the lives of all citizens.
Even with these positive characteristics of globalization, more than a hundred million
children access to education (Suarez-Orozco, 2010). This mostly occurs in poor countries.
Nearly sixty percent of the uneducated are girls and women (Suarez-Orozco, 2010).
Furthermore, this lack of basic education creates a disparity of achievement for young people
from developing nations. Therefore, if these students are not receiving a basic education clearly
their higher education opportunities are non-existent.
Definitional Problems for Global Education
According to Schulte (2002), “Definition is not everything, but everything involves
definition” (p. 17). In order to understand the complexity of the impact of globalization on
education is based on how the word is defined. Therefore, global education requires a definition
that will serve as the foundation of educational research. Research suggests that definitional
problems exist about what it means to provide an adequate global education (Schulte, 2002). It
is important to examine common phrases in the discussion of globalization because they provide
extensive background information that is needed to develop a curriculum. Subsequently, if a
term is misunderstood the core concepts will also affect the overall comprehension of the topic.
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Furthermore, a clear definition enhances the effectiveness of the focus of the study. As a result,
important terms that are associated with global education will be defined (Schulte, 2002).
Globalization
The term globalization must be defined when describing global education. The term
consists of two views. According to Currie (1998), “Globalization refers to the world as a single
place that serves as a common frame of reference for everyone” (p.63). Robertson (1992) brings
forth a sociological context. Robertson’s definition of globalization emphasizes that it is a
“Compacted world where time and space are compressed (p.84). In addition, the sociological
view also explains globalization as the “Interconnections arising among mass cultures”, which
supports the idea of living in a “global village” (McLuhan, 1964, p.108).
The second view of globalization is centered on “the interaction process view” (Morrow
& Torres, 2000). From this process view, globalization is defined as the “Practice of growing
social interaction and connectivity among people around the world, creating economic, social,
cultural, political, environmental, scientific and technological interdependence” (Marginson,
2007, p.96).
According to LeLoup (2009), globalization is a contested phenomenon that has created
broad implications across social, cultural, economic, and political contexts. Her study focuses on
the effects of globalization in community colleges. It also mentions a need for leaders to
understand the complex challenges and opportunities that exist in an interconnected world. For
example, leaders need effective preparation that includes global awareness. LeLoup argues that
practitioners, policymakers, and researchers with an understanding of how leaders respond, can
manage the forces of globalization. Her study was used to examine how leaders at a Community
College on the Pacific Coast of the United States implemented organizational changes and
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developed the concept of global citizenship. Even on the community college level,
understanding global awareness is important for their students.
Global Competence
When researching terms about global education, global competence is an important term
to understand. Hunter (2004) implies that global competence is critical term that is necessary for
creating objectives for a global curriculum. The term refers to having an open mind while
seeking to understand other culture norms. Leveraging information to interact, communicate,
and work outside one’s environment. According to Mansila and Gardner (2007), many
instructors do not know the difference between a global light versus a strong global curriculum.
Global light is a surface level approach to providing a global education. For example, a cultural
food tasting is an example of a global light activity. In addition, a global light curriculum
exposes students to different culture, but it is not as in depth understanding of global knowledge.
Instructors can easily implement a global light curriculum; however, implementing a strong
global education curriculum requires more research from teachers. Therefore, a strong global
education curriculum is preferred to maximize student learning outcomes.
Global Citizenship
Another popular term in the discussion of global education is global citizenship. Johnson
and Morris (2010) suggest educational institutions around the world are promoting forms of
“critical” global citizenship in the K-12 curriculum. The curriculum is based on metacognitive
thinking. These schools have implemented this form pedagogy in philosophy, speech, debate,
and history courses (Johnson & Morris, 2010). This term emphasizes “critical thinking” and the
desire to encourage engagement, action, and political emancipation. There are differences in the
models of critical pedagogy and ‘global’ citizenship education. The conceptual framework for
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27
analyzing and comparing the nature of critical global citizenship is based on promoting civic and
moral responsibility. According to Colby, Beaumont, and Stephens (2003), global citizenship
explores concepts of moral and civic learning. Furthermore, global citizenship allows teachers to
determine what each of them can do to help students become the educated and motivated citizens
(Spiezo, Baker, & Boland, 2005). Faculty and administrators should explore a general education
curriculum as the platform for a commitment to civic engagement. The research supports the
claim that faculty produce changes in student attitudes toward engaged citizenship when they
develop strategies and techniques dedicated to the promotion of student engagement. As a result,
these students will ensure and promote societal good.
Additional research discusses the difference of globalization and global citizenship from
the English perspective (Davies, Evans, & Reid, 2005). The author makes a comparison between
citizenship education and global education over the last three decades. Research suggests that up
to this point there have been significant differences between the characterizations that have been
developed for global education and citizenship education. These differences are revealed
through an examination of three areas: focus and origins; the attitude of the government and
significant others; and the adoption of pedagogical approaches (Davies et al., 2005). As a result,
their separation has in the past only perpetuated the old understandings of citizenship and
constructed a constrained view of global education (Davies et al., 2005).
The American Council on Education’s concept of comprehensive internationalization
provides an integrative approach that ties institutional strategies and initiatives to global learning
outcomes (Wade, 2012). Wade conducted a study at Marymount College, a small liberal arts
college in Southern California. Her institution went through a transformative change by
establishing new learning outcomes, that graduates achieve global awareness as measured by the
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American Council’s definition (Wade, 2012). A major focus of the study included the
preparation of the Marymount faculty. Wade’s findings displayed that in order to accomplish the
goal of achieving global awareness the faculty. When higher education institutions implement
global curriculum the faculty must be prepared to provide learning experiences that enhanced
desired student outcomes. Additional research from Wade indicates that the faculty perception
of their engagement and preparedness effects the way they incorporate learning experiences and
presents new pedagogy for global awareness. This dissertation also supports the idea that when
students do not achieve a global perspective they are unprepared to compete in global market.
Therefore, a global perspective affects students in many crucial ways such as, socially,
economically, and politically.
Myers (2012) indicates that the goal of a global education is to enhance students, so they
can compete in a global market. A global education allows students to understand that they are a
part of larger society. Global education includes learning concepts about many cultures, foreign
languages, world geography, and political issues. There are biases about the concept of global
education. Sometimes, educators have a singular view versus holistic view of global education.
Some educators think global education is merely associated with learning different languages.
These biases also confirm the debate about definitional issues about the components of a global
education. In conclusion, for the purpose of this dissertation of practice, the term global
education is defined as knowledge that develops global perspective by increasing students
learning about social responsibility, world geography, foreign languages, cultural tolerance, and
human rights (social justice) (Myers, 2012).
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Relevance of Global Education to Secondary Schools
Education policy and governance influences the priority of implementing a global
curriculum in our nation’s schools. According to (Olssen, Codd, & O’Neal, 2004), it is
important to understand the influences of governing structures how they affect government
policies. Therefore, important questions should be asked to understand how changes are made in
education policy. What is the structure of the organization? How are decisions made regarding
curriculum changes? How do financial incentives affect the curriculum priorities/decisions? As
a result, to have a concrete understanding of the relevance of global education in secondary
schools we should understand how education policy affects this process.
Studies suggest that global education is not a major curriculum component in secondary
schools. According to Hytten and Bettez (2008), K-12 schools do not emphasize or evaluate if
students are receiving a global education. Often students are separated into honors courses and
regular courses. Many times the students in the regular courses may not receive the stronger
curriculum. As a result, may lack the exposure to a global curriculum (Hytten & Bettez, 2008).
Also, some schools many not require students to take certain courses, such as world geography
and foreign language for graduation. Therefore, students may not understand how they fit in a
global society. However, students could benefit from a discussion involving economic justice,
human rights, peacekeeping, conflicts, social and political movements, and ecological balances.
In addition to the absence of global competence in some of the K-12 curriculum, many
districts are assessing their success with a standard curriculum. Therefore, often a standard
curriculum will focus on meeting the minimum standard requirements. Generally, a global
education requires students to think on a higher level. Furthermore, teachers are also given
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incentives for helping students meet standard requirements. As a result, educational governance,
structure, and policy can affect the quality of students’ education.
US Department of Education policies such as No Child Left Behind had a negative
impact on the goal of global of education (US Department of Education, 2013). However,
students need a basic foundation in core areas such as reading, writing, math, and science.
Although the basic core curriculum is also important, students need exposure to higher-level
concepts. A global education curriculum generally has numerous components that enhance
students’ education.
NGOs and Global Education
Trends suggest that programs facilitated through non-government organization and non-
profit organizations supplement students’ education (Gajda, 2004). Increasingly, collaboration
between business, non-profit, health and educational agencies is being championed as a powerful
strategy to achieve a vision otherwise not possible when independent entities work alone.
However, the definition of collaboration is elusive and it is often difficult for organizations to put
collaboration into practice and assess it with certainty (Gajda, 2004). Furthermore, collaboration
with schools and nonprofit organizations can enhance student learning outcomes.
For example, program evaluators can assist practitioners concerned with the development
of a strategic alliance predicated on collaboration by understanding and utilizing principles of
collaboration theory (Gajda, 2004). The Strategic Alliance Formative Assessment Rubric
(SAFAR) is an assessment tool that captures central principles of collaboration and has been
used as part of a four-step evaluation process to help alliance leaders, managers, and members in
Safe School/Healthy Student Initiatives to quantitatively and qualitatively gauge, celebrate, and
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communicate the relative strength of their collaborative endeavor over time (Gajadia, 2004).
This is an example of nonprofit organizations working with groups to deliver quality programs.
Another technique that schools use to enhance their student outcomes is to collaborate
with community organizations. For example, the Lorreltag Partnership Initiative (LPI) is an
urban, community school and university partnership (Patrizio, 2013). LPI provides a history of
the community involvement with nonprofit organizations and discusses the factors influencing
partnership development. For example, this case relies on the perspectives of a community
leader, a university faculty member, a new principal, and a new teacher to explore matters related
to relationships, team structures, and new leadership development in collaborations (Patrizio,
2013). Their experiences with the LPI surface issues related to the construct of collaboration,
sustainable systemic renewal, and the role of evaluation in strategic partnerships.
In summary, nonprofit organizations play a vital role in educating students today. They
often collaborate with schools and other community organizations to provide services where
students need support. Therefore, in the case of providing a global education, nonprofits can
collaborate with community schools to provide a unique, innovative curriculum. Often, “at risk”
students need additional support for their education. Although, nonprofit organizations are
available to help at risk students, many times they do not receive the help that is needed. As a
result, definitional problems exist with discussing at risk students, and the complexities of their
needs.
Definitional Problems for At Risk Students
Presently, there is a lack of a coherent, commonly held definition amongst scholars for
the term “at-risk” student (Donmoyer & Kos, 1993). This term can cover a variety of issues and
challenges for students. When evaluating some of the criteria for poor academic performance
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many finding occur. There are five social factors to explore when understanding a student’s
challenges: poverty, race and ethnicity, family composition, mother’s education, and language
background (Donmoyer & Kos, 1993). These social factors are not always an indicator of poor
academic performance; however, they can serve as an indicator (Donmoyer & Kos, 1993). For
example, students who live in poverty do not perform well academically. In addition, students
who live in one parent household may not receive as much academic and social support.
Research suggests that at risk students’ schools have smaller operating budgets and receive less
funding. Once again, all of these indicators can contribute to a student being labeled as “at risk”.
Although America is characterized by offering upward mobility for all people, it has a
unique academic achievement gap for certain students (Friedman & Mandelbaum, 2011).
Furthermore, America has many challenges with her education structure: globalization, the
revolution in information technology, the nation’s chronic deficits, and its pattern of energy
consumption. Defining “at risk” students can often be very sensitive because educators are not
try blame a student for his or her poor performance. However, school, family, and the
community portray a critical weakness in many approaches to serving disadvantaged youth
(Donmoyer & Kos, 2010). Therefore, many programs ignore the impact of the community
context or family environment on a child's academic development. In conclusion, for this
dissertation process at risk students are defined as students who apply to one or all of the
following areas: low socioeconomic status, low motivation towards academic subjects, first
generation college students, minority, and/or have behavioral problems. Therefore, not only is it
important to define the term “at risk” student, but it is also necessary to understand the
institutional support structure for these students, too.
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Institutional Support for At Risk Students
Research indicates that differentiating instruction for at risk youth yields desired student
learning outcomes (Dunn, 2009). There are many examples of innovative methods to help
optimum performance in secondary school classroom for “at risk” students. For example, certain
curriculum strategies are available to help at risk students. For instance, student assessments can
allow teachers to evaluate when after conducting a Stage 1-Learning Style Assessment, teachers
can raise awareness for high and low energy of the day. Also, use the information gained to help
the student become self-regulated. Then the Stage 2, initial implementation steps, using the
physical space of a room design and small group communication. Finally, Stage 3, advanced
implantation steps, uses contract activity packages and reflection points. This an example of
how curriculum design can affect at risk students for desired student learning outcomes.
During the past decade, responsiveness to intervention (RTI) has become popular among
many practitioners for helping at risk students and enhancing multilevel prevention system
(Fuchs, Fuchs, & Compton, 2012). Therefore, its implementation requires rigorous
development, a comprehensive structure, and coordinated service delivery (Fuchs et al., 2012).
Furthermore, an effective RTI also depends on developing key personnel with specialized
expertise at all levels of the prevention system; however, most agree on both its potential for
strengthening institutions and its heavy demand on practitioners. The research indicates RTI is
critical when composing resources to maximize students' opportunities for success. As a result,
three important features of Smart RTI to help at risk students: (a) multistage screening to identify
risk, (b) multistage assessment to determine appropriate levels of instruction, and (c) a role for
special education that supports prevention (Fuchs et al., 2012).
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Along with responsiveness to intervention (RTI), social status also influences success in
the classroom (Roberts & Zubrick, 1993). Monitoring the development and evaluation of a
model of social status has implications for students both with and without mild academic
disabilities in integrated classrooms (Roberts & Zubrick, 1993). In the case of at risk students,
behavioral data reveals significant data. When peer social status were collected from peers,
teachers, and independent observers (97 students with disabilities and 97 without disabilities).
The findings on path analysis indicated that teachers' attitudes toward integration were not
related to the social status of the students with disabilities; however, teacher perceptions of
academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive
behavior were found to be related to social status for both groups of students(Roberts & Zubrick,
1993) . Therefore, social status plays a role in the academic environment of at risk students.
Studies suggest that current trends exist in secondary schools to promote high school
retention among at risk students and college readiness (Gilroy, 2011). College readiness is
helping students to academically achieve success in freshman level college courses. Research
suggests that schools are focusing on developing students to become college ready (Gilroy,
2011). Additionally, a broad community education helps to enhance student outcomes in the
area of college readiness. High schools can collaborate with non- profit organizations to create
an ongoing college culture (Carter, 2012). Student retention is often the primary focus of high
school success. A well-designed program should engage students. A successful high school
should promote college transition and allow students to compete in a global market.
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Instructors of the Innovative Youth Summit and their Ability to
Create a Global Education Curriculum
Currently, instructors of the Cutting Edge Youth Summit do not have knowledge to
implement a global education curriculum. According Clark and Estes (2009), setting
performance goals that support organizational goals is critical, and therefore, goal setting pitfalls,
benchmark goals, and management support all-important to accomplish a new organizational
goal. As a result, the Cutting Edge Youth Summit will take in account all of these factors.
Additional attention on knowledge and skills gaps will ensure effectiveness.
Furthermore, Anderson and Krathwohl (2001) discuss the different knowledge types, which
include factual, conceptual, procedural, metacognitive and cognitive. In order to classify
potential causes for this innovation gap analysis, it is important to focus on conceptual
knowledge, primarily. According to Anderson and Krathwohl (2001), conceptual knowledge is
knowledge of classifications, principles, generalizations, theories, models, or structures pertinent
to a particular disciplinary area. For instance, the instructors of the Cutting Edge Youth Summit
do not understand the theories and principles associated with global education. Since they do not
understand these theories, they cannot effectively teach their students these principles. Thus, the
instructors of the Cutting Edge Youth Summit lack the conceptual knowledge to create a
globalization curriculum. Moreover, Anderson and Krathwohl (2001) refer to procedural
knowledge as the information or knowledge that helps the stakeholder do something specific
skills as it relates to a discipline, subject, or area of study. In the context of this gap analysis, the
instructors lack the procedural knowledge to engage students to support a global education
initiative by the Cutting Edge Youth Summit.
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Organizational assumed causes allow administrators to tackle problems when making
organizational changes (Clark & Estes, 2008). Therefore, it is important for administrators to
develop assumed causes and validate these issues based on evidence. In the case of the Cutting
Edge Youth Summit, the three areas of assumed causes were grouped in the following areas:
interconnectedness, incentives, and geographic educational initiatives.
According to Clarke and Estes (2008), organizations build strength as they survive
tension between the stability and change. There is a need for stable organizational culture that is
balanced or flexible to adapt to market shifts. Therefore, the Cutting Edge Youth Summit will
have to consider elements of their cultural models when incorporating a global education
curriculum. Subsequently, different types of organizations require different types of support
(Clarke & Estes, 2008). The Cutting Edge Youth Summit is unique because of its partnership
with local high schools, churches, community organizations, and local government.
Furthermore, teachers will have professional development opportunities to prepare them to teach
a global education curriculum. However, the Cutting Edge Youth Summit will also draw on the
community alliance to provide additional support to teachers or instructors. This model of
partnership is closely associated with team-based organizations.
It is presumed that Cutting Edge Youth Summit instructors did not understand the
connection between global education and the mission of the organization. This presumption is
based on the absence of language about global education in the Cutting Edge Youth Summit’s
mission and organizational goals. The mission of the Cutting Edge Youth Summit is to help
students become effective leaders through community seminars that focus on education, civic
responsibility, mental and physical health, and leadership skills.
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The instructors were surveyed and this confirmed the assumed cause. Findings reveal
that eighty percent of instructors did not understand how a global education curriculum
supported the mission of the summit. Furthermore, 70 % of instructors did not have a model for
teaching our assessing student success for a global education curriculum. Tables and matrices
link ideas to connected outcome groups. This allows for individuals to understand each phase of
the information process, as well as how it relates to an organization (Texas Education Agency,
2007). A possible solution would be to create a visual aid, such as, a table, matrix, or Ven
diagram that would show the core components of the global education curriculum and how the
fit within the mission of the Summit. In addition, providing factual information about
curriculum design for global education will reduce anxiety for instructors.
There are many disputes about pay incentives that focus on evidence based on classroom
studies using children (Clarke & Estes, 2008). The argument exists that paying adults to a task
that they should do anyway change the focus from quality instruction to financial reward.
However, intangible incentives are thought to work better because when the person is rewarded
it gives information about how to be successful (Clarke & Estes, 2008). It was also presumed
that The Cutting Edge Youth Summit does not provide incentives for instructors to successfully
teach a global education curriculum. Seventy percent of instructors did not feel that incentives
were established by the organization to teach a global education curriculum. Currently,
instructors are awarded with intangible incentives for student success rate, which includes
student retention and pass rate for basic essential knowledge and skills. In addition, in the
Dallas/Fort Worth area most schools and educational institutions give educators incentives for
student pass rate of the state assessment test, STAAR (Texas Education Agency, 2013). As a
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result, most educators in the area gear their curriculum to meet the standardized testing
objectives, not objectives for a global education.
A possible solution for this assumed cause is to integrate the incentives of the current
program with new global education objectives. It is important for teachers to demonstrate their
success and reward them for their work. However, it is desired that teachers to use self-
regulation when teaching the global education curriculum. The goal is for the incentives that
Cutting Edge Youth Summit designs to encourage self-regulation among teachers.
The final presumed cause is that most K-12 schools in the geographic region of the
Cutting Edge Youth Summit do not have a global education initiative. This assumed caused was
validated when the instructors were surveyed. Ninety percent of instructors perceived that global
education initiatives were not common in Dallas/Fort Worth area. Although instructors felt as if
there were international schools or foreign language emersion schools, they could not name one
of the providers.
A possible solution is for administrators to include information about local providers of
global education in the area. In addition, administrators connect areas of support to the
community partnerships. Many of the non-profits and schools may actually teach components of
a global education, but may not be aware of the language of global education. Therefore,
providing information about local providers of global education would encourage instructors of
the Summit.
Conclusion
There are numerous effects of globalization on education. After an extensive review of
the literature, one can see how higher education institutions are adjusting their curriculum to
create leaders that are more global in perspective. However, K-12 educational institutions have
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39
not reshaped their curriculum to provide their students a global education. Furthermore, at risk
student normally attend schools that receive less funding, have poorer teachers, and may live in
poverty. As a result, one can conclude that at risk students are less likely to receive a global
education in the United States.
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CHAPTER 3
METHODOLOGY
Purpose of the Inquiry and Guiding Questions
The purpose of this project was to conduct an innovation gap analysis of providing a
global education for the participants of for the Cutting Edge Youth Summit. The analysis
focused on discovering the gaps that exist in the areas of instructor knowledge and skill,
motivation, and organization. The analysis began by generating a list of possible or assumed
causes, which were then examined systematically in order to focus on actual or validated causes.
For purposes of this gap analysis, the instructors were the key stakeholder. Instructors
are the crucial component to developing a global curriculum for the Cutting Edge Youth
Summit. Initially, all of the instructors need to understand the meaning of the term global
education. After this step, the instructors must acquire the knowledge and skills to implement
the globalization curriculum. Then, the instructors will design course objectives that serve as a
curriculum-related framework for students to demonstrate global citizenship. Furthermore, in
order for each instructor to support students effectively, they must see the connection between
global citizenship and the organizational goals of the Summit. The critical step in this process is
that the instructors of the Cutting Edge Youth Summit acquire 100% of the conceptual
knowledge needed to develop a globalization curriculum. Thus, the stakeholder’s goal is to
achieve 100% of this knowledge about global education by January 2015Achieving this goal will
allow the organization to provide a global curriculum to the participants of the Summit by
January 2015. The gap is 100%, suitable for an innovation gap analysis, as the instructors
currently lack the knowledge and skills necessary to create a global curriculum.
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41
The organizational goal is that by April 2015, the Cutting Edge Youth Summit will be
regional leader in providing at-risk students with an in-depth global curriculum necessary for
them to become global youth leaders.
The founder of the Cutting Edge Youth Summit created this goal after meeting with key
stakeholders, CEYS Instructors, in Dallas/Fort Worth area. The achievement of the Cutting
Edge Youth Summit goal is measured by the student’s ability to demonstrate the knowledge,
skills, and disposition of a global citizen. The Summit assesses the students’ ability to become
global citizen with problem scenarios based on their acquired knowledge. The students will also
take an exit assessment. There are several stakeholders that will help the Summit incorporate a
globalization curriculum within the organization. The success of the Cutting Edge Youth
Summit relies on the participation of these stakeholders. Therefore, the key stakeholders are
instructors, students, and parents. Goals for each stakeholder are described in Table 11
(Appendix A).
When conducting a gap analysis, it is important to have clear research questions. These
research questions guided the study. Therefore, clear research questions were essential to
solving the organizational issues at the heart of the study. The questions that served as the
foundation for this analysis were:
1. What are the knowledge, motivation and organizational barriers that prevent
instructors from providing a global education curriculum to the students who attend
the Cutting Edge Youth Summit?
2. What are the knowledge, motivation, and organizational solutions to help the Cutting
Edge Youth Summit’s instructors overcome these barriers?
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Methodological Framework
To research the potential causes and generate the solutions for implementing a
globalization curriculum for the Cutting Edge Youth Summit, Clarke and Estes (2008) gap
analysis model was used as the basis for methodology. The gap analysis model scientifically
systematically identifies performance gaps within an organization to help the organization reach
its preferred performance. The methodology served as a guide to identify and achieve the
organizational goal by examining the knowledge and skills, motivation, and organizational
barriers (Clark & Estes, 2008). Assumed causes were based on personal knowledge, learning
and motivation theory and a literature review. Interviews, focus groups, and surveys were used
to validate the assumed causes. The steps in the gap analysis model are presented Figure 4 (see
Appendix B).
Assumed Causes for the Performance Gaps
Clark and Estes (2008) posit that organizations are often wrong in praising quick solution
making to problems. The temptation to provide solutions without validation can be due to
overconfidence, time or social pressure (Clark, 2012). Resolutions are often based on assumed,
invalidated causes interpreted as fact. For this study, the Clark and Estes (2002) gap analysis
model is the most feasible process models designed to assist educational organizations such as
school districts to improve their performance. The principles of this gap analysis model focus on
goals, performance gaps, and solutions. The assumed causes were generated through informal
interviews, learning, motivation, and organization theory, and a review of the literature regarding
global education.
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43
Scanning Interviews
Valuable information about an underlying cause can be generated based on personal
knowledge. These causes were categorized into knowledge, motivation, and organization.
Knowledge and skills. In order to understand how the Cutting Edge Youth Summit will
create a global curriculum, the organization determined the current barriers for the primary
stakeholder, the instructors. Currently, the Summit offers several workshops and seminars in
education, physical and mental health, and civic responsibility. Therefore, the majority of the
assumed causes, for creating a global curriculum, are in the area of knowledge and skills.
Subsequently, since this is a 100% gap analysis study, the instructors’ knowledge and skills’
assumed causes are the major area of focus.
The Cutting Edge Youth Summit instructors lack the knowledge to create a global
education curriculum. The current focus of the Summit’s curriculum is based on college
readiness and the instructors’ goal is to prepare students for the academic, economic, and social
expectations of college. In addition, the majority of students that attend the Summit are at risk;
therefore, the instructors are trained to help students overcome academic and social challenges to
become college ready. Based on personal knowledge, some students attend the Summit initially
and have problems with meeting the basic and minimum skills to meet high school graduation
standards. For example, instructors require students to attend sessions that meet the academic
core requirement: writing, reading, and math. The instructors also have the students attend
sessions that meet the social, economic, and physical and mental health component (some of
these classes may overlap). Although the instructors have created objectives to prepare students
to become college ready, they do have a definition of global education. Furthermore, it has not
been an organizational goal or priority instructors of the Summit. In addition, the instructors
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
44
cannot create objectives to measure global citizenship. As a result, instructors do not have the
knowledge to create a global curriculum for an at risk student population.
Factual knowledge. Anderson and Krathwohl (2001) refer to factual knowledge as the
knowledge that is basic to specific disciplines. Additionally, this aspect refers to necessary facts,
terminology, details or elements that individuals must understand to become familiar in the
subject or efficient problem solvers. Assessing the instructors of the Cutting Edge Youth
Summit could potentially confirm factual knowledge causes. The process of prior knowledge
assessment is extremely beneficial for organizations. Therefore, assessing prior knowledge
supports the development of innovation solutions. According to Mayer (2011), various methods
are available to assess prior learning. As a result, this case study assessment will utilize surveys
and interviews to evaluate the Cutting Edge Youth Summit instructors’ factual knowledge about
global education.
Conceptual knowledge. According to Anderson and Krathwohl (2001), conceptual
knowledge is knowledge of classifications, principles, generalizations, theories, models, or
structures pertinent to a particular disciplinary area. Therefore, conceptual knowledge may also
be confirmed by assessing the stakeholder’s analyze certain concepts. For example, the Cutting
Edge Youth Summit’s instructors should assess various components of global education.
Procedural knowledge. Procedural knowledge refers to information or knowledge that
helps students to do something specific to a discipline, subject, and area of study. More
importantly, it also refers to methods of inquiry, very specific or finite skills, algorithms,
techniques, and particular methodologies (Anderson & Krathwohl, 2001). An example of
assessing the Cutting Edge Youth Summit’s instructor’s procedural knowledge is assessing how
they would implement a global education curriculum. Furthermore, also assessing how the
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
45
instructors would evaluate the students to measure if they have become effective global youth
leaders.
Metacognitive knowledge. Metacognitive Knowledge is the awareness of one’s own
cognition and particular cognitive processes. It is strategic or reflective knowledge about how to
go about solving problems, cognitive tasks, to include contextual and conditional knowledge and
knowledge of self (Anderson & Krathwohl, 2001). Therefore, metacognitive learning can be
assessed by interviews and conversations; it provides valuable strategic information. Possible
causes of performance gaps in the Cutting Edge Youth Summit Instructors are identified
accordingly and listed in Table 12 (Appendix C).
Motivation. This study is a 100% innovation gap analysis; therefore, the stakeholder
does not have any current motivational barriers regarding the stakeholder’s goal. According to
Clark and Estes (2008), motivation issues involve areas such as lacking active choice,
persistence, or mental effort. Currently, some instructors may not be excited about teaching a
global education curriculum. The current curriculum based on college readiness. Since many of
the students are characterized as at risk, CEYS Instructors may feel that a global education
curriculum may be too ineffective for struggling students.
Organization. The Cutting Edge Youth Summit contains a strong leadership team that
implements and develops policy for the organization. Since the Cutting Edge Youth Summit has
not clearly defined how globalization is a part of the organization’s mission, the instructors do
not see the connection between globalization and the organization’s mission, vision, and
purpose. Therefore, there are no goals for instructors to implement global education objectives
in their classrooms. As a result, there are no incentives for instructors to create a global
curriculum. According to Gallimore and Goldenberg (2001), it is important to evaluate the
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
46
culture of an organization to determine performance based issues. Consequently, it is important
to examine the organization culture of the Cutting Edge Youth Summit to determine if the
instructors have the buy in to teach a global curriculum.
Assumed causes from the review of the literature. Based on the related literature and
background problem conducted to date, nationally, teachers do not have a strong definition of
global education (Hetz & Betz, 2008). In addition, Sulkowski and Deakin (2009) noted that
instructors do not know the difference between a strong global curriculum versus a “global light”
curriculum. In examining the knowledge and skills of teachers, Herrera states that the teachers’
reactions to the following three challenges will dramatically influence the course of curriculum
and instruction in the United States: (1) preparedness for global competition; (2) global
competence with diversity; and (3) capacity building for global citizenship. Therefore, these
challenges are magnified for the at risk student population because they have less qualified
teachers who implement a “watered down” curriculum (Swanson, 2004).
Knowledge and skills. Current research indicates that teachers do not have a strong
definition of the term global education. They may believe that global education focuses on
surface level approach to geography or world languages. Other teachers believe that global
education is more in depth and includes the discussion of complex relationships of common
academic, social, historical, political and economic issues, so that students can derive new ways
of thinking and acting (Yocum, 1989). Surface-level approaches to global education are often
referred to as global light (Sulkowski & Deakin, 2009). These conflicting definitions of global
education are problematic because many teachers disagree on the definition of global citizenship,
which creates misunderstandings between educational leaders, teachers, and students (Herrera,
2012). The Cutting Edge Youth Summit instructors do not have the conceptual knowledge to
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
47
define global education; therefore, they may disagree with how on the objectives for the global
curriculum. Thus, the three major challenges for teachers when creating a global education are:
(1) preparedness for global competition; (2) global competence with diversity; and (3) capacity
building for global citizenship (Herrera, 2012). As a result, the Cutting Edge Youth Summit
instructors will have to navigate through these curriculum and instruction challenges, which are
magnified when working with at-risk students. The research shows that at -risk students have
additional barriers: economic, social, familial, and academic. Although this population is on the
rise, the research suggest that currently, educational institutions are not providing them a global
education (Herrera, 2012). Instructors of the Cutting Edge Youth Summit will have to create a
global curriculum while taking the in account the issues of at risk students.
Motivation. Anderson and Krathwohl (2001) discuss the different knowledge types,
which include factual, conceptual, procedural, metacognitive and cognitive. In order to classify
potential causes for this innovation gap analysis accurately, it is important to focus on conceptual
knowledge, primarily. According to Anderson and Krathwohl (2001), conceptual knowledge is
knowledge of classifications, principles, generalizations, theories, models, or structures pertinent
to a particular disciplinary area. For instance, the instructors of the Cutting Edge Youth Summit
can create teaching strategies associated with global education. Since they do not understand
these theories, they cannot effectively teach their students these principles. Thus, the instructors
of the Cutting Edge Youth Summit lack the conceptual knowledge to create a globalization
curriculum. In addition, Anderson and Krathwohl (2001) refer to procedural knowledge as the
information or knowledge that helps the stakeholder do something specific skills as it relates to a
discipline, subject, or area of study. In the context of this gap analysis, the instructors lack the
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
48
procedural knowledge to engage students to support a global education initiative by the Cutting
Edge Youth Summit.
Organization. In conclusion, organizational assumed causes allow administrators to
tackle problems when making organizational changes (Clark & Estes, 2008). Therefore, it is
important for administrators to develop assumed causes and validate these issues based on
evidence. In the case of the Cutting Edge Youth Summit, the three areas of assumed causes were
grouped in the following areas: interconnectedness, incentives, and geographic educational
initiatives.
According to Clarke and Estes (2008), organizations build strength as they survive
tension between the stability and change. There is a need for stable organizational culture that is
balanced or flexible to adapt to market shifts. Therefore, the Cutting Edge Youth Summit will
have to consider elements of their cultural models when incorporating a global education
curriculum. Subsequently, different types of organizations require different types of support
(Clarke & Estes, 2008). The Cutting Edge Youth Summit is unique because of its partnership
with local high schools, churches, community organizations, and local government.
Furthermore, teachers will have professional development opportunities to prepare them to teach
a global education curriculum. However, the Cutting Edge Youth Summit will also draw on the
community alliance to provide additional support to teachers or instructors. This model of
partnership is closely associated with team-based organizations.
Interconnectedness. It was presumed that Cutting Edge Youth Summit instructors did
not understand the connection between global education and the mission of the organization.
Possible causes for this assumed caused was based on the absence of language about global
education in the Cutting Edge Youth Summit’s mission and organizational goals. The mission of
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49
the Cutting Edge Youth Summit is to help students become effective leaders through community
seminars that focus on education, civic responsibility, mental and physical health, and leadership
skills.
The instructors were surveyed and this confirmed the assumed cause. Eighty percent of
instructors did not understand how a global education curriculum supported the mission of the
summit. Furthermore, 70% of instructors did not have a model for teaching our assessing
student success for a global education curriculum. Tables and matrices link ideas to connected
outcome groups. This allows for individuals to understand each phase of the information process
as well as how it relates to an organization (Texas Education Agency, 2007). A possible solution
would be to create a visual aid, such as, a table, matrix, or Ven diagram that would show the
core components of the global education curriculum and how the fit within the mission of the
summit . In addition, providing factual information about curriculum design for global education
will reduce anxiety for instructors.
Incentives. There are many disputes about pay incentives that focus on evidence based
on classroom studies using children (Clarke & Estes, 2008). The argument exists that paying
adults to a task that they should do anyway change the focus from quality instruction to financial
reward. However, intangible incentives are thought to work better because when the person is
rewarded it gives information about how to be successful (Clarke & Estes, 2008). It was also
presumed that The Cutting Edge Youth Summit does not provide incentives for instructors to
teach a global education curriculum successfully. Seventy percent of instructors did not feel that
incentives were established by the organization to teach a global education curriculum.
Currently, instructors are awarded with intangible incentives for student success rate, which
includes student retention and pass rate for basic essential knowledge and skills. In addition, in
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50
the Dallas/Fort Worth area, most schools and educational institutions give educators incentives
for student pass rate of the state assessment test, STAAR (Texas Education Agency, 2013). As a
result, most educators in the area gear their curriculum to meet the standardized testing
objectives, not objectives for a global education.
A possible solution for this assumed cause is to integrate the incentives of the current
program with new global education objectives. It is important for teachers to demonstrate his or
her success and reward them for work done well. However, it is desired that teachers to use self-
regulation when teaching the global education curriculum. The goal is that the incentives that
Cutting Edge Youth Summit designs will encourage self-regulation among teachers.
Geographic educational initiatives or emphasis. The final presumed cause is that most
K-12 schools, in the geographic region of the Cutting Edge Youth Summit, do not have a global
education initiative. This assumed caused was validated when the instructors were surveyed.
Ninety percent of instructors perceived that global education initiatives were not common in
Dallas/Fort Worth area. Although instructors felt as if there were international schools or foreign
language emersion schools, they could not name one of the providers.
A possible solution is for administrators to include information about local providers of
global education in the area. In addition, administrators connect areas of support to the
community partnerships. Many of the non-profits and schools may actually teach components of
a global education, but may not be aware of the language of global education. Therefore,
providing information about local providers of global education would encourage instructors of
the summit.
Summary. A summary of the sources of assumed causes categorized as Knowledge,
Motivation, and Organization is found in Table 13 (Appendix D). The assumed causes in Table
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51
13 will be validated in the appendix section. The following sections are described as sample and
population size, instrumentation, process of data collection, and the data analysis. Therefore, the
method of data collection will include interviews, observations, and document analysis.
Furthermore, the data provided will serve as a foundation for innovative solutions. As a result, it
will support the organizational goal of the Cutting Edge Youth Summit becoming a major,
regionally developer of global youth leaders.
Sample and Population
The stakeholders of focus for this study, who also represent the sample and population
size, were twenty-two instructors of the Cutting Edge Youth Summit. Instructors are essential to
the Summit. Because most of the students are “at-risk”, instructors role of the instructors is
critical. The instructors make a unique contribution for the Cutting Edge Youth Summit to
achieve its goal of incorporating globalization within the organization.
This study focused on these twenty-two instructors of the Cutting Edge Youth Summit.
Each instructor participated in this study; therefore, the population and sample size are the same.
The Cutting Edge Youth Summit collaborates with major universities, community colleges, non-
profits, and for profit organizations. In fact, two community college districts collaborate with the
summit: Dallas Community College District and Tarrant County College District. Five major
universities provide support in various ways: University of Texas at Arlington, University of
North Texas, Texas Woman’s University, Southern Methodist University, and Paul Quinn
College. More importantly, the Cutting Edge Youth Summit has strong community support.
Churches, mentoring groups, and afterschool programs are heavily involved in the Summit.
These partnerships make the summit unique.
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52
Criterion sampling was used for the appropriate participants, which are the Cutting Edge
Youth Summit Instructors. All instructors were over 18 years of age and they are voluntary
participants. The researcher, with over 10 years of educational leadership and experience with at
risk students, served as the active-participant researcher (Merriam, 2009). However, the
researcher did not assume a participatory role in the survey.
Instrumentation
The gap analysis process involves a 100% innovation gap of creating a global education
curriculum. This is caused by a lack of knowledge/skills, motivation, or culture/organization of
the Cutting Edge Youth Summit. Therefore, instrumentation in the form of interviews,
observations, surveys and document review are primary methods that measured the gap in
knowledge/skill, motivation or culture/organization. Although it is a small sample size, the use
of surveys was not invalidated because of a small population. It allowed the researcher to gather
information and analyze dataTherefore, the interview guide consisted of ten questions based on
the assumed causes in Table 13.
In the case of the participants of the Cutting Edge Youth Summit, the most effective
method to collect data was through surveys and personal interviews. Furthermore, closed-survey
questions were a reliable and efficient method to interpret, analyze, and evaluate rather than
other types of survey questions (Fink, 2012). However, open-ended questions were asked during
interviews . The researcher choose to utilize surveys and interviews to provide greater insight
about the findings. Surveys allow the researcher to measure responses through a Likert scale.
However, interviews provide more language which may help the researcher understand survey
results. As a result, this provided an opportunity for participants to use their own terminology,
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53
language, and verbiage (Merriam, 2009). The Gap Analysis Case Validation Method Worksheet
(see Table 14, Appendix E) lists the instrumentation type for each assumed cause.
Data Collection
Following the University of Southern California’s Institutional Review Board approval,
10 instructors from the Cutting Edge Youth Summit participated in the demographic survey,
which was sent by electronic mail. Furthermore, the demographic survey took place in October
2013. In addition, demographic survey data were sent to the instructors at least a week in
advance of scheduled personal interviews. During the interviews, it was important for the
interviewer to minimize personal bias and explore what the interviewee expressed about the
topic (Merriam, 2009). The interviewees were the instructors of the Cutting Edge Youth
Summit. In addition, all interviews were conducted in person with each participant, and the
interviews will be recorded and transcribed.
Therefore, to assure confidentiality and security, the survey results were stored in the
web-based Qualtrics system. Furthermore, this system did not identify respondents. It also
required an issued password to access this information. Subsequently, all additional notes,
transcripts, and information acquired during the interviews were kept in a secure location.
In order to achieve a thorough analysis of the Cutting Edge Youth Summit, the following
documents were examined and compiled: global education curriculum proposals, email
communication global education initiatives, faculty agendas, and minutes regarding global
education, Cutting Edge Youth Summit fiscal year planning documents. Survey, interview,
observation and document analysis questions are listed below in Appendixes F, G, H and I.
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54
Data Analysis
The unit of analysis of this study was the instructors of the Cutting Edge Youth Summit.
This study utilized both quantitative and qualitative methodology. Furthermore, it examined the
causes for the innovation gap of instructors to develop a global education for at risk students.
The following methods were used to identify basic elements of the data mean, median, mode,
variance and standard deviation. The findings of the qualitative data collected through the
interviews were transcribed and coded in the following groups: knowledge and skills,
motivation and organization. The data were used to analyze important information and
distinguish assumed causes. Therefore, if the gap was caused by lack of knowledge and skills,
the different types of knowledge were stated as factual, procedural, conceptual and
metacognitive. Furthermore, in the case of motivational causes, the following variables were
identified and coded: self-efficacy, goal orientation, active choice, persistence and mental effort.
Finally, the variables associated with a gap in organization and culture were identified and
coded. These variables are policy procedures, resources, values and culture.
In addition to the classification of quantitative data, the qualitative data were collected
through observations. This observation consists of a matrix that was utilized to organize the
assumed knowledge, motivational and organizational causes. The qualitative data collected
through document analysis provided a comprehensive framework to analyze the information
gathered through: observations, the survey, and interviews. As a result, the findings of the data
analysis directed the creation of solutions for the study.
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55
CHAPTER 4
RESULTS AND FINDINGS
The Cutting Edge Youth Summit provides seminars to help students become college-
ready. Furthermore, the summit has a goal to incorporate globalization within the organization.
Research identifies the knowledge, attitude, and disposition to become successful global leaders
(Olsen, Evans, & Shoenberg, 2007), and Cutting Edge Youth Summit Instructors must provide
the learning objectives and experiences that help students become global youth leaders. Olsen et
al.’s case study utilized the Clarke and Estes Model (2008) in investigating the barriers that may
hinder a successful implementation of a global education curriculum for underrepresented
students as the Cutting Edge Youth Summit attempts to enhance its globalization initiatives.
Assumed causes developed in Chapter 3 were organized into three major areas of challenge:
knowledge, motivation, and organization. Subsequently, sources of qualitative data such as
interview, surveys, and artifact data were collected for this case study. As a result, the findings
were categorized by the assumed causes: knowledge, motivation, and organization.
The data were collected from October 14, 2013 through December 11, 2013, following
approval by the University of Southern California’s Institutional Review Board. Twenty-two
surveys were distributed and received via email and interdepartmental mail, during the data
collection period. After the surveys were received, twenty-two interviews were conducted.
Therefore, the interviews allowed the participants to give more in-depth responses and
comments. Quantitative research methods were utilized in analyzing the Cutting Edge Youth
Summit Instructors survey, and descriptive statistics were developed to understand the goal of
implementing a “global education curriculum” and to identify faculty performance gaps.
Research indicates important global standards or competencies that are essential to achieve
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
56
student success in a global environment (Wade, 2013). Data analysis suggested that perceived
gaps in faculty knowledge, motivation, and organizational culture might need to be addressed to
help the students of the Cutting Edge Youth Summit become global youth leaders. This study
positions The Cutting Edge Youth Summit, an organization that helps urban underrepresented
students become effective student leaders, to promote global student learning outcomes and
competencies to assist these students in exceling academically and socially.
Participating Stakeholders
Twenty-two instructors from the Cutting Edge Youth Summit served as stakeholders for
this study. The participants have worked with the Cutting Edge Youth Summit from two to five
years. All participants have graduate degrees in their discipline areas. Twelve of the instructors
are also professors at local colleges or educational organizations. The remaining ten instructors
have significant industry experience in their discipline areas, which also provides creativity and
unique perspectives to the summit. Demographic information, including, age, ethnicity,
education level, and work experience were collected to provide additional insight. The
stakeholders consisted of fifteen women and seven men. While ages range from 28 to 55, the
median age for the group is forty-four. All of the participants obtained at least a master’s degree
in their discipline; however, three participants have doctorate degrees. In addition, the
participants work experience range from at least 5 to 35 years of teaching experience, in
secondary or higher education. All twenty-two participants completed and submitted the survey.
Twenty-two participants were interviewed with each interview lasting at least thirty minutes.
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57
Results and Findings for Knowledge Causes
Survey Results
Research Question One: What are the knowledge, motivation and organizational barriers
that prevent instructors from providing a global education curriculum to the students that attend the
Cutting Edge Youth Summit?
In order to investigate the assumed causes, 22 CEYS instructors were surveyed. The data
collected from these instructors helped to determine whether the gap was in knowledge and
skills, motivation, and organizational culture. In this section, data analysis of the first research
question is discussed. The analysis shows faculty need greater organizational support. Faculty
knowledge and skills about globalization, and motivation to implement a global education
curriculum were less pressing concerns.
The Cutting Edge Youth Summit instructors were asked to participate in the survey (see
Appendix C). The survey utilized the five point Likert Scale, responses consisted of Strongly
Disagree, Disagree, Neutral, Agree, and Strongly Agree on twenty-two items. The survey
included seven questions on knowledge and skills, eight questions on motivation, and six on
organizational culture.
The surveys were analyzed by the means (Salkind, 2008). Therefore, the means were
collected for knowledge and skills, motivation, and organizational culture. Once again, the scale
ranged from Strongly Disagree to Strongly Agree. The mean may also indicate lower motivation
for global competency. In addition, a lower mean in organizational culture may indicate faculty
attitudes towards administration and leadership of the Cutting Edge Youth Summit. There are no
established benchmarks for non-profit organizations like the Cutting Edge Youth Summit in this
area. As a result, the literature did not reveal other community organizations utilizing the gap
analysis model (Clarke & Estes, 2008).
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58
The grand means of each of the seven knowledge and skills questions, the nine
knowledge questions, and the six organizational questions were also calculated. The data were
analyzed by comparing the grand means of the questions related to knowledge and skills,
motivation, and culture to each other. The survey asked stakeholders to rank their knowledge
about the goals of global education curriculum; creating lesson plans with a global education
component; certifying students to become global youth leaders; having innovative teaching
strategies to engage the participants of the Cutting Edge Youth Summit; understanding how a
global education curriculum can impact a student’s secondary education; and understanding how
a global education curriculum can impact a student’s higher education. The use of the five point
Likert scale survey allowed Cutting Edge Youth Summit Instructors to rank twenty-two
questions about implementing global education into the Cutting Edge Youth Summit. Therefore,
the scale ranged from “Strongly Agree,” “Agree,” “Neutral,” “Disagree,” and “Strongly
Disagree.” Eight out of twenty questions related to knowledge causes. Key data points of
analysis will be discussed for each figure below.
Descriptive statistics were used to analyze the results. The knowledge and skills assumed
causes are shown in Figure 1. Figure 1 provides question type and answer for that question type
for the knowledge and skills survey items. Question #8 and Question #22 have the lowest means
and thus indicate the greatest gap within this domain. Question #22 discusses the importance of
self-regulation in program implementation. More variability consists at the end of the scale.
Therefore, as they move to the top (Question# 4, #5, #20, and #9) the means show the faculty
perceptions of their strengths. The Cronbach’s Alpha coefficient of .860 for knowledge and
skills item, which indicates the reliability of these items, is strong. According to Salkind (2008),
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
59
it displays evidence that the questions and items used to identify gaps in knowledge and skills are
consistent.
Figure 1. Instructors’ responses to knowledge and skills questions
Knowledge survey question 4. I understand the components of a global education
curriculum. Results of the survey revealed that stakeholders believe that the CEYS Instructors
have a certain basic understanding of what components a global education curriculum should
contain. This question received the lowest rating on questions that pertained to knowledge
assumed causes. This reveals that CEYS Instructors have an idea of what should be included in
global education curriculum, but some uncertainty does exist about what to include.
Knowledge survey question 5. I understand the goals of a global education
curriculum. Results revealed that CEYS Instructors do not understand the goals of global
0
5
10
15
20
25
(Q #4) (Q #5) Q #20 (Q # 9 & Q
#14)
(Q #7 & Q
#8)
(Q #21)
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
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60
education curriculum. Although the Cutting Edge Youth Summit has not developed a global
education curriculum; therefore, the instructors do not have a firm understanding about the goals
of a global education curriculum. Without clear goals it highly possible that instructors may not
be able to successfully develop and implement a global education curriculum.
Knowledge survey question 20. I understand how a global education curriculum
can impact a student’s higher education experience. Responses to this question reveal that
instructors do understand how a global education curriculum can impact a student’s college or
university experience. Instructors have ideas about how a global education curriculum through
the Cutting Edge Youth Summit may support participants when they enroll in college.
Knowledge survey questions 9 and 14. Question 9: I understand the steps to certify
at-risk and underrepresented students to become global youth leaders. Question 14: I
understand how a global education curriculum relates to the mission and vision of the
Cutting Edge Youth Summit. Responses to questions to 9 and 14 indicate stakeholders do not
have a strong understanding of how to deliver a global education curriculum to at risk and under-
represented students. The majority of students who participate in the Cutting Edge Youth
Summit are on free or reduced lunch. The also come from single parent homes, and they are
expected to be first generation college students. It is essential for CEYS Instructors to know how
to deliver a global education curriculum for at risk students.
Knowledge survey questions 7 and 8. Question 7: I understand how to create lesson
plans that meet the global competence standards. Question 8: I understand how to create
assignments that reinforce the global competency. This set of questions provides insight into
the stakeholders’ ability to provide lesson plans and assignments to meet global competence
standards. This is considered procedural knowledge. Furthermore, it relates to connecting class
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
61
activities to core competencies. Responses reveal that stakeholders do have the strategies to
build a global education curriculum. Therefore, they have prior knowledge or experience
creating lesson plans and assignments that meet global competency standards.
Knowledge survey question 21. I understand how to assess the effectiveness of a
global education curriculum. Responses to this question reveal that CEYS Instructors did not
know how to monitor and assess the effectiveness of global education curriculum. This question
explores procedural knowledge that is necessary to implement a global education curriculum.
Assessment is a major component of program development. The Cutting Edge Youth Summit
will need to assess the effectiveness of the curriculum. In addition, the summit will need to show
quantitative and qualitative data that supports that students are successfully become global youth
leaders. Therefore, assessment is critical for creating and implementing a global education
curriculum.
Knowledge survey question 22. I understand how self-regulation impacts program
implementation. The responses for this question indicate that Cutting Edge Youth Summit
Instructors understand the concept of self-regulation, as well as how it is beneficial for program
implementation. This question explores metacognitive causes. More importantly, the questions
investigate if the instructors understand how to engage in self-monitoring when creating and
implementing a global education curriculum.
Summary of Knowledge Survey Results
Stakeholders responded to factual, conceptual, procedural, and metacognitive knowledge
items on surveys connecting their own knowledge about creating and implanting a global
education for the Cutting Edge Youth Summit. Factual, conceptual, and procedural knowledge
received the lowest responses by stakeholders understanding the goals of a global education
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62
curriculum; understanding how to connect the objectives for at risk students to the components;
and knowing how to monitor program implementation.
Findings from Interviews
The interviews investigated stakeholders’ knowledge and understanding of how to
identify the characteristics of a global education curriculum; their understanding of how to connect at
risk students teaching objectives to the components of a global education; their understanding of
the process of training students to become certified global youth leaders; their knowledge about
specific strategies to a global education curriculum for at risk students; and their understanding
of the importance of their contribution to program design, monitoring and implementation. Five
interview questions explored knowledge causes for stakeholders understanding of how to create
and implement a global education at the Cutting Edge Youth Summit. The knowledge types are
classified as (F)actual, (C )onceptual, (P)rocedural, and (M)etacognitive (Anderson and
Krathwohl, 2001).
The interviews displayed commonalities in conceptual, procedural, and metacognitive
knowledge types. In general, CEYS instructors had different definitions for the term “global
education,” expressed conflicting ways that a global education curriculum would help at-risk
students, and did not know how to certify participants to become global youth leaders.
Knowledge interview question 1. How do you define the goals of global education?
Currently, it appears that the Cutting Edge Youth Summit does not offer a specific definition of
global education. Stakeholders do not have a commonly shared definition. Therefore, there
were various responses. Some respondents did not attempt to provide a definition, and others
were able to define global education. One respondent presented a concrete definition of global
education:
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63
A global education provides lessons that promote diversity, literacy, and global
citizenship. Diversity is important because a global citizen must live comfortably and
fruitfully in a diverse environment. The concept of nationality is changing. My history
was nation of war. Our youth will have a different view of nationality. Literacy is
essential. The global citizen must be literate. Instructors must give them the tools to
adapt in their world. Knowing languages is helpful, too. Literal and critical awareness of
the power of language is critical, perhaps in ways that we have not conceived. Lastly,
global citizenship is a major part of global education. Students must have gratitude and
jubilation in being a world citizen. Therefore, they must understand that they are a part
of a global culture. Spiritual ownership can also be tied to this. We are global citizens,
and we are doing the business of preserving and making our world better.
Each stakeholder gave a different definition of global education. Another participant said:
A global education prepares students for a global world academically, socially, and
culturally. A global education gives them the skills to work in a global environment. It
enhances them as individuals and provides them with knowledge that leads to political,
social and skills based awareness. Many of the responses used global education
terminology like global citizenship or global awareness. Other stakeholders responded
by emphasizing workforce skills needs to obtain employment. Although many of the
participants included similar words or phrases, such as, global citizenship, awareness, and
diversity. However, there is no shared definition of global education.
Although respondents expressed different definitions of global education, they did agree that it is
advantageous to students. Furthermore, the definitions included similar concepts such as global
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citizenship, global awareness, and diversity. This illustrates that a theoretical or philosophical
agreement exist about several concepts of global education.
Knowledge interview Question 2. In your opinion, how can a global education
curriculum help at-risk students? All respondents felt that a global education would help at
risk students. However, they also voiced concerns that their students were not prepared for local
versus global environments, but they were prepared for both societies. For example, one
respondent gave a clear perspective about helping at-risk students through a global education:
A global education curriculum can help students by giving them an opportunity to see
that the world around them is not the only word that exists. Other groups are at-risk
around the world. They can get a blueprint for those who are successful, and find ways
to achieve their dreams. Bell Hooks elaborates and his works are about educating people
who did not have access to higher education. When we help at-risk students through a
global education, it is an example of using education as social justice.
All respondents shared that a global education curriculum will have a positive effect on at risk
students. The participants indicate a global education curriculum can help students in many
ways: academically and socially. It is significant because it shows that there are many benefits
to a global curriculum. In addition, it may help at-risk students by inspiring them through
learning about others struggles.
Knowledge interview Question 3. How do you think a global education curriculum
will impact the CEYS participants? This question asked stakeholders to consider the impact of
a global education curriculum on the CEYS students. Therefore, encouraging them to explain
how it would our hinder CEYS students. Stakeholders believed that it would help CEYS
students, but there were different views. These perspectives highlight the issues in the current k-
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12 curriculum; including, common core standards, major focus on standardized testing, and
diversity in textbooks. One respondent mentioned:
A global education curriculum will impact the CEYS students by giving them an
opportunity to be exposed to opportunities. They can travel across the world because
they do not have the finances. Unlike upper class students, their options are limited. The
current education system is moving towards common core standards. However, a global
education brings back the resources to help at-risk students. It mitigates the common
core standards from providing access to technology to traveling to foreign countries.
Global education will help to eliminate inequalities that have been normalized. Our
CEYS students will have an opportunity to experience life differently.
This perspective discusses how providing a global education increases access to other
opportunities. For example, most of CEYS participants receive free and reduced lunch.
Although they are considered financial disadvantages, this curriculum will allow them to
broaden their experiences. Generally, underserved students do not have the financial resources
to participate in study abroad opportunities. Other respondents thought that it would provide a
positive experience for the students. Most of the responses indicated social awareness.
Knowledge interview question 4. How would you create innovative workshops and
lesson plans to teach at risk students how to become global youth leaders? Some
respondents felt that professional development was needed. However, must were confident in
their education and prior work experience to create effect workshops for at risk students. The
different perspectives suggest that lesson plans to teach at risk students should be unique,
innovative, inspiring, and structured. For example, one respondent talked about creating
workshops for at risk students:
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First, I would introduce them to the world. They don’t have access to the world. I would
try explaining that they are in a global marketplace and they need to know how to
compete. If we could travel that would be great. They need in depth and immersion to
our global society. A great lesson might start about political knowledge understanding of
marginalized groups and connect it to a global experience. They can they write and give
a speech about how different groups have overcome inequality.
A few respondents did not know how to create lesson plans to help at risk students become
global youth leader, but most CEYS instructors gave suggestions about workshops. Therefore,
creating lesson plans for this population is critical for the success of the initiative.
Knowledge interview question 5. What are the specific steps that CEYS students to
become certified global should take to prepare global youth leaders? Most of respondents
did not know how to certify CEYS students to become global youth leaders. A few respondents
gave suggestions on how to certify students. One respondent clearly articulated a unique way to
certify CEYS students:
Instantly put them in context. There are three layers in a full dialogue:
interconnectedness, global citizenship, and diversity. I would provide an opportunity for
them to demonstrate through a problem solving activity. They most provide a portfolio;
give a speech, and a writing booklet about their experience. The responses indicate that
the participants have various ideas about certifying students. However, the different
responses indicate that they do not know or agree upon a specific process to certify
CEYS students.
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This shows that stakeholders need professional development to develop a certification plan for
the Cutting Edge Youth Summit participants. Although participants are knowledgeable in the
core curriculum area, they do not have program management skills to certify the students.
Knowledge interview 5. What strengths can you bring to one’s contribution to
program design, successfully implementing a global education monitoring and
implementation? All of the respondents suggested ways that they could contribute to program
design. The respondents did not know how to assess, monitor, or implement. All respondents
focused on contributions to program design. One respondent said:
I have experienced the power of youth programming. I also believe that mentorship is a
great asset that I have. I experienced mentorship first hand in global organizations.
These organizations had an international travel component. As a global educator, global
leadership is how I will help the youth that I am training.
Seventeen other stakeholders discussed how they might write lesson plans for the organization.
Several stakeholders mentioned that they could incorporate lessons plans from the Peace Corp
and similar non-profit organizations. Many participants also suggested that they would
established the competency standards, learning objectives, and desired results for students.
Then, they would create lessons for each discipline that would meet those requirements. This
may help with providing activities that all instructors could use.
Summary of Knowledge Interviews
Stakeholders provided feedback to interview questions that were categorized as factual,
conceptual, procedural, and metacognitive knowledge. Stakeholders provided varied responses
to factual knowledge-related questions. Each stakeholder has a different definition of global
education. Therefore, instructors’ lack of a shared understanding of globalization poses
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challenges for the Cutting Edge Youth Summit. Although stakeholders did provided responses
to conceptual knowledge, instructors indicate their various levels of ability to develop innovative
workshops and teaching strategies. Most respondents suggested professional development to
ensure desired student outcomes.
Synthesis of survey and interview results. The results of the survey and interviews
validated that Cutting Edge Youth Summit’s lack of factual, conceptual, procedural, and
metacognitive knowledge through survey responses. Instructors have an understanding an idea
of basic offerings of global education curriculum. However, many do not know how to assess a
global education curriculum. In addition, some of the instructors indicated they did not have the
procedural knowledge to certify students to become global youth leaders. The interviews
revealed that stakeholders share common concepts of conceptual and procedural knowledge.
However, they did not share factual and metacognitive knowledge. Most respondents could not
articulate the goals of the global education curriculum, which is critical for obtaining desired
student outcomes. As one stakeholder said, “I guess the goal of a global education curriculum is
based on the organization. Since the summit does not have a set global education curriculum, I
do not know what the goals are for our student population.” On the other hand, CEYS
instructors believe that a global education curriculum has a positive impact on at-risk students.
Therefore, a global education provides benefits for the CEYS students.
Results and Findings for Motivation Causes
Survey Results
Motivation was assessed in the survey by including statements about teacher self-
efficacy, teacher interests, and attitudes towards success. Instructors were assessed about if their
attitude and excitement toward teaching a global education curriculum. Participants were also
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asked if they valued a global education curriculum. Interests were also determined if they had
confidence that the summit would benefit the participants of the Cutting Edge Youth Summit.
Most of the stakeholders show excitement towards implementing a global education. Many
understand the purpose and value of launching a global education curriculum. Findings illustrate
that stakeholders are motivated to create and implement a global education curriculum. Figure 2
illustrates the responses to motivation causes. The figure consists of assumed cause, question,
and mean. Furthermore, it displays two assumed causes (four questions) and ranks the means in
descending order.
Figure 2. Instructors’ responses to motivation survey questions
This figure reveals that stakeholders are enthusiastic. According to Figure 2, Question#3
yielded the highest response rate for Strongly Agree.. Therefore, this provides evidence that
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instructors are excited about a global education curriculum. Furthermore, Question #11, also
yieldedI high response rate of Agree for instructors. Question #11is about the students
benefiting from the global education curriculum. mean The response rates for motivation
indicate high instructor support for launching a global education curriculum.
Question 3: I am excited about creating a new global education curriculum. Most
stakeholders indicated excitement about creating a global education curriculum. Eighteen
instructors rated their motivation as “Strongly Agree.” The remaining instructors rated their
answer as “Agree.” These responses indicated that CEYS instructors are motivated and want to
take part in a curriculum building process. This also reveals that instructors are committed to
this initiative.
Question 16: I value a global education curriculum. This survey question investigated
the value of stakeholder perception about the globalization initiative. It appears that
stakeholder’s value a global education. Furthermore, they value the curriculum and teaching
strategies needed to help successfully implement this curriculum. Twelve instructors selected
“Strongly Agree” for this question. The other respondents selected “Agree.” Therefore, these
responses highlight the strong motivation and interest that CEYS instructors have for a global
education curriculum.
Questions 11 and 12. Question 11: A global education will benefit the students of
the CEYS. Question 12: A global education will help the participants of the CEYS.
Questions 11 and 12 evaluated commitment, buy-in, and attitude. These questions were very
similar. Although question 11 discusses benefits for students, question 12 mentions all
participants of the summit. Therefore, CEYS staff, instructors, parents, and students are included
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in this question. Responses proved that stakeholders believed that the summit was not only
beneficial for students, but also the CEYS community.
Summary of Motivation Survey
Survey responses showed high interest and positive attitudes to launching a new global
education curriculum. Overall, stakeholders believe that the global education curriculum will
help the CEYS community, and especially the students. Respondents value the global education
curriculum. Therefore, they find global citizenship, diversity, and interconnectedness important.
These are essential for creating global leaders. Furthermore, a global education curriculum
focuses on cultural exposure and global topics.
Findings from Interviews
There were no interview questions that measured motivation. However, Current Cutting
Edge Youth Summit Instructors were asked how teaching a global education curriculum would
impact students. Ten of the instructors mentioned that their strategies were critical for the
success of CEYS participants. Nine of the instructors mentioned that teacher quality is the key
for student success. More specifically, they discussed the role of the CEYS instructors.
Results and Findings of Organization/Culture Causes
In order to assess the Cutting Edge Youth Summit organization, instructors were asked
questions about the organization. The instructors were asked to indicate whether they receive the
appropriate professional support and professional development to be effective teachers.
Responses included instructors’ understanding of how the global education curriculum connects
to the purpose and mission of the Cutting Edge Youth Summit. Additional statements discuss if
Instructors have the resources and tools needed to teach seminars at the summit successfully.
The use of a five-point Likert scale survey allowed CEYS instructors to rank questions in terms
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of the organization’s ability to implement a global education curriculum successfully. Three
questions relate to the organization and culture of the Cutting Edge Youth Summit, and the
factors that would prohibit the organization from meeting its goal. Figure 3 shows the response
to the organizational causes. The figure includes thequestion and response type.
Figure 3. Instructors’ responses to organizational survey questions
Question #15 and Question# 18 have the highest responses of Strongly Disagree. The
largest gap was in the areas of organizational support for faculty. This indicates that faculty
perceives that CEYS needs to provide professional development. However, Question #13
illustrates that the global education curriculum will incorporate parents for student learning.
According to Question #14, instructors also felt that the global education curriculum is aligned
with the purpose of the organization.
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Questions 15 and 18. Question 15: The Cutting Edge Youth Summit provides
suitable professional development opportunities for instructors to successfully deliver a
global education curriculum. Question 18: The Cutting Edge Youth Summit provides
sufficient resources in the classroom to help teachers implement a global curriculum.
These questions probed stakeholders to reveal if the organization could provide the resources
necessary to implement a global education curriculum. In addition, question 15 investigated if
the summit provides relevant professional development. Furthermore, question eighteen displays
that the summit also provides appropriate materials in the classroom.
Question 14. I understand how a global education curriculum relates to the mission
and vision of the Cutting Edge Youth Summit. Connecting the global education curriculum to
the mission and vision of the summit is very important. The responses from stakeholders
revealed that instructors understood how the global education curriculum relates to the mission
and vision of CEYS. The purpose of the initiatives must be understood by the stakeholder. The
responses show that the summit has the organizational capacity to support instructors. Ten
instructors selected “Strongly Agree.”
Question 13. A global education curriculum incorporates parents of the
participants of the Cutting Edge Youth Summit. Research indicates that parental
involvement is indicator of student success. Therefore, the global education curriculum
incorporates parents to ensure academic and social support of CEYS students. Furthermore,
instructors revealed their support for this collaboration with parents.
Interview Results. CEYS Instructors were not asked questions in the interview about
organizational culture. However, fourteen instructors commended leaders of the Cutting Edge
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Youth Summit for considering a global education curriculum. Three instructors mentioned their
concern to continue to include information that effects student’s local communities, too.
Summary
Survey and interview results validated the presumed knowledge, motivation and
organization/culture causes. First, stakeholder did not have a unified definition for the term
“global education.” Therefore, each instructor has a different meaning or definition.
Furthermore, instructors did not know the goals of a global education curriculum. Although
many had ideas about the components of a global education, they were not aware of the goals.
Subsequently, goal setting is very important when creating and evaluating student success.
Additionally, the motivation and excitement level of the instructors are high. Many instructors
value a global education, as well as how it will benefit the students of CEYS. The instructors
also understand how a global education curriculum will also positively affect the summit as an
organization. Furthermore, instructors, staff, students, and the entire community will benefit.
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CHAPTER 5
SOLUTIONS AND IMPLEMENTATION PLANS
The Cutting Edge Youth Summit created a goal to become the regional leader for global
education. The goal is written in the strategic plan to help more youth gain the knowledge,
skills, and disposition of global youth leaders. A gap analysis was performed to determine if
instructors were able to provide the seminars to students. The structure of this chapter is based
on the analysis of the results in Chapter 4, which is devoted to answering the two research
questions. The first research question discusses the concept of Cutting Edge Youth Summit
becoming a regional leader in global education. The second question discusses the gap in
knowledge, skills, and motivation of the instructors of the summit. Answers to these questions
were data were sought through collected via a survey and interviews. A summary of the findings
are presented in Table 1.
These multiple findings would address the Cutting Edge Youth Summit becoming a
regional provider for global education. These findings were grouped together in areas of
knowledge and skills, motivation, and organizational culture. Therefore, this chapter is based on
scholarly research that looks for implications in knowledge and skills, motivation, and
organization culture. Based on these findings and recent scholarly research, solutions are
provided to close the gap for faculty, provide implementation, and to construct a process of
evaluation. As a result, student will gain the global perspective necessary to become global
youth leaders.
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Table 1
Results and Findings Summary Chart
Knowledge Motivation Organization
Factual
Most Cutting Edge Youth Summit
instructors have graduate degrees and
understand the relevance of global
education. However, they are unable
to connect their knowledge to the
global competencies for a global
education curriculum.
Value
Cutting Edge Youth Summit
instructors strongly value the
opportunity to create and
implement a global education
curriculum.
Assessment
A framework is needed to measure
goals and evaluate instructor
performance.
Conceptual
Instructors did not know how to
engage at-risk students with a global
education curriculum.
Attitude
Cutting Edge Youth Summit
instructors are excited about
teaching a global education
curriculum, although a general
knowledge gap around knowing
how to create and implement a
global education curriculum.
Program Format & Design
The summit must provide an
opportunity or format for students
to display that they received the
knowledge, skills, and disposition
of a global citizen.
Procedural
Instructors need help with the
application of global education
curriculum building techniques
including: creating lesson plans,
developing assignments, and
integrating technology in seminars.
Confidence
Cutting Edge Youth Summit
instructors have an interest in
teaching a global education
curriculum, but do not
understand how to create or
implement a global education
curriculum, which decreases self-
efficacy.
Instructor Support
Instructors need more stipends,
funding, and innovative methods
of training.
Metacognitive
Instructors lack understanding about
self-regulation and how it applies to
their duties/responsibilities.
Interview Findings
There is popular terminology that is
associated with global education.
Instructors need specific terminology
and theoretical information about
global education, global perspectives,
and global citizenship.
Instructors do not have an
understanding of how to connect global
education to their discipline.
Interview Findings
Instructors want to prepare
students for a global economy,
and they want them to feel
confident in a local economy.
Instructors are energized and
excited about exposing the
Cutting Edge Youth Summit
participants to other possibilities
outside of their current
communities.
Interview Findings
The Cutting Edge Youth Summit
has not integrated the global
education initiative into website
and other marketing materials.
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According to Wade (2013), teacher engagement is critical for incorporating globalization
into a curriculum. Generally, teachers engage with students and help with them obtain
educational objectives and competencies. At-risk students are impacted by teacher’s ability to
incorporate learning objectives into their lesson plans. The attitudes of instructors will effect if
participants will affect students ability to accept the presentation of knowledge, behaviors,
attitudes of a global citizen. Knowledge and skills, motivation, and organizational culture allow
teachers to infuse their curriculum with aspects of global awareness.
Knowledge and Skills Gaps
Anderson and Krathwohl (2001), discuss how to close gaps in knowledge and skills.
First, gaps should be identified and categorized as factual, conceptual, procedural, and
metacognitive. In order to provide appropriate solutions for gaps in knowledge and skills, one
must address the cognitive issues that affect learning and performance. According to Mayer
(2011), there are certain differences between performance and learning. In order to understand
the causes of gaps in knowledge and skills, it is important to identify the cognitive area where the
instructor is weak. For example, an instructor is deficient in the area of factual knowledge will
need a list of terminology associated with the global education curriculum. Therefore, the
Therefore, solutions for knowledge related to global education curriculum will depend on the
knowledge type needed. Six processes serve as the framework for providing solutions, based on
the assessments of instructors (Anderson & Krathwohl, 2001). The six processes are:
Remember: Learner’s ability to recall information
Understand: Learner’s ability to understand information
Apply: Learner’s ability to use information in a new way
Analyze: Learner’s ability to breakdown information into its essential parts
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Evaluate: Learner’s ability to judge or criticize information
Create: Learner’s ability to create something new from different elements of
information
Based on the Cutting Edge Youth Summit instructors’ knowledge gaps, these six cognitive
processes will determine the solutions for learning needed.
Gaps in Factual Knowledge
The factual knowledge in this study consists of elements of global awareness, global
education, global perspectives, and global citizenship. Therefore, an important aspect of factual
knowledge is specific terminology (Anderson and Krathwohl, 2001). Furthermore, self-help
tools, such as job aids, can close the gap in factual knowledge (Clark & Estes, 2008). The
factual knowledge questions yielded the highest means for the survey. The assessments revealed
instructors’ lack knowledge about the components of a global education. Most Cutting Edge
Youth Summit instructors have graduate degrees, and understand the relevance of global
education–but they lack the techniques to connect their knowledge to the global competencies of
global education. Providing more information to instructors about theories, terminology, and
definition will be an appropriate solution for factual knowledge gaps (Clark & Estes, 2008).
Gaps in Conceptual Knowledge
Conceptual gaps can exist when instructors fail to recognize the components of a global
education, and how to relate them to each discipline. Furthermore, the instructors must be able
to relate that information to the participants in the Cutting Edge Youth Summit. The survey
revealed that instructors did not know the impact on globalization on higher education and k-12.
More importantly, survey results indicated faculty members did not know how to connect
teaching objectives for at-risk students. Education may be an effective solution for instructors
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that lack conceptual knowledge on global education. They may be unable to solve challenges
and predict barriers if they do not have the understanding of how global education is connected
to their discipline. Therefore, education impacts the teachers’ ability to increase conceptual
knowledge (Clark & Estes, 2008). Anderson and Krathwohl (2001) describe conceptual
knowledge as complex and organized, and indicate that conceptual understanding is needed to
transfer prior learning to new situations. Clark and Estes (2008) recommend that job aids are an
effective solution when faculty have a related expertise but may not have relevant past
experiences in the specific topics of global awareness.
Gaps in Procedural Knowledge
Procedural knowledge refers to the process of how to do something (Anderson &
Krathwohl, 2001). Survey results indicate that the largest gap in procedural knowledge was in
the area of teaching strategies and curriculum development. Specifically, the questions that
Instructors with procedural knowledge gaps need help with pertain to the application of global
education curriculum building techniques. For example, creating lesson plans, developing
assignments, and using technology to support student learning outcomes are very important.
Therefore, solutions for gaps in procedural knowledge require training for teachers. Instructors
may have some basic procedural knowledge about global education, but more is needed more is
needed. Professional development training provides teachers more opportunities to gain needed
information (Clark & Estes, 2008).
Gaps in Metacognitive Knowledge
Metacognitive knowledge displays a person’s cognition and processing of information
(Mayer, 2011). Assessments revealed that the metacognitive knowledge type had the lowest gap.
These instructors lack understanding about self-regulation, as well as how it applies to their
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careers. The teachers may have gaps in this area because they are unable to align important
elements of global education, their discipline, and desired student outcomes. Many teachers
participate in professional development for their field of study or teaching discipline.
Furthermore, solutions for gaps in metacognitive knowledge dimension may be caused by
teachers to transfer their knowledge to students in innovative methods (Feldon, 2007).
Knowledge Gap Solutions
Table 2
Knowledge Validated Causes and Solutions
Validated Causes Solutions
Factual
Most Cutting Edge Youth Summit instructors
have graduate degrees and understand the
relevance of global education. However, they
are unable to connect their knowledge to the
global competencies for a global education
curriculum.
Provide professional development
training sessions (as an entire group
and for each core discipline area) that
discuss the global education
curriculum and relation to core areas.
Conceptual
Instructors did not know how to engage at-
risk students with a global education
curriculum.
Provide instructor training sessions
about active learning for at risk
students.
Procedural
Instructors need help with the application of
global education curriculum building
techniques including: creating lesson plans,
developing assignments, and integrating
technology in seminars.
Provide training for each core
discipline that involves creating
sample lesson plans, and course
syllabi.
Metacognitive
Instructors lack understanding about self-
regulation and how it applies to their
duties/responsibilities.
Provide demonstrations in faculty
training sessions about the importance
of self-regulation and the effects on
teacher performance.
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Factual knowledge was determined by asking instructors if they could identify a global
education component and the requirements to become a global youth leader. Conceptual
knowledge was assessed by understanding the importance of a global education curriculum, as
well as how it will help underrepresented students. Statements of procedural knowledge consist
of instructors knowing the steps to create and implement a global education curriculum.
Provide Global Education Curriculum Professional Development Training
The instructors identified that one of the gaps was connected to the question, “I
understand the components of a global education curriculum.” Solutions for this gap may
overlap with the four knowledge domains. Instructors need to understand different teaching
areas of global education and explore how they can identify target areas. Conceptual knowledge
regarding a definition of a global education is critical. According to Borko (2004), teacher
professional development is essential to efforts to improve education. Education reform
movements have changed the goals for student learning. Changes in classroom practices due to
educational reforms rely on teacher efficacy (Fullan & Miles, 1992; Spillane, 1999). Therefore,
learning for teachers is required to implement change for new education initiatives, like the
global education curriculum (Borko, 2004). Instructors must attend an extensive professional
development training about global education. Subsequently, specific features, such as active
learning opportunities, increase the effect of the professional development on teacher’s
instruction.
Instructor Training to Engage At Risk Students
Another gap was revealed by the question, “I am equipped to engage participants in a
global education curriculum.” This gap indicates the population that Cutting Edge Youth
Summit serves, which is at-risk students. Generally, instructors are equipped to support students
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to achieve academic college readiness standards. However, a global education curriculum
requires that teachers engage students to meet a college readiness curriculum, while preparing
them for global citizenship. Therefore, instructors need assistance presenting curriculum and
activities that presents global perspectives to at-risk students.
Educators are being held accountable for the academic achievement of their students.
This is of particular concern to urban educators because their schools serve a disproportionate
number of minority and poor students, who invariably are at risk for school failure (Wang,
Haertel, & Walberg, 1998). In his book, At-Risk Students: Reaching and Teaching Them,
Richard Sagor discusses effective methods to help at-risk students. Teaching models, classroom
organization schemes, and management practices can improve a teacher's capacity to reach
underserved, unmotivated and disengaged students (Sagor, 2014). Therefore, it is important for
teachers to understand helpful instructional methods and lesson development techniques to reach
at risk students in the classroom.
The goal of these classroom techniques is to enhance student’s feelings of “competence,
belonging, usefulness, potency, and optimism” (Sagor, 2014). Specifically, the use of
multicultural education can inspire those who teach minority and disenfranchised students.
Subsequently, the solutions to this gap lie at the intersection between conceptual, procedural, and
metacognitive knowledge on best practices for teaching at-risk students. As a result, the solution
for the instructors consists of a prescribed professional development training course on student
engagement for at-risk students. These seminars will guide instructors on how to use
technology, classroom space, and variety of resources to engage at-risk students.
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Enhancing Materials and Resources in the Classroom
The final knowledge gap emerged from answers to the question, “I understand how a
global education curriculum relates to the mission and vision of the Cutting Edge Youth Summit.
This question explores the relation of a global education curriculum to the purpose of the
summit. Research reveals to give a clear sense of direction to the team’s work and enable the
team to assess the institution’s international work to date, the organization needs “well-
articulated” “internationalization” or global component goals (Green & Olsen, 2005).
Consequently, if the institution does not have an “internationalization” vision or a set of goals in
this area, the team can draft those goals by gathering all references to international or
globalization from various organization statements, leadership speeches, institutional strategic
priorities, and “curricular statements” (Green & Olsen, 20053). Understanding this relationship
allows instructors to meet the summit’s goals effectively. Therefore, performance support is
needed to help instructors understand the relevancy of global education for the Cutting Edge
Youth Summit, while providing a higher self-efficacy.
As result, global education curriculum training must provide job aids that reference the
components of global education. The job aids should appear in classroom and seminar
workshops to provide a visual connection to the desired goal. The solution is to require
instructors to receive job aids that illustrate the connection of the global education curriculum.
An indicator for job aids is a need for information for information or training (Clark & Estes,
2008). When job aids contain the sufficient “how to do” or “checklist” format; it provides
adequate performance. The Cutting Edge Youth Summit must create job aids that show the
connection of the global education curriculum and provide a small pamphlet give more
information about the initiative.
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Enhance Instructors’ Teaching Strategies and Classroom Planning Techniques
Findings from the surveys and interviews indicated that teaching strategies was critical
for successful implementation of the global education curriculum. Procedural knowledge of how
to construct and design appropriate lessons and activities is also needed. Furthermore, this gap
requires a solution that includes education and classroom planning. In the training, instructors
must learn how to create new lesson plans and course activities for their students. According to
Desmoine, Porter, Garet, Yoon, and Birman (2002), professional development focused on
specific instructional practices increases teachers’ use of those practices in the classroom.
The Cutting Edge Youth Summit will gain important information from providing
instructors with a pre and posttest about their abilities regarding this study. For example, surveys
may measure competencies. In addition, obtaining faculty needs may help construct an
organizational initiative to help them. Post test data can be obtained through syllabi, reviewing
student outcomes, and a final demonstration problem/project. To summarize, solutions for these
two knowledge and skills gaps requires instructors to use information, professional development
training, and job aids (Clark & Estes, 2008).
Increasing Discussion about the Importance of Self-regulation with Instructors
Intentional practice creates self-regulation (Rueda, 2005). According to Rueda (1998),
research has focused on improving the academic success of students at-risk for failure due to
poverty, language deficiency, and personal situations at home. As a result, studies indicate these
significant advances have been made to understanding basic learning processes, including the
social and cultural foundations of cognitive development (Rueda, 2005). Instead of focusing on
‘student deficits’, researchers have focused on ways to mitigate risk factors. These students may
be strategic in how they learn, may have different motivations for learning, and may be more
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85
aware of their learning so that they monitor and self-regulate their learning better. The principles
for effective teaching and learning for students do not differ from those for teachers (Rueda,
2005). Therefore, self-regulation is a critical component to teacher effectiveness. Research
studies on improving educational outcomes for students and improving schools indicate that
well-trained, reflective teachers who practice self-regulation (Rueda, 1998). According to
Dalton (1998), the five strategies that would enhance self-regulation for CEYS instructors are:
Facilitate learning and development through joint productive activity among leaders
and participants;
Promote learners’ expertise in professionally relevant discourse;
Contextualize teaching, learning, and joint productive activity in the experiences and
skills of participants;
Challenge participants toward more complex solutions addressing problems;
Engage participants through dialogue, especially the instructional conversation.
Therefore, the Cutting Edge Youth Summit should increase the discussion about self-regulation
with instructors to obtain desired student learning outcomes. The knowledge gaps solutions seek
to address areas of weaknesses in factual, conceptual, and metacognitive. Knowledge gaps
solutions may impact other categories such as, motivational and organizational structure
solutions.
Motivation Gap Solutions
Choice, effort and persistence are often associated with motivational gaps (Clark & Estes,
2008). Choice takes place when one chooses to learn a new skill. Therefore, a higher level of
motivation is present and impacts the willingness to learn new skills. Finally, persistence is also
a part of the motivation dimension. Motivation can be evaluated through reports, surveys,
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
86
classroom observations, and interviews (Clark & Estes, 2008). Motivation theory consists of
intrinsic value, skill value, and utility value. Intrinsic values refers to instructors being personal
motivated to learn more about the subject. Skill value displays that the teacher is interested in
enhancing the skill. Finally, utility value demonstrates an instructors’ level of importance of the
work as well as how it will benefit them.
Table 3
Motivation Validated Causes and Solutions
Validated Causes Solutions
Value
Cutting Edge Youth Summit instructors strongly value the
opportunity to create and implement a global education
curriculum. However, they would like to see more
parental and community involvement to support the
learning that takes place at the summit
Develop more parental
involvement at the
Cutting Edge Youth
Summit; increase
activities or assignments
that will include parents.
Attitude
Although a general knowledge gap exists around knowing
how to implement a global education curriculum, Cutting
Edge Youth Summit instructors are excited about teaching
a global education curriculum; however, they want to have
a format to promote discussion between instructors.
Provide format for
instructors to discuss
ideas about their
strategies and documents
for their seminars.
Summary of Motivation Gap Solutions
Motivation was assessed in the survey by including statements about teacher’s self-
confidence, teacher’s interests, and attitudes towards success. Instructors were assessed about
their attitude and excitement toward teaching a global education curriculum. Furthermore, they
were also asked if they valued a global education curriculum. Interests were also determined if
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87
they had confidence that the summit would benefit the participants of the Cutting Edge Youth
Summit.
Enhancing Parental Involvement
The main motivational gap was seen in faculty responses to, “A global education will
benefit the participants of CEYS.” The questions indicate lower levels of buy-in. The survey
results show more buy-in is needed. Buy-in is critical to the support of an initiative. The
question discusses the benefit for participants of CEYS. Participants for CEYS are students,
parents, instructors, and community leaders. Furthermore, the item implies that all stakeholders
will benefit from the global education curriculum. The lack of instructor support for this
question suggest that others stakeholders may not receive a great impact. For example, parents
and community leaders are also participants, but do not have the same investment in the
program. Students are required to attend several seminars and programs throughout the year,
unlike parents and community leaders. Therefore, the summit must provide activities to engage
parents and community leaders throughout the year.
Frequency of parent-teacher contacts, quality of parent-teacher interactions, and parent
participation at school impacts student success. Therefore, parent participation in educational
activities at home also has promotes student achievement. Furthermore, parental involvement in
children's schooling relates to improvements in school functioning. In summation, in order for
Cutting Edge Youth Summit to implement the global education curriculum successfully, the
organization must increase parental involvement.
Increasing Community Involvement
According to Epstein (2001), organizations can achieve desired outcomes through
community and family involvement. The influence on children of school, community, and
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family are undeniable, but too often, the connection between them is overlooked. Family and
community members can contribute extensively to the work of the school, to the planning and
implementation of curricular and extracurricular activities that enhance learning, and to the
infusion of the culture of students and families within the school (Bryan, 2005). Subsequently,
“School-family-community” partnerships build social capital or networks of trust that families
draw from to help their children succeed (Epstein & Sanders, 2000). Therefore, the solution for
closing the gap in instructor motivation to incorporate parents and students in the global
education curriculum were presented. Involving parents and community leaders in more
activities throughout the year consistently is important. This will help parents and community
leaders embrace the global education initiative, while reinforcing student achievement. No
interview questions that measured motivation were included. Current Cutting Edge Youth
Summit Instructors were asked how teaching a global education curriculum would impact
students.
Foster Discussion between Cutting Edge Youth Summit Instructors
Through the increase of the internet and technology, instructional activities are now being
implemented that use online conversation for knowledge-building (Biling & Tavin, 1997).
According to (Nicholson & Bond, 2003), there are three major benefits of teachers utilizing
discussion boards and social media: (a) computer mediated communication extends discussions
beyond the classroom; (b) discussion boards are a place for professional support and community;
and (c) discussion boards supports reflective thinking, which promote self-regulation.
Technology is an efficient method to enhance and support existing structures for teacher
professional development training.
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89
Collaborative learning is a means to construct knowledge (Khine & Lordusamy, 2003).
Technology coupled with collaborative relationships has a positive impact on teachers seeing
professional growth. Blended learning is a concept that uses various methods and activities,
different traditional and electronic media, contact and distance learning, and task-based learning
modules (Kupetz & Zigenmeyer, 2005). Furthermore, teachers are major users of social media.
For personal use, Facebook is the largest venue. Therefore, CEYS instructors should social
media to foster discussion about the new global education curriculum. Instructors can discuss
personal successful stories and problems they experience. A private Facebook group page will
allow instructors to discuss their strengths and weaknesses.
Organizational Gap Solutions
The Cutting Edge Youth Summit is need of additional work processes and materials to
support the global education curriculum initiative. The Cutting Edge Youth Summit is has
changed since inception; however, the summit is continuing to improves an organization.
Therefore, it is critical to instructor knowledge and skills to identify how to improve
organizational support. Organizational means were low compared to knowledge and motivation
means. The Cutting Edge Youth Summit will benefit in closing potential gaps in instructor
perception of organizational support for global education curriculum: (1) enhance assessment for
instructors, (2) align structures to meet the goal; (3) Provide more instructional support (4)
Create a global youth leadership certificate; (5) Provide faculty fellowships and opportunities
specifically global education understanding.
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Summary of Organizational Solutions
Enhancing Assessment for Instructors and Performance Evaluation
Teacher assessment is critical for evaluating program effectiveness. Teacher evaluation
is often a major problem in public education. Because teacher evaluation is impacts the quality
of teaching it has it is a method for both teacher and school improvement. Lack of accountability
for school performance, poor evaluation systems, and the practice of using teacher credentials as
a proxy for teacher quality harm educational institutions. Ineffective evaluation and assessment
techniques result in teacher evaluation systems that are superficial, and do not directly address
the quality of instruction (Thoc & Rothman, 2005). According to Kyriakide, Demetriou, and
Charalambous (2007), “Value-added evaluations assess teachers on the basis of how much
academic growth their students experience during the course.
Generally, results from value-added models identify teachers in need of “targeted”
professional development. Therefore, the Cutting Edge Youth Summit should enhance teacher
assessment by using the value-added assessment model. Adopting a “Value-Added” assessment
model will provide feedback necessary to evaluate the success of the new global education
curriculum.
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Table 4
Organizational Support Validated Causes and Solutions
Validated Causes Solutions
Assessment
A framework is needed to measure goals and evaluate
instructor performance.
Enhance assessment for
instructors and performance
evaluation.
Alignment
The global education curriculum initiative has not been
included into the mission, vision, and organizational
goals.
Align organizational
structures to meet the goal.
Program Format & Design
The summit must provide an opportunity or format for
students to display that they received the knowledge,
skills, and disposition of a global citizen.
Provide a process to certify
students to become global
youth leaders.
Instructor Support
Instructors need more stipends, funding, and innovative
methods of training.
Create Faculty
Fellowships
Align Organizational Structures to Meet Goal
Neither top-down nor bottom-up strategies for educational reform work (Fullan, 1994).
A blend of the two strategies is needed. Research indicates “voluntary” to “mandatory” top
down strategies often fail. Therefore, Cutting Edge Youth Summit must align organizational
structures to meet goals through a collective impact (Hanley-Brown, Kania, & Kramer, 2012).
Collective impact consists of (1) common agenda; (2) shared measurement; (3) mutually
reinforcing activities; (4) continuous communication, and (5) backbone support. Providing a
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92
common agenda means all stakeholders have a shared vision, a common understanding of the
problem, and collaborative approach to solving the problem.
In addition, all stakeholders should receive a letter about the new global education
curriculum or common agenda that includes understanding the summit why the summit selected
a new global education curriculum, and how the global education curriculum will help students.
Next, shared measurement includes collecting data and measuring results consistently across all
participants ensures efforts remain aligned and participants hold. The Cutting Edge Youth
Summit needs to share important information about data findings at monthly faculty meetings.
Mutually reinforcing activities is defined as, “participant activities must be differentiated while
still being coordinated through a mutually reinforcing plan of action.” The Cutting Edge Youth
Summit needs to notify parents of activities through monthly email communication. Finally,
backbone support illustrates, “Creating and managing collective impact requires a separate
organization(s) with staff and a specific set of skills to serve as the backbone for the entire
initiative and coordinate participating organizations and agencies.” The Cutting Edge Youth
Summit is an existing non-profit organization that has a Program Director and Administrative
Assistant that manages operations for the organization. CEYS needs more personnel to carry out
duties entry level tasks to support communication about the global education initiative.
Therefore, the summit should collaborate with more service organizations and local universities,
to provide internship opportunities. Three conditions must be in place before launching a
collective impact initiative: an influential champion, adequate financial resources, and a sense of
urgency for change (Hanley-Brown, Kania, & Kramer, 2012). The Cutting Edge Youth Summit
meets the three conditions for collective impact. In summary, the Cutting Edge Youth Summit
should align the organizational structure by taking the five steps to make a collective impact.
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Provide More Instructor Support Services
Initially, providing more instructor support for global education training for core
discipline consists of providing access to technology and tools for each discipline. In 2011, the
respective roles of higher education institutions and students worldwide were brought into
question by the rise of the massive open online course (MOOC) (Daniel, 2012). MOOCs are
defined by signature characteristics: short videos combined with formative quizzes; automated
assessment and an online forum for discussion (Daniel, 2012). Although not specifically
designed to optimize learning, claims have been made that MOOCs are based on sound
pedagogical foundations; however, MOOCs are any less effective a learning experience than
their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning
outcomes (Glance, Forsey, & Riley, 2013).
For example, massive online courses that introduce globalization concepts would give
instructors important information that they could connect to their area. These courses are
available at no cost, and they are taught by experts in the area. For example, an English
instructor would enroll in the following massive online courses: “Leaders of Learning” and
“China” available through EdX. The courses can provide information that can be included in
different writing assignments for the students. Additional methods for organizational support
consists of conducting an internationalization review, developing global learning outcomes, and
constructing an internationalization plan require considerable time and energy. Faculty-led
teams need support in the form of release time, or administrative support to organize meetings,
prepare and distribute summaries, and post material on a web site (Green & Olsen, 2005). As a
result, massive online courses and release time can provide instructor support for global
education training.
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Create a Global Youth Leadership Certificate Program
Educators understand that the world is interconnected and interdependent. In our world
today, global challenges include: climate change, health epidemics, poverty, recessions and trade
imbalances, assaults on human rights, terrorism, political instability, and international conflicts
(Reimers, 2009). Despite these challenges, opportunities exist for global collaboration in many
areas; including, scientific and artistic creation, trade, and international cooperation. According
to Reimers (2009), it is important that students today become globally competent. To be a global
citizen means to have the knowledge and skills people need to understand today's world and to
integrate across disciplines. Furthermore, being global competent reinforces the “attitudinal”
and “ethical dispositions” to interact peacefully, respectfully, and productively with fellow
human beings from diverse cultures (Reimers, 2009). Therefore, it is important to increase
global youth service practitioners. Creating a global youth leadership certificate program will
promote global youth leadership. A global youth leadership certificate, would allow CEYS to
become the only regionally provider of this opportunity. Furthermore, CEYS should collaborate
with a major university to provide college or continuing education credit for completing the
program.
Create Faculty Fellowship Programs for CEYS Instructors
Research reveals that educational fellowship programs improve the teaching toolboxes of
faculty and empower them to assume leadership roles in educational arenas (Seaerle, Hatem,
Perkowski, & Wilkerson, 2006). According to research, educational fellowship programs are
beneficial to teachers in several ways (Seaerle, Hatem, Perkowski, & Wilkerson, 2006). For
example, each year, National Endowment Humanities offers tuition-free opportunities for school,
college, and university educators to study a variety of topics. In addition, all fellows receive
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95
stipends of $1,200-$3,900 to cover expenses for these one-to-five-week programs( NEH, 2014).
These non-traditional experiences throughout the United States give teachers the opportunity to
learn about relevant topics in their areas. Cushner (2007) states, “Conditions in the world today
demand that teachers have increased international knowledge and experience that they can
transmit to the students in their charge. Developing the knowledge and skills necessary to
achieve such objectives requires significant immersion experiences in cultures other than one’s
own.” In summation, the Cutting Edge Youth Summit should create an innovative faculty
fellowship program to foster professional development of instructors. The faculty fellowship
should allow instructors to travel nationally or internationally a gain experience in a different
region. Subsequently, the fellowship should include travel and living expenses to a host school
or university.
Recommendations for Implementation
Based on the solutions that were derived from research to close knowledge, motivation,
and organizational support gaps, recommendations for implementation are made for Cutting
Edge Youth Summit. For knowledge and skills, providing professional development training
sessions about the global education curriculum, engaging at-risk students, enhancing instructors’
teaching strategies and classroom planning techniques for each core discipline, and
understanding the importance of self-regulation. For motivation, building more value by
encouraging parental involvement, and creating more confidence by developing a venue for
instructors to discuss ideas with each other. For organization, aligning organizational structures
to meet the goal, increase communication with individuals involved in changes, enhancing
assessment for instructors and performance evaluation, increasing instructor support services,
and a creating a global youth certificate program, and a developing a faculty fellowship.
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Evaluation follows the implementation process. Therefore, Kirkpatrick’s Four Levels of
Evaluation (2006) is recommended as a process to evaluate the implementation plans. The four
steps of Kirkpatrick’s system for evaluation consist of:
Step 1: Reaction - How well did the learners like the learning process?
Step 2: Learning - What did they learn? What extent to which the learners gain
knowledge and skills?
Step 3: Behavior - What changes in job performance resulted from the learning
process? Does the stakeholder have the capability to perform the newly learned skills
while on the job?
Step 4: Results - What are the tangible results of the learning process; such as,
quality, reduced cost, increased production and efficiency?
Therefore, these solutions will be evaluated using the Kirkpatrick’s Four Levels of Evaluation.
The executive leadership team will focus on actions needed. An evaluation plan will be
discussed later in the following chapter. A summary of the solutions and their implementation is
shown in Table 5.
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Table 5
Summary of Solutions and Implementation
Knowledge & Skills Motivation Organization
Solutions - Provide professional
development training
sessions (as an entire
group and for each core
discipline area) that
discuss the global
education curriculum
and relation to core
areas.
- Provide instructor
training sessions about
active learning for at
risk students.
- Provide training to
enhance instructors’
teaching strategies and
classroom planning
techniques for each core
discipline( involves
creating sample lesson
plans, and course
syllabi).
- Provide
demonstrations in
faculty training sessions
about the importance of
self-regulation and the
effects on teacher
performance.
- Develop more
parental involvement
at the Cutting Edge
Youth Summit;
increase activities or
assignments that will
include parents.
- Provide format for
instructors to discuss
ideas about their
strategies and
documents for their
seminars.
- Aligning organizational
structures to meet the
goal.
- Increase communication
with individuals involved
in changes. (i.e. Executive
Committee, Program
Director, Instructors, and
Curriculum Advisors)
- Enhance assessment for
instructors and
performance evaluation.
- Increase instructor
support services.
- Create a global youth
certificate program.
- Develop a faculty
fellowship
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98
Table 5, continued
Knowledge & Skills Motivation Organization
Implementation - Hire a curriculum
consultant to develop
global education four week
training session for each
area: Civic and Social
Responsibility, Math,
Writing, Reading, Popular
Culture, Mental and
Physical Health, and
Leadership Skills. Training
sessions will take place on
Friday afternoons, during
professional development,
for two hours.
- Hire curriculum
consultant to develop a
training session about
engaging at-risk students.
This session will take
place one day for two
hours.
- Supply each instructor
with a pamphlet/faculty
guide of sample activities
in all areas which includes:
sample syllabi, student
handouts, and sample
activities.
- Post job aids in each
classroom that charts the
global education initiative.
- Reward instructors that
exhibit self-regulation.
Monthly award will
reward instructor with gift
card or gift certificate to
favorite restaurant.
- Create 6 sessions
specifically for
parents to
understand global
education activities
they can do at home
with children for .
Create incentives
for parents to attend
sessions. Incentives
include: Six Flags
Challenge, Weekly
gift card drawings,
Parental
Scholarship
(Scholarship for
one class at a
partner community
college), three free
sessions with
Certified Life
Coach, and a
certificate of
completion.
Create Private
Facebook Group
for each area for the
Cutting Edge Youth
Summit to foster
discussion. Also
create Scribd and
Dropbox options
for filing sharing of
documents.
- Develop plan to align
global education
curriculum with
organizational goals.
Include language about
initiative to the website,
mission, vision, and
strategic plan.
- Develop plan to create
process to create Global
Youth Certification.
Create certificate plan
which includes 15
seminars from areas,
and capstone project.
- Develop study trips
and pilgrimages for
Cutting Edge Youth
Summit participants.
Trips include local,
regional and abroad
opportunities.
- Create non-traditional
learning opportunities
for instructors. Faculty
fellowships for
instructors. Fellowships
include financial
support to travel
locally, regionally, or
internationally. The
fellowship allows
instructors to conduct
research in the area.
Also, all instructors are
required to take a
massive online course
through EdX.
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Stakeholder and Performance Goals
Currently, the Cutting Edge Youth Summit educates at-risk children through seminars
that focus on civic engagement, mental and physical health, academic, and leadership skills. The
organization has a goal to become the leading regional provider of global education by May
2015. To reach this goal, an implementation plan of the solution is organized by stakeholder
goals and priority actions. Table 6 summarizes the goals across four key stakeholders:
instructors, CEYS Students, and parents.
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100
Table 6
Organizational Goals Across Stakeholders
Organizational Goal:
The Cutting Edge Youth Summit seeks to be the leading regional provider of global education
by April 2015.
Stakeholder 1 Goal:
Instructors
Stakeholder 2
Goal: CEYS
Stakeholder 3 Goal:
Students
Stakeholder 4 Goal:
Parents
All instructors will have
the knowledge and skills
to implement a global
education curriculum by
December 2014.
Cutting Edge Youth Summit
will support global education
initiative.
Students will have the
knowledge, skills, and
disposition of global
youth leaders.
Parents of the CEYS
participants want their
students to become
global youth leaders.
Cascading Goal 1:
Instructors will learn
global education
curriculum, how to
engage at-risk students,
and teacher planning
activities (through
professional
development training
sessions).
Cascading Goal 1:
CEYS will hire curriculum
developer to create a global
education curriculum and
facilitate professional
development training
sessions.
CEYS will provide support to
instructors by enhancing
materials in classrooms; such
as, job aids, posters,
pamphlets, and faculty guide.
CEYS will increase
educational resources
including access to: EdX
courses, magazine
subscriptions, and books.
CEYS will include the global
education initiative on
website, mission, vision, and
strategic plan.
Cascading Goal 1:
Students will engage in
new global education
curriculum initiative and
attend workshops.
Students can receive a
global youth leadership
program certificate
Cascading Goal1:
Parents will attend
parent activities and
learn how to support
student learning at
home.
Cascading Goal 2:
Instructors will
participate in faculty
fellowship program
(which includes travel
abroad opportunities).
Cascading Goal 2:
CEYS will create faculty
fellowship for instructors.
CEYS will create social
venture to provide financial
resources to support the
faculty fellowship and
student abroad opportunities).
Cascading Goal 2:
Students will participate
in student travel abroad
opportunities.
Cascading Goal 2:
Parents can participate
and travel with students
on travel abroad
opportunities.
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101
Table 6, continued
Cascading Goal 3:
Instructors will build
confidence by
discussing, with each
other, their successes and
problems implementing
the global education
curriculum.
Cascading Goals 3:
CEYS will create a private
Facebook group page for
instructors to communicate
with each other.
Cascading Goal 4:
Instructors will
participate in assessment
and evaluation process to
determine their
knowledge and skills of
the global education
curriculum.
Cascading Goal 4:
CEYS will create an
assessment survey for
instructors and students.
CEYS will conduct
classroom evaluation of
instructors.
CEY S will assess students to
determine classroom student
learning outcomes.
Cascading Goal 4:
Students will participate
in student assessment
survey.
Student will participate in
student-teacher
evaluations.
Student will participate in
program evaluation
survey.
Cascading Goal 4:
Parents will participate
in program evaluation
survey.
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102
This study involves several stakeholders, including: instructors, CEYS, students and
parents. All stakeholders impact the ability for CEYS to reach their organizational goal of
becoming the regional leader for global education by April 2015. Table 6 demonstrates the
stakeholders are interconnected. Each stakeholder has a stakeholder goal. The stakeholder goal
is the primary goal that is needed from each sub-group to achieve the organizational goal. The
instructors’ stakeholder goal is to obtain the knowledge and skills to implement a global
education curriculum by December 2014. The stakeholder goal for CEYS is to support the
global education initiative. The students’ stakeholder goal is to obtain the knowledge, skills, and
disposition of a global youth leader. The last stakeholder listed on the table is the parents. The
parents’ stakeholder goal is that parents want their students to become global youth leaders.
Each stakeholder goal is supported by cascading goals. The cascading and stakeholder goals
guide the all groups to help CEYS achieve their organizational goal.
Job performance goals are tasks, practices, or habits to help an employee. Goal measures
evaluate the progress of the goal. Table 7 displays the performance goals and goal measures for
instructors. Instructors’ performance goals are: (1) learn global education curriculum, how to
engage at-risk students, and teacher planning activities; (2) participate in faculty fellowship
program (which includes travel abroad opportunities); (3) build confidence by discussing,
successes and problems implementing the global education curriculum; 4)participate in
assessment and evaluation process to determine effectiveness of global education curriculum
implementation.
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Table 7
Summary of Performance Goals and Measurements for Instructors
Instructors
Performance Goals Goal Measure
Learn global education curriculum,
how to engage at-risk students, and
teacher planning activities
Require mandatory attendance for all training
sessions.
Instructors display sufficient knowledge through
lesson based scenarios.
Participate in faculty fellowship
program (which includes travel abroad
opportunities).
Evaluate enrollment in faculty fellowship.
Evaluate re-enrollment in faculty fellowship after
initial experience.
Increased engagement with instructors and students.
Build confidence by discussing,
successes and problems implementing
the global education curriculum.
Increased communication on Facebook Group Page.
Increased communication outside of CEYS meetings.
Participate in assessment and
evaluation process to determine
effectiveness of global education
curriculum implementation.
Display sufficient knowledge of global education
curriculum through assessment.
Indicate instructors successfully integrating
curriculum in workshops.
Professional development job performance goals include specific classes, seminars,
conferences, and other self-improvement opportunities that will help the employee become more
valuable to the company and more skilled as a worker. The first performance goal is centered
around professional development opportunities. The goal measures for this goal require
attendance evaluation and knowledge assessment. The next goal is for instructors to participate
in faculty fellowships. The goal measures for this performance goal are to evaluate: (1) faculty
fellowship enrollment, (2) faculty fellowship re-enrollment, and (3) engagement with instructors
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
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and students. Dialogue about professional development training between instructors is
important. Therefore, a performance goal for the instructors is to build confidence by discussing,
successes and problems implementing the global education curriculum. The measure for this
goal is to increase communication through a private Facebook group page and outside of faculty
meetings. Assessment and program development of the new global education curriculum is
critical for improvement. Subsequently, the goal measure for this performance goal is to display
sufficient knowledge of global education curriculum through assessment and successfully
integrating curriculum in workshops. In conclusion, stakeholder goals of instructors are critical
to help the summit meet their organizational goal. Therefore, the performance goals and the goal
measures serve as a guide for implementation.
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Table 8
Summary of Performance Goals and Measurements CEYS
CEYS
Performance Goals Goal Measure
CEYS will hire curriculum developer to
create a global education curriculum and
facilitate professional development training
sessions.
Provide support to instructors by enhancing
materials in classrooms; such as, job aids,
posters, pamphlets, and faculty guide.
CEYS will increase educational resources
including access to: EdX courses, magazine
subscriptions, and books.
Instructors will demonstrate that they
understand the components of a global
education curriculum.
Increased use of materials in classroom.
Online course completion letters from EdX.
Order books and magazines to integrate in
seminars and workshops.
Create faculty fellowship for instructors.
Develop social venture to provide financial
resources to support the faculty fellowship
and student abroad opportunities.
Establish committee to create partnerships
with schools and universities locally,
regionally, and internationally.
Establish a committee to create a social
venture Plan to generate additional revenue
for CEYS.
Create an assessment survey for instructors
and students.
Conduct classroom evaluation of instructors’
strategies in classroom.
Assess students to determine classroom
student learning outcomes.
Positive verbal and survey results from
instructors and students.
Positive feedback from students.
CEYS provides enough time for effective
assessment for students.
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Table 8 displays the performance goals and goal measures for CEYS. The first set of
performance goals include hiring a curriculum developer to create a global education curriculum
and facilitate professional development training sessions, providing support to instructors by
enhancing materials in classrooms, and increasing educational resources. CEYS will hire a
curriculum developer to create a global education curriculum and facilitate professional
development training to instructors. The goal measure for this performance goal is how the
instructors demonstrate their knowledge of the components of a global education curriculum.
Classroom materials are essential for supporting student learning. CEYS also has the
performance goal of providing more classroom materials; including, job aids, posters, pamphlets
and a faculty guide. CEYS indicated that is important to enhance support outside and inside the
classroom. Along with classroom materials, educational resources outside of the classroom
should also be enhanced. This performance goal states that CEYS will increase access to
educational resources; including access to EdX courses, magazine subscriptions, and books. The
goal measure for this performance goal is to evaluate online course completion letters from EdX
and monitor order submission forms of books and magazines. The next set of performance goals
focus on creating and maintaining a faculty fellowship for instructors. The goal measure for
creating a faculty fellowship is to establish a committee to create partnerships with local,
regionally, and international universities. Social ventures generate income for non-profit
organizations. In addition, to assist with financial responsibilities CEYS will create a social
venture. Therefore, a committee will also be responsible for evaluating the success of the social
venture. Finally, the last of set of performance goals includes: (1) creating an assessment survey
for instructors and students, (2) conducting classroom evaluation of instructors’ strategies in
classroom, and (3) assessing students to determine classroom student learning outcomes.
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Therefore, monitoring survey results will serve as a guide to evaluating the survey. CEYS will
conduct classroom evaluation of instructors. The organization will monitor students as a goal
measure. Finally, CEYS will assess students to determine student learning outcomes. As a
result, the organization will provide adequate time for student assessments.
Table 9
Summary of Performance Goals and Measurements for Students
Students
Performance Goals Goal Measure
Students will engage in new global
education curriculum initiative and attend
workshops. Students can receive a global
youth leadership program certificate
Increased enrollment and registration for CEYS.
Increased access to information of global youth
certificate program from website.
Queries between students and CEYS staff about
global education curriculum and global youth
leadership certificate program.
Students will participate in student travel
abroad opportunities.
Increased enrollment in study abroad
opportunities.
Positive feedback in student travel abroad
experience.
Students will participate in student
assessment survey.
Student will participate in student-teacher
evaluations.
Student will participate in program
evaluation survey.
Desired student outcomes achieved.
Evaluation fully completed by most of student
participants.
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In order for the CEYS to meet the organizational goal, it will meet the performance goals
established by the organization. The goal measures will serve as a guide to meeting
organizational performance goals.
Students are a stakeholder in this study. Table 9 displays performance goals and goal
measures for students. The performance goals for students are: (1) students will engage in new
global education curriculum initiative and attend workshops, and students can receive a global
youth leadership program certificate; (2) students will participate in student travel abroad
opportunities; and (3) students will participate in student assessment survey. All performance
goals have goal measures. The goal measures will serve as a guide to help the stakeholder
support the organizational goal.
Table 10
Summary of Performance Goals and Measurements for Parents
Parents
Program Goals Goal Measure
Parents will learn from activities how to
support student learning at home
Increased attendance for parent activities and
seminars.
Increased student success in classroom.
Parents will participate and travel with
students on travel abroad opportunities.
Increased enrollment of parents for travel
abroad opportunities.
Parents will participate in program evaluation
survey.
Positive verbal and written feedback.
Increased survey instrument completion.
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Table 10 is a summary of performance goals and measurements. All stakeholders will
help CEYS achieve their organizational goals. Therefore, parents have performance goals to
support their role in the global education curriculum initiative. The performance goals for
parents are parents will: (1) learn from activities how to support student learning at home,
(2) participate and travel with students on travel abroad opportunities, and (3) participate in
program evaluation survey. Each performance goal is aligned with measures to evaluate success
and progress. As a result, this will assist CEYS with obtaining the organizational goal.
Summary
This chapter provided solutions for the causes of the gaps in instructors’ ability to
develop and implement a global education curriculum in the Cutting Edge Youth Summit. The
solutions addressed gaps in knowledge and skills, motivation, and organizational support.
Professional development training sessions were shown to be a part of knowledge and skills,
motivation, and organizational support. While faculty fellowships and global youth certificate
program were linked to organizational support, these solutions can also enhance motivation for
instructors and students. Multiple stakeholders influenced the evaluation and assessment of
program, instructors, and students. Furthermore, parental involvement will support instructors
and students efforts to achieve desired student learning outcomes. The following chapter
illustrates a synthesis of the research results and recommendations for evaluation of the
implementation plan. This is the final component of the gap analysis (Clark & Estes, 2008) As a
result, further research and study limitations also conclude the chapter.
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CHAPTER 6
EVALUATION AND DISCUSSION
The purpose of this study was to determine how the Cutting Edge Youth Summit can
become a regional leader in providing at-risk students with an in-depth global curriculum by
January 2014. The research questions guiding this study were:
1. What are the knowledge, motivation and organizational barriers that prevent
instructors from providing a global education curriculum to the students who attend
the Cutting Edge Youth Summit?
2. What are the knowledge, motivation, and organizational solutions to help the Cutting
Edge Youth Summit’s instructors overcome these barriers?
The gap analysis served as the framework for this study (Clark & Estes, 2006). Assumed
causes for the problem were discovered in three major areas: knowledge and skills, motivation
and organization. The causes were validated through surveys and interviews of instructors.
Based on an analysis of the results, solutions and an implementation plan were developed. To
complete the gap analysis model process, a method of evaluation is needed. Therefore, this
chapter includes evaluation recommendations based on Kirkpatrick’s (2007) four level
evaluation model. Furthermore, an assessment of the gap analysis process, limitations of this
study and recommendations for future research are included below.
Steps to Implement a Global Education Curriculum for the
Cutting Edge Youth Summit
Step 1: Provide More Academic Support for CEYS Students Throughout the Year
The Cutting Edge Youth Summit is an organization that supports at-risk students by
providing supplemental education to prepare them for college and the workforce. The Cutting
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111
Edge Youth Summit was created in Dallas, Texas, in 2010. The summit uses a collaboration
model and works with local universities, community colleges, and other non-profit organizations.
Many of the CEYS student participants are classified as disadvantaged, first generation college
students, scholastically low performing, minority and female students. In the Dallas/Fort Worth
area, many colleges have low enrollment for this demographic. The Cutting Edge Youth Summit
also serves as a recruitment and educational mechanism to help at-risk students find suitable
higher education options. CEYS provides workshops and seminars to introduce students to the
standards of college curriculum. Therefore, instructors must meet students at least twice a week
to provide academic support and supplemental instruction for CEYS students. In conclusion,
their ability to become global leaders is connected to their ability to succeed academically.
Step 2: The Cutting Edge Youth Summit Must Create an Action Research Center
CEYS provides seminars for students, parents, and community leaders. While students
are learning about college expectations, parents attend informative sessions about parenting and
workforce opportunities. Community leaders also attend sessions that address the major issues
that face their community. These seminars are provided as an opportunity for community
leaders to discuss important issues. The summit consists of a strong leadership team and
instructors. Instructors facilitate workshops for the summit. In addition to providing seminars
for the community, the organization should create an action research center. The action research
center will promote action research to enhance schools, students, parents, leaders, and
community organizations. The instructors can share action research materials, such as,
whitepaper publications and best practices, with these stakeholders.
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Step 3: Create a Global Ambassador Leadership Program
The Cutting Edge Youth Summit’s goal is that by April 2015 it will be the regional leader
in providing at-risk students with an in-depth global curriculum necessary for them to become
global youth leaders. The goal is that all instructors will, by April 2015, teach all the knowledge,
skills, and dispositions required for at-risk students to become effective global student leaders.
Regionally, many non-profits are not providing global education initiatives. Instead, they may
expose students to college readiness curriculum or enrichment programs. Furthermore, students
who are introduced to global competencies elsewhere are generally not at-risk students. Students
who perform high academically, have a greater chance of being exposed to higher teacher
quality, diverse curriculum, multi-cultural education, and study abroad opportunities. Therefore,
at-risk students and their parents need of exposure to global competencies. The summit should
create a Global Ambassador Leadership Program for students. This will allow students to travel
to regional, national, and international destinations. The program will also allow students to visit
colleges and universities in different geographic regions. Thereby, introducing these students to
academic and leadership opportunities.
Step 4: Enhance Professional Development Training for Instructors
After an extensive research of the literature, solutions were proposed. The solution
suggested for knowledge and skills was a professional development training to include: global
education curriculum, strategies to engage at-risk students, and teacher planning activities.
Solutions proposed for motivation gaps include: special activities designed to increase parental
involvement with students and a venue to foster communication between instructors.
Furthermore, it is important for faculty to have travel and research opportunities. A faculty
fellowship will enhance professional develop opportunities for the instructors.
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Study Overview
Creating and implementing a global education curriculum for the summit involves
working with a variety of stakeholders. Although the executive leadership team makes decisions
for the organization, buy-in is required from all parties to ensure success for the Summit.
Instructors were identified as the stakeholder for study for this gap analysis. Currently, the
Cutting Edge Youth Summit has 22 instructors. Survey instruments and interview protocols
were developed and all instructors were surveyed and interviewed. As a result, these instruments
provided evidence and validated the assumed causes. Gaps were found in knowledge and skills,
motivation, and organizational support. For knowledge and skills, instructors did not know the
components of a global education curriculum, how to engage at-risk students for a global
education curriculum, how to plan activities for the global education curriculum, and understand
the importance of self-regulation. For the motivation gap, instructors wanted increased parental
involvement to support student success, as well as a format to discuss ideas with each other.
Gaps in organizational support showed that the summit needed to provide more incentives for
instructors and students, communication about goals, mission, and vision, and a new assessment
for instructors, and providing more instructor support services.
For organizational support solutions, aligning organizational structures to meet the goal,
increasing communication with individuals involved in changes, enhancing assessment for
instructors and performance evaluation, increasing instructor support services, creating a global
youth certificate program, and developing a faculty fellowship. Solutions were developed based
on the survey and interview findings, and an implementation plan provides a process to reach the
organizational goal. Performance measures are offered to meet goals of implementation plan.
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The Cutting Edge Youth Summit seeks to meet its goal and become the leading regional provider
of global education for at-risk students.
Recommendations for Evaluation
Kirkpatrick’s (2007) four level evaluation model is used to assess the effectiveness of the
solutions and the implementation plans. Kirkpatrick’s model consists of four levels:
(1) Reaction, (2) Learning, (3) Behavior, and (4) Results. All levels are utilized to analyze the
solutions and implementations for the Cutting Edge Youth Summit.
Reaction. The first level of Kirkpatrick’s model is reaction; this evaluates how well the
learners like the learning process. In the case of Cutting Edge Youth Summit, after the students
participate in the new global education curriculum the organization can obtain verbal and
written feedback about the seminars. Students can express their views about the teacher quality.
In addition, students can comment about the use of a variety of activities to help them
understand the learning objectives. The stakeholders can provide extensive feedback in a timely
manner. The feedback can be collected through evaluations for each of the sessions. This level
highlights the benefits of accurate and timely feedback (Kirkpatrick, 2006).
Learning. The Kirkpatrick model’s second level, learning, evaluates what the
stakeholders learned. In the case of the Cutting Edge Youth Summit, did the students gain the
knowledge and skills? This level evaluates the stakeholders increase their knowledge, skills or
disposition (Kirkpatrick, 2006). Therefore, it is important for the CEYS to determine if the
global education curriculum meets the desired expectations. For example, one would determine
if students could demonstrate the learning objectives for the seminars. Kirkpatrick (2006)
suggests evaluating knowledge before and after the process. Furthermore, a perfect response rate
is also helpful.
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Behavior. Level three indicates what changes in job performance resulted from the
learning process. Does the stakeholder have the capability to perform the newly learned skills?
It is important to assess instructors about this level because it will directly affect the
organizational goal. Therefore, assessment of students is also critical for this level. Because the
new global education curriculum encompasses a college readiness curriculum and more, all
students, who register for the summit will enroll in the global youth certification program. If
students are able to complete a capstone project and demonstrate that they have the knowledge,
skills, and disposition of global youth leaders, the instructors have successfully implemented
their learning. This knowledge transfer can be measured by problem based scenarios, projects,
and demonstrations.
Results. The last level is results. This level addresses what were the tangible results of
the learning process; such as, quality, reduced cost, increased production and efficiency.
Therefore, this level evaluates whether behavior changed because of implementation. Moreover,
various solutions are offered to help the Cutting Edge Youth Summit become the regional
provider of a global education curriculum for at-risk students. Furthermore, did the actions taken
to train instructors positively affect the Cutting Edge Youth Summit? Ideally, the summit wants
to grow enrollment and completion numbers for the global youth leadership certification.
Therefore, observing enrollment and completion numbers can indicate the impact of the global
education initiative. A positive evaluation in this level would indicate more students completing
the global education curriculum certification.
Strengths and Weaknesses of the Approach
The gap analysis serves as a framework to discuss issues in the following dimensions:
knowledge and skills, motivation, and organizational support. This three dimensional approach
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allows for in-depth examination. Assumed causes served as a method to organize several
complex issues within the organization. Additional attention was given to validating the
assumed causes, developing solutions, implementation, and evaluation. However, the gap
analysis process requires financial resources, personnel, organizational capacity, and time.
Organizations may not have the time to devote to an extensive process like gap analysis.
Although time did not impact the gap analysis for the summit, many organizations may not have
the ability to devote time to this process.
The gap analysis process helped the Cutting Edge Youth Summit to create and implement
a global education curriculum. The findings identified deficiencies in the organization in
knowledge and skills, motivation, and organizational support. In this study, the Cutting Edge
Youth Summit articulated goals and problems for the organization. The gap analysis process
fostered complex discussions about the future of the organization. As a result, this process help
the organization discuss future growth. Moreover, the process allowed the summit to determine
a timetable to expand the organization the offerings in different regionally locations. Although
gap analysis takes time, resources, and capacity, it creates a culture that addresses organizational
goals and problems.
Limitations
This study focused on instructors for the Cutting Edge Youth Summit and their ability to
implement a global education curriculum. Instructors had a high survey and interview response
rate, which shows their dedication to the organization and their positions. Although the
instructors provided a high response rate, students and parents could also give their opinions and
thereby provide information about their perspectives on the global education curriculum. While
instructors had a high response rate for survey and interview protocol, they did not submit their
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responses in a timely manner. The researcher communicated mostly through electronic mail
with the instructors.
Recommendations for Further Research
Currently, curricula for at-risk students do not focus on global competencies. Therefore,
most education initiatives for at-risk students target a minimum level of basic skills or college
readiness. Research reveals the benefits of a global education, but instructors generally do not
offer these opportunities to at-risk students. The literature also shows that teacher quality, multi-
cultural education, and a rigorous curriculum can positively impact all students. In the case of
the summit, other non-profit organizations and educational institutions in the region have not
committed to providing this type of education to at-risk students. Additional research should
also review education curricula at other non-profits and educational organizations in the region.
A large amount of research focused on the benefits of professional development for teachers.
Additional research should address faculty fellowships as incentives for teachers. Furthermore,
research about creating youth certificate programs is also minimal. This indicates that this topic
can be explored more. Finally, extensive research exists about travel abroad opportunities and
the effects on students.
Conclusion
This case study may be used to inform other non-profit organizations and education
institutions how to prepare their students to develop a global competencies that will help them
become global citizens. Furthermore, this study provides a process for the assessment of needs
of instructors, which impact organizational goals. The gap analysis process represents a
procedure that may be utilized in assessing student success. This study conducted at CEYS used
the innovation gap analysis (Clark & Estes, 2008).
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The gap analysis model identified barriers for instructors that could affect student
success. This study provided the opportunity for instructors to examine their ability to
implement a new educational initiative focusing on global education. The researcher identified
gaps, validated causes, proposed solutions, and constructed an implementation plan. The gaps in
knowledge and skills, motivation, and organizational support were not due to a lack of instructor,
student, or organizational ability. However, the gap analysis process helped the summit
understand the change and actions needed to achieve the organizational goal. The Cutting Edge
Youth Summit has the opportunity to close the gaps identified through knowledge and skills,
motivation, and organizational support. If these areas are fully addressed, perhaps they can help
the Cutting Edge Youth Summit participants develop global competencies and become global
youth leaders. Therefore, global education can help reduce the achievement gap. In today’s
world, all students need the opportunity to compete in a global market place and understand what
it means to be a global citizen. Having a global education can encourage all students to succeed.
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APPENDIX A
ORGANIZATIONAL MISSION, GLOBAL GOAL, AND STAKEHOLDER GOAL
Table 11
Organizational Mission, Global Goal, and Stakeholder Goal
Organizational Mission
The Cutting Edge Youth Summit is a Dallas/Fort Worth non-profit organization and its
mission is to help at risk students become effective students leaders, through offering
community seminars that focus on education, physical and mental health, civic responsibility,
and leadership skills.
Organizational Global Goal
By April 2015, the Cutting Edge Youth Summit will be regional leader in providing at-risk
students with an in-depth global curriculum necessary for them to become global youth
leaders.
Instructors
By December 2014, CEYS
instructors will create a
curriculum that promotes the
knowledge, skills, and
dispositions required for at
risk students to become
effective global student
leaders.
Students
By February 2014, all
participating students will
proficiently demonstrate the
knowledge, skills, and
dispositions necessary to
becoming global youth
leader.
Parents
By February 2014, parents
will demonstrate their
commitment to supporting the
development of their child’s
knowledge, skills, and
dispositions necessary to
becoming a global student
leader.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
126
APPENDIX B
THE GAP ANALYSIS PROCESS
Figure 4. The gap analysis process
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
127
APPENDIX C
POSSIBLE CAUSES OF PERFORMANCE GAP: KNOWLEDGE AND SKILLS
Table 12
Possible Causes of Performance Gap: Knowledge and Skills
Type of Cause
Knowledge Type Possible Cause
Factual Cutting Edge Youth Summit Instructors lack the factual knowledge to
understand the meaning of global education.
(Personal Knowledge)
Conceptual Cutting Edge Youth Summit Instructors lack the conceptual
knowledge.
(Personal Knowledge)
Procedural Cutting Edge Youth Summit Instructors lack the procedural skills to
engage parents to support the global education initiative.
(Personal Knowledge)
Metacognitive Cutting Edge Youth Summit Instructors lack the metacognitive skills to
select the best method of assessing the student’s global competence.
(Personal Knowledge)
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
128
APPENDIX D
SUMMARY OF ASSUMED CAUSES FOR KNOWLEDGE, MOTIVATION, AND
ORGANIZATION
Table 13
Summary of Assumed Causes for Knowledge, Motivation, and Organization
Sources/Causes Knowledge Motivation Organizational
Scanning Interviews,
Personal Knowledge
Instructors do not
understand the term
global education.
Teachers feel
overwhelmed and do
not see the value in
differentiating
instruction.
Teachers have
excessive demands and
no support to learn how
to differentiate
instruction.
Instructors do not know
what it means to be a
global citizen.
Instructors lack the skills
to identify the best
practices that may create
an effective
globalization
curriculum.
Instructors have no
intrinsic motivation to
teach a global
education curriculum.
Instructors do not
understand how the
global education
curriculum connects to
the mission of the
summit.
Instructors do not know
how to engage parents to
support a globalization
initiative for the Cutting
Edge Youth Summit.
Instructors view CEYS
as a method to help
students gain access to
college, not as a vehicle
to teach global content.
Instructors do not have
a model of assessment
for the global education
curriculum.
Instructors do not have
the conceptual
knowledge implement a
global education
curriculum.
Instructors are
uninterested in world
geography, foreign
languages, and world
current affairs.
Instructors do not have
a model for
implementing a global
education curriculum
Instructors lack the
procedural knowledge to
implement a global
curriculum.
The Cutting Edge
Youth Summit does not
give instructors
incentives to teach a
global curriculum.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
129
Table 13, continued
Sources/Causes Knowledge Motivation Organizational
Instructors lack the ability
to create an assessment to
measure the effectiveness
of global education
curriculum.
Instructors do not
believe at-risk students
will benefit from the
new global education
curriculum.
Learning Motivation
Theory
Conceptual: Instructors do
not understand the term
global education
Instructors view the
overall time of preparing
a global curriculum as
too time consuming.
Instructors do not know
the components of a global
education
Background and
Literature Review:
According to Sulkowski
and Deakin (2009),
instructors do not know
the difference between a
strong global curriculum
versus a “global light”
curriculum.
According to Hetz and
Betz (2008), teachers do
not have a strong
definition of “global
education.”
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
130
APPENDIX E
GAP ANALYSIS CASE VALIDATION METHOD WORKSHEET
Table 14
Gap Analysis Case Validation Method Worksheet
Assumed Cause Survey/Assessment Interview Observation Document Analysis
Knowledge
Identification of
characteristics of a
global education
curriculum
Closed ended “yes”,
“no” survey
Question followed
by open ended to
learn whether
stakeholder can
identify at least
one component of
a global education
curriculum
N/A N/A
Knowledge about
popular global education
terminology
N/A N/A N/A Emails and meeting
minutes to validate
findings
Knowledge about
different global
education organizations
that support youth.
N/A In-person
interview to
determine the level
of understanding,
consistency, and
agreement of
components for a
global education
curriculum
Observation
during staff
meetings to
determine if
stakeholders can
identify other non-
profits
That have a global
education
curriculum
N/A
Understanding the
impact of globalization
on higher education and
the trends in higher
education..-Cutting
Edge Youth Summit
relations to helping
students become college
ready.
Closed-ended
survey question
general level of
conceptual
understanding.
Interview to
determine the
stakeholder’s level
of understanding of
the connection
between general
knowledge on
work specific
outcomes.
N/A Meeting minutes, if
any
Emails to validate
findings
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
131
Table 14, continued
Assumed Cause Survey/Assessment Interview Observation
Document
Analysis
Knowledge
Understanding how to
connect at risk students
to the components of
global education.
Closed-ended
survey question
using the Likert
scale from 1 to 5 to
determine
stakeholder’s
general level of
conceptual
understanding.
N/A Observation during
faculty meetings to
determine if current
events are
discussed in the
context of how they
will affect
executive education
activities.
N/A
Understanding the
process of training
students to become
certified global youth
leaders
N/A In-person
interview to
determine the level
of understanding ,
consistency and
agreement in
answers among
stakeholders
N/A Meeting minutes,
if any
Emails to validate
findings
Knowledge about
specific strategies to
effectively global
awareness in students
N/A In-person
interview to
determine the level
of understanding,
consistency,
agreement in
answers among
stakeholders
Observation during
staff meetings to
determine how
stakeholders will
certify students or
measure if they
have successfully
completed the
global education
curriculum
requirements
Meeting minutes
and Emails to
validate findings
Knowledge of how to
effectively monitor
program
implementation for a
global curriculum for at
risk students.
N/A In-person
interview to
determine the level
of understanding,
consistency, and
agreement in
answers among
stakeholders
Observation during
faculty meetings to
determine if
stakeholders have
procedural
knowledge
Meeting minutes
and emails to
validate findings
Understanding the
importance of self-
regulation in program
implementation.
N/A N/A Observation during
classroom to
determine if
stakeholders have
self-regulation
skills
Meeting minutes
and emails to
validate findings
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
132
Table 14, continued
Assumed Cause Survey/Assessment Interview Observation Document Analysis
Motivation
Understanding the role
of incentives for
launching new a
program initiatives at
The Cutting Edge Youth
Summit
Open-ended
question allowing
the stakeholder to
list all known
possible incentives
and motivation for
creating a global
education
curriculum for at
risk students
N/A Observation
during faculty
meetings to
evaluate if
incentives are
clear and
reasonable
Meeting minutes
and E-mails to
determine if
incentives are clear
and reasonable
Understanding the
importance of one’s
contribution to
curriculum design,
implementation, and
evaluation
N/A Interview to
determine if
stakeholder is
motivated intrinsic
to develop the new
global education
initiative and/
values the global
education
curriculum.
Observation
during staff
meetings to
determine if
stakeholders
proactively
engage in
discussions about
Russia initiatives
Meeting minutes
and E-mails to
determine the level
of stakeholder’s
involvement and
response to
developing the
global education
curriculum
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
133
Table 14, continued
Assumed Cause Survey/Assessment Interview Observation Document Analysis
Organizational
Understanding the
purpose and value of
launching a global
education curriculum
through the Cutting
Edge Youth Summit
N/A In-person
interview to
determine the level
of understanding
and uniformity in
answers among
stakeholders
Observation
during faculty
meetings to
determine if
faculty understand
the purpose ,
value and
significance of
launching a global
education
curriculum
Meeting minutes
and E-mails to
determine if the
purpose , value,
and significance
are clearly stated
Awareness about new
team dynamics on
organizational goals for
global education
activities
N/A In-person
interview to
determine the level
of awareness and
uniformity in
answers among
stakeholders
Observation
during staff
meetings and
informal
gatherings to
determine
faculty’s view of
the global
education
curriculum as a
team
Meeting minutes
and E-mails to
evaluate the level
of the instructor’s
engagement as a
team
Awareness about
credible models of
other non-profit
organizations and
schools for launching a
global education
curriculum
Closed ended “yes”,
“no” survey
question followed
by open ended
Determine if the
stakeholder can
identify at least
one non-profit or
school that
developed a global
education
curriculum. This
will serve as a
credible model that
is involved in
providing global
education
curriculum
Observation
during staff
meetings and
informal
gatherings to
determine if
stakeholders
mention credible
non-profits and
schools that
provide global
education
Meeting minutes
and E-mails to
evaluate the level
of stakeholder’s
awareness about
non-profit
organizations and
school’s that in
engage in
providing global
education services
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
134
APPENDIX F
SURVEY BUILDER TABLE
Table 15
Survey Builder Table
Assumed Cause Knowledge Motivation Organization
Identification of
characteristics of global
education curriculum.
Rate the degree in which
you are able to identify
characteristics of a
possible global education
curriculum
1 — Cannot at all
4 — Can do well
Are you excited about
developing a new global
education curriculum
Currently, does the
Cutting Edge Youth
Summit have the
organizational resources
to teach a global
education?
1 — Strongly Agree
4 — Do Not Agree at All
Knowledge about popular
global education
terminology
What are key terms that
are popular when
discussing global
education?
Do you see value in
teaching global education
terminology?
Can the Cutting Edge
Youth Summit provide
professional development
to train Instructors about
global education
terminology?
Knowledge about the goal
of global education
curriculum through the
Cutting Edge Youth
Summit.
What are the goals of the
global education
curriculum initiative at the
Cutting Edge Youth
Summit?
Do you value the goals of
the global education
curriculum initiative?
Has the Cutting Edge
Youth Summit connected
the goals of the global
education curriculum
initiative to the mission
and vision statement and
organizational goals?
Knowledge of the process
of educating students to
become global youth
leaders
What are the steps that
educators should take to
implement a global
curriculum and help at
risk students become
youth leaders?
Are you excited about the
process of educating
students to become global
youth leaders?
Does the Cutting Edge
Youth Summit have the
organizational resources
to support students to
become global youth
leaders?
Understanding the impact
of global education on
higher education and k-
12; identifying the trends
in higher education and k-
12
Can you identify different
ways globalization has
affected higher education
and k-12 schools?
Are you interested in
discussing the impact of
globalization higher
education and k-12
schools?
N/A
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
135
Table 15, continued
Assumed Cause Knowledge Motivation Organization
Understanding how to
connect at risk student
teaching objectives to the
components of a global
education curriculum
On a scale from 1 to 4
(with 1 no understanding
and 4 representing a
strong understanding)
how do you assess your
level of understanding of
applying global education
curriculum components to
the needs of at risk
students.
Do CEYS Instructors feel
that it is a waste of time to
connect the components
of a global education
curriculum to the teaching
objectives for at risk
students?
N/A
Understanding the process
of training students to
become certified global
youth leaders.
On a scale from 1 to 4
(with 1 representing no
understanding, and 4
representing a strong
understanding) how do
you assess your
knowledge of the process
of training students to
become certified global
youth leaders?
Are you motivated to
understand the process of
training to become
certified global youth
leaders?
Does the Cutting Edge
Youth Summit have the
resources and procedures
in place to certify global
youth leaders?
Knowledge about specific
strategies to effectively
build global awareness in
at risk students.
Can you identify specific
strategies to effectively
build global awareness in
at risk students?
Do you value learning
new strategies to
effectively build a global
awareness in at risk
students?
Does the Cutting Edge
Youth Summit have
resources to help you
learn new effective
strategies to enhance
global awareness in at risk
students?
Knowledge of how to
effectively monitor
program implementation
for a global education
curriculum for at risk
students.
Can you identify methods
to monitor program
implementation for a
global education
curriculum for at risk
students?
Do you value information
about that will ensure
effective monitoring of
program implantation for
the global education
curriculum?
Does the Cutting Edge
Youth Summit have
organizational resources
that monitor program
implantation for a global
education curriculum?
Understanding the
importance of self-
regulation in program
implementation
Can you explain the
importance of self-
regulation during program
implantation?
Are you motivated to
practice self-regulation
during program
implementation?
Does the Cutting Edge
Youth Summit provide
organizational support to
encourage instructors to
practice self-regulation?
Understanding the role of
incentives for launching
new program initiatives at
the Cutting Edge Youth
Summit
Can you identify an
incentive for launching
the new global education
curriculum?
Are you excited about the
incentives for launching
the new global education
curriculum?
Does the Cutting Edge
Youth Summit provide
incentives for instructors
effectively implement the
global education
curriculum?
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
136
Table 15, continued
Assumed Cause Knowledge Motivation Organization
Understanding the
importance of one’s
contribution to curriculum
design, implementation,
and evaluation
N/A Are you motivated to
contribute and participate
in the curriculum design,
implantation, and
evaluation?
N/A
Understanding the
purpose and value of
launching a global
education curriculum at
the Cutting Edge Youth
Summit
N/A Do you value the global
education curriculum at
the Cutting Edge Youth
Summit?
N/A
Awareness about new
team dynamics on
organizational goals for
executive education
activities
N/A N/A Does the Cutting Edge
Youth Summit have new
organizational goals in
place that bring awareness
about the new team
dynamics.
Awareness about credible
models of other non-profit
organizations and schools
for launching a global
education curriculum
Can you identify other
successful non-profits or
schools that launched a
global education
curriculum?
N/A N/A
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
137
APPENDIX G
INTERVIEW BUILDER WORKSHEET
Table 16
Interview Builder Worksheet
Assumed Cause Knowledge Motivation Organization
Identification of characteristics of
a global education curriculum
Identify the goals of a global
education curriculum.
N/A N/A
Knowledge about popular global
education terminology
What are popular global education
terms?
N/A N/A
Knowledge about the goal of a
global education curriculum at the
Cutting Edge Youth Summit
What are the goals of the global
education curriculum initiative at
the Cutting Edge Youth Summit ?
N/A N/A
Knowledge about different global
education organizations that
support youth.
Name or identify nonprofit
organizations that focus on
providing global education
services to students.
N/A N/A
Understanding the impact of
globalization on higher education
and k-12; identifying the trends in
higher education and k-12
regarding global education.
What is the impact of globalization
on higher education and k-12.
Identify trends
N/A N/A
Understanding how to connect at
risk students teaching objectives
to the components of a global
education
How does the Cutting Edge Youth
Summit develop lessons to teach at
risk students how to become
effective global youth leaders?
N/A N/A
Understanding the process of
training students to become
certified global youth leaders
What are specific steps the Cutting
Edge Youth Summit should follow
to certify students to become
global youth leaders?
N/A N/A
Knowledge about specific
strategies to a global education
curriculum for at risk students.
A group of program participants
requests you to organize a visit to a
museum or shopping center during
non-instructional time and that was
not initially part of the program.
How would you manage this
request and similar personal
requests from participants?
N/A N/A
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
138
Table 16, continued
Assumed Cause Knowledge Motivation Organization
Knowledge of how to effectively
monitor program implementation
for a global curriculum for at risk
students?
How do you monitor and
adjust, if necessary, your
strengths and weaknesses
during program
implementation?
N/A N/A
Understanding the importance of
self-regulation in program
implementation.
N/A Do you practice self-
regulation when
implementing the
global education
curriculum?
N/A
Understanding the role of
incentives for launching new
global Education curriculum for at
risk students.
N/A Are you motivated by
the incentives?
What is the purpose
and value of
launching global
education
curriculum?
Understanding the importance of
one’s contribution to program
design, monitoring and
implementation.
N/A Do you value global
education curriculum
initiative?
How do global
education activities
at the Summit as
they relate to the
mission of the
organization.
Understanding the purpose and
value of launching a global
education curriculum at the
Cutting Edge Youth Summit
Do you understand the
purpose of the global
education curriculum?
Do you feel the global
education curriculum
will help the students
of the Cutting Edge
Youth Summit?
N/A
Awareness about new team
dynamics on organizational goals
for global education activities
N/A N/A Does the Cutting
Edge Youth
Summit effectively
communicate with
instructors about
the new global
education
curriculum
activities?
Awareness about credible models
from other non-profit
organizations that have launched
executive level a global education
curriculum
Can you identify other non-
profits and schools in the
region that successfully
implemented a global
education curriculum?
N/A N/A
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
139
APPENDIX H
OBSERVATION BUILDER WORKSHEET
Table 17
Observation Builder Worksheet
Assumed Cause Knowledge Motivation Organization
Identification of characteristics of
a global education
Observation during small group
instructor sessions.
N/A N/A
Knowledge about popular global
education terminology
Observation during faculty meetings
to understand if stakeholders can
identify terms associated with global
education
N/A N/A
Knowledge different global
education organizations that
support youth.
Observation during faculty meetings
to understand if stakeholders can
identify other organizations that
deliver global education services
N/A N/A
Understanding the process of
training students to become
certified global leaders
Observation during faculty meetings
to determine best practices when
developing a global education
curriculum
N/A N/A
Understanding the impact of
globalization on higher education
and the trends in higher
education; seeing the connection
to the Cutting Edge Youth
Summit’s emphasis on college
readiness and global education.
Observation during faculty meetings
to determine how stakeholders will
incorporate the global education
within the summit.
N/A Observation during
leadership meetings
to determine how
leadership will update
policy changes to
incorporate the global
initiative
Understanding how to connect at
risk students to the components of
a global education
Observation during faculty meetings
to determine if stakeholders have
procedural knowledge
N/A N/A
Knowledge about specific
strategies to effectively build
global awareness in students.
Observe during classroom visits if
faculty have the conceptual
knowledge to help students become
globally aware.
N/A N/A
Knowledge of how to effectively
monitor program implementation
for a global curriculum for at risk
students.
N/A N/A Observations during
Cutting Edge Youth
Summit Leadership
meetings; Evaluate
how the Cutting Edge
Youth Summit
measure success.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
140
Table 17, continued
Assumed Cause Knowledge Motivation Organization
Understanding the importance
of self-regulation in program
implementation.
N/A Observe instructors
during classroom
visit to determine if
they are motivated
and practice self-
regulation.
N/A
Understanding the role of
incentives for launching new
program initiatives at the
Cutting Edge Youth Summit
N/A N/A N/A
Understanding the importance
of a personal contribution to
curriculum design,
implementation, and evaluation.
N/A Observation during
staff meetings to
determine if
incentives are
clearly
communicated
N/A
Understanding the purpose and
value of launching a global
curriculum at the Cutting Edge
Youth Summit
Observe the attitudes of
instructors during faculty
meetings
Observe the
attitudes of the
instructors during
classroom visits
Observation during
faculty meetings to
determine if faculty
understand the
purpose, value, and
significance of
launching a global
education
curriculum.
Awareness about new team
dynamics on organizational
goals for global education
N/A
N/A Observation during
faculty meetings and
informal gatherings
to determine
stakeholder’s view
of team
Awareness about credible
models of other non-profit
organizations and schools
launching a global education
curriculum
N/A Observation during
faculty meetings
and informal
gatherings to
determine if
faculty’s view of
the global
education
curriculum as a
team.
Observation during
faculty meetings and
informal gatherings
to determine if
stakeholders
mention credible
non-profits and
schools that provide
global education.
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
141
APPENDIX I
DOCUMENT ANALYSIS BUILDER WORKSHEET
Table 18
Document Analysis Builder Worksheet
Assumed Cause Knowledge Motivation Organization
Identification of characteristics of a
global curriculum
N/A N/A N/A
Knowledge about popular global
education terminology
Meeting minutes and
Emails to confirm findings
N/A N/A
Knowledge about the goal of global
education curriculum through the
Cutting Edge Youth Summit
Review Cutting Edge
Youth Summit’s annual
planning document to
verify if the goals for
global education are stated
N/A N/A
Knowledge of the process of
educating students to become global
leaders
Meeting minutes and
Emails to confirm findings
N/A N/A
Understanding the impact of
globalization on higher education and
k-12; identifying trends in higher
education and k-12 regarding global
education
N/A N/A N/A
Understanding how to connect at risk
students to teaching objectives to the
components of a global education
Meeting minutes, and
Emails to confirm findings
N/A N/A
Knowledge about specific strategies to
effectively build a global education
curriculum
Meeting minutes, if any
Emails to validate findings
N/A N/A
Knowledge of how to effectively
monitor program implementation for a
global education curriculum for at risk
students
Meeting minutes, if any
Emails to validate findings
N/A N/A
Understanding the importance of self-
regulation in program implementation.
N/A N/A N/A
Understanding the role of incentives
for launching new program initiatives
at the Cutting Edge Youth Summit
N/A N/A N/A
THE IMPORTANCE OF BEING A GLOBAL CITIZEN
142
Table 18, continued
Assumed Cause Knowledge Motivation Organization
Understanding the importance of one’s
contribution to curriculum design,
implementation, and evaluation
N/A Meeting minutes
and E-mails to
verify if incentives
are clearly stated
N/A
Understanding the purpose and value
of launching a global education
curriculum at the Cutting Edge Youth
Summit
N/A Meeting minutes
and E-mails to
determine the level
of stakeholder’s
involvement and
response to program
needs
N/A
Awareness about new team dynamics
on organizational goals for global
education activities
N/A N/A Meeting minutes
and E-mails to
verify if the
purpose and value
are clearly stated
Awareness about credible models of
other non-profit organizations and
schools for launching a global
education curriculum
N/A N/A Meeting minutes
and E-mails to
evaluate the level
engagement for
instructors of the
Cutting Edge
Youth Summit
Abstract (if available)
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Asset Metadata
Creator
Lucas-Bledsoe, Candice
(author)
Core Title
The importance of being a global citizen: creating and implementing a global curriculum for the Cutting Edge Youth Summit
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Global Executive
Publication Date
09/16/2014
Defense Date
07/15/2014
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
at-risk students,global citizen,global curriculum,global education,global leadership,global student leaders,global youth leaders,minority students,OAI-PMH Harvest
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Robison, Mark Power (
committee chair
), Diamond, Michael A. (
committee member
), Picus, Lawrence O. (
committee member
)
Creator Email
cbledsoe@usc.edu,hicandice@hotmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c3-479992
Unique identifier
UC11286970
Identifier
etd-LucasBleds-2954.pdf (filename),usctheses-c3-479992 (legacy record id)
Legacy Identifier
etd-LucasBleds-2954.pdf
Dmrecord
479992
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Lucas-Bledsoe, Candice
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
at-risk students
global citizen
global curriculum
global education
global leadership
global student leaders
global youth leaders
minority students