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Bringing the 21st century into California schools: a case study

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BRINGING THE 21
ST
CENTURY INTO CALIFORNIA SCHOOLS:
A CASE STUDY

by

Allie Alm Bak
_______________________________________________________________

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

May 2011

Copyright 2011 Allie Alm Bak
ii

DEDICATION

This dissertation is dedicated to my family and husband, whose humility and
unrelenting support and enthusiasm have inspired me to complete this journey. It is
because of their wisdom and enlightenment, which has entertained me over the many
years, that has consistently helped me keep perspective on what is important in life,
shown me how to deal with reality, and dream beyond my curiosities.

iii

ACKNOWLEDGEMENTS
The writing of this dissertation has been a result of the support,
encouragement, inspiration, patience, and guidance of many people, without
whom this study would not have been completed. It is to them that I owe my
deepest acknowledgement and gratitude.
My greatest appreciation to my dissertation chair, Dr. Stuart Gothold,
for persevering with me as my advisor throughout the time it took me to
complete this research and write the dissertation. His wisdom, knowledge, and
commitment to the highest standards inspired and motivated me. I am
grateful as well to members of my dissertation committee, Dr. Kathy Stowe
and Dr. Dennis Hocevar, who generously gave their time and expertise to
better my work.
My deepest gratitude to the principal, faculty and staff of the research
study school, who generously shared their resources, insights, time, and
experiences that supported and expanded my work, and ultimately made this
journey possible and rewarding.

iv

TABLE OF CONTENTS
Dedication ii
Acknowledgements iii
List of Tables vi
Abstract vii
Chapter I: The Problem 1
Statement of the Problem 4
Purpose of the Study 7
Importance of the Study 8
Limitations 9
Delimitations 10
Definitions 10
Organization of the Remainder of the Study 15
Chapter II: Review of the Literature 17
Historical Context 18
Imperative of Global Education 22
21
st
Century Educational Practices 33
Summary 53
Chapter III: Methodology 55
Purpose 56
Research Questions 56
Research Design Summary 57
Conceptual Framework 59
Figure 1: Conceptual Framework 61
Sample and Population 61
Instrumentation and Data Collection 65
Data Analysis 68
Chapter IV: The Findings 70
The Research Questions 70
Description of Data Collection Methods 70
Description of the Case Study School 72
Discussion of the Findings 74
Teaching for the 21
st
Century 75
Bringing in the World 89
Developing Global Citizenship 103
v

Chapter V: Summary, Conclusions, and Implications 113
The Purpose of the Study 114
Summary of the Findings 114
Conclusions 121
Implications for Further Research 123
References 127
Appendices 131
Appendix A: Document Review 131
Appendix B: Interview 132
Appendix C: Survey 133
Appendix D: Observation 135
Appendix E: Interview Triangulation Matrix 136

vi

LIST OF TABLES
Table 1: Research School Student Demographics 62
Table 2: College Readiness of Students at Research Study School 81
Table 3: Graduation Rate of Research Study School 81
Table 4: Students enrolled in Advanced Placement Courses in
Research Study School 83
Table 5: Academic Progress for the Research Study School 104
Table 6: Goals for Action Plans at Research Study School 104

vii

ABSTRACT
The purpose of this case study was to examine a California school addressing
globalization in their curriculum and instructional practices, to identify key curricular
elements and organizational structures, and their associated student outcomes.
Furthermore, this study sought to uncover themes emerging from the examination of
programs, instructional practices, and organizational structures identified at the case
study school associated with student behaviors and/or outcomes.
A global school in southern California was selected for this study as an
example of a school adopting globalization in its vision, as well as curricular
elements and organizational structures, to support its educational goal. Being
part of a relatively large urban district, the school is located in a primarily
Hispanic, low socioeconomic neighborhood and is part of Asia Society’s
International Studies School Network. The school has met or exceeded the
criteria set for this study, defining it as a global education school.
The inquiry method employed for this study was the case study
approach. Documents were reviewed, observational field notes of site visits
were taken, a survey was administered, and structured, open-ended interview
questions were used to uncover global educational elements associated with
student outcomes. To ensure triangulation of the research data, the eight
dissertation team members created and used the same data collection
instruments in eight different global education schools.
Data analysis uncovered three themes associated with global
educational practices surrounding curricular elements, organizational
viii

structures and perceived student outcomes. These themes were: 1) Teaching
for the 21
st
Century 2) Bringing in the World, and 3) Developing Global
Citizens. Analysis and interpretation of the data gathered at the case study
school was conducted, leading to identification of implications for further
study.
1

CHAPTER I

OVERVIEW OF THE STUDY

[Globalization] is relevant to education because it will increasingly
define the contexts in which young people growing up today will live,
learn, love and work. In the 21st century, the fortunes, identities,
opportunities, and constraints of children and youths growing up [sic]
will be linked to processes in economy, society, and culture that are
increasingly global in scope. Globalization will affect schooling
worldwide because of a general convergence: by de-territorializing the
competencies and sensibilities that are rewarded, it generates powerful
centripetal forces on what students the world over need to learn to
emerge as productive, engaged, and critical citizens of tomorrow.
(Suarez-Orozco, 2005, p.210)

The imperative for global education has increased within the education
discussion out of several global factors, most notably, shifts in economic and
technological systems, along with increased transnational migrations. This
has called on the system of education to produce students who not only know
academic content, but can apply them to the current context of a globally
interconnected world. Students will not only have to compete with an
international human capital force, but interact with diverse cultures that have
traversed regional boundaries, as well as communicate and work differently
using evolving technology.
Recognition of this global interdependence has been evident since the
launch of Sputnik, when the United States looked towards this international
milestone to drive improvements within its own educational system (Darling-
Hammond, 2009). However, the improvements enacted into the education
system, then, focused on raising national achievement in math and science
2

content alone (Darling-Hammond, 2009), rather than enlisting a broader
global scope in content or skills.
Some education institutions recognized the value of international
competition and global interconnectedness, launching several global education
efforts as early as 1977. The global education effort initiated in 1977 came
out of the publication of the Global Education Guidelines (1977) by Michigan
school‟s Global Education Committee. The proposed curriculum aimed to
teach an interdisciplinary, content and skills-based approach to develop
students‟ global perspectives, knowledge of global issues, problem solving
skills, a foreign language, and multicultural education (Michigan State
Department of Education, 1977). Their proposed goal was to create and
implement a curriculum that mirrored the interdependent global community,
but its implementation fell short due to education‟s focus on math and science
achievement. In the 1980s, the global education effort was relaunched and
redefined to focus on “technology, conflict resolution and peace, ecological
issues, and tolerance” (Merriman & Nicoletti, 2008, p.11), mirroring the
social, economic, and political context of that time. Concurrently, The Nation
At Risk (1983), a report commissioned by President Reagan, published
education‟s failure to produce high achievement nationally among students.
As a result, educational reforms stemming from The Nation At Risk (1983)
report prioritized more standardized testing, as well as math and science
achievement (Darling-Hammond, 2009).
3

The global education discussion was reintroduced in the 1990s due to
the economic, political, cultural, and technological shifts surrounding the
welfare of the United States (Tye & Tye, 1992) and, in the past decade, the
global education discussion has increased amidst the implementation of the
No Child Left Behind Act (NCLB) in 2001. NCLB has focused the nation‟s
education goals on test performance, core content, and recall of facts, rather
than the ability to apply knowledge and skills (Wagner, 2008), which is at the
heart of global education. Global education discussions and efforts have
shifted educational accountability from local, state, and federal, as prescribed
by NCLB, to international. With U.S. students falling well behind other
developed nations on international assessments, such as the Program for
International Student Assessment (PISA) and Trends in International
Mathematics and Science Study (TIMSS), earlier educational reform efforts
prioritizing math and science achievement have lacked their intended results.
These tests have indicated that U.S. students produce mediocre results when
applying knowledge to real world skills, as measured by both the PISA and
TIMSS. With students, nationally, ranking 29
th
in eighth grade science, and
35
th
in math (Darling-Hammond, 2009) among 40 developed nations, the
educational challenge still remains in boosting achievement, but on a global
scale. This imperative for raising achievement internationally is further
illustrated by data that shows that 70 percent of U.S. high school students are
unable to understand complex reading materials, 66 percent lack analytic
skills, 65 percent are deficient in work and study habits, 62 percent write
4

poorly, 59 percent lack research skills, and 55 percent are unable to apply
knowledge to solve problems (Wagner, 2008, p.103). These results point to
limitations in earlier educational reform efforts, including NCLB, in
producing competent and proficient students, especially in demonstrating
higher forms of cognition. The 21
st
century has paved an economic, cultural,
and political role for the United States in a global system that has provided
both the imperative and “common motivation for involvement in global
education” (Pike, 2000, p.65).
Attempting to address these global educational gaps, current literature
not only continues to reveal the global education imperative, but also to
identify and examine factors associated with improving students‟ readiness for
the 21
st
century. Numerous variables have been identified, including
curricular elements and organizational structures that have been implemented
towards developing 21
st
century skills among students. Much of the literature
has documented examples and evidence of student gains, academically and
cognitively, to identify significant global education variables that contribute to
preparing students for the 21
st
century.
Statement of the Problem
Global education has been in the midst of educational discussions over
the past several decades. However, due to other educational priorities that
were driven out of international competition and political focus, the global
education imperative hasn‟t surfaced as strongly as it has until the recent
decade. Although global education and globalization have been considered a
5

complex phenomenon with many variables and definitions, those in support of
global education agree that it is a reality of the current context in which our
students must be prepared to navigate. Global interconnectedness has been
borne out of economic, environmental, cultural, political, and technological
shifts (Pike, 2000; Wagner, 2008; Stewart, 2007; Tye & Tye, 1992; Suarez-
Orozco, 2004), which has created the need for an educational system that can
prepare students to navigate this global landscape as learners, workers, and
citizens (Wagner, 2008).
To be globally prepared, students need to develop “soft skills” that
include the ability to be critical thinkers, problem solvers, creative, innovative,
adaptable, and able to access and process information, media and technology
skills (Wagner, 2008; Partnership for 21
st
Century Skills, 2008; Friedman,
2008; Trilling & Fadel, 2009). In addition, showing global awareness, as well
as knowledge in areas such as finance and civic literacy, is increasingly
necessary (Suarez-Orozco, 2007; Braskamp, 2008; Stewart, 2008).
Internationally and nationally, global education has been evidenced through a
variety of curricular elements, programs, and organizational structures. Some
common global education efforts have included the redevelopment of the
school‟s mission, enhancing current curriculum through the addition of
multicultural and international content, infusion of technology, provision of
foreign language instruction, developing critical thinking skills, and use of
multiple assessment forms. In addition, organizational structures, most
notably teacher capacity building, are being revamped, so that new and
6

veteran educators are equipped with both the knowledge and skills to create
21
st
century learning environments. Since the goals of global education are to
develop students‟ skills for a 21
st
century world, identifying those curricular
elements and organizational structures, which aim to produce 21
st
century
citizens as the outcome, have become important.
Additionally, numerous studies and literature regarding global
educational imperatives, have also cited the value of instilling global
citizenship, such as concern for human rights, respect for diverse cultures, and
engagement with local and world issues (Stewart, 2007). Global education
proponents and institutions have collaborated with numerous public and
private schools throughout the nation to implement global education practices
with the goal of preparing students for the 21
st
century. Some of the programs
in place to support 21
st
century readiness are the International Baccalaureate
Program ([IB], Smith, 2002), the Model United Nations ([MUN], Stewart,
2007), international teacher and student exchange programs, partnerships with
leading global education institutions, such as The Partnership for 21
st
Century
Skills (P21) and Asia Society, foreign language and international studies
requirements (Stewart, 2007), and professional development for developing
teachers‟ knowledge and capacity to teach 21
st
century knowledge and skills.
The studies that have identified and examined curricular and organizational
elements to support the goals of global education have reported commendable,
yet varying outcomes, due to the implementation of varying programs and
global educational focus. Some schools or institutions have implemented
7

global education through a foreign language focus. Others have contributed to
the global education effort through international programs, such as IB or
MUN, which connect students internationally through curriculum and
perspectives. Still, other schools have partnered with global education
institutions to create internationally themed schools, such as Asia Society‟s
International High School of the Americas in San Antonio, Texas, which has
redesigned their curriculum towards an international focus (Stewart, 2007).
Research on global education among varying proponents and
institutions continues to confront the complexity of the phenomenon,
compounded by the lack of research or findings on student behaviors and
outcomes within global education institutions. With rising discussion and
implementation of global education, more research is needed to identify
student behaviors and outcomes in schools that address globalization in their
curriculum, practices, and structures.
Purpose of the Study
The purpose of this case study was to examine a school that had
adopted global education as its educational goal, and to identify its key
curricular elements, organizational structures, and student outcomes. For this
study, the concept of global education was defined as education that develops
students‟ skills for a career, continued learning, as well as active and informed
citizenship (Pike, 2000; Wagner, 2008; Stewart, 2007; Tye & Tye, 1992;
Suarez-Orozco, 2004; Partnership for 21
st
Century Skills, 2008) for the 21
st

century. These skills include “soft skills” (Wagner, 2008), digital literacy,
8

and global citizenship, as previously defined. The research study set out to
identify global education practices and structures in curriculum and
organization to better identify student outcomes/behaviors.
This study was guided by the following research questions:
1. What are the curricular elements in schools embracing globalization?
2. What organizational structures support globalization?
3. What perceived student behaviors/outcomes are seen?
Importance of the Study
The global interconnectedness of the 21
st
century has created a
demand for skills that requires much more use of new technologies in the
labor market, motivation and self-reliance, the ability to design and organize,
take risks and solve new problems (Wagner, 2008). The labor market has
seen sharp decline in routine manual and routine cognitive tasks and sharp
increase in non-routine, interactive tasks (Darling-Hammond, 2009). Thus,
the 21
st
century will require students to apply knowledge in novel ways and
transfer what they‟re learning into new and wider contexts.
Furthermore, expectations for learning are also changing. The new
economy and society means that more people need to develop “soft skills,”
which encompass the ability to communicate at high levels, and adapt and
interact with a changing environment. Additionally, they will need to become
problem solvers, analyzers, conceptualizers, reflectors, creators, innovators
and continuous learners to manage the complexities of a global world
(Wagner, 2008). This preparation falls on the education system to rethink its
9

design of curricular elements and organizational structures to prepare students
for the global community.
Much of the global education literature and a majority of studies
addressing global education have focused on curricular elements, including
assessment and programs, and organizational structures, such as professional
development, with limited discussion of student behaviors and outcomes.
This case study was conducted to address this limitation. The results of this
case study, in concert with the dissertation team‟s research findings from other
global education schools throughout California, may add to the knowledge of
student outcomes and behaviors in global education institutions. In addition,
examining the curricular elements and organizational structures associated
with global education at one California school, may provide a richer context
for interpreting the value of each of the elements and structures studied.
This case study examined one California school to identify those
factors that contributed to the global education imperative cited in the
literature, as well as in the school‟s educational goal. More importantly, the
study identified the outcomes and perceived behaviors of a global education
curriculum and organizational structure among its student.
Limitations
1. The use of a single school as a case study limits the generalizability of the
findings and conclusion to only those schools that are uniquely similar.
10

2. The findings resulting from the selected participants from a single school
limits the generalizability of the study‟s findings and conclusion to only
those schools that are uniquely similar.
3. The number of participants surveyed, interviewed, and observed is limited
to those from a single school, thus limiting the generalizability of study‟s
findings and conclusions to those schools that are uniquely similar.
4. The level of truthfulness with which participants conveyed their
perceptions may reduce confidence placed in the study‟s findings.
Delimitations
Several criteria focused the selection of schools for the study. To best
align with the problem and purpose of the study, all schools were elementary
or secondary schools in California with globalization present in their mission,
purpose, or vision statement. In addition, the following globalization
elements, though not limited to, were present in the selected schools:
technology as an instructional learning tool, foreign language/cultural
awareness, problem-solving/critical thinking activities, global curriculum
(including multiculturalism), and international programs (e.g. MUN, travel
opportunities, partnerships).
Definitions
Globalization: According to numerous literature, global education
advocates and institutions, globalization is the ongoing process of the
increasing interconnectedness between societies through shifts and exchanges
in economic, social, technological, political, and cultural systems (Suarez-
11

Orozco, 2007; Merriman & Nicoletti, 2008; Spring, 2008; Wagner, 2008;
Friedman, 2008).
Global Education: An education that prepares students to be competent
citizens in a global society through abilities to apply knowledge and skills,
such as taking multiple perspectives, acknowledgment of global
interconnectedness, and understanding of global issues, among others, to
compete, connect and cooperate on a global scale (Merryfield & Kasai, 2004;
Wagner, 2008, Suarez-Orozco, 2007, Friedman, 2008)
Global Citizenship: The ability to think, seek a sense of self, relate to
others and engage actively as contributing members of an interconnected
community (Braskamp, 2008; Agnello, White, and Fryer, 2006).
Soft Skills: Higher order cognitive and metacognitive skills,
communication and interpersonal skills, as well as the ability to problem solve
(Suarez-Orozco, 2007; Wagner, 2008).
PISA (Program for International Student Assessment): Per a review of
the Organisation for Economic Co-operation and Development website, PISA
is an internationally standardized assessment designed to measure both
knowledge and application of skills, such as problem solving, in the domains
of reading, math, and science literacy (Organisation for Economic Co-
operation and Development [OECD], 2009).
TIMSS (Trends in International Mathematics and Science Study): Per
a review of the International Association for the Evaluation of Educational
Achievement website, TIMSS is an internationally comparative assessment
12

designed to measure students‟ competencies in math and science
(International Association for the Evaluation of Educational Achievement
[IEA], 2009).
IB (International Baccalaureate Program): Per the International
Baccalaureate website, IB offers three programs in “138 countries to help
develop the intellectual, personal, emotional and social skills to live, learn and
work in a rapidly globalizing world.” There are more than 794,000 IB
students at 2,874 schools in 138 countries (International Baccalaureate [IB],
2009).
MUN (Model United Nations): Per the National Model United Nations
Website, MUN is a program that “advances understanding of contemporary
international issues through quality educational experiences that emphasize
collaboration and cooperative resolution of conflict” (National Model United
Nations [NMUN], 2009).
Global School: According to the University of Southern California‟s
dissertation team, global schools are defined as an educational institution that
states globalization in its mission, vision, or purpose statement. In addition,
they include, but are not limited to, technology as an instructional learning
tool, foreign language/cultural awareness program, problem-solving/critical
thinking activities, global curriculum (including multiculturalism), and
international programs (e.g. MUN, travel opportunities, partnerships).
API (Academic Performance Index): Per the California Department of
Education website, “The Academic Performance Index is the cornerstone of
13

California‟s Public Schools Accountability Act of 1999 (PSAA). The purpose
of the API is to measure the academic performance and growth of schools. It
is a numeric index (or scale) that ranges from a low of 200 to a high of 1000.
A school‟s score on the API is an indicator of a school‟s performance level.
The statewide API performance target for all schools is 800. A school‟s
growth is measured by how well it is moving toward or past that goal. A
school‟s API Base is subtracted from its API Growth to determine how much
the school improved in a year” (California Department of Education [CDE],
2009).
SARC (School Accountability Report Card): “In November 1998,
California voters passed Proposition 98, also known as The Classroom
Instructional Improvement and Accountability Act. This ballot initiative
provides California‟s public schools with a stable source of funding. In
return, all public schools in California are required to provide the public with
important information about each public school and to communicate the
school‟s progress in achieving its goals” (CDE, 2009).
CST (California Standards Test): A state-wide test that assesses the
contents of English-language arts, mathematics, science, and history-social
science and is administered only to students in California public schools.
Except for a writing component that is administered as part of the grade 4 and
7 English-language arts test, all questions are multiple choice. These tests
were developed to specifically assess students‟ performance on California‟s
Academic Content Standards. The State Board of Education adopted these
14

standards that specify what all California children are expected to know and
be able to do in each grade or course (CDE, 2009).
California High School Exit Exam (CAHSEE): The CAHSEE was
created by the California Department of Education to improve the academic
performance of California High School students, and especially of high school
graduates, in the areas of reading, writing, and mathematics. It is a
requirement for high school graduation in the state of California; public
school students must pass the exam before they can receive a high school
diploma, regardless of any other graduation requirements (CDE, 2009).
Asia Society: Per the Asia Society Website, Asia Society is “the
leading global and pan-Asian organization working to strengthen relationships
and promote understanding among the people, leaders and institutions of the
United States and Asia. Their help is aimed at the cultural and informational
dimensions of the global age, while revealing the intellectual capacity of the
students representing minorities and low-income families” (Asia Society,
2008).
International Studies School Network (ISSN): ISSN are schools
sponsored by the Asia Society in low-income and minority communities with
the mission of developing college-ready, globally competent graduates. The
network includes 23 schools in urban and rural communities across the United
states and serves students in grades 6-12 or 9-12. The effort of ISSN schools
is to respond to two issues facing schools in America. The first is the
persistently poor academic performance among low-income and minority
15

students. The second is preparing students to participate in a global
environment (Asia Society, 2008).
Skype: Per the Skype website, Skype is a leading global Internet
communications company which offers free voice and video calls worldwide
(Skype, 2010).
SMART Board: Per the SMART board website, SMART Board is “an
interactive whiteboard that combines the functions of a whiteboard with the
power of a computer, which allows for delivery of dynamic lessons, writing
notes in digital ink, and saving work with the touch of a finger” (SMART
Board, 2010).
Google Docs: Per the Google Docs website, Google Docs is “a free,
Web-based word processor, spreadsheet, presentation, form, and data storage
service offered by Google. It allows users to create and edit documents online
while collaborating in real-time with other users” (Google Docs, 2010).
You Tube: Per the You Tube website, You Tube is a video-sharing
website where users can upload, share, and view videos (You Tube, 2010).
Organization of the Remainder of the Study
Chapter two provides a review of literature on the global education
imperative and its curricular and organizational elements in educational
institutions and organizations. A wide range of practices, programs, and
structures promoting global education are presented and discussed.
Chapter three presents the theoretical foundation for the study‟s
methodology and research design. The study‟s sample, conceptual model,
16

instrumentation used, data collection processes and data analysis are
presented.
Chapter four presents the findings of the study, discussion answers for
each of the guiding research questions, followed by the identification of the
major themes deduced from the findings.
Chapter five summarizes the findings, makes conclusions and
discusses the implications of the study for further research. The study
concludes with references and appendices.

17

CHAPTER II
REVIEW OF THE LITERATURE
The rise and shift in technological, economic, environmental, cultural,
and political systems have created a global interdependence across regional
and cultural borders. This global interconnectedness of the 21
st
century has
called on the education system to rethink the design of schooling so that it can
produce knowledgeable, skilled, and globally aware citizens of the 21
st

century; citizens who can compete and function socially, culturally and
cognitively in the increasingly competitive global market and environment
(Suarez-Orozco, 2005; Wagner, 2008).
The definition of global education converges among global education
leaders and organizations--develop students‟ skills for a career, continued
learning, as well as active and informed citizenship (Pike, 2000; Wagner,
2008; Stewart, 2007; Tye & Tye, 1992; Suarez-Orozco, 2004; Partnership for
21
st
Century Skills, 2008; Asia Society, 2008). To do this, the K-12
educational system can adapt its practices and culture to prepare all students to
navigate the global arena.
First, the rationale for global education will be discussed through the
international forces driving the global education imperative. These
international factors include the changing economic relationships and the
development of the knowledge economy, the migration that has created
increased diversity and interaction, and the interconnectedness that has been
heightened out of new technologies (Friedman, 2005; Wagner, 2008; Suarez-
18

Orozco, 2005; Tye & Tye, 1992; Spring, 2008; McJimsey & Ross, 2008).
Adding to this discussion are the curricular elements and programs of global
education, which include foreign language instruction, technology, critical
thinking skills, multicultural and international content, formation of
partnerships, locally and globally, as well as design and implementation of
multiple assessment forms for measuring 21
st
century skills. Organizational
structures, notably, rebuilding teacher capacity towards a 21
st
century
education, will also be discussed as integral to the global education objective
of developing 21
st
century skills among students. Finally, the next steps for
identifying student outcomes in global education will be introduced.
Historical Context
The United States has historically looked towards international events
and educational benchmarks as indicators for the nation‟s success and political
power. In the past, the global education discussion was borne out of a fear for
being surpassed by other developed nations and created concern for
education‟s failure to produce favorable student outcomes on comparable
tests, especially in math and science (Darling-Hammond, 2009). Political
power dominated the drive for a more internationally competitive education
system that would place the U.S. at the zenith of economic, political, and
technological power. Although the call for global education transcended out
of and focused on politics, the focus of the discussion in this decade has
shifted more towards prioritizing educational practices and organizational
structures. In addition, at the heart of global education lies the goal of
19

producing students who are able to function cognitively, socially, and
professionally within a globally diverse and changing environment, rather
than surpassing international students on tests alone (Saurez-Orozco, 2004;
Wagner, 2008; Darling-Hammond, 2010). Historically, however, this goal
had been given low priority due to political motives driven by international
competition, rather than recognition of global interconnectedness, which has
led education reform steadily away from the 21
st
century education that is now
advocated by global education leaders and organizations.
Beginning in the 1950s, with the launch of Sputnik, national education
was criticized for its inability to prepare students mathematically and
scientifically to compete with the developing world (Darling-Hammond,
2009). What ignited was a strong push for more math and science, along with
more inquiry-based pedagogy in schools, and education was regulated towards
test performance in math and science (Darling-Hammond, 2009). In 1977,
global education entered the education discussion as a means of preparing the
nation‟s students for active participation in a changing context. This initiative
was spearheaded by Michigan State‟s Superintendent of Public Instruction,
John Porter, who convened a Global Education Committee to draft the Global
Education Guidelines (1977) for the state of Michigan to “carefully plan and
carry out curriculum changes that [were] commensurate with the realities of
living in an interdependent world” (p.3). The guidelines were provided to
Michigan schools to both initiate and strengthen global education programs so
that students would develop an understanding for the “global community and
20

the interdependency of its people and ecological, social, economic, and
technological systems (Michigan State Department of Education, 1977, p.3).
Through an interdisciplinary, content and skills-based approach, students
would develop global perspectives, knowledge of global issues, problem
solving skills, a foreign language, and multicultural education, but this
initiative did not meet full implementation due to other educational priorities
of the 1980s.
In 1983, President Reagan charged the National Commission on
Excellence in Education with The Nation at Risk (1983) report, which
asserted a “rising tide of mediocrity” (p.3) in education and the “world being
overtaken by competitors” (p.3), again spurring a call to arms for the
educational system, especially in math and science performance. This ignited
similar education reform during the time of Sputnik, which focused on
standardized test performance, as well as a fear, rather than recognition, of an
increasing international knowledge economy (Darling-Hammond, 2009).
Global education was reintroduced at this time and included topics such as
“emerging technology, conflict resolution and peace, ecological issues, and
cultural tolerance” (Merimann & Nicoletti, 2008, p.11), but because of other
demands on school curricula from school reform movements that stemmed out
of the Nation At Risk Report, global education was made a low priority.
In the 1990s, global education reemerged and focused on the need to
develop global awareness and citizenship among students (Merriman &
Nicoletti, 2008, p.11). The view on globalization had shifted to where “the
21

welfare of the United States was [seen as more] closely tied to the welfare of
other countries by economics, the environment, politics, culture, and
technology” (Tye & Tye, 1992, p.11). However, when the nations‟ governors
and President George H.W. Bush adopted six other goals for education in
1989, global education, once again, fell under low priority (Darling-
Hammond, 2009). The President‟s goals for education included the rise of
U.S. student achievement to the top in math and science, echoing earlier
reform sentiments, as well as graduating all students, and ensuring that
students entered the education system ready to learn (Darling-Hammond,
2009).
In 2001, the No Child Left Behind Act (NCLB) was adopted, creating
an educational arena that focused on standards-based content and assessment
measures (Darling-Hammond, 2009). Educators were driven by a “teach to
the test” curriculum that emphasized core content and recall of facts, rather
than application of knowledge and skills (Wagner, 2008; Darling-Hammond,
2009). Thus, “curricular changes toward a more global perspective [were]
slow to evolve [sic] because limited classroom time [was] already devoted to
existing curricula, standardized testing, and meeting federal and state
mandates” (Merimann & Nicoletti, 2008, p.11) resulting from NCLB. As
with previous reform efforts, the predominance of fear that had culminated out
of NCLB‟s sanctions for under-performing schools, led education away from
prioritizing global education and producing globally competent citizens.
22

Instead, American education has continued prioritizing students‟ abilities to
perform well on a test (Wagner, 2008).
In recent years, K-12 education, higher education institutions, and
global education organizations have begun the global education effort within
curricular elements and organizational structures. Schools have adopted
global programs, such as the International Baccalaureate Program (IB) and
foreign language programs (Committee for Economic Development [CED],
2006), to provide more internationally competent learning. Higher education
institutions have started measures to train and retrain educators so that they
are globally competent and skilled to address global education in classrooms
(Devlin-Foltz, 2009). Multiple measures of assessment, beyond the current
measures supported by NCLB, such as performance-based assessments and
student-generated portfolios (Darling-Hammond, 2010), are being designed
and implemented. With the shift and expansion of economic, political,
cultural, and technological systems, the 21
st
century will expect students to do
more than internationally outperform students in math and science, but apply
knowledge and skills in novel ways and transfer what they learn into new and
global contexts (Suarez-Orozco, 2005). This calls on the American education
system to reprioritize global education since its efforts three decades ago.
Imperative for Global Education
The global education discussion is not a recent phenomenon and the
urgency for its implementation has increased over the past decade due to
increased global interdependence. This interdependence, according to
23

numerous global education advocates and organizations, has been attributed to
the development of a global workforce, technology, and transnational
migrations (Friedman, 2005; Wagner, 2008; Suarez-Orozco, 2005; Tye &
Tye, 1992; Spring, 2008; McJimsey & Ross, 2008). The global workforce,
otherwise referred to as the knowledge economy, implies that the labor market
has expanded worldwide and is now more information driven, as well as
globally networked (Partnership for 21
st
Century Skills [P21], 2009; Asia
Society, 2008). According to Friedman (2005), “the global economic playing-
field [is enabling] more people than ever, from more places than ever, to take
part in the global economy” (p.29); therefore, the knowledge and skills once
dominated by developed nations is now more equitably shared on a global
scale, resulting in more international competition for career opportunities.
This competition is further heightened in a global workforce with the
expansion of technology. Global education advocates, like Stanford
University‟s Darling-Hammond (2009) and Harvard University‟s Change
Leadership creator, Wagner (2008), state that technology has redefined the
global economic framework by creating a labor market that has seen a sharp
decline in routine manual and routine cognitive tasks and sharp increase in
non-routine, interactive tasks that cannot be automated or performed by
technology. These technological developments have also facilitated
communication, business, and transportation across borders (McJimsey &
Ross, 2008). Technology, most notably the internet, has increased and
reinvented interaction among diverse societies, both socially and
24

professionally, resulting in a need for cultural understanding, as well as
linguistic abilities. This ability to traverse national and international
boundaries has not only affected the global economy, but altered the
traditional boundaries of national and international politics (McJimsey &
Ross, 2008) and interconnectedness.
The loosening of political boundaries has also facilitated mass
migrations of people across and within regions, further demanding increased
interaction, diversity, and understanding (Suarez-Orozco, 2007). If
globalization is this “ongoing process of intensifying economic, social, and
cultural exchanges across the planet” (Suarez-Orozco, 2007, p.7), and further
heightened through technology, then schools need to provide an education for
“lifelong cognitive, behavioral, and relational engagement with the world”
(Suarez-Orozco, 2007, p.19). Education is called to adapt to these significant
global changes by developing a system for teaching critical thinking and
problem-solving skills, accessing and using new information (Wagner, 2008),
as well as understanding the global context (Suarez-Orozco, 2007)), if
students are to fully participate in the 21
st
century.
Knowledge Economy
The development of a global workforce has spurred competition
within the knowledge economy. Students, internationally, are surpassing the
U.S. in both knowledge and skills, whereby producing much cheaper and
efficient labor markets (Darling-Hammond, 2009: Friedman, 2008). In her
study, Lessons from Abroad: International Standards and Assessments (2009),
25

Darling-Hammond observed U.S. students‟ poor performance in math and
science, as internationally measured by the Program for International Student
Assessment (PISA) and Trends in International Mathematics and Science
Study (TIMSS). For 2007, the U.S ranked 29
th
out of 40 developed countries
in eighth grade science, and 35
th
in math (Darling-Hammond, 2009). These
results, according to Darling-Hammond (2009), are significant because they
are designed to assess student‟s ability to apply what they‟ve learned to new
problems. The challenge remains, in that, U.S. students have consistently
produced mediocre outcomes, especially when applying knowledge to real
world situations, as measured by such international tests (Darling-Hammond,
2010).
The international human capital, who are outperforming the U.S., are
also challenging the opportunities for successful careers and abilities for U.S.
students, who are graduating at much lower rates from a system which often
has not prepared them to be active participants in a global network (Wagner,
2008). This is further illustrated by Harvard University‟s Change Leadership
creator and author of The Global Achievement Gap (2008), Tony Wagner,
who asserted that the current “test-based” curriculum and “accountability on
the cheap,” spearheaded by the passage of NCLB in 2001, has created an
education system that is focused on basic skills competencies throughout the
national K-12 education forum, limiting both curriculum and instruction
required of the 21st century knowledge economy. This has produced both
national and global achievement gaps, whereby U.S. students are learning
26

neither the skills nor knowledge needed to succeed as workers and citizens
(Wagner, 2008). Wagner (2008) observed the global achievement gap
through U.S. school achievement data which showed that the United States‟
graduation rate was 70 percent, and still well behind other developed
countries, such as Denmark and Japan. Of the 70 percent graduation rate,
only one-third were stated to be college-ready, and more than 40 percent
required remedial classes. This illustrates that current education is creating a
human capital that is unprepared for international participation, competition,
or workforce. “This enduring achievement gap [sic] augurs trouble ahead as
the new economy is increasingly unforgiving of those without the skills and
credentials required for functioning in the knowledge-intensive sector of the
opportunity structure, and as a high-school diploma has yielded steadily
diminishing returns” (Suarez-Orozco, 2007, p.3).
The Partnership for 21
st
Century skills (P21), a national organization
advocating and partnering with education institutions for 21
st
century
readiness, agree in their Transition Brief: Recommendations on Preparing
Americans for the Global Skills Race (2008) that the economy and jobs have
shifted to a service economy that is driven by information, knowledge,
innovation and creativity. This will not only displace low-level skill workers,
but require skills to “invent and create, implement global strategies in
international marketplaces, and apply such skills as foreign language
competency, flexibility, and openness to new and different ideas” (Partnership
for 21st Century Skills [P21], 2008, p.3). Furthermore, in his book, Hot, Flat,
27

and Crowded, Friedman (2008) adds that the need for the development of 21
st

century skills and citizenship is heightened by the growing trend of jobs being
routinized, automated, or off-shored because the projected job growth will be
concentrated in jobs that are associated with higher education and skill levels
(Friedman, 2008). However, even students with this advantage will have to
compete with equally or better skilled workers internationally. “The
competition will really come down to who has the best human capital--
especially in a world where people are no longer nation bound and technology
and financial capital ignore national boundaries as they hop across borders
from one entrepreneurial opportunity to the next” (Smith, 2002, p.80). As a
result, this change from a local, national economy into a global knowledge
economy will expect students to apply knowledge in novel ways and transfer
what they‟re learning into new and more competitive contexts.
Technology
“As globalization and technology continue to change the world,
America needs a citizenry of creative individuals with a wide range of talents
to sustain its tradition of innovation” (Zhao, 2009, p.xi). Technology has
accelerated the ability to communicate on a global scale, influencing social,
political, cultural and economic systems (Friedman, 2005) while de-
territorializing borders. The advent of technology, media, and
communications has flattened the borders of both the knowledge and skills
economy, as well as aided the development of the global workforce.
According to Trilling and Fadel (2009), authors of 21
st
Century Skills,
28

technology is a driving factor in the new knowledge economy. Today, “cell
phones, Voice over Internet Protocol communications, teleconferencing, Web
conferencing, laptops, personal digital assistants, databases, spreadsheets,
calendar and contact management software, e-mail, text messaging, Web sites,
online collaboration spaces, [and] social networking tools” (p.24) have created
pressures on all global systems to produce new types of learners and workers.
The rise of technology, and the interconnectedness it facilitates,
requires 21
st
century literacy in computer/digital competence (Partnership for
21
st
Century Skills [P21], 2008). Digital literacy encompasses navigating
technology, searching for and accessing information, processing information,
and using it as a forum for communicating across borders (P21, 2008). With
technology‟s ability to store, capture, and retrieve information at the press of a
button, abilities to recall and memorize facts are capsized and replaced with
skills to navigate the information generated out of technology (Trilling &
Fadel, 2009). The pressure to teach digital literacy is heightened by data that
show that only “13 percent of American adults are proficient in the knowledge
and skills needed to search for, comprehend, and use information [and] only
13 percent are proficient in identifying and performing computational tasks”
(Knox, 2006, p.31). Therefore, digital literacy, Knox (2006) asserts, is no
longer a luxury, but an imperative for knowledge workers.
Digital literacy advocates the infusion of 21
st
century technology as a
vehicle for instruction, learning, and extending communication across borders.
To function in the knowledge economy, students must learn to navigate
29

technology through their education. In their book, Disrupting Class: How
Disruptive Innovation Will Change the Way the World Learns, Christensen,
Horn, and Johnson (2008) point out that U.S. schools have allocated billions
of dollars in computers, but little has changed in how students learn.
Christensen, Horn, and Johnson (2008) report that fifth graders use computers
24 minutes a week in class while eighth graders use computers an average of
38 minutes. However, students‟ use of technology in schools is still limited as
“a tool and a topic, not as a primary instructional mechanism that helps
students learn” (Christensen et al., 2008, p.81) neither in the 21
st
century
context nor in the way that they are already wired to learn.
To illustrate how technology can influence learning in the 21
st
century,
Trilling and Fadel (2009) discussed a worldwide competition created by
ThinkQuest, which challenged students from around the world to collaborate
on a project that addressed global issues. In 2003, students from Malaysia,
Singapore, Netherlands, Egypt, and the U.S. used technology to collaborate
online and design a project surrounding the outbreak of the Severe Acute
Respiratory Syndrome, or SARS, virus (Trilling & Fadel, 2009). Though
worlds apart, this global team of students was able to connect and collaborate
by way of technology to produce a Web site containing research, interviews,
and activities on the topic of SARS (Triling & Fadel, 2009). The SARS
project demonstrated the value of digital literacy and featured the global team
of students‟ ability to navigate, analyze, and create information out of
technology. The SARS project also explains how new technology has created
30

a generation of students who are differently motivated, in that, technology has
become a means of self-expression, extension and exploration (Wagner,
2008). Today‟s generation have “heightened abilities to multitask, search the
Web, listen to music, update blogs, create Web sites, make movies, play video
games, and text friends” (Trilling & Fadel, 2009, p.29), and their digital
immersion has also generated new motivations and expectations for learning
in the 21
st
century. This technology-bound generation no longer interacts with
traditional lecture-based teaching, according to McCoog (2008), but with
methods that engage these technological skills which many already possess.
Darling-Hammond (2010) reports that in Korea, which boasts a 90%
graduation rate and innovations for “Cultivating Koreans to Lead the 21
st

Century” (p.175), technology has become an educational goal, with internet in
all classrooms and ICT usage incorporated in at least ten percent of every
subject. This has increased opportunities for “in-depth study, development of
core competencies, such as higher-order thinking, self-control, responsibility,
independence, creativity, self-directed learning capabilities, and social capital
development (p.178). Singapore, which has consistently ranked first in
TIMSS in 1995, 1999, and 2003 (Darling-Hammond, 2010, p.185), has also
demanded technology in every school for cultivating “innovation and
enterprise to develop intellectual curiosity” (Darling-Hammond, 2010, p.185).
Engaging students with technology to develop both digital literacy and
meaningful learning is yet another example of how technology has added to
the imperative and possibilities for a global education.
31

Transnational Migrations
Globalization, however, not only concerns competition in work and
economy, but also includes cultural transformations stemming out of
transnational migrations (Suarez-Orozco, 2005). Nearly all regions of the
world are “involved in growing migratory flows, as countries send emigrants
to new destinations, as countries receive large numbers of immigrants, or as
countries serve as way stations for these transfers” (Suarez-Orozco, 2005,
p.210). The global economy has also facilitated mass migrations of workers.
These migration trends have expanded opportunities for interacting and
interconnecting with diverse demographics, and have created new
demographic realities and cultural formations (Suarez-Orozco, 2005;
Friedman, 2008). According to Suarez-Orozco (2005), these transnational
migrations have now made the children of immigrants “the fastest-growing
sector of population of young people in a number of advanced postindustrial
nations [sic] and other regions of the world are also experiencing massive
population movements because of globalization. The insertion of China into
the global economy has led to one of the largest migrations in human history”
(p.210), and more nations are following the trend of populations moving from
rural to urban cities (Friedman, 2008), and seizing the opportunities of the
global workforce.
These transnational, cross-cultural, multicultural, and multi-ethnic
migrations have facilitated and created the social and professional
environment of the 21
st
century. Therefore, the global education discussion
32

has emphasized teaching cultural sensitivity and understanding, as well as
multiple and global perspectives for both people and issues (Suarez-Orozco,
2005). This interaction and understanding is doubly vital if students are to
take part in the global and technological workforce, where day-to-day
interactions will come across diverse work environments and facilitate
borderless communications (Friedman, 2008). According to the Committee
for Economic Development ([CED], 2006), the U.S. workforce and its‟
customers are increasingly multicultural. Therefore, students must be
educated about the world, cultures, and their own civic culture to interact
within and across borders. Along with developing students‟ global awareness,
global education calls on international education programs that emphasize
knowledge of international systems, a multicultural education that explores
interactions among diverse cultures, and second language learning as a form
of communication, culture and identity (McJimsey & Ross, 2008). “The work
of education will henceforth be tending to the cognitive skills, interpersonal
sensibilities, and cultural sophistication of young people whose lives will be
engaged in local contexts yet suffused with larger transnational realities”
(Suarez-Orozco, 2005,p.210).
In sum, the new knowledge economy, the expansion of technology and
transnational migrations has contributed to a global interdependence and
community in which our students will have to function socially and
professionally in the 21
st
century. These factors have also increased the
urgency and imperative for a global education discussion at local, national,
33

and international levels. To better understand globalization in the context of
education, a review of curriculum, assessment, and teacher quality will be
discussed as the common components among schools addressing
globalization. Numerous global education leaders, schools, and organizations,
including Rotherman & Willingham (2009), Wagner (2008), Darling-
Hammond (2010), Partnership for 21
st
Century Skills (2008), and Asia Society
(2008) agree that curriculum, assessment, and teacher quality, when
rethought, can define and develop the 21
st
century skills necessary for the
global education imperative.
21st Century Educational Practices
With the world converging into a unified global community and an
educational system growing increasingly dissatisfied with student
performance, especially since NCLB, a system for producing both results and
21
st
century skills for an evolving market and world have come into demand.
This demand is sought by global education advocates and organizations
worldwide and includes skills that require much more use of new technologies
in the labor market, motivation and self-reliance, the ability to design and
organize, as well as take risks and solve new problems; skills borne out of
economic, technological, and cultural shifts globally (Friedman, 2005;
Wagner, 2008; Suarez-Orozco, 2005; Tye & Tye, 1992; Spring, 2008;
McJimsey & Ross, 2008). It also requires the development of 21
st
century
“soft skills” (Wagner, 2008), which encompasses the ability to communicate
at high levels, and adapt and interact with a changing environment. Critical
34

thinking, problem-solving, analyzing, conceptualizing, reflecting, creating,
innovating, and learning are also essential to a 21
st
century education because
students will have to manage the complexities of a global world (Suarez-
Orozco, 2005).
“The global classroom encompasses the main forces that define
globalization in education today: increasing diversity, increasing complexity,
the premium on collaboration, the need to take multiple perspectives on
problems, and the premium on moving across language and cultural
boundaries” (Suarez-Orozco, 2005, p.211). However, the current
educational system is primarily focused on state and federal accountability
measures through a test prep curriculum and assessment, producing students
who are insufficiently prepared socially, cognitively or professionally for
active participation in the global network (Wagner, 2008; Suarez-Orozco,
2005). Rethinking the design of education so that students are equipped with
skills for a career, continuous learning, and informed citizenship (Wagner,
2008), will also require rethinking the design of schools, curriculum,
assessment, and professional preparation in order for 21
st
century skills to
remain an educational culture.
Several states, cities, districts, and schools have already begun to
rethink their curricular elements and organizational structures to adapt to a
new context which calls for new expectations. The International
Baccalaureate Program (IB), for example, which aims to teach lifelong
learners for an interconnected world, is currently offered in over 450 schools
35

nationwide (Smith, 2002). Other programs, such as the Model United Nations
and teacher international exchange programs, are efforts currently
implemented towards globalizing curriculum and professional development
(National Model United Nations [NMUN], 2009; P21, 2008). Today, more
than 100 schools nationwide have shifted their curriculum to have a more
international focus, with the help of global education organizations like Asia
Society, a leading global and pan-Asian organization dedicated to
strengthening global knowledge and skills (Asia Society, 2009). One of its
developments has been the International Studies School Network (ISSN), such
as the International High School of the Americas in San Antonio, Texas
(Stewart, 2007). These international schools usually serve in impoverished,
urban cities and typically require four years of a foreign language course, a
world history emphasis, community service, internships, and international
experiences for both students and teachers. In some districts, as in Evanston
Township, Illinois, an international studies requirement has been instituted as
a graduation requirement (Stewart, 2007), as well. The development of a
multilingual culture has also been seen in elementary school immersion
programs, such as the John Stanford International School in Seattle,
Washington, as well as the implementation of foreign language requirements,
and the provision of foreign language instruction in critical languages, such as
Chinese (Committee of Economic Development, 2006).
Multiple measures of assessment, especially performance-based
assessments, are another critical element in global education, since nationally
36

administered tests do not align with nor measure 21
st
century knowledge and
skills (Wagner, 2008; Darling-Hammond, 2010). Achieve Inc., a nonprofit
education reform organization based in Washington, D.C., created
assessments to measure the knowledge and skills of high school graduates
following data from a previous study which showed that students in the U.S.
were insufficiently educated upon graduating (Achieve, Inc., 2004). The data
from that study revealed that, of the participants in the study, 70 percent were
unable to understand complex reading materials, 66 percent lacked analytical
skills, and 55 percent were unable to apply their knowledge to solve problems
(Achieve, Inc, 2004). These critical thinking, or soft skills, required of the
21
st
century were found to be lacking in a majority of participating graduating
students. Also deficient was digital literacy, in which 59 percent of students
lacked proficiency (Achieve, Inc., 2004). Therefore, in their report titled
Ready or Not: Creating a High School Diploma that Counts (2004), the two
year undertaking identified and measured the knowledge and skills required of
high school graduates in the areas of English and math to determine their
readiness to complete college and university level coursework, as well as
function in the workplace. After identifying workplace and post-secondary
expectations, Achieve, Inc. designed English and math benchmarks,
workplace tasks, and post-secondary assignments to better measure 21
st

century skills, which illustrated the potential for measuring knowledge and
skills beyond standardized tests.
37

Furthermore, professional development for developing global
educators has been on the rise through support and training programs offered
by global education organizations, such as California‟s International Studies
Project and the American Forum for the Global Education‟s New York
(Devlin-Foltz, 2009; Darling-Hammond, 2006). Higher education institutions
have also begun to rethink the course requirements of teacher preparation
programs, so that educators enter the profession with the 21
st
century
knowledge and skills that they will be required to teach (Devlin-Foltz, 2009;
Rotherman & Willingham, 2009).
Though there are a variety of global education components currently
implemented in curriculum, assessment, and professional development, there
is also commonality among practicing institutions in the belief that, for global
education “to work, the 21
st
century skills movement will require keen
attention to curriculum, teacher quality, and assessment” (Rotherman &
Willingham, 2009, p.16). Therefore, the education system has begun to
rethink its curriculum, assessment, and professional development in their
efforts towards a global education.
Curriculum
In preparing students for active participation and engagement in a
global society, schools must serve the purpose of learning, rather than
teaching (Wagner, 2008). Competencies in global issues and citizenship can
be developed through technology, experience, interdisciplinary and interactive
approaches, as well as language-infused curriculum and culture (Stewart,
38

2007; Merryfield & Kasai, 2004) so that students can compete, connect and
cooperate on a global scale (Friedman, 2008). Global education advocates,
leaders and organizations, such as Wagner (2008), Asia Society (2009), and
the Partnership for 21
st
Century Skills (2008), asserted the importance of a
global curriculum that used core content for developing 21
st
century skills,
emphasizing that a global curriculum was not a skills versus content
curriculum. The shift for global education lies in the need to uncover the
curriculum and go more in depth rather than breadth, and to explore and
develop more global dimensions and competencies (Wagner, 2008). Thus, the
21
st
century curriculum emphasizes the value of core content and the
integration of modern instructional practices, technologies, and requirements
to prepare students for a 21
st
century life and career.
Models of global curriculum have sprouted throughout the nation. The
Partnership for 21
st
Century Skills (P21), a leading organization advocating
21
st
century readiness for students, has partnered with schools throughout the
U.S. to assist in their development of a more comprehensive 21
st
century
curriculum. Some of these P21 models working to shift their curriculum and
content to meet the demands of globalization include the states of Iowa,
Kansas, New Jersey, West Virginia, and Wisconsin (P21, 2008). Iowa has
begun to build 21
st
century skills into their core curriculum, and Kansas has
adopted career and technical education policies to strengthen the focus on 21
st

century readiness. Both New Jersey and Wisconsin are revising their
academic standards to reflect 21
st
century skills in student outcomes.
39

Wisconsin has additionally committed to incorporating international
perspectives and skills into their P-12 education by including global literacy,
foreign languages and training for teachers. In West Virginia, the
development of internationally rigorous standards and assessments has begun.
Along with revising content, standards, and policies to better align
with global education, the value of global citizenship and skills has also been
identified as a critical element in global education (Suarez-Orozco, 2007).
Developing citizens who are cognitively skilled, culturally sensitive, and
aware of their global interconnectedness to compete in this knowledge
economy is also believed to develop critical thinking and creativity coveted by
global education advocates (Suarez-Orozco, 2007; Wagner, 2008). Education
can create a focus for students to become global citizens, in both their local
and global environments, by promoting civic responsibility, much like the
Model United Nations program (MUN). MUN, which is implemented in high
schools nationwide, discusses current and international events through a
participatory forum where students act as U.N. Delegates (Stewart, 2007).
Other models of global citizenship and skills education have connected
students to peers in other parts of the world through technology, such as
electronic pen pals and blogs, which have intertwined nations to communicate
and learn the values and perspectives of global peers (Stewart, 2007).
Additionally, schools implementing global citizenship have promoted learning
projects on global issues, such as hunger, environment, and war (Stewart,
2007). These types of practices are aiming to prepare students to be better
40

skilled to interact with and participate in both their local and global
environments.
Foreign language instruction has also been a major element of global
education, especially when students need to communicate and work with
peers of diverse backgrounds, locally and globally. In 1979, President Jimmy
Carter‟s Commission on Foreign Language and International Studies set in
motion major curriculum shifts in the K-12 system, one of which included
foreign language instruction (Smith, 2002). Since then, the percentage of both
secondary and elementary school students enrolled in foreign language
courses has increased significantly, but is still nowhere near international
foreign language requirements, such as Japan. In Japan, four years of English
is required, though students often enroll beyond the minimum requirement
(Met, 2008). While students in many developed and developing nations are
learning the English language, U.S. students are enclosed within a
monolingual education system, handicapping them from being globally
competitive and connected (Met, 2008). Advocates for global foreign
language instruction programs suggest a foreign language curriculum that
spans the whole of the K-12 system (Levine, 2005; Met, 2008). Currently,
only sixteen states and the District of Columbia require some foreign language
coursework to graduate (Chandler, 2009), but even this minimum foreign
language requirement is insufficient to meet the demands of interaction and
communication within a diverse landscape. Levine (2005) showed that only
about one-half of U.S. high school students studied a foreign language, mostly
41

at the introductory level. Additionally, in a report generated by the
Committee for Economic Development ([CED], 2006) on the importance of
foreign language education, data showed that only about one-third of seventh
to twelfth graders and 5 percent of elementary school students studied a
foreign language. Even fewer students studied languages spoken by vast
populations termed “critical languages,” such as Chinese, Arabic, and Hindi
(Stewart, 2007); in fact, Stewart (2007) found that 70 percent of students who
completed their foreign language requirement studied Spanish. Levine (2005)
argued that these trends have serious consequences for the younger generation
because they do not understand the dynamics of global economic and
intercultural connections, placing them at a global disadvantage.
Global economics and competitive global human capital have required
bilingualism at minimum. Teaching critical languages and developing a
language sequence throughout the K-12 system are endorsed by global
education leaders who acknowledge globalization‟s effect on political,
economic, and social flows. With the help of Asia Society, the Glastonbury
School District in Connecticut reports that 93 percent of their students studied
a foreign language and 30 percent studied an additional language (Stewart,
2007). The Glastonbury model uses a “foreign language curriculum [that] is
thematic and interdisciplinary, integrating both foreign language and world
history standards” (Stewart, 2007, p.5). Chicago is among many cities
offering students critical languages, such as Mandarin. Through partnerships
with political, business, education, and community leaders, along with the
42

Chinese Ministry of Education, Chicago now has twenty public schools with
students speaking Chinese as their third language (Stewart, 2007). This trend
and recognition of the value in foreign language instruction is gaining
momentum among schools and districts aiming to develop globally competent
citizens.
The global curriculum movement has also been supported through
partnerships with businesses, local and international education institutions,
and global education organizations. Schools, universities, and organizations
are forming partnerships to create programs and add components to their
curriculum to further global education goals and prepare students for a world
that transcends borders. These programs support international communication
and connection, foreign language development, and global awareness.
Partnering with one of the leading 21
st
century education
organizations, Partnership for 21
st
Century Skills, New York‟s Bethpage High
School launched the 21
st
Century Scholars Program. The program established
seven 21
st
century competencies, which included communication, information
technology, global awareness, financial literacy, health literacy, career
awareness/self-directed skills, and community service (Clark, 2009). As an
extracurricular program that took place outside of the regular school day,
students would log their activities using an electronic portfolio to show
participation in activities within the seven competencies. Such activities
included field trips to cultural museums, interacting through a cyber-game on
climate change, listening to guest speakers from a variety of backgrounds, and
43

having political debates. The demand for the expansion of this program has
been widespread throughout the community because of students‟ development
of critical thinking skills through meaningful, relevant, and engaging activities
valued as 21
st
century skills (Clark, 2009).
Creating an elementary school immersion program, like John Stanford
International School in Seattle, Washington, has emphasized the value of
developing foreign language skills (Stewart, 2007). Founded in 2000,
students spend half the day studying math, science, culture, and literacy in
either Japanese or Spanish; they spend the other half of the day learning
reading, writing, and social studies in English. The school also offers English
as a Second Language course for immigrant students and after-school courses
for their parents. As a result of the school's success, the city of Seattle has
recently decided to open 10 more internationally oriented schools (Stewart,
2007).
Using student-faculty exchanges to promote curriculum change has
also been evidenced. Through a partnership with Asia Society, two public
high schools in Newton, Massachusetts—Newton North and Newton South—
run an exchange program with the Jingshan School in Beijing, China (Stewart,
2007). Created by two teachers in 1979, the exchange enables U.S. and
Chinese teachers and students to spend time in one another's schools every
year. The program has served as a catalyst for district wide curriculum
change, bringing the study of Asian cultures into various academic disciplines,
from social studies to science, and adding Chinese to the district's broad array
44

of language options (Stewart, 2007). The leaders of this exchange now help
schools around the United States develop exchange programs with China as a
way to internationalize their curricula.
The world renowned International Baccalaureate (IB) Curriculum is
active in more than 2,800 schools and has affected more than 775,000
teachers, students, parents, and personnel in 138 countries (Capalbo, 2009).
Their mission is to:
Develop inquiring, knowledgeable and caring young people who help
to create a better and more peaceful world through intercultural
understanding and respect. These programmes encourage students
across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can
also be right. (p. 16)

The IB program delivers an international education that serves as a model
program for schools worldwide wanting to foster a global education. All
combined, a global curriculum encompasses the infusion of global content,
global citizenship, promotion of 21
st
century thinking skills, foreign
languages, and programs both for students and educators to learn, think, and
teach for a broader, global context.
Assessment
The No Child Left Behind Act of 2001 has dominated the educational
system with standardized testing which has increasingly influenced and
focused curriculum and instruction in core content domains (Wagner, 2008).
Global education advocates argue that standardized testing has reduced
learning to recall and memorization of facts, without measuring students‟
45

ability to apply their knowledge or skills (Wagner, 2008; Darling-Hammond,
2010). These large-scale summative assessments have been used to determine
students advancement to the next grade and to judge the quality of their
schools. Thus, there is a widening gap between the knowledge and skills
students are acquiring in schools and the knowledge and skills needed to
succeed in the increasingly global, technology-infused 21st century workplace
(Partnership for 21
st
Century Skills, 2008).
The 21
st
century calls for critical thinking, which is not measured by
current large-scale summative state tests. According to Darling-Hammond
(2009), the skills that are easiest to teach and test are also the ones that are
easiest to digitize, automate, and outsource. Therefore, if students are to have
a competing chance in the changing global market, assessments must move
from primarily measuring discrete knowledge to measuring students‟ ability to
think critically, examine problems, gather information, and make informed,
reasoned decisions while using technology (Wagner, 2008; Darling-
Hammond, 2010).
Darling-Hammond‟s study, International Studies in Assessments
(2009), found that assessments in high-achieving nations increasingly
emphasized demonstrations of learning applied in authentic contexts.
Common practices across countries like Australia, Canada, England, Sweden,
and Singapore build assessments that are part of an integrated system of
standards, curriculum, instruction, assessment, and teacher development at the
state or national level. These assessments also include evidence of actual
46

student performance on challenging tasks that evaluate a wide range of
applied skills. Additionally, teachers are integrally involved in the
development and scoring of assessments. More importantly, they are
designed to continuously improve teaching and learning. In Korea, for
example, “school-based student assessments have begun to include
performance assessments, such as laboratory experiments in science, use of
more essay examinations and performance tests as part of its efforts to
increase attention to critical thinking and problem-solving skills” (Darling-
Hammond, 2010, p.177). Similarly, Singapore has included more open-ended
assessments that require critical thinking and reasoning through research
projects and experiments designed and conducted by students (Darling-
Hammond, 2010). For example, science tests include laboratory
investigations which require students to select and synthesize knowledge and
skills they have learned across the disciplines and apply them to tackle new
and unfamiliar problems (Darling-Hammond, 2010).
U.S. schools have started to rethink assessments to be more
internationally comparable and relevant to the global context, rather than test
students‟ ability to recall or recognize facts alone. Partnership for 21
st

Century Skills (2008) has supported many states to begin incorporating
multiple and performance-based assessments into their standardized tests or
adding elements, such as student portfolios and presentations, as additional
measures of students‟ abilities. Performance-based assessments include
standards-based projects and assignments that require students to apply their
47

knowledge and skills, while providing clearly defined rubrics to facilitate
appropriate evaluation, and opportunities for students to benefit from the
feedback of teachers, peers, and outside experts (P21, 2008; Darling-
Hammond, 2010; Silva, 2008). These rigorous, multiple forms of assessment
require students to apply what they're learning to real world tasks, which has
been a challenge for U.S. students according to international benchmarks
(Darling-Hammond, 2009). Again, these results indicate that U.S. students,
though knowledgeable on standardized tests, are not able to transfer their
knowledge into real-world contexts.
Several states have undertaken the challenge of redesigning
assessments to better measure skills, rather than knowledge of facts. St.
Andrews High School, a private school in Delaware, for example, has adopted
the College Work and Readiness Assessment (CWRA), developed by the
Council for Aid to Education and the RAND Corporation (Silva, 2008). The
CRWA measures students‟ ability to think critically to solve problems within
real-world contexts. It consists of a “90-minute task that students must
respond to using a library of online documents” (Silva, 2008, p.6). The issues
range from city pollution to immigration and students must make judgments
and create solutions through writing. Though a tool for measuring
performance aligned with 21
st
century skills, only a handful of private schools
and one public school in New York have implemented it.
New technology has also facilitated innovative assessments measuring
critical thinking skills. Through a virtual world, River City is a program that
48

both teaches and assesses middle school science students through problem
solving tasks (Silva, 2008). Yet, this type of innovation has not grown wide
scale. In California, nearly seventy schools have implemented Power Source,
an assessment designed to measure complex thinking using the existing math
assessment framework. Developed by the Center for Research on Evaluation,
Standards, and Student Testing (CRESST), this test for middle school pre-
Algebra students consists of “interim assessments that are formatted as
narrative themes or graphic novels” (Silva, 2008, p.6), which CRESST
believes can improve instruction and demonstrate mastery of 21
st
century
learning. In 2009, the National Assessment of Educational Progress (NAEP)
took the first step in measuring students‟ skills through the science assessment
which tested students‟ ability to apply their knowledge (Silva, 2008). The
redesigning and rethinking of assessment for a global education has begun
nationwide, and though on a small scale, it is with the goal of aligning and
measuring students‟ knowledge and skills, rather than content alone, that has
been paramount to the global education discussion.
Teacher Capacity
There is an even greater global contrast in competent teaching between
nations that have greatly improved student achievement and the U.S., where
there is no fully-developed system of instructional support (Darling-
Hammond, 2010). The 21
st
century requires a professional capacity to
provide global education through a common culture that can best be achieved
through collaboration and leading by influence. Developing students into
49

lifelong learners and global citizens requires professional collaboration and
co-construction of learning, meaning, and understanding of the 21
st
century
skills and competencies (Devlin-Foltz, 2009; Darling-Hammond, 2006).
Global interconnectedness also creates the need to work and interact in a
different professional manner. This requires both teachers preparing to enter
the profession and those already teaching to develop the knowledge and skills
so that they are able to infuse 21
st
century skills into the teaching and learning
process (Darling-Hammond, 2006). In this context, teachers will have to
teach core content in new ways that acknowledge globalization, as well as
introduce topics that may be unfamiliar and previously untaught. Therefore,
national, state, and district leaders have begun to recognize that teacher
preparation and professional development need to be part of a comprehensive
emphasis on 21
st
century skills by providing appropriate preparation, training,
and context for 21
st
century educators.
With the increasingly interdependent world, teachers are at the
forefront of preparing citizens for their role. However, “one of the key
deterrents to developing a pipeline of young people prepared to develop
advanced language proficiency and deep knowledge of countries and cultures
is a lack of trained teachers” (Devlin-Foltz, 2009, p.22). The responsibility
for preparing 21
st
century educators falls heavily on higher education
institutions. The Longview Foundation for World Affairs and International
Understanding, whose mission is to teach students about world regions and
global issues, called 21
st
century teacher preparation an imperative because as
50

schools change, schools preparing educators must also change. In his report
for the Longview Foundation titled, Teacher Preparation for the Global Age:
The Imperative for Change, Devlin-Foltz (2009) presented a Framework for
Internationalizing Teacher Preparation. The four components of this
framework included: (1) Revising teacher preparation programs to include
global courses, global pedagogical skills, and global field experiences, (2)
Supporting cross-cultural experiences, (3) Developing stronger foreign
language programs, and (4) Developing evaluations to support global
educator‟s competence. Using this framework for internationalizing teacher
preparation, several teacher education institutions have begun to integrate
global dimensions into their teacher preparation programs. Devlin-Foltz
(2009) cites Indiana University which has instituted a Cultural Immersions
Program that provides international student teaching experiences. Another
example is Michigan State University‟s College of Education, where all
programs are being internationalized through research, teaching, service, and
outreach (Devlin-Foltz, 2009). This effort could create partnerships locally
and globally, as well as extend opportunities for research, teaching, and
service around the globe.
These efforts in internationalizing teacher preparation have been
crucial, especially when most teacher education programs require “50 percent
to 75 percent of coursework in general education” (Devlin-Foltz, 2009, p.6).
Darling-Hammond (2010) found that in Singapore, teacher preparation has
focused on increasing teachers‟ pedagogical knowledge and skills in addition
51

to content preparation, which includes a deep mastery of one area plus
preparation for the four major subjects they must teach. The school
partnership model works to engage schools more proactively in supporting
trainees in the kind of inquiry and reflection in which they are expected to
engage their students, so that they can teach for independent learning,
integrated project work, and innovation; they learn to teach in the same way
they will be asked to teach (Darling-Hammond, 2010). Devlin-Foltz (2009)
reported that some universities have taken the lead in changing the teacher
education requirements, such as University of North Carolina, University of
Wisconsin-Madison, William Patton University and University of Miami,
which have required a minimum of one globally themed course. Some are
even requiring a foreign language. The University of Wisconsin-Madison has
taken the leap into planning Global Education Certificates for prospective
teachers who complete a globally competent course load (Devlin-Foltz, 2009).
The Partnership for 21
st
Skills ([P21], 2008) has supported schools in Arizona
to align teacher preparation to 21
st
century skills. They have also extended
support to West Virginia towards developing a rigorous teacher preparation
program suited for 21
st
century competence (P21, 2008).
Professional development has been another component of an effective
global education. According to Partnership for 21
st
Century Skills (2008),
schools and districts need to design professional development to ensure that
teachers not only understand the value of 21
st
century skills, but learn how to
integrate it into instruction using 21
st
century resources and tools.
52

Collaboration is also emphasized, especially in the form of learning
communities, coaching, mentoring, and team teaching. In this way, educators
are supported to assume the role of facilitators during instruction and students
develop the 21
st
century skills of inquiry (P21, 2008). Teachers in Korea
spend about 35 percent of their work time teaching pupils. The system allows
for teachers to have shared planning and professional learning within the work
day where they have access to colleagues (Darling-Hammond, 2010).
Several schools have begun to develop organizational structures to
better support a global education community. Again, through a partnership
with P21 (2008), schools in Maine have formed a 21
st
century skills advisory
council among educators, business, and government, to address 21
st
century
skills. West Virginia has created a Teacher Leadership Institute and a Teach
21 Website to help educators learn about 21
st
century skills and work
collaboratively towards 21
st
century instruction. Finally, South Dakota has
planned to examine its system to incorporate 21
st
century learning with the
leadership of business and education leaders, legislators and educators. In
bringing together education‟s stakeholders, the co-construction of meaning,
urgency, and practicality are established within a collaborative learning
community (P21, 2008). In sum, the development of teacher capacity, both in
teacher preparation and professional development, remains at the forefront of
the global education agenda, especially in recognition of the curriculum and
assessments that educators must realign in the global education movement.

53

Summary
For this study, global education was defined as the development of
students as global citizens possessing 21
st
century skills to compete, connect,
and cooperate on a global scale (Friedman, 2008). The advent of technology,
media, and communications, along with the intertwining of political,
economic, and social systems on a global scale has required the education
system to develop citizens able to navigate cognitively, professionally, and
socially within the global network (Pike, 2000; Wagner, 2008; Stewart, 2007;
Tye & Tye, 1992; Suarez-Orozco, 2004; Partnership for 21
st
Century Skills,
2008; Asia Society, 2008). A review of current literature on the imperative
for global education revealed that a variety of programs and practices have
been identified, proposed, and implemented for preparing students for the 21
st

century. The major factors required for a more comprehensive global
education included the need to rethink curriculum, assessment, and
professional development (Rotherman & Willingham, 2009; Wagner, 2008;
Darling-Hammond, 2010; Partnership for 21
st
Century Skills, 2008; Asia
Society, 2008). Global education research and literature has also suggested
that high-quality, engaging, internationally themed schools, or globally aware
education, can improve overall student performance (Devlin-Foltz, 2009). For
example, one study recently found that students in Asia Society-Sponsored
International Studies Schools Network (ISSN), which are secondary schools
in low-income and minority communities with the mission of developing
54

college-ready, globally competent graduates, have higher test scores than
those in schools with similar demographic profiles in the same districts
(Devlin-Foltz, 2009, p.20). However, there remains a gap in the literature on
student outcomes within global education institutions. Therefore, chapter
three presents the variables in curriculum and organizational structures, and
the conceptual model and methodology employed, to identify student
outcomes in one school implementing global education as its vision.

55

CHAPTER III
METHODOLOGY
Introduction
The global education imperative has seen an increase within
educational discussions over the past decade due to increased global
interdependence grown out of economic systems, technological innovations,
and transnational migrations. Schools, higher education institutions,
businesses, and organizations have been at the forefront of implementing or
supporting the goals of global education in their curriculum and organizational
structures towards preparing students for the 21
st
century. Articles,
publications, and literature surrounding models of global education have
identified common curricular elements and organizational structures
contributing to the development of 21
st
century skills and knowledge.
Increased demand, locally and internationally, for 21
st
century skills, such as
critical thinking, digital literacy, and global citizenship, have also increased
demand for identifying the common elements within curriculum,
organizational structures, and student outcomes of educational institutions
implementing global educational practices. However, articles, publications,
and literature that discuss global educational practices and models have
limited discussion of student outcomes. This study, therefore, examined the
key curricular elements and organizational structures in a California
secondary school that has implemented global education as their school vision
in order to identify student outcomes. For this study, the concept of global
56

education was defined as education that develops students‟ skills for a career,
continued learning, as well as active and informed global citizenship (Pike,
2000; Wagner, 2008; Stewart, 2007; Tye & Tye, 1992; Suarez-Orozco, 2004,
Partnership for 21
st
Century Skills, 2008) for the 21
st
century.
Purpose
The purpose of this study was to identify curricular elements,
organizational structures, and student outcomes among California schools that
address globalization. Three distinct elements, including curriculum,
organizational structures, and student outcomes of global education
institutions to develop 21
st
century citizens, were examined. The research
study set out to identify curricular elements and organizational structures with
the goal of identifying student outcomes and extrapolating its findings to
institutions implementing similar practices of global education.
Research Questions
Three research questions were developed by the eight dissertation
members who met and worked over the course of one year. During that time,
the team located, gathered, and examined literature on factors commonly
associated with global education. The group narrowed the focus of the study
to three key elements most commonly associated with global education
institutions and their practices. These included curriculum, organizational
structures, and student outcomes. The study was guided by the following
research questions:
1. What are the curricular elements in schools embracing globalization?
57

2. What organizational structures support globalization?
3. What perceived student behaviors/outcomes are seen?
Research Design Summary
The research study used a qualitative case study design of a school
implementing global education practices in their vision, curriculum, and
organizational structure. For this study, a global education school was defined
as a school that implemented a minimum of five of the following elements
into their educational structure: technology as an instructional learning tool,
foreign language/cultural awareness program(s), problem-solving/critical
thinking activities, a global curriculum, and international programs. In
addition, the school selected for this study was a California school that stated
the goal of global education in their mission, vision, or purpose statement.
This school was selected with the goal of identifying student outcomes related
to global education and extrapolating the study‟s findings to schools
implementing similar global educational practices, especially in curricular
elements and organizational structures.
Validity and reliability were critical considerations in this qualitative
study. Although this study stands alone, it was one of eight studies conducted
using the same instruments across similarly identified schools of global
education. The validity and reliability of the study was assured through the
depth of the dissertation team‟s review of current literature and shared use of
instruments across eight schools with global educational practices in place.
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Additionally, the qualitative case study approach was used in this
study for the purposes of reducing the limitations and biases by allowing for
the triangulation of data sources. The collection of data from multiple
instruments provided corroborating evidence, which enhanced the validity of
the study‟s conclusions (Gall, Gall, and Borg, 2003). Additionally, the
triangulation of data in the research design provided comprehensive
information from a variety of sources associated with global education.
Furthermore, the use of multiple forms of data and triangulation were
used to validate the results of the study. The validity and reliability of this
qualitative case study of one secondary global education school meeting the
aforementioned criteria was further strengthened by the thematic dissertation
team‟s approach of using eight researchers simultaneously to investigate
global education schools and their practices using identical methodology.
This study used the following forms of multiple data: observations, survey,
interviews, and document analysis. The thematic dissertation researchers
collaboratively developed the data collection instruments that were supported
by findings in the current research literature, and identified existing data
sources to determine factors associated with schools implementing global
education practices. In keeping with the goal of data triangulation, research
instruments were designed to support confirmation of the findings. However,
they were developed to obtain different information and limit redundancy.
One set of interview questions (Appendix B) were developed to use
among all school faculty, including but not limited to, the principal, assistant
59

principal, counselors, leadership team, teachers, administrative assistants,
parents, program leaders, Director of Technology, and grade/department
chairs. These questions gathered information from study participants on
school-wide curricular elements, organizational structures, and perceived
student behaviors in relation to its global education vision. Additionally, an
instrumentation matrix was constructed by the dissertation group to ensure
comprehensive triangulation of data gathered from the interviews ( Appendix
E). One survey to be completed by all school faculty and administration was
also developed (Appendix C). The survey used a four-point Likert scale and
gathered information from participants regarding global educational practices
in curricular elements, organizational structures, and perceived student
outcomes. Additionally, an observation tool (Appendix D) was developed to
gather evidence of global educational practices and interactions within the
school community and classrooms. Numerous documents and records related
to curricular elements, organizational structures, and perceived student
behaviors were also identified and examined. These included, among others,
school site plans, mission/vision statements, school accountability report card,
portfolios, projects, and master schedules. Collectively, these documents,
observations, survey, and interviews provided ample data and information to
address the three research questions.
Conceptual Framework
The dissertation research team collaboratively developed a conceptual
model (Figure 1) to guide the investigation of curricular elements,
60

organizational structures, and student outcomes associated with global
education. To begin with, environmental factors contributing to globalization
demands on education were considered the surrounding influences among
global education schools. According to the literature, shifts in economy,
technology, and migration systems, along with education reforms in the past
decades, like the No Child Left Behind Act of 2001, were contributing forces
surrounding the global education imperative. Therefore, these factors were
considered the environmental variables surrounding the global education
imperative. The three research questions narrowed the focus of the
investigation to curricular elements, organizational structures, and student
outcomes of global education schools. The research team further narrowed
the focus for the conceptual framework by identifying three variables for the
investigation, which included leadership and practices, programs, and student
outcomes. Research question #1, “What are the curricular elements in
schools embracing globalization?” directly addressed the programs and
practices that global education schools were implementing. Research question
#2, “What organization structures support globalization?” was investigated
through the conceptual framework variable of leadership and practices.
Finally, the conceptual model‟s variable of “student outcomes” addressed
research question #3, “What perceived student behaviors /outcomes are seen?”
Thus, environmental influences and the research variables repeatedly
identified in the literature as global education imperatives, practices, and
structures assisted the team in the formation of the model.
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Figure 1: Conceptual Framework

Sample and Population
The school selected for this study served as a model of a global
education school for several reasons. Being part of a large urban school
district, the newly accredited school opened in 2004 serving grades 6-12 and
has expanded one grade level every year, graduating its first class in 2009.
The school is a Title I school, due to its demographic and location in a
primarily Hispanic, low socioeconomic neighborhood. The school‟s
demographic reflects this environment with a 99 percent Hispanic/Latino
student population and 93 percent participating in the Free or Reduced-Priced
Lunch Program. This relatively new school serves approximately 810
62

students in grades 6-12 with thirty two certificated teachers and 4 counselors.
All faculty members have a Bachelor‟s Degree; eighteen teachers have
Master‟s Degrees and three more teachers are currently working on a Master‟s
degree. Two members of the faculty have earned doctoral degrees and all
teachers possess California credentials. Many are credentialed in more than
one subject and one teacher is certified by the National Board for Professional
Teaching Standards.
Table 1: Research School Student Demographics
Demographics Percentage of Students
Latino 99%
Special Education 8%
Gifted and Talented 11%
Economically Disadvantaged 70%
English Learners 19%

This school functions as one of Asia Society‟s first International
Studies Schools Network (ISSN) in California, which are schools in low-
income and minority communities with the mission of developing college-
ready, globally competent graduates (Devlin-Foltz, 2009). Asia Society is the
leading global and pan-Asian organization working to strengthen relationships
and promote understanding among the people, leaders and institutions of the
United States and Asia (Asia Society, 2008). Their help is entirely
methodological and financial at this school, which is aimed at the cultural and
informational dimensions of the global age, while revealing the intellectual
capacity of the students representing minorities and low-income families. The
network includes 23 schools in urban and rural communities across the United
63

states and serves students in grades 6-12 or 9-12 (Asia Society, 2008). The
effort between ISSN and the research study school is to respond to two issues
facing schools with similar demographics as the research study school. The
first is the persistently poor academic performance among low-income and
minority students. The second is preparing students to participate in a global
environment. With additional help by the Bill and Melinda Gates Foundation,
it offers a California State Standards curriculum that emphasizes world
cultures and languages, as well as international programs and travel
opportunities for teachers and students.
As an ISSN, the school aims to develop global citizens who are
prepared for college and the global environment. The vision of the school is
to inspire and prepare global citizens; it‟s mission is to prepare graduates who
are problem solvers, aware of global issues, and who will be academically and
culturally literate for the 21
st
Century through four Expected School-Wide
Learning Results (ESLRs), which include: (1) Graduating students who are
ready for college (2) Prepared with the knowledge required in the global era
(3) Skilled for success in a global environment, and (4) Connected to the
world. Students are prepared for college through completion of a college-
preparatory, globally focused course of study and the experience of
researching, understanding, and developing new knowledge about a world
culture or an internationally relevant issue. Through the content areas of math,
science, geography, history, and arts and literature, the knowledge required for
the global era is implemented through these content curricula to develop
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students‟ abilities of problem-solving, inquiry, as well as analysis and
interpretation of world issues. The skills for success in a global environment
are defined as proficiency in reading, writing, viewing, listening, and speaking
in English and in one or more other world languages. Use of digital media
and technology is also emphasized. Lastly, students are encouraged to
collaborate with individuals from different cultural backgrounds and evaluate
global issues through multiple perspectives as part of developing global
citizenship and their connection to the world. Student achievement of the
ESLRs is met through the senior e-portfolio project completed by all seniors
as a graduation requirement.
Global education is further implemented through the adoption of a
region of study in each grade level as a cumulative and collective process of
studying the world. Advanced courses in Mandarin and Japanese, Advanced
Placement and honors courses, World Art and Drumming, and the Model
United Nations Program are also offered as part of the global curriculum.
Annually, world cultures are celebrated through a Dragon Festival and
students have also had the opportunity to travel to Europe, China, Costa Rica,
and Japan. It also serves as an Early College High School through a
partnership with a local community college by offering seven college courses
on its campus. In addition, the school has several partnerships with schools,
nationally and internationally, and with a local university. These partnerships
serve to strengthen its global education vision.

65

Instrumentation and Data Collection
Qualitative data collection took place at the school site over a period of
six days. Qualitative data was gathered from document reviews, a survey,
interviews, and observations. A document review was conducted to gather
information on the school‟s background and profile, especially in relation to
curricular elements, organizational structures, and student outcomes. A
comprehensive list of documents was created and used by all research
members. The School Accountability Report Card and The Single School
Plan for Student Achievement provided information on class sizes,
demographics, special programs, enrichment opportunities, and goals for the
academic year. Also examined were minutes of faculty and professional
development meetings, vision and mission statements, Western Association of
Schools and Colleges (WASC) and California Department of Education
(CDE) Self-Study Visiting Committee Report, Asia Society Graduation
Portfolio System (GPS), and the School-Wide Professional Development
Plan.
Student achievement results on the California Standards Test for the
past five years was gathered and analyzed. Specifically, statistical data from
the Annual Performance Index (API) accountability systems was secured from
the California Department of Education website. Additionally, parent and
community involvement information was gathered from the Single School
Plan and parent surveys from within the Single School Plan.
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A paper and pencil survey was developed by the dissertation team
using information found in Czarra‟s (2003) Global Education Checklist for
Teachers, Schools, School Systems, and State Education Agencies. Surveys
were distributed and completed by 26 teachers and 1 administrator to gather
information related to the three research questions (Appendix C). Questions
one through five gathered data on the first research question: What are the
curricular elements in schools embracing globalization? Questions six
through ten addressed research question 2: What organization structures
support globalization? Finally, questions eleven through fourteen gathered
information on the third research question: What perceived student
behaviors/outcomes are seen? The survey employed a four-point Likert scale
asking participants to rate each survey question using the scale of 1 being the
lowest degree and 4 being the highest degree. The four-point Likert scale was
used to allow participants to choose a position on any given statement, rather
than remain neutral. In addition, four of the survey questions provided
participants the option to explain and/or describe their rating. The survey was
divided in three parts, each section containing questions related to one of the
three research questions.
Interviews were conducted with the principal, three teachers, a RSP
teacher and GATE coordinator, and an educational aide who also served as a
parent volunteer. Interviewees were strategically selected to ensure an
adequate sample. One interview protocol was developed by the dissertation
group (Appendix B) using Czarra‟s (2003) Global Education Checklist for
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Teachers, Schools, School Systems, and State Education Agencies. The
interview protocol asked for information relevant to the three research
questions, which included curricular elements, organizational structures, and
student outcomes of a global education school. Five questions were
developed for inquiry into curricular elements and organizational structure,
and four questions were asked regarding perceived student outcomes. The
interviewers took detailed and structured notes following a prescribed
protocol during each interview, as well as audio-recorded each session. These
interview recordings ensured the accuracy of direct quotes and subtleties of
participants‟ responses written into the text of the dissertation document.
Additionally, interview recordings further supported the accuracy in reporting
and integrating responses into the data analysis, compared with written notes
alone. In keeping with the ethical guidelines prescribed by the Institutional
Review Board, every effort was made on the researcher‟s part to put the
interviewees at ease, assuring them of complete anonymity in the reporting of
the study‟s results in the dissertation document. Researchers were free to ask
appropriate follow-up and clarifying questions, moving beyond the question
protocol to further enhance the thick, rich description of global education
practices and its associated student outcomes. To enhance the benefits of data
triangulation to strengthen data interpretation conclusions, the dissertation
team developed interview questions that resembled survey items. However,
the interview provided a forum for participants to expand on their perceptions
of curricular elements, organizational structures, and student outcomes.
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Five days of school observations were conducted. A standardized
observation protocol (Appendix D) was developed by the dissertation group
using Czarra‟s (2003) Global Education Checklist for Teachers, Schools,
School Systems, and State Education Agencies. The observation instrument
was divided into three sections: School Community, Classrooms, and
Interactions. The researcher recorded evidence of observable factors using the
following key: Highly Evident, Mildly Evident, Not Evident, Not Applicable.
Observations were conducted in classrooms, faculty meetings, professional
development sessions, Back to School Night, SKYPE conferences with a
sister school in Taiwan, the Dragon Festival--an annual cultural festival--and
the general school grounds and office. Information gathered from this
protocol allowed the researcher to systematically gather and interpret
curricular elements, organizational structures, and student outcomes related to
global educational practices. This qualitative data provided thick, rich, and
detailed descriptions of teacher-to-teacher, teacher-to-student, teacher-to-
administrator, and community interactions, and the relating of curricular
elements, organizational structures, and student outcomes to global
educational practices.
Data Analysis
Analysis and interpretation of data related to the three research
questions and the triangulation of comprehensive information from a variety
of sources, followed the procedural steps suggested by Creswell (2003).
Relevant data related to the three research questions were gathered through a
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survey, interviews, observations, and examination of a variety of documents
and records. Once the data gathering phase was completed, the researcher
first read and examined all the information to identify an overall general sense
of the diverse information and patterns so that the data could be aggregated
into logically related thematic units. The thematic units provided the structure
for the subsequent detailed descriptions of the variables identified in the
conceptual framework, including descriptions of the setting, people, and
categories focused on the three research questions. Existing documents also
contributed to the richness of the summary. Finally, possible meaning and
extrapolations from this study‟s data and areas for further research were
suggested.

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CHAPTER IV
THE FINDINGS
Introduction
This chapter presents the case study‟s findings and provides an
analysis of these results framed by the research questions presented in Chapter
One. Qualitative results from the interviews, field observations, document
reviews, and quantitative teacher survey results are organized, analyzed, and
interpreted with reference to the research questions. The research questions
are addressed using the triangulation of each of the above mentioned research
data.
Research Questions
Seeking to identify perceived student outcomes and behaviors of
global education, this case study examined a global education span school
whose vision was to inspire and prepare global citizens. Three key elements
most commonly associated with global education institutions and their
practices included curricular elements, organizational structures, and student
outcomes. Thus, the study was guided by the following research questions:
1. What are the curricular elements in schools embracing globalization?
2. What organizational structures support globalization?
3. What perceived student behaviors/outcomes are seen?
Description of Data Collection Methods
This qualitative case study allowed for the triangulation of data
sources. A 14-item paper and pencil survey (Appendix C), organized by the
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three research questions, was developed and completed by 26 teachers and the
principal, totaling 84% of the faculty, which supplied the quantitative data.
To gather rich, detailed qualitative information, interviews, school
observations, and document reviews were conducted. Interviews were
conducted with the principal, three teachers, a RSP teacher and GATE
coordinator, and an educational aide who also served as a parent volunteer.
One interview protocol was developed by the dissertation research group
(Appendix B) and interviewees were strategically selected to ensure an
adequate sample. The researcher completed detailed notes following a
prescribed protocol during each interview and an audio recording was made of
each session to more accurately report and analyze the interview compared to
a reliance on written notes alone. The audio recordings were subsequently
transcribed for ease of analysis. Six days of observations were completed.
Field observations were strategically selected to ensure an adequate sample of
data surrounding curricular elements and practices, organizational structure,
and student behavior. Observations included Back to School night, a
professional development meeting, faculty meeting, classroom and
instruction, the annual cultural festival, video conferencing with a sister
school in Taiwan, and the general school grounds. A standardized
observation protocol (Appendix D) was developed by the dissertation group
using Czarra‟s (2003) Global Education Checklist for Teachers, Schools,
School Systems, and State Education Agencies and completed for the research
study school. A document review was conducted to gather information on the
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school‟s profile and currently employed curriculum, programs, instructional
strategies, and organizational supports, such as professional development.
Description of the Case Study School
The school selected for this study served as a model of a global
education school possessing numerous characteristics of global education
schools and practices identified in the literature. Entering the school‟s parking
lot, the researcher immediately observed a large Planet Aid donation bin and
drop off center, which immediately gave the impression of civic awareness
and responsibility.
Entering the school, the researcher observed evidence of the school‟s
pride and belief in its mission and vision as a global education institute by a
large banner proudly displaying the school‟s vision, “To inspire and prepare
global citizens,” and Expected School-Wide Learning Results for students
printed just below it which read: “(1) Graduating students who are ready for
college (2) Prepared with the knowledge required in the global era (3) Skilled
for success in a global environment, and (4) Connected to the world.
Entering the office, the same theme and pride of global education by
the many international flags hanging along the ceiling, numerous multicultural
souvenirs and artifacts, photographs taken of students while traveling abroad
in Britain, China and France, as well as several clocks indicating the time in
various regions of the world were observed as the administrative assistant
welcomed the researcher‟s entry to the school grounds.
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Stepping onto the main grounds, a mural of the school‟s mascot was
seen painted in rich colors on the wall and surrounding the school grounds
were flags from around the world, repeating the pride the school holds for its
culture and vision as a global education institution. The same banner
declaring the school‟s vision, Expected School-Wide Learning Results, and
another poster that read, “Whatever it takes, our students are worth it,”
surrounded the school‟s main ground. Alongside these banners was another
banner that displayed the school‟s partnership with a local community college
as an Early College High School and its partnership with Asia Society was
evident on a number of these banners displaying the global education theme.
The instructional bell rang and students were observed transitioning
between classes and arriving to their classes welcomed by their teachers.
Teachers immediately began their instruction and appeared well prepared for
the day‟s lesson. The classroom environment, again, reflected the school‟s
vision and commitment to global education with displays of student work
showing academic standards, college readiness and careers, culture, and
regions of study, which reiterated the school‟s emphasis on both college
readiness and global education. Posters of regions of the world, especially in
connection to the various regions of study required of each grade, were
evident in many classrooms, which further emphasized both the school‟s
focus on global education. The lessons‟ objectives were written on the board
alongside the California State Standards and Expected School-Wide Learning
Results Focus. The day‟s agenda was also outlined for students on the board,
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with activities ranging from a Japanese language quiz on expressing activities
in the past tense to revising an opening paragraph of a persuasive essay
regarding building a mosque on the grounds of the World Trade Center. The
interaction between teachers and students were positive, academic, and mature
in tone, with various global aspects or perspectives being drawn in throughout
the teaching and learning discussion, such as students referring to news
articles regarding the construction of a mosque on the grounds of the World
Trade Center, or the impact of outsourcing in their community. Some
students helped themselves to laptops, which were available to all students in
several classrooms, to conduct independent research or communicate with e-
pals. Teachers were observed teaching and involving students in activities the
entire instructional period.
Discussion of the Findings
In this section, the key quantitative and qualitative data discovered
during the course of the investigation are categorized into their respective
research questions presented in Chapter One. This section analyzes the
findings of the study, providing insights into the possible applications to other
schools and suggestions for further study found in Chapter Five. With the
major themes identified in the review of the literature found in Chapter Two,
the transcription of the interview responses, observations, survey, and
documents were analyzed for key issues and recurrent events. In the end,
three emerging themes directly tied to the three research questions of
curricular elements, organizational structures, and perceived student outcomes
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were identified because of their consistent recurrence at the case study school.
In addressing research question #1: What are the curricular elements in
schools embracing globalization, the theme of “Teaching for the 21
st
Century”
emerged. Likewise, in identifying the organizational structures that supported
globalization, as stated in research question #2, the theme of “Bringing the
World” emerged. In addressing research question #3, which was to identify
perceived student behaviors/outcomes, “Developing Global Citizens”
emerged as the final theme.
Theme #1: Teaching for the 21
st
Century
Considering its commitment to the vision of preparing and inspiring
global citizens, the case study school exemplified the recurring theme of
teaching for the 21
st
century throughout its globally-themed curricular
elements. Although its instructional program primarily rests upon the district-
adopted core curriculum grounded in the California State Standards, the goal
of the research study school is to provide students with access to a rigorous,
standards-based curriculum that meets the stated goals of the California State
Standards, the A-G requirements in the high school, and especially the
globally-themed Expected School-Wide Learning Results (ESLRs). The four
ESLRs, which include: (1) Graduating students who are ready for college (2)
Prepared with the knowledge required in the global era (3) Skilled for success
in a global environment, and (4) Connected to the world, drive the school‟s
vision and mission and are implemented through rigorous standards-based
curriculum and instructional methodologies. When teachers were surveyed on
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curricular elements of globalization at their site, 69.3% agreed to the highest
degree that their instruction included global issues and 76.9% also highly
agreed that students were exposed to international and cultural issues in the
curriculum. Accordingly, several common and recurring components of a
global curriculum to teach for the 21
st
century were found in the data analysis
of the research study school. These included: advisories, international
courses, college readiness, academic rigor, project-based learning, and
technology.
Advisories
The school serves the belief that all students, including minority
students, should have the opportunity to achieve at high levels, including the
California Standards and global perspectives. To ensure that students achieve
this goal, the school incorporates both the ESLRs and global perspectives
within advisories, in addition to core content areas.
In an interview, the principal described advisories as an integral part of
the school‟s global vision where students learn the ESLRs and the advisory
teachers move vertically with their group of students from grades 6-8 and 9-12
to offer comprehensive and structured support. Through advisory, each grade
level adopts a region of study as a collective and cumulative process of
studying the world. The principal further described the advisory period as a
way of infusing a global perspective within a standards-based curriculum, so
that students would gain that global perspective. This is also enhanced by the
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adoption of a region of study at each grade level advisory. The principal
explained,
When they are in the sixth grade, the teachers will work in
professional development and lessons and units that deal with the
Middle Eastern perspective, and in the seventh grade, they learn the
European perspective; eighth grade is the North American perspective.
When they get to the ninth grade, it‟s Africa; tenth is Asia, eleventh
grade is South America and twelfth grade is Australia and world
governments and economics. We also focus on literature books that
deal with a region of the world. Students read the book and complete
a project at the end of the year, so through literature they focus on that
international perspective on different cultures.

The value of the literature books used in the advisory to study a region of the
world was reiterated by teachers when they were asked whether textbooks and
supplementary materials considered global issues, global connections and
global cultures in the survey. Citing these advisory literature books as one
such supplementary material that enhanced their global focus, 42.3% highly
agreed that this was supported in their curriculum. The 6
th
grade students, for
example, will read Three Cups of Tea, a memoir about an American man who
has built schools in a rural village of Pakistan, to study their Middle Eastern
region and perspective.
Along with the global content extended out of advisory, a structure of
support and motivation are also inherent. The principal recalled, “When the
accreditation team came, they were so impressed with how every student had
someone to connect with and that‟s part of our advisory program. The
teachers work with their students for years in this advisory period, so they get
to know each other very well.” The culture of community and a sense of
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family are reinforced through this class and its curriculum, along with the
development of students‟ knowledge on global issues, perspectives, and
international regions.
International Courses
An important characteristic of the school is the international theme that
is infused into the curriculum and designed to prepare students for the global
world. Lesson plans, based on standards and the ESLRs, are created by
teachers following the district‟s instructional guide. The lessons are designed
to ensure that students make connections between lessons and, most notably,
the ESLRs, which follows the school‟s goal of being internationally themed.
The school has partnered with Asia Society, which has allowed the school to
provide professional development that supports integration of the international
theme in the curriculum and instruction. In addition, the school has been able
to provide students with internationally relevant classes, such as Japanese,
Chinese, Model United Nations, and International Art and World Drumming
through this partnership. The school also offers French and Spanish and has
expanded to a full Japanese program and an introduction to Korean this year.
Because the school is part of the ISSN, learning world languages, especially
Asian languages, has been an opportunity to further develop students‟ global
citizenship. Regarding the offering and selection of language courses at the
school, the principal declared that, “It's a school choice and if we‟re an
international school then we need to offer these courses and the goal of adding
that international perspective. The Japanese program is very successful in the
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middle and high school due to the teachers,” and according to the principal,
there is collaboration with a local college to train more language teachers with
strategies for teaching language because it was important for both her teachers
and students to learn the language along with the culture and history of the
country.
During an interview with a world language teacher, she expressed that
teaching language afforded her many opportunities to make her curriculum
even more global through making connections between her students and
Japanese students through e-pals and blogs. Additionally, the goal for the
language department this year is to pass 90% of the students on to the next
level. “My goal is to make sure that students are doing all their work and
keeping them accountable for it. We‟re trying to pass on the students who
really pass.” Currently, the school is looking to a sister school in Seattle to
assist with setting up an Arabic class.
The Model United Nations (MUN) program has also been a strong,
international course at the school, for which the school has been recognized.
According to the MUN middle school teacher during an interview,
The administration and the ISSN see the MUN as being one of the
flagship programs that‟s going to have the students go the next level
and delve deeper; you‟re skimming the surface in research, but when
you delve deeper into countries or regions, they tend to see the people
and issues as something that affects both the people of the country and
how all of that trickles down to them because they see how they‟re
mom can‟t afford to drive the van because Saudi Arabia is having a
crisis. In the MUN class, that‟s what we do. We have to do that
because that is the curriculum and we have to do that because they
have to see the full scope.

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Last year, two of her students had an opportunity to meet the UN
Secretary General, Ban Ki-Moon, due to the program‟s continued strength in
involvement and representation at MUN simulations, which are regional and
national debates where MUN students represent United Nations delegates and
debate on global issues. For the MUN teacher, it represented the epitome of
what her students work for; “I tell my students that they are above average;
MUN kids feel so important because they feel so connected to the world and
when they feel that connected to the world, they feel empowered themselves.”
College Ready
Implementing the ESLRs, especially the ESLR stating that graduates
are Ready for College, the school anticipates that its graduates are ready for
college with the skills required of the global era. This has been evident in its
consideration of the diverse needs of the student population by providing a
system of curricular and instructional support that allows students the
opportunity for academic success alongside a global perspective. The WASC
& CDE Self-Study Visiting Committee Report (2010) observed that students
had the opportunity to participate in different tutoring programs available at
lunch or after school, and on selected Saturdays. Additionally, extension and
enrichment activities aimed at the completion of the A-G requirements and a
higher graduation rate were offered and students participated in career and
college oriented events. Furthermore, out of a grant by the Bill and Melinda
Gates Foundation, the school is an Early College High School, which offers
seven college courses per semester, professional development and college
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books on campus. The principal reported, “Last year, about 84% of our
students graduated with college classes. Our top number was about 39 college
credits with a high school diploma. Our goal is, „Can you do an AA degree in
high school?‟ and that‟s the challenge and opportunity for our students this
year. That‟s why our students believe that they‟re going to college, especially
when they see their siblings graduating with so much success and
opportunities.” These, alongside multiple opportunities for students to visit
college campuses, has led to nearly 100% of graduating seniors transitioning
on to higher education, due to their advanced standing, and a high percentage
of students taking A-G courses and passing the California High School Exit
Exam (CAHSEE).
Table 2: College Readiness of Students at Research Study School
College Readiness (Based on A-G Courses) % Taking A-G course
9
th
Grade 85.9%
10
th
Grade 81.6%
11
th
Grade 58.8%
12
th
Grade 38.7%

Table 3: Graduation Rate of Research Study School
CAHSEE Pass Rate Percentage of Students
10
th
Grade 71.8%
11
th
Grade 84.1%
12
th
Grade 96.0%

The principal affirmed this college-ready culture of her school in an
interview where she recounted,
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I had a principal for the day come to visit our school; when he came,
he visited every classroom from sixth grade on and he asked the
students, “How many of you are going to college?” Everyone raised
their hand; he couldn‟t believe it and that‟s because it‟s already a part
of who we are, a culture of the school, in addition to being global
citizens. They‟re already college-ready. We were just accredited last
year and they were so amazed from sixth grade on how they knew
their vision and how they knew they could go anywhere they wanted
to because they were global citizens.

Senior Advisory teachers work extensively within their advisory to
help students with college applications, scholarships, and other school
decisions. According to the WASC & CDE Self-Study Visiting Committee
Report (2010), the counselor at the middle school had written a College Grant
for 7
th
and 8
th
grade students that would provide lessons, a community project,
and field trips to local colleges. Students are also exposed to various career
options through a career fair hosted by the school once a year and professional
guest speakers who visit the campus. Various opportunities such as an on-
campus Regional Occupation Program, computer class, 120 hours of
community service requirement for graduation, 120 hours required in
internships, and a city work program provide further career training for the
students.
Academic Rigor
Additionally, academic rigor so that students are both Ready for
College and have the Knowledge Required for the Global Era, as stated in the
ESLRs, is seen in its offer of nineteen Advanced Placement (AP) courses
alongside honors courses to support the Gifted and Talented students in grades
6-12, which comprised 11% of its students in 2009 and 13% this year,
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according to the school‟s GATE coordinator. The school had a 34% pass rate
in AP exams taken in biology, calculus, English language and composition,
Spanish language, and Spanish literature, according to the WASC and CDE
Self-Study Visiting Committee Report (2010).
Table 4: Students enrolled in Advanced Placement Courses in Research Study
School
Advanced Placement (AP) Percentage of Students
Students taking at least on AP course 20.2%
Students passing at least one AP course
with a C or above
15.4%

Additionally, the school has had an academic decathlon for 3 years, where the
principal proudly stated that her students had won medals for speech and other areas;
“it‟s just amazing that we have students who are from special education to English
language learners to GATE; same population as any other school because we‟re not a
charter school and we accept anyone who comes to our school. We just have to take
them from where they are to where they need to go,” she emphasized with pride on
behalf of her students.
Project-Based Learning
In conjunction with the ISSN network of schools, the school creates
international projects and develops student portfolios so that the ESLRs are
addressed. Project-based learning has been implemented by some teachers,
which has allowed them to teach students the curriculum through a
meaningful question to explore, an engaging real world problem to solve, or a
designed challenge to meet. The survey analysis showed that a majority of
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teachers believe that projects have been a way for the school to best address
its vision of global education. Students from the 6
th
grade up have had the
opportunities to learn through projects, some of them cross-curriculur.
Students are presented with opportunities to complete projects that
incorporate the school‟s ESLRs and demonstrate relevance of the curriculum
as it is tied to a global theme, such as the e-portfolio senior project, which is a
culminating ESLR assessment for seniors before graduation. The principal,
when interviewed, explained that the e-portfolio is a website that seniors
create, documenting their best work in each of the core areas and tying that
work to the school‟s ESLRs, complete with explanations and uploaded
artifacts. Students are trained in the use of Google Applications and allowed
to choose what subject matter work is demonstrated on their website while
applying all their work to the ESLRs. The e-portfolio process allows students
to prove that the curriculum is coherent by the successful completion of their
senior project and a major portion of the final senior portfolio includes student
self-assessment. This is also true of the projects students choose to complete
throughout their six years at the school. Students are given input in the rubric
for evaluating other projects and class assignments. These efforts encourage
students to take charge of their own learning.
When critical thinking was discussed as a part of global education‟s
goal, one teacher expressed, “I think the projects are showing the critical
thinking. I feel like the e-portfolio is a venue for showing what they‟ve
learned, but I also think the projects themselves need to work on making sure
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that they require the critical thinking and show their development as global
citizens, and that‟s still in the works. We‟ve definitely seen improvement in
the two years since it‟s started.” When asked further about e-portfolios and
students‟ recognition of being global, the principal responded,
They have to include a reflection of their growth and that‟s when they
talk about how global they are and being a global citizen and reflecting
back to our ESLRs and our vision and mission. Given that our vision
is to inspire and prepare global citizens, they then reflect back on how
they have been prepared as a global citizen and it‟s through those
reflections and presentations that they finally realize, “Wow, I am a
global citizen,” and they‟ve thought about other issues from around the
world from very young.

Thus far, 100% of students have completed the e-portfolio requirement.
To learn more about project-based learning and e-portfolios at the
research study school, two teachers at the high school were interviewed. One
was a world language teacher who had been at the school for four years. The
other was an English Language Arts/ Journalism teacher who had started at
the school as a literacy coach and transitioned into teaching after a year and a
half. She has been teaching at the school for three and a half years and was
also the recipient of the Teacher of the Year award last year. Both teachers
expressed that project-based learning and e-portfolios have started to improve
and develop into more of a common practice. According to the English
Language Arts and Journalism teacher, “The idea of projects at the end of
every unit and making sure that those projects are internationally focused and
measure students‟ growth, both skill- and international-based, has been
increasing.” As she reflected on her own teaching, the teacher further
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explained, “I feel like I try to make it so that my projects at the end of each
unit have something to do with global perspectives or issues and they can
make the connection with one part of the world and with what‟s going on in
their own lives to see that there‟s not much of a difference versus more
commonalities that we have.”
Both teachers agreed that the e-portfolio was a venue for showing
what the students had learned, but that improvements were needed in making
sure that the work required more critical thinking and development as global
citizens. However, according to the English teacher, the e-portfolios have
already begun to help students realize the school‟s vision:
I think when they do present it, you do see in most kids a realization of
their achievements over the years and it helps create that type of
reflection. It helps them to reflect on what was the purpose of doing
this? What does it really mean for me to be in an international school?
How was it different? Do I see the subjects coming together? Is there
a bigger message and tie in or theme behind what I was doing? So I
think it makes it easier for students to see the connections, but we‟re
still in the process of improving it.

The WASC and CDE Self-Study Visiting Committee Report (2010)
concluded that the school is in the process of implementing a systematic
approach to more project-based learning in all classes and integrating global
studies into the standards-based curriculum to make the curriculum more
relevant and global for the students.
Technology
Technology, most notably, digital literacy, has been cited as a major
component of 21
st
century education in the review of literature surrounding
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global education. At the research school, this effort has been evident as it is
tied directly to the ELSR Skilled for Success in a Global Environment where
the use of digital media and technology to access and evaluate information
from around the world and effectively communicate, synthesize, and create
new knowledge has been a goal. When teachers were asked whether
technology was used as an instructional learning tool for global purposes,
57.7% responded to the highest degree, citing examples such as video
conferencing with international students, researching current and international
events, using projectors and computer presentations, and completing projects
through technology.
Technology used as an instructional learning tool for global purposes
was observed and incorporated in all subject matters and clearly demonstrated
by administration, teachers and students throughout the teaching and learning
process. It has been an integral part of the teaching in the classrooms, as well
as an important means of communication between all members of the school
community. For example, beyond day-to-day communications between
administration, teachers, and students through email, the principal has started
to use an iPad, a portable tablet computer, to conduct informal and formal
observations of classroom teachers as a means to reinforce the 21
st
century
theme of her school.
Technology has also helped to increase student achievement and
expand student‟s abilities linguistically and culturally, according to the WASC
and CDE Self-Study Visiting Committee Report (2010). This has been evident
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in the language courses where teachers have used technology to reinforce
language skills learned in class. The world language teacher explained that
technology has been incorporated in her teaching through foreign e-pals and
direct emails with a school in Japan to enhance the cultural aspect of language
learning. She also developed a website where students can find drills and
games for language practice, to expand student‟s abilities linguistically. For
the school, several cultural exchange programs have been organized with
students from other schools abroad and in the United States, and the use of
emails and video conferencing as a means of communication have been
effectively used. One such example has been communications with students
from a sister school in Taiwan with SKYPE, which is web-based software that
enables free video and voice calls worldwide. Through a scheduled SKYPE
conference that took place after school, the researcher observed how the
students, teachers, and administration from both schools communicated to
gain knowledge about one another‟s culture, educational experience, and
social lives. According to the principal, SKYPE video conferences have been
scheduled three times every two months as an effort to connect the students
globally.
iSTEM, a grant that the school received last year for the middle
school, has helped to integrate science, technology, engineering, and
mathematics, explained the principal. The middle school math and science
teachers have received professional development and, according to the
principal, the goal is for teachers to develop ways of teaching scientific and
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mathematic skills through technology. Teachers have also begun to receive
new technology equipment, such as the Smartboard, an interactive
whiteboard, to further the 21
st
century aspect within lessons. The
English/Journalism teacher interviewed also explained the use of technology
in her classes with GoogleDocs, an on-line forum for creating and editing
documents, which has helped students to navigate a different medium for the
writing process. This year, with the goal of incorporating more technology in
the teaching and learning process, she will also try to add more videos from
different news arenas, as well as access YouTube, a video sharing website,
and create iMovies, video editing software, to bring more global issues and
21
st
century applications into her classroom.
Theme #2: Bringing in the World
Organizational structures, such as leadership and building teacher
capacity and programs, have been cited as the foundation that supports the
vision of global education. Several organizational structures to bring students
the world are in place at the research study school to support its vision of
inspiring and preparing global citizens. These include extracurricular
activities, partnerships, leadership and culture, and professional development.
Extracurricular Activities
Dragon Festival. The Dragon Festival is an annual cultural
celebration and has been in place since the first year of the school‟s opening.
It is also an effort tied into the school‟s ESLR, Connected to the World, in
which students have the opportunity to learn about different cultures. It is an
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opening celebration for the school where students feature what they have
prepared as their summer projects dealing with a new region of the world they
are studying. The projects include information on the region‟s geography,
culture, politics, religions, people, languages, food and music. In their
advisory class, students create a booth to display their researched information
about their region of study.
For the current academic year, the Dragon Festival took place on
November 12, 2010 and upon entering the school grounds, the sound of
mariachi music, played by students from a neighboring elementary school,
added excitement and fervor to the much-anticipated cultural celebration.
Students were seen clamoring with excitement to set up their booths, and
parents, volunteers, and guests from the community were already beginning to
admire the splendor of food and displays sprawled across the softball field. At
the start of the festival, the principal explained, “We give them an
international passport and they go to the different booths and learn different
aspects about the different regions of the world and we try to give them a taste
of the different foods from around the world once they have completed
visiting and learning about all the different regions of the world.”
Taking place on a softball field, the booths that each advisory class
had created surrounded the field. At center stage was the middle school‟s
World Drumming students, pounding out cultural beats. The principal‟s
connection with a local elementary school led to students of that school
performing traditional Mexican song and dance in colorful cultural dress at
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center stage. Parents, community members, faculty and staff were observed
visiting students‟ booths, watching student performances, and enjoying a taste
of the cultural foods that had been prepared or donated by parents and local
businesses. The school‟s student body president and vice president hosted the
center stage and the sense of excitement from the sights and sounds in all
directions added to the cultural celebration that was taking place. Students
were in charge of their booths and served as hosts for visiting students. In
fact, the principal explained that the organization was sustainable and a
success because it was student-led. Students were observed visiting the
various booths that displayed colorful flags, posters with information about
the country, music from that region of the world blaring from stereos, and a
taste of the region‟s foods. Using an “international passport,” students visited
various regions and wrote three important facts they learned about each
country based on the displays, and more importantly, made connections with
what they learned to themselves, to text they‟ve read, and to the world. These
international passports were given to the students as an accountability measure
to show what they learned about the various regions presented. It was later
learned that the passport came out of a brainstorming session in the first year
that Dragon Festival was started. To learn more about the festival, the teacher
in charge of orchestrating the festival and who was also the creator of the
Dragon Festival was interviewed. She has been teaching math, science and
the Model United Nations class in the middle school since the school‟s
opening. When asked about the passports that students were using on the day
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of the festival, she explained, “Since we‟re asking students to visit different
countries, we came up with the idea of the passport where they identify who
they are, write down information about the country they‟re visiting and then
make connections about what they learned about the country to the self, text,
and the world because it makes the objective of the festival important and
understandable.”
This cultural festival has been supported by the school and its
community, with many parents volunteering to support the school‟s efforts
towards cultural awareness and understanding. A parent who works part-time
as an educational aide at the school and as a parent volunteer expressed in an
interview that the Dragon Festival serves as an example of how her children,
who have graduated or are still attending the school, gain knowledge about
international cultures. The survey results also showed that teachers believe to
a high degree that the school best addresses its vision of global education
through this type of cultural festival as an opportunity for students to learn and
experience different cultures and countries. According to the creator and
organizer of the festival, the “Dragon Festival is the fun part, but making it
international is a lot harder than that, and it opens it up for us to extend it into
our lessons.”
Trips Abroad and Cultural Exchange. Additionally, each year, the
school offers a trip abroad, which is open to all students. This extracurricular
activity also ties in with the Skilled for Success in a Global Environment
ESLR, allowing students to visit places in connection with their studies;
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places they would not otherwise have had the opportunity to visit. The
middle school takes national trips to Washington D.C., Florida, and New
York, for example, while the high school takes both national and international
trips. In previous years, the Asia Society gave the school several grants and
scholarships to go to China, so several of the students taking Mandarin went
to China to experience the culture, as well as the giving; “They taught the
younger students English and games and also helped families build homes for
a week.” These experiences are global opportunities for the students, which
the principal wishes to continue.
Cultural exchanges have also become a practice at the school. Out of
Asia Society‟s annual conference in Washington D.C. last year, the case study
school became sister schools with a school in New York. Out of this
partnership, “Some of our students were hosted in New York during their
Spring Break with families and some of their students were hosted by our
families and that alone was a cultural experience; our students were excited to
take the Metro and walk under big buildings and their students couldn‟t
believe that our students would walk to school and the school was so open.
That alone was a cultural experience,” recalled the principal. Through another
partnership, the school was able to host French students for about nine days
last year and has plans to host nine Chinese students in the upcoming
academic year. A couple of weeks before the interview with the principal,
students from their sister school in Taiwan visited: “It created that wondering
about how others are and they see the similarities between themselves and
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others from different parts of the world,” explained the principal regarding the
valuable cultural experiences her students are receiving out of these
partnerships.
Cultural exchanges also take place at the school due to that fact that the
faculty represents great diversity. When asked about the hiring of teachers and its
connection to the school‟s global education vision, the principal explained,
When I hire my teachers, I take global education in mind and I would like my
teachers to be global and see what they can bring to the school. We have a
very international staff from all over the world and that brings a lot of
experience to our students and tolerance because their teachers are different
and their first language is not English or Spanish. We have teachers who
present their culture to students. For example, we had a few of the teachers
from the Philippines teach us about their culture and it helped the students
learn more about their teachers and their culture. We have teachers who travel
abroad and share those experiences and information to the staff and the
students through global seminars.

In sum, the school believes that these types of extracurricular activities and
exchanges increase the tolerance required of the global era by having students learn
diverse perspectives and make global connections, especially with a 99% Spanish-
speaking student population who would otherwise not have opportunities to interact
with as much diversity.
Partnerships
Partnerships have been a critical component in the school‟s
organizational structure towards supporting globalization and 88.5% of the
faculty agrees that partnerships with schools outside of the United States,
other schools, businesses, and universities are critical to the school‟s global
vision and ESLRs. The school has partnerships with several schools
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internationally and nationally, as well as with organizations and businesses to
support global education. These include the Asia Society, a local community
college and universities, sister schools in Taiwan and Seattle, and corporate
businesses, among others.
A partnership with a local community college for the Early College
High School Initiative Program has provided the school‟s high school students
the opportunity to take selected college courses while still attending high
school. A partnership with the Ojai Foundation has helped to establish
Council, a technique designed to improve communication and leadership
skills. Through Council, students have had a chance to share thoughts,
concerns and challenges with teachers and peers to reinforce their sense of
community. This family-type environment has allowed close monitoring and
support for students struggling with motivation, empowered them with a
voice, and further developed global citizenship. The council process has also
been used to alleviate cultural differences and connect to the students.
The school has just received a four year grant from UCLA‟s
International Institute to provide professional development around global
issues and work with some of the staff to not only address global issues, but to
work with the school‟s curriculum to make it more international, with the
main goal being more professional development for the staff. Additionally,
because the school has a diverse staff from all over the world, developing
these individual teachers to be global citizens has also been identified as a
goal through this partnership with UCLA. “Our teachers keep their students
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for their advisory period throughout the grade span, so they have to know all
the regions of study for those grades. UCLA has started to develop this kind
of knowledge for our teachers. They did one on South American food and
culture and on the issue of global warming,” explained the principal when
asked to describe the extent of support for global education offered out of this
partnership.
Leadership and Culture
Leadership has also been a key component in supporting the school‟s
vision of a global education, especially with regard to professional
development and building capacity towards both academic and global
education goals. The principal started her administrative leadership at the
research study school in May 2006 and has supported her teachers in sharing
best practices and addressing the school‟s vision. Accordingly, the WASC and
CDE Self-Study Visiting Committee Report (2010) observed that,
The school‟s principal actively participates as the staff facilitator for
the achievement of the academic standards and ESLRs, as well as any
requirements that are handed down from the district. Data is used to
assess the need of the students, and in turn, professional development
activities are planned and implemented from this needs assessment.
Multiple staff present and facilitate professional development activities
through the school year on both the middle school and high school
campus.

When asked to identify an organizational structure that supported
global education at the school, the RSP teacher and GATE coordinator stated
in an interview, “The principal is an amazing resource; she keeps connecting
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us to different schools and making resources available and professional
development opportunities, like the Saturday professional developments.”
Both collegiality and the culture of bringing the world to the students
is observable among the staff, especially with regard to educational practices,
improving student learning, and planning to help students achieve the ESLRs.
Faculty, staff, parents, and students share a passion and dedication to
improving learning through accomplishing the school‟s vision. In the staff
survey, participants agreed that the principal was a strong advocate of the
global mission and vision. The RSP teacher and GATE coordinator also
stated that, “One of the reasons I came to work here was because of the vision
to inspire and prepare global citizens; it‟s something I believe in because the
world is shrinking and our students need to be well-prepared to meet the
challenges.” This sentiment and culture was heard repeatedly in the
interviews with faculty and staff. The principal stated that,
One of my philosophies is „If I can‟t take you to the world, then I‟ll
bring the world to you.‟ How can we do that? When I hire my
teachers I take that in mind and I would like my teachers to be global
and see what they bring to the school. We have a very international
staff from all over the world and that brings a lot of culture and
experience to our students and tolerance because they have teachers
who are different and whose first language is not English or Spanish; I
have 99% Spanish-speaking population. I have an English teacher
from Bulgaria and our students connect with students in Bulgaria
through SKYPE conferences. We have different teachers who give
them those connections, like my Japanese teacher has connections in
Japan whose students email, which helps give our students that global
perspective and consciously bringing that forth and asking “How can
you become that global citizen?”

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The interest and involvement of parents in the school has also
enhanced global learning according to 57.7% of the surveyed staff. Parents of
students at the school also take numerous opportunities to be involved. They
serve on the School Site Council, English Learners Advisory Council,
School‟s Decision Making Council, WASC Focus Groups, Title I Committee-
Compensatory Education Advisory Committee, Parent Teachers Association,
and District Advisories (WASC and CDE Self-Study Visiting Committee
Report, 2010). A number of parents volunteer at the school and classes are
available to assist parents in supporting their children‟s learning at home.
Parent participation has always been high, according to the staff and faculty,
because “parents want to help and they want to make sure that the school
succeeds and that their children are a part of it. We have a very small, but a
very family-oriented environment. Officially we just developed the PTA this
year, so it‟s been formalized, but we‟ve always had participation; it‟s been in
existence informally since I‟ve been here. They‟re always willing and
wanting to help our students continue to be those global citizens.” The
principal continued, “Our students are global students and our parents want to
be global citizens, too.”
Professional Development
The school has as their goal to ensure standards-based instruction with
a global perspective focused on student results. Teachers work individually or
in groups through professional development on Understanding by Design, to
design lessons where students can make connections between the lessons and
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the ESLRs. Professional Learning Communities are also in place to allow
teachers to identify essential standards and develop a pacing plan for each
course. Teachers implement teaching strategies that help students develop
critical thinking, achieve standards and the ESLRs. Teachers attend regular
workshops and training and keep informed about technological innovations.
Out of these trainings, students are often encouraged to lead their own
discussions, realize entire projects on their own, so that teachers can play
more of a coaching role.
“One of the concerns as a leader of the school is how do I make sure
that our staff maintains that global perspective in professional development.
One of the things we started to do was during each of our professional
development we would select a region, share food, learn about the culture and
have a discussion. Now we do this once a month, a different culture that the
teachers choose,” stated the principal when asked how global education was
made a focus in professional development. Due to their extensive
partnerships, further professional development has been and will continue to
be offered by UCLA. Additionally, a coach from the International Studies
Schools Network will continue to provide training so that the school can
continue to include an international perspective in their instruction and
develop international units. Being a part of the ISSN has also allowed the
staff to travel to Washington, DC to attend Asia Society‟s annual conferences;
“About 90% of my staff have been trained or attended these conferences in
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DC or regionally, which has helped us all connect with and collaborate with
other teachers in the network,” added the principal.
One week prior to the interview with an English Language
Arts/Journalism teacher, she, along with several other teachers, attended a
workshop through the ISSN, which was focused on internationalizing the
curriculum. When asked about the content and its effectiveness towards
helping the school‟s vision, she replied,
We really need it, especially being given the time to actually plan it,
instead of talking about it. I think that‟s the difficult part because
where do you find the time to actually sit down and have people tell
you that this is what to do and put it into practice because if you leave
with something, you leave more motivated and you want to carry it
through because you‟ve already spent all this time doing it and people
have given you feedback and you feel pumped up about seeing it in
action, so I feel that during those two days, we were given the
opportunity and a lot of support.

Another aspect of professional development the principal incorporated
when she arrived as the administrative leader was the idea of sharing best
practices. In the 2009-2010 academic year, the WASC and CDE Self-Study
Visiting Committee Report (2010) wrote,
Teachers meet monthly in conference period groups in what is called
Sharing Best Practices. During these sessions, teachers look at student
work, visit classrooms, and observe evidence of strategies to improve
student learning. The emphasis in Sharing Best Practices has been on
student work, analysis of the work from one teacher with regard to its
effectiveness in meeting standards, in its built-in assessments and the
built-in differentiation.

According to the principal, for the 2010-2011 academic year, “The
School Decision Making Committee (SDMC) decided to focus on the
Professional Learning Community (PLC) process and allow department chairs
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to create their agendas. Therefore, the department chairs and three members
of the SDMC meet as Academic Leaders and discuss the professional
development so that the department chairs can create their agendas. The team
also meets as Academic Leaders with the District‟s Response to Intervention
coordinators to look closely at the school‟s intervention.”
A review of the school‟s Professional Development Calendar (2010)
for the current academic calendar revealed two goals under the umbrella of
sharing best practices: (1) Support the work being done through department
PLCs by observing teachers in different stages of instruction. Visiting teacher
will provide feedback regarding visit and discuss best practices (2) Through
the analysis of data, backwards planning and the PLC cycle, improve
curriculum and instruction. The product of Professional Development Goal 2
will be seen through completed curriculum maps and two Understanding by
Design units with student work. To achieve this, the calendar shows a three
cycle phase beginning with setting goals, designing and sharing assessments
and lessons, and analyzing students‟ work to share best practices, as well as
plan and implement intervention.
During the summer and winter institutes, teachers were and continue
to be trained in Understanding by Design where they identified key standards
and backwards planned to achieve a level of competency with the state
standards. Teachers have and will present the results of their unit assessments
at faculty meetings or Sharing Best Practices sessions. Exemplary work is
also presented and discussed at winter and summer institutes. During an
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interview with a world language teacher, who was asked whether the structure
of the school supported the attempts of incorporating globalization as an
emphasis, she responded,
We know we need to learn about these global issues and we said
there‟s a need for that; how can we teach our students about global
issues if I myself don‟t feel very confident in doing that, so I think
there‟s a little bit of a change there; it‟s supported and pushed and it‟s
not impossible because we‟re not that far off. We spent a lot of time at
the end of last year and this summer doing backwards planning and
this is backwards planning with putting an international perspective at
the end and we‟re not that far from that.

Among the surveyed teachers, 80.8% agreed to the highest degree that
they were provided with professional development opportunities for the
purposes of global education. However, 42.3% felt that the staff did not have
the time for curriculum planning to include the global perspective that they
were receiving training in. Some expressed that the school‟s global education
emphasis was in competition with the district and state‟s mandates and
expectations, but overall, many agreed that an international perspective should
be a part of everyday thinking and doing, despite the challenge of time and
outside accountabilities. The principal agreed with the constraints and
challenges of time and mandates outside of being an ISSN, but also agreed
that a global emphasis was always an effort among herself and her staff.
I always challenge my teachers to find ways of making a conscious
effort of bringing an international perspective. We have a lot of
professional development and relationships dealing with
internationalizing the curriculum, like the partnership with UCLA
where some teachers during the summer attended seminars to teach us
about international issues and how to embed that in our classes and
just being a part of the international studies schools network we have a
lot of focus on that.
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Globalizing curriculum and instruction for more opportunities to bring
students the world will follow a renewed sense of priority for administration
and teachers this year through more sharing best practice sessions,
professional development partnerships and collaboration among staff.
Theme #3: Developing Global Citizens
The literature surrounding global education has had limited reports of
student outcomes and behaviors seen through global education. Some have
cited higher test achievement, while others have observed more awareness
among students either socially or environmentally. Being a part of ISSN, the
school has the challenge of addressing the concerns of persistently poor
academic performance among low-income and minority students and
preparing students to participate in a global environment. For the research
study school, examples of students working or representing global citizenship,
global knowledge and skills, the ESLRs, as well as academic achievement so
that they are prepared for the global era, have been observed.
The school opened in 2004 serving grades 6-8 and has expanded one
grade level every year, graduating its first class in 2009. Due to these annual
expansions, the school has not had comparable California Standards Test data
until the 2009-2010 school year, in which it showed a 51 point increase in
achievement and ranked first among similar schools, according to the
California Department of Education Star Report (2010).

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Table 5: Academic Progress for the Research Study School
Academic Year Base API API Growth Statewide Rank Similar Schools
Rank
2005-2006 655 638 3 2
2006-2007 634 652 2 2
2007-2008 652 653 3 8
2008-2009 652 654 3 3
2009-2010 653 704 3 1

The 2009-2010 Single Plan for Student Achievement outlined several
Goals for Action Plans, as outlined in Table 6. According to the plan, the
school met all three stated goals with all subgroups meeting the participation
rate of 95% with an API of 704 and graduating 96% of its senior students.
Table 6: Goals for Action Plans at Research Study School
Goal Benchmark
Participation Rate Achieve 95% participation rate for all state
assessments
API Meet the API goal of 680 or increase by 1 point from
previous year.
Graduation Rate Have a graduation rate of at least 83.2%

Other academic benchmarks include a 34% pass rate on AP exams, a high
percentage of students taking A-G courses and transitioning onto higher
education upon graduation, as well as students completing high school with
college credits. Alongside the school‟s academic achievements, the influence
of global education has also been perceived among students through examples
of students solving real world problems through participation in cultural and
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global issues, analyzing global issues, and possessing general knowledge
about international cultures.
When asked how familiar the students were with global issues, the
principal responded in the interview,
Sometimes the students do not even know how familiar they are and
the reason that I say that is because they live it everyday and they‟ve
been with us for such a long time that they don‟t know the difference
until they actually speak to other students or talk to other people, like
from the accreditation team, and they realize how global they are, how
different they are and that‟s what I get from them and from other
people who come to the school. The students think everyone‟s
receiving that global perspective and the California standards.

For some teachers, developing a global perspective and global
citizenship are highly valued assets they want to help develop in their
students. When one teacher was asked what she sought as her global
education goal for this academic year, she replied, “For my students, what I
hope is that I help them realize that their voice, their story is important and
that they‟re part of a global community; that what they experience and have to
say is important; I want them to be active citizens and question what they see
and take more action because of it.” When another teacher was asked whether
she could recall examples of students‟ interest or development as global
citizens, she expressed, “A lot of students develop an interest in the issues
going on around their community and forming a voice and an opinion around
it; for some, its community service or internship in their particular interest.
Also, a lot of students express the desire to pursue international relations or
culture, which isn‟t what I use to hear when I was in school.” Whether
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students are called into action through community service, researching
international headlines or United Nations archives, or having knowledge about
regions of the world beyond the average American citizen, these qualities
seem prominent and recurring on this school‟s campus.
Analyzing Global Issues

To initiate students‟ interest and knowledge on global issues, teachers
purposefully make efforts to infuse them within their content curriculum and
instruction. When this occurs, teachers believe that students are made aware
of not only the global issue, but their connection to the global issue. When
interviewing the RSP/GATE coordinator and teacher, she observed that,
“Students are very conscious of what‟s going on in the world and they pay
attention to the news. For example, they were really delving into researching
and reading about the Chilean miners and the different earthquakes around the
world; in a math class, they were reading about the oil spill in the Gulf and
thinking about the economic impact in Louisiana versus when Hurricane
Katrina hit.” An educational aide who also serves as a parent volunteer has
had two of her children graduate from the school and one child still attending.
When she was asked how familiar the students of the school were with global
issues, a similar sentiment was expressed, “The students and my children,
especially, are very familiar with global issues, such as the rescue of the
Chilean miners, the oil spill in the Gulf of Mexico, AIDS in Africa, and the
earthquake in China. The students learn about these global issues through
their classes. They have public debates, news tasks, and use the internet.
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They have projects on current events, research data and information in
newspapers, TV, internet, interviews, books, encyclopedias, so they are very
informed.”
The MUN, math and science teacher at the middle school recalled a
student who brought in newspaper clippings of events from around the world
because he was made aware of the value and connection of these events to his
world through his classroom. The teacher further described how her students
are “always so positive and eager to do the work to learn about their country
and their position on global issues” because teachers have made that effort to
place value and connections on global events to what they‟re learning and to
the students themselves. With a history lesson, the RSP teacher/GATE
coordinator recalled an example of student‟s interest and knowledge of global
issues. She described a discussion she heard among her students that
propelled a lesson infused with a global issue:
A student did not bring a pencil to class because he could not buy one.
When asked by another student, “Why not?” he replied, “Because my
dad‟s job was taken by someone in China,” and the discussion ensued.
The next time I went to class, I gave a PowerPoint presentation on
outsourcing. I showed them a made up story of a man named John
Doe who got up in the morning and put on a shirt that was made in Sri
Lanka; then he put on his shoes that were made in Vietnam, and so on,
until finally he got in his car that was made in Japan and fueled by
gasoline from Saudi Arabia and by the end of the presentation, the
students were very aware of why their parents were losing their jobs.
So, instead of blaming it on politicians or illegals, it became a
different discussion. They learned about being outsourced and being
consumers, rather than producers, and they shifted gears into a more
global way of thinking. It became, “What can we do to produce more
jobs or bring jobs here?” and that was just one way of becoming more
familiar with global issues.

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Though this teacher feels that her students don‟t solve global issues
beyond discussion and lessons, this year, she is hoping to work more with her
GATE students, “who like to think outside the box and hopefully get a chance
to see them trying to create and think about solutions to global issues.”
Through bridging the gap between the local and the global landscape,
teachers have gained an understanding for students‟ desire to delve deeper
into global issues. For the English Language Arts/Journalism teacher, her
efforts have always been in trying to bring the world to her students because,
“a lot of [the students] families don‟t go outside of their neighborhoods, or if
they do, it‟s to nearby cities, so they‟re not exposed to everything that‟s going
on around them in the world. Even at home, I don‟t think they watch the news
or pick up the newspaper, but when you bring up stuff that‟s going on in the
community or in the world, I really do feel like there‟s an interest and they
want to know more. I‟m not sure if that interest comes because we made it a
point to include real-world issues and discuss them, but there is that desire.”
Knowledge about international Cultures

The survey analysis revealed that 66.3% of staff and faculty highly
believe that students understand cultural points and 55.7% highly agree that
students share an appreciation for diversity and culture. This awareness and
appreciation, teachers and administration believe, stem from the cultural
learning taking place within advisories, extracurricular activities such as
cultural festivals, and a shared passion for the school‟s vision of inspiring and
preparing global citizens. The world language teacher was asked to recall
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examples of students displaying an interest in international cultures or issues
and she reflected,
There are many times when I hear students using Japanese outside of
what they have to be doing and to me that means there‟s a desire; They
see that they can use [the language] and just that fact that they realize
it‟s a language to communicate is a big step. We‟re studying Japanese
here, but there‟s no need for it in this community; we don‟t remember
that it‟s actually a means of communication, but the fact that they can
use it and they use Japanese outside of class and understand each other
and with each other means something to me; they realize that it exists
and it‟s bigger than just a class.

Following the Dragon Festival, a middle school teacher proudly stated
that her students knew more about Canada, the region of study for her
students, than most Americans; “They know what provinces are and they were
impressed with the diversity in Canada just as Canadians pride themselves in
their diversity.”
This interest in international cultures and knowledge, according to
some teachers and the principal, has been in large part due to the discussions
taking place in the classrooms. “They know more about the cultures because
we discuss it and whenever I notice a students‟ interest in something than I try
to capture that and put it into a global perspective,” responded one teacher
when asked about the familiarity of her students with international cultures.
Participation in Cultural and Global Issues
When staff was surveyed on the matter of whether students develop
some sense of civic responsibility by identifying specific ways that they can
make some contribution to the resolution of a global issue, 55.7% responded
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at the highest degree, citing service learning and community service as one of
the major factors.
Community service is not only a graduation requirement, but a culture
that has helped to spur awareness among students. Part of being an ISSN is
the requirement that students complete 120 hours of community service and
120 hours of internship. Additionally, 40 hours of those hours have to be
international. This, according to the principal, has helped to make students
“constantly aware of helping and doing projects and seeing what they can do
and who they can help.”
In previous years, students have participated as active citizens in the
Cesar Chavez March, held fundraisers, and celebrated Martin Luther King
Day within their community. In August of 2010, the principal was invited to
the city‟s commission to receive a certificate of appreciation for her students‟
participation in the census. She described how “one of our students, who‟s in
UC Berkley now and just graduated, headed the group for completion of the
census in the community and he headed the three schools in the district and
we were the first high school and community that had 100% completion with
the census in the nation. Our students are so aware and they want to help.”
Community service has extended out from local to international
service. The principal explained that being an international school sends a
different kind of message to her students. For example, “They help collect
money to send to foundations, they send money to needy families. Several
years ago, our students decided to organize a toy collection for needy families.
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They exceeded their expectations and collected 1000 toys. They then chose to
send some to an orphanage in Ensenada, give some to the city and the rest to
families of their community. This year they decided to give blankets to the
impoverished. For Thanksgiving, they gave turkeys and fruit baskets to needy
families. It‟s amazing how they‟re so aware.” For one parent, she feels her
children and the students receive this kind of global knowledge and awareness
everyday and it shows. “For example, they collect money to help
impoverished children and support the homeless towards a better life. The
ESLRs are all about making students into global citizens and they are
becoming that by doing things like collecting money for developing
countries.”
The awareness of the needs of their community and the community at
large has been evident in environmental issues, as well. Environmental issues
was an element of global education that was repeated throughout the literature
surrounding globalization, and though only 42.2% agreed that students
explored environmental issues through the school or classes, teachers have
perceived evidence of this awareness among some students. In an interview,
one teacher recalled how “a couple of months ago, there was a student who
was really concerned with the amount of newspapers that we were throwing
away and she was outraged that we didn‟t have recycling. She was like „How
could we be an international school and not have a paper recycling center?
We should be doing that.‟ So, I told her to start a club, and I think she‟s
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starting the process. I‟ve heard things like that from students because we are
an international school.”
Diversity, culture, and global issues have been strongly emphasized on
this campus and teachers agree that activities like the Dragon Festival,
studying regions of the world, communicating with students abroad, traveling
abroad, understanding diverse perspectives through Council and the diverse
staff, have all contributed to students developing tolerance, appreciation, and
knowledge of the global community, as well as global citizenship.

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CHAPTER V
SUMMARY, CONCLUSIONS, AND IMPLICATIONS
Introduction
In the recent decade, the imperative for global education has seen an
increase due to shifts in economic systems, technological innovations, and
transnational migrations. This new global era has challenged the American
education system beyond the current mandates of federal accountability to
create “more diverse talents rather than standardized laborers, more creative
individuals rather than homogenized test takers, and more entrepreneurs rather
than obedient employees. Furthermore, this new era requires all citizens to
think globally, to understand other cultures, to have the ability to interact with
others, and to competently handle changes and complexity” (Zhao, 2009,
p.182).
A review of the literature revealed that several variables related to
curricular elements and organizational structure have begun to meet the
challenges of producing globally competent citizens including, but not limited
to, a globally-infused curriculum, project-based assessments, international
courses, academic rigor, globally-focused professional development, cultural
programs, and civic responsibility. Much of the literature surrounding global
educational practices have identified these kinds of curricular elements and
organizational structures as developing more global knowledge and skills
among its students. A wide variety of research data was collected and
examined, including standardized achievement results, administration and
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faculty interviews and survey, a review of documents, and observations to
further identify student outcomes and behaviors seen in global education
institutions.
Purpose of the Study
The purpose of this case study was to examine a school that had
adopted global education as its educational goal, and to identify key curricular
elements, organizational structures, and its student outcomes. For this study,
the concept of global education was defined as education that develops
students‟ skills for a career, continued learning, as well as active and informed
citizenship (Pike, 2000; Wagner, 2008; Stewart, 2007; Tye & Tye, 1992;
Suarez-Orozco, 2004; P21, 2008). The research study also set out to identify
global educational practices and structures in curriculum and organization to
better identify student outcomes/behaviors with the goal of extrapolating its
findings to similar schools implementing or seeking global educational
practices to develop 21
st
century skills among students.
Summary of Findings
QUESTION 1: What are the curricular elements in schools embracing
globalization?
Responding to the school‟s belief and commitment to its vision of
inspiring and preparing global citizens, the case study school has embraced
globalization through its adoption of several global curricular elements and
practices. Though the instructional program primarily rests upon the district-
adopted core curriculum grounded in the California State Standards, the
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globally themed Expected School-Wide Learning Results operates in
conjunction with the school‟s vision as a driving component of the school‟s
global educational goal. Several curricular components were identified as
serving the school‟s vision, including advisories, international courses, college
readiness, academic rigor, project-based learning, and technology.
The adoption of a global region of study in each grade level in the
school‟s advisory program has served as an integral part of the school‟s global
vision as a collective and cumulative process of studying the world. It has
served as a way of infusing a global perspective within a standards-based
curriculum so that students receive a global perspective. Literature books that
coincide with particular regions have also supplemented and enhanced
students‟ opportunities to make global connections and build global
perspectives within the advisory‟s region of study.
World languages, world music and art, and the Model United Nations
program have also been vital to the school‟s international theme and vision.
The infusion of these international courses into the curriculum has made it
possible for students to prepare for the global world by engaging in
internationally relevant learning opportunities. The offerings of world
languages, such as Japanese and Mandarin, have also helped develop students‟
global citizenship, cultural understanding and tolerance, while the Model
United Nations program has empowered students with both voice and
knowledge to build global connections.
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Furthermore, the case study school boasts nearly 100% of its
graduating seniors transitioning onto higher education. This is tied both to the
school‟s commitment to its ESLRs and the curricular and instructional support
that allows students the opportunity for academic success alongside a global
perspective. Along with extension, intervention, and enrichment activities
aimed at the completion of the A-G requirements, students are offered seven
college courses on campus through a partnership with a local community
college. According to the principal, this opportunity has led to nearly 84% of
its students graduating with college classes. College awareness and readiness
so that students are skilled for success in the global era has also been extended
down to the middle school, where students are exposed to various career and
higher education options out of a grant written by the middle school
counselor. Additionally, the requirement of 340 hours total of community
service, internships, and international service have also helped students
prepare for higher education and the global world.
Advanced Placement (AP) courses are offered to enhance academic
rigor so that students are both ready for college and have the knowledge
required of the global era. Nineteen AP courses, along with honors courses,
are offered to support the Gifted and Talented Education (GATE) population,
which comprises about 13% of the school‟s population this year, according to
the GATE coordinator. The WASC and CDE Self-Study Visiting Committee
Report (2010) noted that the school had a 34% pass rate in AP exams taken in
the 2009-2010 academic year.
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The e-portfolio senior project, which is a graduation requirement, has
been in place at the case study school for two years and has shown progress
towards the development of critical thinking, global knowledge and skills, as
well as global citizenship. This portfolio has allowed students the opportunity
to prove that the curriculum is coherent and global, as well as provided a
venue for showing what they‟ve learned and how they‟ve developed as global
citizens.
The use of digital media and technology to access and evaluate
information from around the world and effectively communicate, synthesize,
and create new knowledge has been a goal at the case study school.
Technology was observed to be an integral instructional learning tool for both
faculty and students. Examples of technology used to enhance 21
st
century
learning and skills were observed through video conferencing with a sister
school in Taiwan, researching of current and international events, use of
multimedia gadgets in classrooms, communication, and enhancing linguistic
and cultural abilities.
QUESTION 2: What organization structures support globalization?
Extracurricular activities, partnerships, leadership and culture, and
professional development have revolved around the school‟s vision of
inspiring and preparing global citizens. These organizational structures have
initiated and sustained the school‟s culture of bringing students the world so
that global connections and perspectives are more readily and consciously
made in both curriculum and organizational structure.
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The Dragon Festival, trips abroad, and cultural exchanges have helped
to build and teach tolerance for diversity required of the global era by having
students make global connections. With a 99% Spanish-speaking population
living in a low socio-economic community, opportunities to interact with
increased diversity has helped students gain valuable cultural experiences that
may otherwise have remained limited.
Partnerships, according to 88.5% of the faculty, have been critical to
the school‟s global vision and ESLRs. Partnerships with international and
local schools, businesses, college and universities, and Asia Society, have
supported the organizational capacity and structure supporting global
education. Out of these partnerships, students have had access to college
courses, globally focused instruction born out of professional development,
and connections with sister schools both nationally and internationally.
The commitment to the school‟s vision of preparing and inspiring
global citizens is a shared commitment among faculty and administration.
Teachers and the principal have been committed to bringing students the
world through curriculum, instruction, and programs that support the goal of
preparing and inspiring global knowledge, skills, and citizenship. The
leadership in cultivating a global consciousness and acquiring resources was
also a recurring sentiment among faculty as a key organizational structure
supporting global education at the school.
With the goal of ensuring standards-based instruction with a global
perspective focused on student results, several professional development
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practices have been established. The school has adopted Understanding By
Design as a professional development goal, along with Professional Learning
Communities, regional and national workshops built out of partnerships with
UCLA and Asia Society, and the sharing of best practices among faculty.
According to the survey, 80.8% of teachers felt that they were provided with
professional development opportunities for the purposes of global education.
Furthermore, the development of a formalized Parent Teacher
Association, as well as the existing active involvement of parents and the
community, has helped further the global educational aims of the school. For
example, several of the globally focused extracurricular activities, such as the
Dragon Festival and the trips abroad, are partly sustained out of this parent-
school partnership. This partnership has also raised awareness among parents
for their children‟s development as global citizens, as well as a desire for their
own development as global citizens, according to a parent employee and the
principal of the school.
QUESTION 3: What perceived student behaviors /outcomes are seen?
Students working as global citizens and demonstrating knowledge and
skills of the 21
st
century have been limited in much of the literature
surrounding the global education discussion. As the focus of this case study,
observed student behaviors and outcomes included examples of students
working to develop or demonstrating global citizenship, applying global
knowledge and skills through the ESLRs, as well as showing academic
achievement so that they are prepared for the global era. As global education
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was defined as education that develops students‟ skills for a career, continued
learning, as well as active and informed citizenship (Pike, 2000; Wagner,
2008; Stewart, 2007; Tye & Tye, 1992; Suarez-Orozco, 2004; P21, 2008),
students of the case study school were seen exemplifying a multitude of these
desired characteristics required of the 21
st
century.
As a span school that opened in 2004, the school has not had
comparable California Standards Test (CST) data until the 2009-2010 school
year, in which it showed a 51 point increase in achievement and ranked first
among similar schools, according to the California Department of Education
Star Report (2010). All subgroups met the participation rate of 95% on the
CST showing an API of 704 and graduating 96% of its senior students. Other
academic benchmarks included a 34% pass rate on AP exams, a high
percentage of students taking A-G courses, nearly 100% transitioning onto
higher education upon graduation, as well as 84% of its students graduating
with college credits.
To initiate students‟ interest and knowledge on global issues, teachers
have purposefully made efforts to infuse them within their content curriculum
and instruction. Through these kinds of efforts, teachers believe that students
are not only made aware of global issues, but also develop connections to the
global issues. The survey analysis revealed that 66.3% of staff and faculty
believe that students understand cultural points and 55.7% agree that students
share an appreciation for diversity and culture, which has stemmed from the
cultural learning taking place within advisories, extracurricular activities, such
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as the Dragon Festival, and a shared commitment to the school‟s vision of
inspiring and preparing global citizens. This interest in international cultures
and knowledge has also been in large part due to the discussions taking place
in the classrooms.
Civic responsibility and service have also been observed among
students through school-based activities requiring community and
international service, fundraisers for local and international causes, and
environmental awareness and action. According to the principal, “The
ESLRs are all about making students into global citizens and they are
becoming that by doing things like collecting money for developing
countries...the school has helped to make students constantly aware of helping
and doing projects and seeing what they can do and who they can help.”
Conclusions
The students at the case study school have made both academic and
civic developments through their education at a global education institution.
On the California Standards Test, the school‟s Academic Performance Index
showed an increase from 653 to 704 in the 2009-2010 academic year.
Additionally, students have shown participation and 34% passing rates in
Advanced Placement courses and tests, enrolled in internationally-themed and
academically rigorous courses, attained college credits, participated in cultural
programs and globally-themed extracurricular activities, traveled abroad,
engaged in technology and project-based learning, as well as demonstrated
civic awareness and responsibility locally, internationally, and
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environmentally. Throughout this research, the teachers‟ and principal‟s
commitment to the school‟s vision of preparing and inspiring global citizens,
along with the commitment towards globalizing curricular elements and
establishing a structure to support global education and its vision, have been
the qualities driving these types of student behaviors and outcomes as an
international school.
As the research data were analyzed for the identification of themes, it
was apparent that curricular elements which supported global education were
in place. Teachers made conscious efforts to teach 21
st
century skills and
knowledge within their lessons. Additionally, the curriculum within advisory
and international courses offered students a wide range of opportunities to
engage in learning that helped develop both global perspectives and
connections. Technology was a daily form of communication and learning
among administration, faculty, and students, and students were trained in
digital literacy skills to complete e-portfolios and other class assignments. To
prepare students with the knowledge required of the global era, students were
challenged with academically rigorous courses, such as AP and honors
courses, alongside college courses.
Regarding organizational structures, the principal was identified as a
resource for change and progress at the case study school among her faculty.
Her commitment to comprehensive program improvement alongside a global
focus, resourcefulness in securing partnerships, ability to inspire commitment
for both student achievement and global education, initiate the sharing of best
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practices, offer professional development opportunities to further strengthen
her faculty‟s global education development, and her ability to collaborate and
positively involve all stakeholders in the vision of the school, have created an
internationally-themed school where students are preparing both the
knowledge and skills to become global citizens.
Another structure in place that has benefited the school‟s goals as an
international school have been the partnerships offering support in resources
and training for students and faculty. Out of these partnerships, teachers have
received professional development opportunities towards bringing a global
focus to their curriculum, as well as self-development as globally-aware
citizens. Additionally, students have received college courses on campus,
connected with students nationally and internationally, and developed a
consciousness towards global citizenship through globally focused curricula
and programs.
Implications for Further Study
In the recent decade, the global education discussion has increased
throughout the national and international forum. Out of pressures toward
accountability with the passage of the No Child Left Behind federal
legislation requiring state and local educational agencies to demonstrate
continuous student improvement, global education has resurfaced as a
concurrent imperative towards gaining international accountability and
credibility. This imperative for student academic improvement alongside a
globally-competent workforce has been a strong theme in the research
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literature with numerous variables identified, such as the development of
digital literacy and critical thinking skills, global citizenship and civic
awareness, project-based learning and assessment, and the organizational
capacity to support globalizing educational practices.
This case study researched variables associated with curricular
elements and organizational structures at one case study school that may
correlate with student behaviors and outcomes at a global education school.
To the extent that the findings can be generalized to other schools embracing a
global education vision and practices, there are clear implications for
educational leaders and classroom teachers. Although the data reported are
exploratory and warrant further investigation, they suggest clear implications
for school site and classroom practices and structure.
Global education has been cited as leading to academic achievement
by some global education advocates, and has also begun to emerge as an
observation at the case study school. Students have shown increased
achievement on the California Standards Test (CST) and The California High
School Exit Exam (CAHSEE), along with increased participation in
academically rigorous and international courses. However, with only one
comparable set of CST data, two graduating classes, and developing global
educational practices in place, such as the e-portfolio and Asia Society‟s
Graduating Portfolio System, further study as an established and accredited
school over a longer academic period may be warranted. Additionally, a
study of other education institutions implementing a similar global education
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vision or mission, alongside global educational practices, would perhaps
validate this study‟s findings and uncover other student outcomes, as they
pertain to academic achievement.
Perhaps a second most influential force associated with global
educational practices in this study was the development of an organizational
structure that supported on-going professional development. Competition
with local, state, and federal accountability measures were stated to be the
greatest challenge among surveyed and interviewed faculty concerning
implementation of global educational practices stemming from professional
development. Teachers expressed the need for more sharing of best practices
and new knowledge after attending these globally focused trainings. Teachers
also felt the school‟s global education vision was in competition with district,
state, and federal accountability measures and desired a way to merge the two
goals concurrently. Deeper investigation into the variety of globally focused
professional development, both at the school-site and those developed out of
partnerships with Asia Society and UCLA, may uncover richer descriptions
and challenges, especially related to those expressed by faculty of the current
situation. Furthermore, the study did not extensively observe how
professional development surrounding global education was implemented into
classroom practices. Further study in this area might provide more
comprehensive understanding concerning the challenges faculty have
expressed and how they support the global education vision.
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Finally, completing comparable research at other similar global
education schools and examining similarities among these schools may further
corroborate this study‟s findings. The identification of unique school
characteristics and observed student behaviors and outcomes may contribute
to a more comprehensive understanding of student behaviors and outcomes in
global education institutions. Combining these case studies, then, may offer
an in-depth exploration, as well as comparative analysis between the cases,
providing greater understanding of student behaviors and outcomes in global
education schools.

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APPENDIX A: DOCUMENT REVIEW

This is a comprehensive list including, but not limited to, the following
documents for review.

Curricular Elements
· School site plan w/emphasis on looking for globalization elements in
criteria
· District/school level textbooks
· School handbook
· Mission statements
· School‟s official website
· Test Scores
· Master Schedule
· Classroom Environment
· SARC (test results)

Organizational Structure
· PTA involvement
· Partnership agreements
· Staff Bulletin boards
· Staff/school/district calendar (to see what activities are being
implemented)

Perceived Student Outcomes
· Portfolios
· Projects
· Test scores (API)
· College Acceptance Rate and major selection

132

APPENDIX B: INTERVIEW

The following is list of school personnel researchers can interview.
*Justification as to why a person was interviewed is required (how did this
person help you answer the research questions?)

· Principal
· Asst. Principal
· Counselors
· Leadership Team
· Teachers/Dept. Heads
· Admin asst.
· Parents
· Program leader/managers
· Director of Technology
· Grade Level Chairs
· Leadership Teams

Curricular Elements
1. How familiar are your students with global issues?
2. In what ways do student learn about global issues?
3. What in your curriculum incorporates international cultures (specific
classes, and what foreign language and percentage of students)?
4. What influenced your decision to choose the specific languages?
5. How is technology integrated into the school curriculum?

Organizational Structure
1. What role does a globalized background have in hiring process of new
teachers? What are you doing to implement this?
2. What role does globalization have in your professional development
(examples)?
3. What organizational structure promotes and supports globalization (i.e.
leadership)?
4. Is someone in charge of disseminating information about curriculum
and programs related to globalization?
5. How do you evaluate the effectiveness of your global programs and
curriculum
6. How would you go about making changes if they are needed?

Perceived Student Outcomes/Behaviors
1. What examples do you have of students solving real world problems?
2. What examples do you have of students analyzing and evaluating
global issues?
3. What examples are evident that your students have general knowledge
about international culture?
4. What are examples in the school of student driven participation in
cultural and global issues?
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APPENDIX C: SURVEY

Please respond using the scale 1 - 4, 1 being the lowest degree and 4 being the
highest degree

How do you feel your school best addresses its mission of global education?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Curricular Elements

1. Your instruction includes global issues.

1 2 3 4

2. You teach critical thinking/problem-solving skills.

1 2 3 4

3. Students are exposed to international and cultural issues and challenges.

1 2 3 4

4. Textbooks and supplementary materials consider global issues, global connections
and global cultures. Please explain.

1 2 3 4
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. Technology is used as an instructional learning tool for global purposes.

1 2 3 4

Organizational Structure

1. A global/international focus is evident in the school‟s extracurricular activities.

1 2 3 4

134

2. The school has or seeks partnership(s) with schools outside the United States,
another school, business, or university. If so, describe the extent/context of the
partnership.

1 2 3 4
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. Teachers are provided professional development opportunities for the purposes of
global education. Please describe.

1 2 3 4

4. Staff has time for curriculum planning to include a global perspective. If so,
explain.

1 2 3 4
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. The interest and involvement of parents in the school enhances global learning.

1 2 3 4

Perceived Student Outcomes

1. Students develop some sense of civic responsibility by identifying specific ways
that they can make some contribution to the resolution of a global issue.

1 2 3 4

2. Students understand cultural points.

1 2 3 4

3. Students have appreciation for diversity and culture.

1 2 3 4

4. Students explore environmental issues.

1 2 3 4
135

APPENDIX D: OBSERVATION
Research Questions:
· Curricular Elements
· Organizational Structure
· Perceived Student
Behavior
Suggestions: While visiting, consider the following:

· Is there a time to visit that is more useful?
· Consider visiting a day that highlights
professional development.
· Consider the following when observing the
classroom:
· Promotes collaborative learning/project-based
learning
· Look for the integration of 21
st
century skills.
· Examine the use of technology as a tool to
promote globalization.
· Remember to examine textbooks
· Examine assessment-consider performance based
assessments.
· A day that highlights activities that promote
globalization.
Key
+ Highly Evident
√ Mildly Evident
— Not Evident
N/A Not applicable

School Community Classrooms Interactions
Environment reflects school‟s
mission, vision, culture
Environment reflects school‟s
mission, vision, culture that
promotes globalization.
Environment reflects school‟s
mission, vision, culture that
promotes globalization.
School‟s mission/vision is posted
throughout the school.
School‟s mission/vision is
posted in classroom.
School‟s mission/vision is
posted in classroom.
Student work that is displayed
reflects globalization
Course objective/daily lesson
addresses global curriculum
Course objective/daily lesson
addresses global curriculum
Partnerships are evident Student work that is displayed
reflects globalization
Student work that is displayed
reflects globalization
Front Office-First impression
reflects a focus on globalization
Teacher positively interacts with
students
Teacher positively interacts with
students
School building and grounds
reflect global themes and ideas
that connect students with what
they are learning around the
world
Students read newspapers,
magazines, and books, and
listen to radio and television
programs that relate to
intercultural and international
topics
Students read newspapers,
magazines, and books, and listen
to radio and television programs
that relate to intercultural and
international topics
Diversity of student body and
their respective cultures reflected
in your buildings and school
grounds
Technology is being utilized as
a tool to promote globalization
Technology is being utilized as a
tool to promote globalization
Is a global/international focus
evident in your extracurricular
activities evident

Is your school community
ethnically and racially diverse?

Do any individuals or groups
representing these ethnic and
racial groups make presentations
in, or assist teachers and
librarians in teaching and
learning about other cultures,
global connections, or global
issues?

Notes

Notes Notes

136

APPENDIX E: INTERVIEW TRIANGULATION MATRIX

Semi Structured
Open Ended
Interview Guide
Structured Open
Ended Interview
Semi-Structured
Open Ended
group interviews
Structured open
ended group
interviews
(Focus Groups)
Open Ended Written
Questionnaires
Principal

X

X
Assistant Principal

X

X
Counselor

X

X
Leadership Team

X X
Department Chairs

X X
Parents

X X
Program Leads

X

X
School Secretarial
Staff

X
Director Technology

X

X
Grade Level Chairs

X X

INTERVIEW MATRIX OF QUESTION OPTIONS
Question Focus Past Present Future
Behaviors/Experie
nces
X X
Opinion and
Values
X X
Feelings/Emotions X X
Knowledge X X X
Sensory X
Background X X X

Abstract (if available)

Abstract The purpose of this case study was to examine a California school addressing globalization in their curriculum and instructional practices, to identify key curricular elements and organizational structures, and their associated student outcomes. Furthermore, this study sought to uncover themes emerging from the examination of programs, instructional practices, and organizational structures identified at the case study school associated with student behaviors and/or outcomes.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Bak, Allie Alm (author)

Core Title Bringing the 21st century into California schools: a case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/22/2011

Defense Date 02/02/2011

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills in education,global education,OAI-PMH Harvest

Place Name California (states)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Hocevar, Dennis J. (committee member), Stowe, Kathy Huisong (committee member)

Creator Email abak@usc.edu,alliebak@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m3670

Unique identifier UC1384821

Identifier etd-Bak-4348 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-428666 (legacy record id),usctheses-m3670 (legacy record id)

Legacy Identifier etd-Bak-4348.pdf

Dmrecord 428666

Document Type Dissertation

Rights Bak, Allie Alm

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu