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Globalization, curricular elements, organizational practices and perceived student outcomes in California schools
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Globalization, curricular elements, organizational practices and perceived student outcomes in California schools
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Content
GLOBALIZATION, CURRICULAR ELEMENTS,
ORGANIZATIONAL PRACTICES AND PERCEIVED STUDENT OUTCOMES IN
CALIFORNIA SCHOOLS
by
Paula Gabriela Angulo-Landeta
___________________________________________________________________
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 Paula Gabriela Angulo-Landeta
ii
ACKNOWLEDGMENTS
First and foremost, I would like to thank God for giving me the strength to
continue despite many challenges. Without the loving support of students, colleagues,
friends and family this dissertation would not be possible. This dissertation is dedicated
to my family who always believed in my ability to achieve anything I set my mind to.
Mama, thanks for being an example of strength & courage by giving me the
encouragement & confidence to pursue my doctorate. Father, thanks for instilling the
value of education in the service of others while having unconditional faith in my ability
to make my dreams come true. To Ruben & Vivi, thank you for your friendship, love and
support. Thanks for keeping me sane with your insightful advice and unconditional love.
April, although you are on a different continent your friendship helped make this
possible. To my Cohort of Ninjas, your incredible dedication to education serves as my
inspiration. Thanks for helping me grow as a person & educator. To Ricardo and B,
thanks for the pep talks that will help transform education by keeping it REAL. Dr.
Zurbano, my future business partner and trusted friend, I can’t thank you enough for
helping me see the big picture and follow through on all my goals. To my colleagues and
friends I could not hope to work with a more dedicated and fabulous group of educators
and support staff. Thanks for pushing me to become better. To my committee members,
Dr. Gothold, Dr. Hocevar, & Dr. Love, thanks for teaching me to think of solutions and
lead by example. Your lessons have helped inspire & change me as an educator. To my
students I dedicate this dissertation as a symbol of what is possible, ―Si Se Puede‖. May
you all find your passion and make your dreams come true, like I have mine.
iii
TABLE OF CONTENTS
ACKNOWLEDGMENTS…………………………………………………… ii
LIST OF TABLES……………………………………………………………. v
ABSTRACT ………………………………………………………………...... vi
CHAPTER ONE:
Background of the Problem………………………………………….. 1
Statement of Problem……………………………………………...…. 4
Purpose of Study……..……………………………………………… 5
Research Questions……...…………………………………………… 5
Significance of Study…...…………………………………………… 5
Methodology …….……...…………………………………………… 7
Assumptions …….……...…………………………………………… 7
Limitations……….……...…………………………………………… 8
Delimitations…….……...…………………………………………… 8
Definitions of Terms..…...…………………………………………… 9
Organization of the Study…...….…………………………………… 10
CHAPTER TWO:
Introduction………………………………………………………….. 11
Historical Perspectives on Globalization and Education ……………. 11
Rationale for Study ………………………………………………….. 17
Best Practices...………………………………………………………. 28
CHAPTER THREE:
Introduction…………………………………………………………... 35
Conceptual Base ……………………………………………………... 37
Figure 1: Conceptual Model: Schools Embracing Globalization…… 38
Research Questions…………………………………………………... 39
Research Design….…………………………………………………... 40
Population and Sample...……………………………………………... 42
Instrumentation ….…………………………………………………... 45
Data Collection …..…………………………………………………... 47
Validity and Reliability..……………………………………………... 48
Data Analysis...…..…………………………………………………... 49
iv
CHAPTER FOUR:
Overview……………………………………………………………... 50
Background of International Studies Academy ……………………… 50
A Typical Day at International Studies Academy …………………… 57
ISA Humana Rights Conference…...………………………………… 65
Summary of General Observations about Globalization at ISA.……. 73
Findings First Research Question…………………………………….. 81
Discussion of the First Research Question……………..…………….. 91
Findings Second Research Question……...………………………….. 96
Discussion of the Second Research Question……………….……….. 102
Findings Third Research Question……..…………………………….. 105
Discussion of the Third Research Question………………………….. 111
Summary……………………………………………………………... 113
CHAPTER FIVE:
Overview….………………………………………………………….. 115
Purpose of Study………………………………………. ……………. 115
Significance of Study …………….………………………………….. 116
Research Methodology ………………………………………………. 116
Summary……………………………………………………………... 117
Themes...……………………………………………………………... 117
Implications…………………………………………………………... 121
Recommendations...…………………………...……………………... 122
Recommendations for Further Research….………………………….. 124
REFERENCES……………………………………………………………….. 126
APPENDICES………………………………………………………………...
A: Interview Instrument……………..……………………………….. 129
B: Survey Instrument……….………..……………………………….. 130
C: Observation Instrument…………..……………………………….. 132
D: Document Review Instrument…………………………………….. 133
E: Triangulation Matrix: Globalization and Education …..………….. 134
F: Criteria for Case Study Selection………………………………….. 135
G: Data Source by Research Question Triangulation Matrix………… 136
H: Global Leadership Performance Outcomes……………………….. 137
v
LIST OF TABLES
Table 1: School API & Similar Schools Ranking: 2006-2009………………… 44
Table 2: Survey Results for Research Question1: Curricular Elements …..…… 84
Table 3: Research Question 1 Survey Respondents Number of Respondents by
Scale Choice and Question………………………..…………………………….
85
Table 4: Survey Results for Research Question 2: Organizational Structures….. 98
Table 5: Research Question 2: Survey Respondents Number of Respondents by
Scale Choice and Question………………….…………………………………..
99
Table 6: Survey Results for Research Question 3: Perceived Student Outcomes 107
Table 7: Research Question 3 Survey Respondents Number of Respondents by
Scale Choice and Question …………………………………………………….
108
vi
ABSTRACT
The shift towards an increasing global integration in economic, communications and
security matters requires a different perspective in education. Due to the important impact
that globalization has had on our economy some educators have responded by integrating
a globalized curriculum. Schools in California currently address globalization in their
curriculum and practices through a variety of definitions and programs with varying
outcomes. While much is known about the importance of globalization on education,
information is lacking on the curricular elements and organizational structures that
support a globalized curriculum. The purpose of the study was to identify curricular
elements, supporting organizational structures and their associated student outcomes at a
California school that address globalization. This qualitative case study used multiple
data-collection methods including surveys, interviews and observations for triangulation.
Identified curricular elements include interdisciplinary instruction with 21
st
Century
themes, foreign language and project based learning. Supporting organizational structures
included partnerships, student support systems, professional development, and shared
leadership. The data showed global citizenship, student efficacy, and problem solving as
perceived student outcomes. This case study can provide practitioners with an example of
how to incorporate 21
st
century skills while meeting NCLB mandates. Researchers and
policymakers will gain information on the curricular practices that are being successfully
implemented to prepare our students for the global economy. This can build the case for
vii
future educational policy that incorporates the identified curricular elements and
organizational structures so that schools can better prepare 21
st
century citizens.
1
CHAPTER ONE
Background of Problem
Although No Child Left Behind (NCLB) currently dominates the discourse of the
education policy, it is important to note that NCLB is but the latest in a larger policy
battle dating back to the Reagan administration and the publication of A Nation at Risk.
The Reagan administration created the National Commission on Excellence in Education
to evaluate the state of public schooling and the challenges facing the institution. The
NCEE published an open letter entitled A Nation at Risk: The Imperative for Educational
Reform, advocating tougher academic standards, an emphasis on 'the New Basics', and
increased teacher training and merit pay. The commission also adopted many of the
concepts from earlier periods of reform, such as the need for rigorous standards and the
professionalization of teaching. The commission chose to frame the public debate and
make its case for reform. This is what makes Risk unique. Published during the 1983
recession, Risk successfully framed education reform within the larger public discourse
on the economy and generated a wave of reform proposals. School reform was
considered to be the key corrective to America's failing economy, and a more productive
American worker. With an alarmist language, a link between education and the economy
was introduced into popular discourse by Risk.
Throughout periods of both Republican and Democratic control of the White
House and Congress, the policy proposals that followed Risk have all employed a positive
link between education and the economy. George H. W. Bush's America 2000 proposal
frequently cited the demands of the ―modern economy‖ as requiring a public school
2
system geared toward the ―knowledge and skills necessary to compete in the global
economy.‖ Bill Clinton's Goals 2000 proposal echoed his predecessor’s demands of the
modern economy and the knowledge and skills necessary to compete in a global
economy. Following Clinton, George W. Bush's No Child Left Behind legislation was
similarly framed as ―ensuring our future competitiveness‖ in a global economy.
The NCLB legislation is a standards-based education reform that holds primary
and secondary schools measurably accountable to higher standards. It requires 100% of
students including special education students and those from disadvantaged backgrounds
within a school to reach proficiency in state standards in math and reading by the year
2014. The Bush Administration has significantly underfunded NCLB at the state level,
and yet, has required states to comply with all provisions of NCLB or risk losing federal
funds. Some critics charge that NCLB encourages teaching children to score well on the
test, rather than teaching with a primary goal of learning the skills needed to be
successful in the global economy. As a result, some teachers are over-emphasizing
standardized testing, narrowing curriculum and instruction to focus on test preparation
rather than richer academic learning. There is a growing gap between the knowledge and
skills students learn in school and the knowledge and skills they need in their typical 21
st
century communities and workplaces.
Although the educational reforms stemming from ―Nation at Risk” were aimed at
increasing American human capital through educational reforms, it has resulted in high
stakes testing and some schools narrowing the curriculum. Knowledge, learning,
information, and skilled intelligence are the raw materials of international commerce of
3
today. Often discussed in terms of a crisis and educational failure globalization is an
important concept in the popular discourse of education reform. To improve our
competitive edge in world markets, we must dedicate ourselves to the reform of our
educational system to include the 21
st
century skills students will need to be successful in
the global economy, rather than a high stakes test.
Joel Spring (2008) asserts that globalization and education involves the study of
intertwined worldwide discourses, processes, and institutions affecting local educational
practices and policies. The major global educational discourses are about the knowledge
economy, technology and lifelong learning. According to Spring, the language of
globalization has quickly entered discourses about schooling. Government and business
groups talk about the necessity of schools meeting the needs of the global economy. He
cites the example of the U.S. organization Achieve, Inc. (2005), formed in 1996 by the
National Governors Association and CEO’s of major corporations for the purpose of
school reform. They declared that "high school is now the front line in America's battle to
remain competitive on the increasingly competitive international economic stage" (p. 1).
The current research on globalization reveals the necessity of transforming schools to
meet the challenges of the new global economy and the importance of integrating 21
st
century skills.
In his book ―The World is Flat‖ Thomas Friedman declares that ―Globalization
3.0 is shrinking the world from a size small to a size tiny and flattening the playing field
at the same time…..… the thing that gives it its unique character – is the newfound power
for individuals to collaborate and compete globally‖ (p. 10). In spite of the important
4
impact globalization has had on our economy, some educators narrow the curriculum to
achieve the NCLB mandate rather than educating for the global economy. Friedman
declares ―If you want to grow and flourish in a flat world, you better learn how to change
and align yourself with it.‖ (p.355). While the world becomes more interconnected
through new technologies, the education system will need to reflect that change as well.
The shift towards an increasing global integration in economic, communications and
security matters requires a different perspective in education. Others have responded to
NCLB by expanding the educational opportunities of their students by integrating a
globalized curriculum. The schools embracing globalization are teaching and learning
practices that better prepare students for the current global era. Suarez-Orozco believes
that few schools today are organized to support higher order cognitive skills, which are
the habits of mind needed to be successful in our globalized society.
Statement of Problem
While much is known and understood about the importance of globalization on
education, information is lacking on the curricular elements and organizational structures
that support a globalized curriculum. Schools currently address globalization in their
curriculum and practices through a variety of definitions and programs with varying
outcomes. More information is needed to understand the curricular elements,
organizational structures and perceived student outcomes that are produced by school
programs that embrace globalization.
5
Purpose of the Study
The purpose of the study was to identify curricular elements and their associated
student outcomes at a California school that address globalization.
Research Questions
This study addressed the following research questions:
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization?
3. What perceived student behaviors /outcomes are seen?
Significance of the Study
This study is significant because it increases ones understanding of what schools
embracing globalization curriculum look like. In addition, it highlights the organizational
structures needed for successful implementation of globalized curriculum. More
importantly, it demonstrates through qualitative observations the student outcome
resulting from a school that embraces such globalization. This information is crucial if
schools are to adapt and are able to meet the changing demands of the global economy by
preparing global citizens.
The study highlights the curricular elements within the schools that incorporate
globalization providing practitioners and researchers with an accurate portrayal of how to
incorporate 21
st
century skills, while meeting NCLB mandates. Information on the
curricular practices that are being successfully implemented can contribute to the ongoing
research and dialogue about strategies to support preparing our students for the global
economy. This study also provides practitioners with information on the necessary
6
organizational structures to support a globalized curriculum. It explains what schools are
doing intentionally to implement globalization into their school so that practitioners can
incorporate those structures within their schools as well. Also significant, is how this
study identifies student outcomes that prepare their students for the 21
st
century and
changes to occur within.
Policymakers can use this study to highlight curricular elements and
organizational structures that are necessary for improving the preparation of students for
the global economy. It can help build the case for future educational policy that
incorporates the identified curricular elements so that schools can better prepare 21
st
century citizens. By identifying the necessary organizational structures that support a
globalized curriculum, it can provide a roadmap for success and policy. In detecting the
perceived student outcomes as a result of a school embracing globalization, policymakers
will have documented evidence to support their calls for reform.
This is a case study of a single high school, and the findings cannot be
generalized, the study was completed as part of a thematic dissertation team and can be
examined as part of a series of eight case studies about globalization and education. As
with all case studies, the findings are limited to the actual case; but when examined
collectively, they can provide insight into curricular elements, organizational structures
and student outcomes to prove successful in other schools. They also contribute to the
body of educational research by highlighting efforts that show promise and are worthy of
additional research.
7
Finally, this study recognizes the positive curricular elements, organizational
structures and student outcomes of a particular school. It is a factual description of the
student behaviors and describes in detail the practices of educators that contribute to
preparing citizens prepared for the global economy. By recognizing the positive impact
of schools embracing globalization, it will provide momentum for educational reform that
incorporates the skills for the 21
st
century.
Methodology
The study used a qualitative, descriptive research methodology to understand
globalized curriculum, supporting structures and perceived student outcomes. Case Study
research was appropriate because it allowed for an in-depth study of instances of the
phenomenon of globalization in educational practice through observation in its natural
context. The focus for data collection and analysis were curricular elements, supporting
organizational structures and perceived student outcomes. This dissertation used
triangulation to draw on corroborative evidence and validate the case study. Multiple
data-collection methods or triangulation were used to validate the results of the study.
The survey, interviews, and observations were designed using the Global Education
Checklist by Fred Czarra as a foundation.
Assumptions
In conducting this study, the researcher assumed the following:
The findings would be limited to the school site selected for the case study.
The participants in the study would give honest responses.
8
The respondents would have sufficient knowledge about the activities and
students in the school to provide knowledgeable answers.
Curricular elements and organizational structures that embrace globalization have
an impact on students.
Limitations
The following were the limitations of the study:
The study was limited to one a single high school that embraces globalization.
The findings are not generalizable to other schools.
The observation data was limited by the viewpoint of a single researcher.
The brief time period covered during the study allows for only a snapshot in time
of the school.
All participation in the study was voluntary with some members of the school
population electing not to participate.
Collection and analysis of the data was subject to the skill level, personal
interpretation, and bias of the researcher.
Delimitations
The following were the delimitations of the study:
The study was delimited to one a single high school that embraces globalization
and met the inclusion criteria as defined by the thematic dissertation team.
The study was delimited by the research instruments developed to focus on the
areas of curricular elements and organizational structures that support
globalization.
9
The study was delimited by having six days of research over a semester.
As part of a series of eight thematic dissertations, allows for transferability of
findings.
Definitions of Terms
Academic Performance Index (API): A system of ranking California schools according to
achievement of their students on standardized test. The comparative scores are scaled
from 200 to 1,000 points, with 800 being the target performance score for all schools.
Adequate Yearly Progress (AYP): The federal measure of performance evaluation
mandated by the No Child Left Behind Act. School and districts are required to meet
specific growth targets in the following areas: Language Arts, Mathematics, and
graduation rates (for high schools) or attendance rates for (elementary and middle
schools).
Program Improvement (PI): Schools that do not make Adequate Yearly Progress (AYP)
are identified for Program Improvement (PI) under the Elementary and Secondary
Education Act (ESEA). Under NCLB, PI schools are responsible for implementing
certain federal and state requirements during each year that they are in PI.
Similar School Ranking: A similar schools rank shows a school’s relative placement
compared to 100 other schools with similar opportunities and challenges. Schools are
ranked in ten equal groups from the lowest 1 to the highest 10.
International Baccalaureate: The International Baccalaureate diploma aims to develop
inquiring, knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.
10
International Studies Schools Network (ISSN): Is a national network of design-driven
public schools that are achieving their core mission: to develop college-ready, globally
competent high school graduates. The network currently includes 20 schools in urban and
rural communities across the United States serving students in grades 6-12, 85% of all
students are minorities, and 74% are from low-income families.
Organization of Study
Chapter two presents a review of the most relevant literature including a historical
perspective of globalization and education, rationale and best practices. Chapter three has
presented the research methodology of the study including an introduction, a conceptual
base, conceptual model, and research design and research questions. This chapter also
discussed population, sample, instrumentation, data collection, validity and reliability.
Chapter four has presented the findings of the study on curricular elements,
organizational structures and student outcomes. Chapter five has presented a discussion
of the study, an analysis of the findings, implications for practice, conclusions and
recommendations.
11
CHAPTER TWO
Introduction
As the world becomes increasingly interconnected through new technologies, the
education systems will need to evolve as well. To meet the many social, political and
economic demands of our globalized society, some school curricula have evolved to
incorporate a globalized curriculum. This literature review will examine research on
globalization and education. It will provide varying definitions on globalization and
provide a historical background, rationale and provide researched examples of best
practices.
Historical Perspective on Globalization and Education
Walter Parker (2008) discusses how the 1960’s were the earlier phase of
excitement about international education. In 1965, Congress passed the International
Education Act. In 1969, the U.S. Department of Health, Education and Welfare published
an influential report that called for developing the capacity of students "to view the world
system as a whole," to comprehend "the interrelatedness of the human species‖. Parker
also notes the importance of the publication of Robert Hanvey’s ―An Attainable Global
Perspective‖ (1978). Hanvey argued for a transition from "pre-global" to "global
consciousness." He called for a ―perspective consciousness‖ or understanding that we
live in an interconnected world. He suggested that students needed to learn about
political, ecological, economic, and cultural connections by studying problems that cut
across national boundaries.
12
The Reagan administration dealt a direct blow to this era of international
education in the 1980’s, a decade that saw fierce contests over the meaning of
"international" and "global" in schools. A 1986 U.S. Department of Education report,
―Blowing the Whistle on Global Education”, accused the movement of pacifism, anti-
capitalism, and capitulation to foreign enemies. The global perspective today has shifted
our expectations back to a perspective consciousness and interconnectedness of the world
systems. Parker discusses that today there is a broad movement containing a melting pot
of meanings and motives. That it is being deployed to bolster the nation's economic and
military defenses, to liberate multiculturalism from its national container, to promote
world citizenship.
In 1983, the government appointed Blue-Ribbon Commission published a report
entitled ―A Nation at Risk‖ which proclaimed a crisis in the American education system
as a result of the rising mediocrity in our countries’ public schools. The report argued that
the American economic security was threatened by a low-skill labor force that was no
longer competitive in the global market. This launched a nationwide debate resulting in
education reform as the highest priority for state governments. In 2001, with the passage
of ―No Child Left Behind‖ the federal government took an unprecedented authority over
our nation’s schools to drive the reform effort. According to Tony Wagner the Co-
Director of the Change Leadership Group (CLG) at the Harvard Graduate School of
Education, the problem in education is not the rising tide in mediocrity in education but
rather the tidal wave of profound and rapid economic and social changes. The nature of
13
skills needed in our knowledge economy is not being taught, creating what Tony Wagner
considers the true crises.
Globalization, in John Coatsworth's words, is "what happens when the movement
of people, goods, or ideas among countries and regions accelerates." It is relevant to
education because it will increasingly define the contexts in which young people growing
up today will live, learn, love, and work. 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. An education that is neither anachronistic nor irrelevant to the new
world will need to focus on the two domains that define the global era: difference and
complexity.
The term globalization has been defined by different academic disciplines. The
economist Theodore Levitt is credited with coining the term ―globalization‖ in 1985 to
describe changes in global economics affecting production, consumption, and investment
(Stromquist, 2002). The term was quickly applied to political and cultural changes that
affect in common ways large segments of the world's peoples. Suarez-Orozco and Qin-
Hilliard define globalization as ―the change of structures by four interrelated formations:
(1) post national forms of production and distribution of goods and services- fueled by
growing levels of international trade, foreign investment, and capital flows; (2)
information, communication, and media technologies that facilitate exchanges and
instantaneously connect people across vast geographies and place a premium on
knowledge-intensive work; (3) growing levels of worldwide migration; and (4) the
14
resultant cultural transformations and exchanges that challenge traditional values and
norms both sending and receiving countries‖ (p.14). Suarez-Orozco and Qin-Hilliard go
on to explain that different disciplines have different definitions but would agree that
―globalization is best characterized as a set of processes that tend to de-territorialize
important economic, social, and cultural practices from their traditional boundaries in
nation states‖ (p.14).
Peter Moss (2008) defines globalization as a long-term, multidimensional process
and contends that if it is to benefit humankind, many global processes must be better
managed. He proposes that managing globalization for the common good requires an
enhanced role for democracy that is supported by a new public education defined by 6
key values—democracy, critical thinking, relational ethics, creativity, social justice, and
solidarity—and is based on a particular image of the child and the school. He coins the
term "glocal", or global linking of local experiences, as important elements that must be
incorporated in to our schools to help students prepare for the challenges facing our
society.
Laurence Rothenberg (2003) defines globalization and discusses three inherent
tensions within globalization. Globalization can be an integration of socio-economic and
political entities. It could also be the growth of democracy or a way to exploit others
through suppression of human rights. Rothenberg defines globalization as the
acceleration and intensification of interaction and integration among the people,
companies, and governments of different nations. Within the term globalization, he
explains that there are three inherent tensions. The first is the tension between individual
15
choice and societal choice. The second is between free market and government
interaction. The last tension is between local authority and federal authorities. His
description of the tensions and his definition of globalization demonstrate the complexity
of the term. Knowing the tensions and the different perspectives is critical for
understanding globalization.
One of the earliest contributors to the importance of global education is the work
by Dr. Lee F. Anderson. He recognized that a global history has begun with geographical
distances being eroded by the evolution of technology, communication and
transportation. In addition, both local and national economic interests are tied to the new
global economy. Politically he argued the nation state system has been transformed into a
worldwide and organizationally heterogeneous global political system. Sociologically,
the increasing interrelatedness between societies combined with increasingly cultural
congruence among societies has begun to create a common global culture co-existing
uneasily with the traditional array of distinctive local, national, and regional cultures. The
global quality of contemporary life has us caught up in a network of international links
and relationships that encircles the planet. Anderson felt that global education for our
global contemporary life can’t be defined by a particular body of knowledge. He felt that
global education was about the changing current methods and the social context of
education to allow for the better preparation of citizens for the global age. With students
living in a global era, they must learn in the context of the global age, including the
development of global competences.
16
These various definitions and perspectives help to illustrate the importance of
globalization to our economy and education system. Vivien Stewart explains that four
trends have led to our increasingly globalized society. The first trend is economic with
the globalization of the economies throughout the world. This is evident with one in five
U.S. jobs having an international connection. She concludes that the U.S. workforce is
required to have international competence to be part of the global economy. Science and
Technology are the second trend. The ―wiring of the world‖ described in Thomas
Friedman’s (2005) The World is Flat, make it possible for people to do increasing
amounts of work anywhere. Today’s technology allows for communication across
continents to occur in just a matter of seconds. The third trend involves health and
security matters. Every major issue that people face from global warming to terrorism
have international dimension. The fourth trend is the changing demographics with
globalization leading to migration. There are more and more immigrant communities
forming in the U.S and abroad. Knowledge of these cultures will help students
understand and respect classmates and lead to a more harmonious society. In response to
these four globalized trends; classroom instruction needs to be infused with a strong
global perspective.
The historical perspective of education and globalization demonstrates the
importance of including globalization within our education system. The political and
economic implications of not doing so, puts our country at a major disadvantage. Some
schools in California address globalization in their curriculum and practices through a
variety of definitions and programs with varying outcomes. This results in a problem in
17
which we need to identify curricular elements and their associated student outcomes
among California schools that address globalization.
Rationale for Study
As the world becomes increasingly interconnected through new technologies, the
education systems of many nations will necessarily begin to converge in their approaches
and objectives. Globalization is at the heart of any understanding of broad processes of
social change, taking place in disparate locales around the world. This impacts what
schools will need to focus on if they are to produce global citizens. Our students will be
our future leaders, needing to solve major problems that aren’t contained within our
boundaries, like the swine flu. The momentum towards an increasing global integration in
economic, communications and security matters requires a different perspective in
education.
Mark Smith (2002) explores the implications of globalization on the education
system by identifying four major areas of impact. First, education has been
commercialized, marketed, and bureaucratized. Schools are increasingly driven by
profits, competing for students by advertising, resulting in both students and parents who
are consumers of education. The focus on standards and outcomes demonstrates the
emphasis on satisfying investors rather than educating for the community good.
Secondly, Smith believes that globalization threatens local autonomy of education as the
national political system seeks to use education to increase the country’s profits and
international competitiveness. This de-localization is demonstrated by a centralized
curriculum. Thirdly, globalization has increased the use of technology in education. The
18
internet, computers, and the growth of distance learning are widely used in education.
Lastly, corporations are increasingly using schools to reach a captive audience to promote
economic strategies. With these four areas, the author takes a critical look at the effects of
globalization on schools. Smith concludes that education needs to reassert the public
domain and educate for the good of the community rather than the market sector. Schools
must educate for the good of the community and that is why it must include a globalized
perspective our economy and national security depend on it.
Parker (2008) explains how international education has become popular as a
result of our nations need for national and economic security. International education as a
national security initiative has two key dimensions: economic and military. Economically
we can secure the nation by improving the nation's economic competitiveness with other
nations. The military way is to strengthen the nation's armed forces, including its
intelligence communities. Through a focus in foreign languages like Arabic and Korean
in our school systems, we can promote language experts, so that we can know our
enemies languages. The global perspective today has shifted our expectations for
multicultural education from emphasizing knowledge, recognition, and respect for
diverse cultures within the U.S. to applying the same standards to cultures outside the
U.S. Perspective consciousness and the interconnectedness of the world system are
essential for our students to understand to protect our national and economic security.
Fernando Reimers (2009) argues the urgency of global competency and education
as mass education. Preparing students with the skills and the ethical dispositions to create
a future that enhances the global well-being of humans is the most critical challenge for
19
educational institutions in this time. To do this, they need to focus on three objectives:
developing global values, foreign language skills, and foreign area and globalization
expertise. Critical to developing global skills is fostering student engagement and interest
in world affairs. Educational opportunities to develop global competency should focus on
three dimensions. The first dimension includes the development of attitudes, values, and
skills that reflect an openness, interest, and positive disposition towards diverse cultures.
The second dimension of global competency is foreign language skills. These allow
communication through varied forms of expression between individuals and groups who
communicate in different languages. The resources necessary to develop this aspect of
global competency include skilled teachers of foreign languages, adequate instructional
materials, and places in the curriculum devoted to foreign language instruction. The third
dimension covers academic knowledge in comparative fields. Students need the ability to
integrate cross-disciplinary materials when solving questions about globalization. This is
important for issues such as the nature of global trade treaties, how to balance
commitments to human rights with commitments to global trade. To better prepare our
students for these challenges globalization must be integrated into the curriculum.
The Committee for Economic Development (CED) has also discussed the
importance of international studies and foreign language for US economic and national
security. The beginning of the 21
st
century has technological, economic, political and
social forces that have created a new era. New technology and the lower trade barriers
have allowed for the globalization of markets, bringing new competition to the US
economy. In addition, our society has become increasingly more diverse. The CED
20
believes that our education system must be strengthened to increase the foreign language
skills and cultural awareness of our students. The CED explains four major reasons for
the need of globalization in education. Globalization has enabled companies in less
developed countries to compete directly with more developed countries. For US
companies to succeed in overseas markets, employees with knowledge in foreign
languages and cultures as well as overseas experience will be necessary. Secondly, in our
post-cold war era, our enemies speak less-commonly taught languages which challenge
the US national security. Federal agencies lack the sufficient linguist to translate
intelligence information in these critical languages in a timely manner. Our nation’s
diplomatic efforts have been hampered by a lack of cultural awareness. The third major
reason is our multicultural society. America continues to be ethnically and linguistically
diverse. Multicultural knowledge has become critical to American businesses. Failure to
educate all students about the world will result according to the CED in diminished
communication among our citizens and a weaker civic culture. Finally, our schools have
not responded adequately to these challenges since only 1/3 of seventh to twelfth grade
students and only five percent of elementary school students study a foreign language.
Both high school and postsecondary education have very limited international studies
requirements. The CED recommends that both international studies and foreign language
education of all students be strengthened to prepare today’s students to become
tomorrow’s global leaders.
Michael Levine (2005) argues that young people who understand the dynamics of
the global economic and intercultural relations will have a distinct advantage in securing
21
good jobs. This knowledge will also help them make informed decisions as voters on
domestic issues that have a global consequence. Levine also notes that the majority of
future growth for industries of all sizes will be overseas. National security and
humanitarian challenges will also require increased knowledge of other world regions,
cultures and languages. In addition, the increased diversity of our nation’s classrooms,
workplaces, and communities requires a greater understanding of diverse world cultures.
He concludes that most U.S. students lack sufficient knowledge about other world
regions and, if current educational practices continue, they will not be effective
employees of globally-oriented organizations. As students learn to read, write, and
inquire scientifically, they should be introduced to the international dimensions. Levine
proposes four steps that policymakers can take to ensure that our students will leave K-12
schools with more international knowledge. First and foremost we must teach critical
foreign languages to more American students. This can be accomplished by creating an
effective elementary-through college pipeline in major world languages. Secondly, train
teachers in international subjects by creating partnerships with higher education
institutions. Next he proposes the creation of internationally themed schools that would
broaden the habits of mind and skills necessary for success in the workplace and a
diverse society. His fourth proposal is to modernize public media and technology funding
to promote distance learning. Levine argues specifically for the following expanding
online and distance learning programs to deliver international content and language
courses on a wider scale. Encourage joining projects by child development specialists,
international experts, and communications companies. In establishing public broadcasting
22
programs dedicated to the education of young Americans about the world as a priority we
can create an informed population. Levine points out that these are small steps and that
state and federal levels must work collaboratively to give this necessary importance and
speed of this project. Ultimately, Levine calls for an acceleration of progress in our
education system by modernizing the curriculum to reflect the age we live in.
Vivien Stewart discusses the 2002 surveys by the Asia Society and National
Geographic-Roper which indicated that, compared with students in nine other
industrialized countries, U.S. students lack knowledge of world geography, history, and
current events. She also concluded that many countries in Europe and Asia are preparing
their students for the global age by raising their levels of educational attainment;
emphasizing international knowledge, skills and language acquisition. The United States,
she notes, has not created its own education response to globalization. She states that the
necessary new global competencies go beyond our current focus on basic reading, math
and science. Although she agrees that those skills are necessary, she suggests that to be
successful global citizens, workers, and leaders, students will need to be knowledgeable
about the world, be able to communicate in a language other than English and be
informed about world affairs. Stewart criticizes the current U.S. schools teaching about
the rest of the world which focuses on food, fun and festivals. Students need a deeper
knowledge, such as understanding significant global trends in science and technology and
how regions and cultures have developed and become interconnected. More importantly,
she stresses that teaching students about the world is not a subject by itself, but rather
should be an integral part of all subjects. Success will go to those individuals and
23
countries which are swift to adapt ergo it is imperative that our schools adapt to meet the
needs of the global era.
Suarez-Orozco (2007) points out that the dramatic shift in the nature of societies
and social relations brought about by the growing impact of globalization. In his book
―Learning in the Global Era: International Perspectives on Globalization and Education‖
he explains that the contemporary notions of schooling, including basic practices to
teaching and learning, are out of sync with the challenges and opportunities associated
with globalization. The current global era challenges us to reconsider the ways we
conceptualize our lives and the basic institutions and systems like schools. The central
problem facing schools today according to Suarez-Orozco is that few schools today are
organized to support the habits of mind needed to be successful in our global age. The
habits of mind include higher order cognitive and metacognitive skills, interpersonal
sensibilities, values and cultural sophistication, which are needed to be successful in our
globalized society. He identifies three key failures (a) schools are not engaging students
in relevant learning, (b) schools are not meeting the needs of the immigrant youth, (c)
schools aren’t educating enough students at a high enough quality. He proposes that
schools equip all students with the knowledge required to lead successful lives through
interdisciplinary approaches. This includes a focus on global sensitivity and global
understanding, so that students can be prepared for the complex globally linked twenty
first century society. To confront the rapid changes of the early 21
st
century, our
standards and education system must be modernized to include international knowledge.
Without a globalized curriculum, our students will lack the essential skills needed to
24
thrive in the global marketplace. They also conclude that in an interconnected world,
understanding other nations and regions is a cornerstone of democratic citizenship, which
requires swift attention to internationalizing our current education system.
Multilingualism is an important aspect of a globalized curriculum as discussed by
Met (2008). Foreign language instruction can have a great impact on both cultural and
global competencies as well as broadening cognitive and academic development. Some
of the students in foreign language programs within her research outperformed their peers
even when they spend less time on reading, language arts, and math than students who
are not in such programs. Immersion programs are the most beneficial form of foreign
language instruction for students since they spend at least half of the school day learning
the regular curriculum through the target language. Other nations throughout the world
have immersion programs, since elementary schools creating a language pipeline that is
lacking within our current education system. The implementation of foreign language
instruction can help build globally competent students.
The creation of global citizens with interaction and an appreciation of cultural
diversity are discussed by Gibson, Rimmington & Landwehr-Brown (2008). They define
global citizenship as another level of citizenship that joins regional, state, and national
citizenship and is concerned with global issues such as the environment, peace, trade,
hunger, disease, and the threat of terrorism. This view on global citizenship includes
international experiences, respect for other cultures, and a concern for global issues.
Since we can’t escape the effect of increased cultural diversity locally and globally,
increased interconnectedness, increased interdependence, and the challenges these
25
provide for future generations are what we need to prepare global citizens. The
researchers view global learning as a student-centered activity in which learners of
different cultures use technology to improve their global perspectives. Although their
research examines the use of global learning with gifted students, it can be generalized to
all students so that all students need to develop the knowledge, attitudes, and skills
necessary for world citizenship. Gibson et. al explains that global learning provides a
critical lens through which the learner can evaluate and contextualize this information.
Participation in global learning can then enrich student understanding and knowledge
both in terms of breadth and depth through exposure to the perspectives of their
counterparts. Through the processes developed in global learning, we can lead to the
acquisition of world citizen characteristics. Global citizenship includes knowing what is
right and about other cultures. It also includes a knowledge of self and purpose. This
encompasses an understanding of our relationship with and responsibility with others.
The curriculum must be more experiential and holistic with greater integration and
coherence to adequately prepare global citizens. The educational environment needs to be
redesigned to allow for a holistic and integrative approach to learning.
Technology and interconnectedness, as Cogburn, Zhang and Klothule (2002)
discusses, is an important component for students in the global economy. With the
increasing political and economic globalization, the needs for knowledge and information
within that system have changed. These educational requirements for the workforce of
the future are extremely important. The system of production has shifted from a model
relying on management and production, such as assembly lines, to one based on
26
innovation and mediation, emphasizing the application of knowledge. Education systems
should meet the demands of the new global economy by focusing more on the learning
process for all individuals. The role of knowledge within the economy, Cogburn et. al
(2002) suggests, is leading to a whole range of new industries and new developments. He
identifies 10 components that should form education in the global economy: (1) focus on
abstract concepts, (2) interdisciplinary or holistic learning, (3) use of symbols, (4)
development of students’ ability to acquire and use knowledge, (5) emphasize scientific
and technical training, (6) blur the distinction between mental and physical labor, (7)
teamwork and collaboration, (8) worldwide and virtual collaboration, (9) promote
flexibility, (10) expanding traditional boundaries of time and space. Cogburn et. al.
(2002) stress the importance of reshaping learning around these 10 factors so that
students are prepared to face the challenges of the global era. Reshaping learning around
these 10 factors they argue requires a complete rethinking of education and the
cooperation of the private and public sectors.
Reimers (2009) believes that the best way to prepare students for the future is to
equip them to invent it. The educational paradox of the beginning of the 21st century lies
in the disconnect between schools underperformance in preparing students to invent a
future that appropriately addresses the global challenges and opportunities shared with
their fellow world citizens. Whether these are the challenges of collectively improving
the living conditions of the global poor, or creating the conditions for lasting peace and
security, few schools around the world today are equipping students with the skills and
habits of mind necessary to collaborate with others, across national boundaries, in
27
inventing and implementing lasting solutions to these challenges. Preparing students to
deal with such complexity and controversies is at the heart of global education, which
Reimers (2009) feels is absent today in most schools around the world. Making global
education, whose focus is the development of global competency, a serious priority for
schools around the world is essential to achieve global efficacy of schools. He defines
global competency as the knowledge and skills that help people understand the flat world
in which they live, the skills to integrate across disciplinary domains to comprehend
global affairs and to create possibilities to address them. Global competencies, he adds,
are also the attitudinal and ethical dispositions that make it possible to interact
respectfully and productively with diverse groups. Within his definition are three
interdependent dimensions, which he calls the three A’s of Globalization: the Academic
dimension, the Action dimension and the Affective dimension. Global education is
multidimensional, suggesting that quality global education must attend to each of these
dimensions. To produce effective global citizens, we must teach a specialized body of
knowledge about global affairs (academic) and the ability to use that knowledge to solve
practical problems (action), but is also about the development of character that would
lead people to use their knowledge for ethical global purposes (affect). Reimers (2009)
goes on to explain that we live in a rapidly shifting era, in which economic opportunities
and challenges abound. In short, Reimers (2009) states that globalization is deeply
transforming the context of the lives of many people around the world. Those who are
educated to understand those transformations and how to turn them into sources of
comparative advantage are likely to benefit from globalization; but those who are not will
28
face real and growing challenges. Reimer emphasizes that the preparation to develop
these understandings, knowledge and skills must begin early in order to develop high
levels of competence as well as help youth recognize the relevance of their education to
their world. He also clarifies that global competency is helpful not only from an
economic standpoint, but also as the cornerstone of democratic leadership and
citizenship. While he notes that global competencies have been rewarded by the elite in
years past as a result of globalization, these skills are necessary for the majority of the
world’s population, not just for a few. Ergo he proposes that global competency be a
purpose of mass education, not just of elite education.
This information will inform the researcher as they look for elements of global
competencies and citizenship in the targeted school through the data collection
instruments of survey, documents, interviews and observations in the selected school.
Best Practices
There is a growing gap between the knowledge and skills students learn in school
and the knowledge and skills they need in typical 21
st
century communities and
workplaces. The Partnership for 21
st
Century Skills has developed a unified, collective
vision for 21
st
century learning that can be used to strengthen American education. These
21st Century Skills have been incorporated into curriculums as part of best practices. 21
st
century student outcomes are the skills, knowledge and expertise students should master
to succeed in work and life in the 21
st
century. The first element of the 21
st
century
themes is Mastery of core subjects. Core subjects include: language arts, science, art,
economics, mathematics, history, world languages, geography, government and civics. In
29
addition to these subjects, schools must move beyond a focus on basic competency in
core subjects to promoting understanding of academic content at much higher levels by
weaving 21
st
century interdisciplinary themes into core subjects. These themes include
global awareness, civic literacy, health literacy, financial, economic, business and
entrepreneurial literacy. The second component is learning and innovation skills, which
are necessary for students who are to be prepared for an increasingly complex life and
work environments in the 21
st
century. This includes a focus on creativity, innovation,
critical thinking, problem solving, communication and collaboration. The third
component is information, media and technology skills. People in the 21
st
century live in
a technology and media-suffused environment, marked by access to an abundance of
information, rapid changes in technology tools, and the ability to collaborate and make
individual contributions on an unprecedented scale. To be effective in the 21
st
century,
citizens and workers must be able to exhibit a range of functional and critical thinking
skills related to information, media and technology. This includes information literacy,
media literacy, and ICT Literacy or information, communications & technology. The
fourth component is life and career skills. Today’s life and work environments require far
more than thinking skills and content knowledge. The ability to navigate the complex life
and work environments in the globally competitive information age requires students to
pay rigorous attention to developing adequate life and career skills. These skills include
flexibility, adaptability, initiative, self-direction, leadership, responsibility, productivity,
and accountability, social and cross-cultural skills. 21
st
century partnership schools are
supported by standards, assessments, curriculum and instruction, professional
30
development and learning environments which help student mastery of 21
st
century skills.
All these components must come together to produce 21
st
century outcomes for today’s
students.
Vivien Stewart (2008), who runs the Goldman Sachs Prizes for Excellence in
Education, through the Asia Society had identified six elements that are present in
globally oriented schools. First and foremost, they all create a global vision and culture so
that it supports internationally focused teaching and learning. Secondly, they develop an
internationally oriented faculty by recruiting teachers with international interests. They
also integrate international content into all curriculum areas bringing a global dimension
to science and language arts. The fourth element is an emphasis in the learning of world
languages, including less commonly taught languages. In addition, they expand student
experiences through internationally oriented service learning, internships, and exchanges
with schools in other countries. These schools also harness technology to tap global
information sources, create international collaborations, and offer international courses
and languages online.
Anthony Jackson (2008), the Chief Executive Officer of the Asia Society,
highlights the Vaughn International Studies Academy (VISA) in the San Fernando Valley
is as an example of how a globalized curriculum can transform students. This school has
achieved remarkable success in achievement of low income Latino students with a goal
of not only preparing them for college, but also ensuring they develop a more global-
based knowledge. Since 2003, with initial support from the Bill and Melinda Gates
Foundation, the Asia Society has partnered with school districts and charter authorities to
31
create the International Studies Schools Network (ISSN), a national network of design-
driven schools with the core mission of developing college-ready, globally competent
high school graduates. VISA is part of the ISSN and has achieved at higher levels than
schools with similar demographics. The network currently includes 13 schools in urban
and rural communities across the United States. ISSN schools serve students in grades 6–
12 or 9–12; 85 percent of all students served by network schools are minorities, and 74
percent are from low-income families. At the heart of the ISSN design, is the reframing
of traditional courses and the development of new ones to systematically integrate
knowledge about the world and skills to understand how that world works. The network
provides detailed course frameworks, exemplary curriculum units, and intensive
professional development. They aim to build teachers' capacity for thoughtfully infusing
international content and perspectives within rigorous, engaging coursework that
addresses both state content and performance standards. All network schools provide
students with the opportunity to study a language other than English throughout their
school career, and at least one Asian language. Language classes engage students
continually in speaking and writing in the target language, allowing students to
understand the behaviors and traditions of everyday life in other cultures. All ISSN
schools are small, including only about 120 students at each grade level. Each school has
an advisory component as part of a commitment to develop a nurturing, relationship-
driven environment. Furthermore, close connection to families and partnerships to
organizations outside the school are a basic part of the ISSN school design. The
Consortium for Policy Research in Education analyzed data on network schools from
32
2004 to 2007, comparing results from ISSN schools with those for schools with similar
demographic profiles within the same school district. Across grade levels and core
subject areas, ISSN schools achieved at higher levels in the vast majority of such
comparisons. These results are very promising and can provide valuable insight on how
to effectively reform education to build globalized citizens.
Mortimore (2000) describes the UNESCO model as an international curriculum
based on world history, multiple languages, science, and humanitarian values. UNESCO
or the United Nations Educational, Scientific and Cultural Organization have created an
education model in which students most importantly learn to know. By gaining a broad
general education and in-depth knowledge on some subjects, students have the
foundation to learn throughout life. Secondly, the model calls for students to learn to do
by acquiring a competence to deal with unforeseen situations. Students must also learn to
live together by developing an understanding of other people’s histories, traditions, and
values. Finally, students need to learn to be by developing the skills to exercise
independent judgments and take personal responsibility for common goals. UNESCO in
2008 developed the ICT Competency Framework for teachers. This framework addresses
the three factors identified by economists that lead to growth based on increased human
capacity. The first is capital deepening, or the ability of the workforce to use more
productive equipment. The second is a higher quality labor or a more knowledgeable
workforce. Finally, there is technological innovation or the ability of the workforce to
create and distribute new knowledge. These three productivity factors serve as the basis
for three complementary ICT competency framework for teachers; technology literacy,
33
knowledge deepening and knowledge creation. The technology literacy approach requires
an increase in the technological uptake of students by incorporating technology skills in
the curriculum. The knowledge deepening approach demands an increase in the ability of
students to use knowledge to add value to society and the economy by applying it to
solve complex real-world problems. Increasing the ability of students to innovate,
produce new knowledge, and benefit from this new knowledge is the knowledge creation
approach. These three approaches provide a developmental plan by which teacher
standards can support the UNESCO Model of education. The UNESCO ICT Competency
Standards for Teachers project encompasses the skills teachers will need to provide
students with a globalized curriculum.
Another successful practice for globalizing the curriculum is the International
Baccalaureate (IB) programs. The IB aims to develop inquiring, knowledgeable and
caring young people who help to create a better and more peaceful world through
intercultural understanding and respect. The IB works with 2,823 schools in 138
countries to offer the three IB programs to approximately 778,000 students (IBO, 2010).
The programs are for students from age 3 to 19. The programs can be offered
individually, or as a continuum by IB World Schools. The curriculum is centered on six
trans-disciplinary themes. This program offers a balance between learning about or
through the subject areas, and learning beyond them. The six themes of global
significance are: (1) Who we are, (2) Where we are in place and time, (3) How we
express ourselves, (4) How the world works, (5) How we organize ourselves, (6) Sharing
34
the planet. The IB diploma program offers students a globalized curriculum that prepares
students for the challenges of the 21
st
century.
In reviewing the historical background of globalization and education, we
discover the emergence of globalization in the 1960’s. Since then, globalization has taken
center as it is at the heart of any understanding of broad processes of social change taking
place around the world. The momentum towards an increasing global integration in
economic, communications and security matters provides the rationale for a globalized
curriculum. International education has become a necessity as a result of our nations need
for national and economic security. More importantly, the case has been made for the
urgency of global competency and education as mass education. Best practices like the
21
st
century partnership, ISSN, UNESCO, and IB programs have been highlighted to
demonstrate successful integration of globalization into current education practices.
Although globalization has become increasingly important to address contemporary
educational concerns, more research is needed to understand the key elements that make
schools successful in embracing globalization in education. This study will add clarity to
the curricular elements in schools in California that embrace globalization. In addition, it
will provide information on the organizational structures that support globalization.
Finally, this study will document the perceived student outcomes or behaviors that are
observed in schools that embrace globalization.
35
CHAPTER THREE
Introduction
Schools in California address globalization in their curriculum and practices
through a variety of definitions and programs with varying outcomes. The purpose of this
study was to identify curricular elements and their associated students’ outcomes among
California Schools that address globalization. The literature review, presented in Chapter
2, indentified some common elements found in schools that support globalized
instruction. Common elements of schools with globalization in their curriculum include a
global mission, vision and school culture. These schools also share dynamic leadership
that supports the interdisciplinary curriculum and provides comprehensive professional
development. The school that was chosen for this case study has met the criteria for
inclusion (Appendix F).
The current research on globalization reveals the necessity of transforming
schools to meet the challenges of the new global economy. It discusses the importance of
integrating 21
st
century skills and foreign language. The schools embracing globalization
have teaching and learning practices that better prepare students for the current global
era. Suarez-Orozco believes that few schools today are organized to support higher order
cognitive and metacognitive skills, interpersonal sensibilities, values and cultural
sophistication which are the habits of mind needed to be successful in our globalized
society. This case study was designed to identify the curricular elements of schools
embracing globalization that support the habits of mind necessary for students to be
successful in the global economy. At the same time, this study will identify the
36
organizational structures that support globalization. In addition, the case study’s
qualitative data will reveal the perceived student behaviors that demonstrate their global
competencies. This case study will add to the literature by identifying the curricular
elements, organizational structures and student outcomes that result from a high school
embracing globalization. Understanding what this school curricular elements, structures
and student outcomes are can help educators apply the components of the successful
program to their school.
This case study was one of eight in a thematic dissertation group addressing
globalization in curriculum and school practices. The group members met regularly from
October of 2010 through April of 2011 to discuss the most current research and trends in
globalization and education to create the purpose of study. The group meetings also
included the development of the research questions, research design and instruments.
These meetings led to the identification of common curricular elements, supporting
structures and perceived student outcomes. Each case study was completed individually
with document research, extensive interviews, and observations resulting in different
findings for each school site. The study used a qualitative, descriptive research
methodology to understand globalized curriculum, supporting structures and perceived
student outcomes. Case Study research was appropriate because it allowed for an in-
depth study of instances of the phenomenon of globalization in educational practice
through observation in its natural context and from the perspective of the participants
involved. The phenomenon for this case study was current practices of globalization in
education. The focus for data collection and analysis were curricular elements, supporting
37
organizational structures and perceived student outcomes. This dissertation used
triangulation to draw on corroborative evidence and validate the case study. By using
multiple data-collection methods like interviews, surveys, observations, and documents
the dissertation team was able to lesson bias and increase validity.
Conceptual Base
This study purpose was to identify curricular elements and their associated
student outcomes among California schools that address globalization. The thematic
dissertation team considered the value of identifying current curricular elements,
supporting structures and student outcomes as a means of adding to the literature of
globalization and education. Through identification of common elements educators can
make informed decisions on how to incorporate globalization into their own curriculum.
The dissertation team was also interested in practical information on replicable best
practices to potentially increase student achievement. As previously discussed in the
literature education must shift to produce students with more 21st century skills. Lester
Salamon (1991) in his book “Human Capital and America’s Future” discusses the shift
in the global economy from a focus of ―Brawn power‖ to that of ―Brain Power‖. The
case for human capital invested is based in the four dimensional changes in the economy:
technological advances, expanded international competition, changing economic
structure, and productivity improvement. The rapid increases in technology coupled with
expanded international competition require a fundamental change in the education of our
future workforce. These shifts require a human capital investment within our schools.
38
This study was undertaken to determine whether and how this investment has taken place
in the case study school.
Figure 1: Conceptual Model: Schools Embracing Globalization
The conceptual model (Figure 1) depicts how the system works and its impact on
schools embracing globalization. The current educational environment has many
questions shaped by educational reforms stemming from ―A Nation at Risk‖. Thomas
Friedman author of ―The World is Flat” believes that to fight the quiet crisis of a
flattening world or increase in economic completion, the United States work force should
keep updating its work skills. Making the work force more adaptable, Friedman argues,
will keep it more employable. This has helped drive educational reform efforts to include
21
st
century skills and a globalized curriculum. The most important environmental
stressor in education is ―No Child Left Behind‖. This legislation requires 100% of
students to be proficient in Math and English or receive sanctions. As a result, schools
have begun to transform their schools to address the educational benchmarks required by
NCLB.
39
This environment has led to school programs that embrace globalization as
exemplified by the school in this case study. The school mission and vision embrace
globalization and incorporate technology. Foreign Language instruction and creative
thinking are emphasized as a response to the 21
st
century skills students will need to be
competitive job applicants. The flattening of the world has led to an increase of
multicultural and international content being addressed by schools embracing
globalization. Partnerships have emerged with businesses and institutions of higher
learning to help expose students to the skills necessary to be productive world citizens.
Through thoughtful leadership practices, educators have evolved at the school to support
globalization including professional development opportunities and a globalized college-
going culture. The goal of our thematic dissertation team was to investigate what’s going
on with regards to student outcomes and school program in schools embracing
globalization.
Research Questions
This study addressed the following research questions:
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization?
3. What perceived student behaviors or outcomes are seen?
These research questions aimed at providing descriptive information about the
status of globalization within the curriculum, supporting organizational structures and
student outcomes. Understanding what made this school successful in building student
human capital and preparing them to be global citizens was the question that needed to be
40
answered. The research questions were developed by a thematic dissertation team that
met over the course of one year. Using the existing literature, we’ve developed the
questions that were not previously addressed in research to provide educational
practitioners with practical tools to support the best practices in globalization. To provide
educational practitioners with best practices, the team collected research on the
globalization. The team narrowed their findings to the following three key areas:
curricular elements, organizational structures and student outcomes.
Research Design
A multiple-method qualitative case-study research methodology was applied to
this study, since the purpose was to inform practitioners about best practices in curricular
elements, organizational structures and student outcomes. The team used a variety of data
sources to gather information that is a mixed-methods methodology. For this study, the
methods of data collection included observations of classrooms, individuals, special
programs and activities at the school site. Furthermore, interviews were conducted with
school personnel and questionnaire surveys were given to faculty members. In addition,
we examined school and district documents to gain a variety of information on all
stakeholders.
Gall and Borg (2003) explain that a case study methodology refers to the small
scope of the study restricted to a single site. Through the triangulation of using multiple
data-collection methods we were able to increase validity. A thick description of the
phenomenon including participants and context that compromise the case study was
included so that educational practitioners can determine the transferability of the findings
41
for their particular school site. This case study also included tacit knowledge to increase
credibility by incorporating the implicit meaning present in the situation. The tacit
knowledge was classified using the Boman and Deal’s four frames; symbolic, political,
human resource and structural.
International Studies Academy was the school selected for this case study because
it met the criteria established by the dissertation team included as Appendix F. A
qualitative narrative was formed using the information collected from interviews, surveys
and observations. Some quantitative information was included to present the context of
the case study school and present connections between responses.
The strength of qualitative research is in understanding a topic in depth. It has an
inductive approach with a focus on situations and people. The focus was placed on
people rather than numbers. Patton (2002) argues that ―qualitative data provides depth
and detail through direct quotation and careful description of program situations, events,
people, interactions, and observed behaviors‖ (pg. 227). The qualitative approach allows
for the researcher to seek insight and discovery. In concentrating on a single phenomenon
or case the researcher aims to uncover the interaction of significant factors characteristic
of the phenomenon (Merriman, 1998, p.29). A holistic description and explanation of the
phenomenon was included in the case study design.
The research design began in October of 2009 with a review of the existing
literature on globalization education, 21
st
century skills, and best practices in
globalization. During the months of November and December, the thematic dissertation
created the criteria for including schools in the case study. In January 2010, the thematic
42
dissertation team utilized the findings of the literature review to develop a conceptual
model and refine the research questions. The design of the research instrumentation took
place in February with the creation of the observation tool, survey and interview
questions and a list of documents for review. After the creation of the data collection
instruments in March, the dissertation team met with the University of Southern
California Institutional Review Board (IRB) staff to complete the paperwork for
institutional approval of the study. With permission granted by IRB, each dissertation
team member proceeded to select a school that complied with the criteria designed by the
team. Each researcher then contacted the school principal and received permission to
conduct the study.
Population and Sample
Each case study focused on a school that was embracing globalization in its
school mission statement. The criteria for inclusion in the study came from the Global
Education Checklist created by Dr. Fred Czarra. Dr. Fred Czarra is the Director of
International Education who specializes in social studies and interdisciplinary learning
for the American Forum for Global Education. The forum is a private, not-for-profit
organization founded in 1970 whose mission is to create a forum for the exchange of
ideas and practices on content and directions of global education. In addition, the schools
global vision resulted in a school with a global culture and leadership. The study of
foreign language and the integration of a global curriculum resulted in interdisciplinary
themes into course subjects. The school also had partnerships to develop 21st century
learning and digital literacy. Professional Development and teacher collaboration on
43
global issues resulted in project based learning with real world problem solving skills.
Using the Global Education Checklist by Fred Czarra (2003) from the American Forum
for Global Education, we were able to gauge if the school embraced globalization and
was a candidate for the case study.
The International Studies Academy (ISA) was selected for this case study because
it met the criteria established by the dissertation team included as Appendix F. A
qualitative narrative was formed using the information collected from interviews, surveys
and observations. Some quantitative information was included to present the context of
the case study school and present connections between responses. Each case study
focused on a school that was embracing globalization in its school mission statement. The
criteria for inclusion in the study came from the Global Education Checklist created by
Dr. Fred Czarra. The school’s global vision resulted in a school with a global culture and
leadership and complied with Dr. Czarra’s Global Education Checklist. The study of
foreign language and the integration of a global curriculum resulted in interdisciplinary
themes into course subjects. The school also had partnerships to develop 21st century
learning and digital literacy. Professional Development and teacher collaboration on
global issues result in project-based learning with real world problem solving skills.
Using the Global Education Checklist by Fred Czarra (2003) from the American Forum
for Global Education we were able to gauge if the school embraced globalization and was
a candidate for the case study. The high school serves 400 students from an urban suburb
of the Los Angeles area. The city is 12 square miles and has a population of 59,962.
Demographic information of the area shows that the population is 1/3 is under the age of
44
17. The percentage of Latinos is 89.9% whereas African Americans only make up 8.3%
with Asians at 1.4% and 0.4% American Indian. The median annual household income of
the city is $11,485.
Demographic information shows that the students of International Studies
Academy reflect the community make up. The ethnic composition of the school was
97.1% Latino, 1.9% African American, 0.5% Asian, 0.4% Caucasian, and 0.1%
American Indian. Twenty percent of students were classified as English proficient
compared to 80% classified as English language learners. Ninety-eight percent of the
students qualify for free or reduced lunch.
The school’s faculty is made up of 60% of Latinos, 5% Caucasian, 30% Asian
and 5% African American. The school classified staff is three administrators. The
average years of classroom experience among the teaching staff is seven years. Five
teachers have less than five years of experience in the classroom. Ninety-seven percent
are fully credentialed, while 3% are currently clearing their credential. Ninety-seven
percent of teachers meet NCLB requirements as Highly Qualified Teacher.
The Los Angeles Unified School District has an API score of 693; the school has
a score of 752. Table 1 illustrates the school’s API from 2006 to 2009.
Table 1: School API & Similar Schools Ranking: 2006-2009
School Year API Score Similar Schools
Ranking
2006 703 10
2007 718 8
2008 735 10
2009 752 10
45
Instrumentation
Multiple forms of data or triangulation were used to validate the results of the
study. The thematic dissertation team designed research instruments to collect data
including observations, surveys, interviews and document analysis. The survey and
interview & observation templates were designed using the Global Education Checklist
by Dr. Fred Czarra as a foundation. The survey that was administered has eighteen
questions divided into curricular elements, organizational structures and perceived
student outcomes categories. The interview has fourteen questions and is also divided
into three sections to answer the research questions. The observations were conducted
using the Global Education Checklist by Fred Czarra.
The research instruments were also developed to sort responses into the categories
developed by Bolman & Deal’s (1997) four frames. The four frames or lenses are means
through which behavior can be attributed to specific areas of human interaction within an
organizational structure. The political frame was used to categorize human interactions in
terms of behaviors that relate to power, conflict, competition and organizational politics.
The symbolic frame was used to categorize human interaction in terms of behavior that
relates to culture and symbolism. It includes a school’s rituals and ceremonies that
demonstrate the schools values and believes. The structural frame categorized behaviors
that relates to goals and formal relationships derived from policies and structures. The
human resource frame was used to categorize human behaviors that reflect the
assumption that the organization and the individual can be mutually beneficial. The
46
survey, observations, interviews and document information was sorted according to the
four frames.
The Interview questions were developed by the thematic dissertation team using
the Global Education Checklist by Fred Czarra and are Appendix A. Each of the 15
questions are opened ended and are aligned with questions found in the survey Appendix
B. The open ended format will allow the person being interviewed the liberty to answer
without the constraint of a scale. Interviews were conducted with key members of the
school community including the Principal, Assistant principal, counselors, leadership
team, grade level teams, parent groups, and department chairs. The ―Triangulation
Interview Matrix‖ (see Appendix E) demonstrates the type of questions utilized in both
interview and survey.
The survey (see Appendix B), developed by the dissertation team, was aligned
with the Global Education Checklist by Fred Czarra. The survey has 18 questions and
uses a 4-point scale. The survey will be administered to all ISA employees during a staff
meeting. The responses will be keyed according to research question.
The observation template (see Appendix C) was also created using the Global
Education Checklist by Fred Czarra and includes the Four Frames of Bolman & Deal
(1997). The observation template includes the scale of not applicable, highly, mildly and
not evident. Appendix D includes the documents reviewed to understand the curricular
elements and structural organization, and student outcomes. It includes the school site
plans, school and faculty handbook, mission statement, WASC document and course
47
syllabi. All research was conducted in compliance with IRB and followed all ethical
precautions.
Data Collection
Data collection took place at the school site over a period of three months.
Additional information was obtained through phone interviews, document and website
review. Documents reviewed to understand the curricular elements include the school site
plans, purchase orders for materials and technology upgrades, budget allocations. The
school handbook, mission statement, WASC document and course syllabi. Documents
for reviewing the schools organizational structure include staff handbooks, committee
lists, staff bulletin boards, staff/school/district calendar, professional learning
communities, staff directory list, and the SARC school accountability report card and are
included in Appendix D. To examine perceived student outcomes, we reviewed the
school data system and discipline policy. In addition, we reviewed school rules for
globalization themes embedment. School posters, projects and portfolios were analyzed
for globalization themes and real world problem solving. The school API was also
analyzed to discuss student’s achievement in standardized test. Artifacts including the
school’s websites, newspaper articles, and yearbook were also examined for evidence of
students becoming global citizens and applying what they are learning.
Prior to the interview of ISA school personnel, a thorough review of Patton’s
(2002) ―Qualitative Research and Evaluation Methods‖ was performed to identify
sampling strategies to use for identifying individuals to interview. This resulted in
interviews with the principal, assistant principal, counselor, 23 teachers, and school
48
secretary. Interviewees were given a copy of the questions, a copy of the IRB guidelines,
and consent form prior to the interview. They were informed that participation was
optional and could skip any question. All interview participants received the same
questions and were tape recorded. The interviews were kept strictly confidential and were
transcribed. They were also contacted following the interview via phone or email to
verify statements.
Observations were conducted on six occasions, and each observation lasted over 1
hour. Observations were scheduled at a variety of times to allow for a wide range of
behaviors and participants. The observation template Appendix C was used to categorize
responses using the four frames model by Bolman and Deal (1997).
The survey (Appendix B) was administered during a staff meeting. Each
participant received an explanation letter from their principal and was reminded that
participation was voluntary. The participants who completed the surveys turned them in a
box marked USC survey. All surveys were anonymous and to protect participant
confidentiality. A total of 20 out of 23 teachers completed the survey.
Validity and Reliability
Validity and reliability are fundamental considerations for a qualitative case
study. Both were assured through the triangulation of data. The implementation
Creswell’s six steps of data analysis helped validate the data. The depth of analysis of
current globalization literature helps ensure validity and reliability of the research design
and instruments. Shared instrumentation across 8 schools increases validity. The research
49
questions, research design and research instrumentation were closely aligned with the
most current research promoting validity and reliability.
Data Analysis
The data analysis activities utilized the following six steps of data analysis and
interpretation as outlined by Creswell (1997).
1. The researcher organized and prepared data for analysis utilizing methods
appropriate for each data type.
2. The researcher read through the data to get a broad view of responses and a sense
of the major themes.
3. The researcher used a color-coding method to chunk the data into identifiable
areas.
4. The researcher generated detailed descriptions and themes from the chunks or
identifiable areas.
5. The researcher created a qualitative narrative from the themes that addressed the
perspective of the participants studied.
6. The researcher interpreted the data and drew conclusions from the findings that
addressed the research questions, confirmed connections to the previous research
literature and lead to suggestions for further study.
50
CHAPTER FOUR
Overview
The purpose of the study was to identify curricular elements and their associated
student outcomes at a California school that addresses globalization. This chapter
presents the findings from the case study at International Studies Academy (ISA) and
discusses the curricular elements, organizational structures and associated student
outcomes of a school embracing globalization. The data collection and analysis were
completed to answer the following research questions:
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization?
3. What perceived student behaviors /outcomes are seen?
Qualitative and quantitative data was obtained by the researcher from document reviews,
observations, interviews, and teacher surveys.
Background of International Studies Academy
Next Siglo Learning Center’s community is an urban area of 12 square miles that
is surrounded by 18 schools and encompasses the two cities in the San Fernando Valley.
This area has about 60,000 residents, a third of whom are under the age of 17. During the
1990’s, the population rose by 38% with Latinos accounting for the largest number of
births and new residents. Currently, this community serves residents of the following
backgrounds: 89.9% Latino, 8.3% African-American, 1.4% Asian, 0.4% American Indian
and 0.0% White. Over 71% are first generation immigrants. Next Siglo Learning Center’s
target population draws from this geographic area: Population = 59,962, 65.8% are
51
without high school diploma with an average annual household income of $11,485. The
median age is 25.8 with 36% of the population below the age of 17 and an unemployment
rate of 10.5%. International Studies Academy (ISA), located in the San Fernando Valley
is a public school within the Los Angeles Unified School District. Next Siglo Learning
converted to a public charter school in 1993. In 2005, the school expanded from a Pre-K-
Middle School to a high school with a 9th grade class; in 2009 ISA graduated its first
class of seniors. The Next Siglo Learning staff and community organized and became the
first conversion charter school in the nation. The charter was authorized by LAUSD in
1993 and was renewed in 1998, 2003 and again in 2008. ISA’s charter dictates that 75%
of students come from the ISA middle school with 25% open to all students in Los
Angeles County. Next Siglo Learning Center was awarded the California Distinguished
Schools Award in 1996 and the National Blue Ribbon Schools Award in 1997. This
previously failing, elementary public school is now a full-service, community-based,
PreK-12
th
grade charter school. The school serves 2,320 Pre-K-12
th
grade neighborhood
students who live in overcrowded and high poverty conditions. They include:
· 98% eligible for free and reduced meals
· 80.5% English learners in Grades K-5, 36% English learner’s school wide,
· 7.3% Students with Disabilities
· 97.1% Hispanic, 1.9% African-American, 0.5% Asian, 0.4% White, 0.1% American
Indian
During the past sixteen years Next Siglo Learning Center has effectively
implemented solutions to many urban public school challenges and provides maximum
52
learning opportunities to neighborhood students. Opportunities for students, staff and
families include a Preschool-12th standards-based instruction with a full-day universal
preschool and kindergarten education. ISA has small classes and includes an accelerated
English learning and school-wide literacy program and extended school year with 200
instructional days from Pre-K-12
th
grade. ISA has international studies and world
languages for high school students in partnership with Asia Society and the Bill and
Melinda Gates Foundation. The students also participate in Early College design in
partnership with Mission College and the Uni-Health Foundation. Students are also
provided with a structured after school program till 6:00 p.m. daily serving more than 400
students. ISA also includes school-based health clinic staffed by the Los Angeles County
Department of Health and a counseling center and fully staffed Case Management in an
interagency partnerships for student, family and community assistance. Teachers receive
onsite professional development through the University Professional Development Center
in collaboration with UCLA and California State University Northridge. Peer assistance
and review process is integral to the supporting teachers. In addition performance pay
plan and incentives for all full-time staff are included. Home-school compact, parent
involvement/education and home visit program are integral to the ISA program.
As part of the Asia Society International Studies Schools Network (ISSN), ISA’s
teachers and staff are trained to prepare students to be globally competent and college
work ready. The school has adopted a mind-set that helps the students to see themselves
as part of a bigger world. The school taps into global learning opportunities and service
engagement at the local and global levels to help transform the local culture. ISSN has
53
provided International Studies Academy with a design matrix that provides a blueprint
for designing, opening, and maintaining a model international studies school. This matrix
not only helps guide school wide and network growth but also provides a framework for
collecting data useful in planning for continued growth and development. The matrix
includes six interconnected domains:
1. Vision, Mission, Culture: This domain addresses the school’s vision, mission and
culture as an international studies school as well as the school’s expectations for
all students to be ready for college and post-secondary success. ISA’s mission is
to graduate students who possess the knowledge, skills and habits of mind
necessary to work and live in the 21
st
century global environment and to become
contributing individuals and life-long learners. The vision of ISA includes 3
distinct focuses one for students, teachers and school community. For students the
vision states that upon graduation they will possess proficient literacy skills,
English fluency and technical competence. They will be demonstrate knowledge
of and application of arts, cultures, literature, history and social science, health,
mathematics, communication, science, problem solving, career and work ethics.
In addition, they will value friendship, responsibility, cultural diversity, quality of
life and respect for the democratic process. More importantly, the vision
continues to state that they will embrace their own self-worth and use their
community to acquire knowledge be pursuing higher education and a professional
career. For teachers ISA’s vision is that all teachers are continued learners,
collaborators, and innovators who implement quality instruction and classroom
54
management to achieve well defined outcomes. Teachers must also seek to
maintain the highest professional and ethical standards along with effective
instructional techniques. They must also recognize and value the importance of
each student’s uniqueness and strengths. They are visionaries who are sensitive to
the cultures, values and other needs of their students. The final component of the
schools vision is the school community. ISA is a community learning center that
focuses on the active participation of families and community as a resource that
supports student achievement. Seeking to foster student and family education and
well being recognizing that strong community and family life is positively linked
to educational excellence.
2. Student Engagement and Learning Outcomes: This domain examines the progress
being made by all students toward achieving the characteristics defined by the
ISSN graduate profile. The Asia Society graduate profile calls for students to be
ready for college and to be prepared for success in a global environment and are
connected to their world. Students at ISA are exposed to globally themed course
work and college classes fulfilling the first component of the ISSN graduate
profile. ISA students are being prepared to be 21
st
century literate in foreign
languages, digital media and global issues to allow for success in the global
environment. ISA students are developing the skills to understand and value
diversity. Students are also required to complete 30 hours of community service a
year to promote students active participation in the community. All ISA students
must complete the Graduate Portfolio System (GPS) a system of performance
55
expectations used to determine whether a student is ready to be successful in
college with the knowledge, skills and dispositions to contribute effectively as a
global citizen. Beginning in the 9
th
grade and continuing to the 12
th
grade students
will compile a portfolio gathering a purposeful collection of certified student
artifacts that evidence proficient or advanced competence in the four Global
Leadership Performance Outcomes (GLPO) established by the Asia Society. The
four GLPO’s included as Appendix H are:
Investigate the World: Producing new global students investigate the
world including their immediate environment and beyond.
Recognize Perspectives: Apply cross-cultural understanding students
recognize their own and others perspectives.
Communicate Ideas: Connect and collaborate across boundaries students
communicate and collaborate effectively with diverse audiences.
Take Action: Enact global solutions as students translate their ideas and
findings into appropriate actions to improve conditions.
3. Curriculum, Instruction and Assessment: This domain describes a consistent
global focus throughout the curriculum and across all academic activities. This
calls for ISA to examine teaching strategies to meet the needs of all students. ISA
seeks to highlight performance-based measures of student learning as a means of
examining teaching strategies. ISA students participate in standards based
benchmarks to monitor both curriculum and instruction. Students also have an
extended school day and school calendar to increase instructional minutes. All
56
students must participate in an Extended School Day activity. Students may
satisfy this requirement in any of the following ways:
Taking LA Mission College Classes
Participating in CIF Sports
Taking classes through City Skills Center or AVENTA credit recovery
Participating in Rock on Education (ROE) class
Over 50% of students participate in Early College High School with LA Mission
College taking college transferable classes at ISA in lieu of a 7
th
period class.
4. School Organization and Governance: This domain requires that ISA be
structured to support teaching and learning. ISA is structured to support
collaboration of teachers in vertical and horizontal articulation. ISA teachers meet
as departments, grade levels and advisory teachers to collaborate. Teachers vote
for the lead teachers in each of these collaborative meetings. Parents and students
participate in committees to provide input before any major changes are made to
the curriculum or course offerings.
5. Professional Learning Community: This domain focuses on the systems of
collaborative communication and professional development established to
improve teaching and learning. Professional development of teachers is supported
by the University Professional Development Center in collaboration with UCLA
and California State University Northridge. Peer assistance and review process is
integral to the supporting teachers. In addition performance pay plan and
incentives for all full-time staff are included as means to motivate teachers. A full
57
time Curriculum Director also provides continued professional development on
globalizing the curriculum through on site professional development.
6. Family and Community Partnerships: ISSN seeks to have schools that explore the
family engagement in the school’s educational mission and the connections
established with local organizations and institutions. ISA has successfully
established partnerships with local community organizations to promote students
volunteerism. Partnerships with Mission Community College, UCLA, and CSUN
provide teachers and students access to higher education. ISA has also established
partnerships with the mayor’s office and foreign consulates where students
participate in discussions with politicians and foreign dignitaries regarding local
and global issues. As part of the family compact parents are required to complete
30 hours of service including supervising field trips, attending parent meetings,
participating in school committees, or supporting student events. Parents can also
opt to contribute financially to the school and student clubs with every five-dollar
contribution equaling an hour. This family compact is crucial in establishing a
partnership between the school and parents in the education of every student. This
compact is discussed during a mandatory parent meeting the Saturday before the
commencement of the school year.
A Typical Day at ISA
Until a few years ago, the school's location was considered part of a gang's
territory, with a violent history. Crossing the line to get to the ISA meant you were
taking your life into your own hands. But the day I walked into the high school now
58
known as International Studies Academy (ISA), groups of students were planning the
first ISA Human Rights Conference and discussing the upcoming benefit concert. The
following narrative describes a hypothetical school day based on an assembly of actual
events and observations.
It’s 7:30am when the school doors open and the Project ETHA class is eagerly
waiting for the doors to open to continue planning a school wide student led Human
Rights Conference. Project ETHA is Engaging Teens in Humanitarian Action. Project
ETHA’s mission is to undertake research and action focused on preventing and ending
grave abuses of the rights to physical and mental integrity, freedom of conscience and
expression, and freedom from discrimination, within the context of its work to promote
all human rights. Project ETHA is independent of any government, political ideology or
religious creed and seeks to educate teens as to how they can become involved in local
and global humanitarian and service-oriented activities. It does not support or oppose any
government or political system, nor does it support or oppose the views of the victims
whose rights it seeks to protect. It is concerned solely with the impartial protection of
human rights. This is a student created and led organization that was born from students
curiosity to learn and fight for human rights. These students demonstrate a clear
commitment to educate their peers on global issues and engage in critical discussion and
activism to respond to the global humanitarian issues.
The majority of students continue to arrive walking to campus or are being
dropped off my parents and enter campus directly to the cafeteria for Free Universal
Breakfast. This program provides breakfast to all students. By providing all students with
59
a universal-free breakfast program ISA hopes that students will consume a nutritious
breakfast and begin the school day ready to learn thereby improving academic
performance. Students socialize in the different areas of the campus. You can overhear
students discussing their college classes reading assignments, community service
projects, and homework from the night before. While the majority of students are of
Latino origin you hear more English and Mandarin than Spanish in the hallways. ISA
students are required to take at least 2 years of Mandarin with over 50% of students
choosing to pursue additional years of Mandarin.
While walking throughout the campus you notice the student led environmental
initiatives including the recycling of cell phones, plastic and aluminum products and
upcoming community clean up events. In addition the hallways are filled with HOPE or
Human Organization for Preserving the Environment posters promoting a candy sale to
purchase life straws water purification system for families in Africa that have no access
to clean water. HOPE is a student led group that seeks to promote and promulgate the
value of conservation and make improvements to the environment at ISA and in the
global community. HOPE students were also recruiting students for the community and
beach clean ups.
Flyers for Rock on Education or (ROE) promote and organize the participation in
international dance classes, martial arts, music, sports and fine arts. The mission of 21st
Century Kids and Rock on Education after school programs is to strive to create a
generation of leaders by empowering youth, engaging parents and community, and
enriching culture. The vision is to offer participants different learning opportunities, fun
60
activities and a safe environment to develop their self-confidence. Students were selling
tickets for the ―Day of the Dead Celebration‖ that would include the ISA Mexican
Folkloric Ballet, ISA Mariachi, ISA Symphony, Wind Ensemble and ISA Aztec Dancers.
This event is held annually and includes altars created by parents and students celebrating
family and world leaders. These event open to local community members attracts over
300 people. Through the advisory class teachers lead their students in a critical discussion
of the event and its relationship to history and local culture.
Before school the Student Advisory Council (SAC) is polling students about the
schools uniform policy. The student advisory council will serve as the elected student
government at International Studies Academy. The student advisory council follows the
republican system of government, consisting of elected officials from each advisory
class. The deals with the politics, policies, and regulations set forth by ISA students.
Through SAC students are given a voice to co-construct the schools culture and actively
participate in problem solving. SAC in conjunction with both Project ETHA and HOPE
created a Trash Sculpture garden. ISA students collected trash that had been dumped
around the campus and created sculptures from vacuum cleaners, old tires, and cans.
Students now use the Trash Sculpture Garden as a meeting place for project HOPE. In
spite of the early hour, the students appear eager to be in school and actively participate
in the different opportunities to become global citizens.
As the bell rings students with the schools white-polo and black slacks uniforms
move towards their first period. Parent volunteers and a security guard monitor the
hallways ensuring that students have shirts tucked in and are in compliance with the
61
schools uniform policy. All students carry backpacks with interactive notebooks for
science and math. The students exhibit a great respect for both the security guard and
parent volunteers following their instructions not to run in the hallways or staircases.
Minutes later the school hallways go silent with all students in first period. Students
receive demerits for tardiness that result in lunch detention. This discipline policy keeps
tardiness low. The hallways are adorned with student work and upcoming events no
graffiti or tagging is visible within the walls of ISA in sharp contrast to the surrounding
neighborhood.
Monday and Fridays students attend periods 1 through 6 with each period an hour.
Wednesday and Thursday students have an hour and forty-five minute alternating block
periods 1-6. Period 7 is only 49 minutes both days because it is used to meet with the
Community College teachers or remediation classes. Tuesday classes are only 38 minutes
to allow for early dismissal of students and teacher collaboration meetings alternating
from staff, grade level and clan or advisory. The daily school schedule allows for a 20
minute nutrition break and 30 minute lunch period along with free universal breakfast at
the beginning of the school day. The majority of students participate in the reduced lunch
program. The holistic approach to education in which students have access to food and
medical services is a founding principle of the Next Siglo Learning Center.
Course sequencing at ISA includes international studies themes along with early
college courses. In the 9
th
grade the students will be exposed to the US-China relationship
as a theme integrated throughout core and elective classes. Freshmen at ISA will also
take English, Chinese, Biology, World History, Geometry/Algebra 1 and an elective.
62
Students can choose from Drama, Dance, Physical Education and Service Learning. In
addition all ISA students will participate in after school support until 6pm daily. The
students can participate in interest based clubs like the Model UN, college classes and
academic intervention. All ISA students must participate in an extended school day and
calendar. The sophomore theme is US-Middle East Relationship with students taking
English, Chinese, Algebra II, Physics, Human Geography, US History and an elective.
The junior theme is Imbalances in Global Wealth and US Foreign Policies. This year
students can take up to 3 college classes a semester. They will also take high school or
college English, Trigonometry, Chemistry, US Government, Chinese, Political Science
with a college elective. Senior year the topic is Global Issues ranging from Global
Warming to terrorism. In their senior year students are highly encouraged to take
Advanced Placement English, History, Science and Chinese along with Early College
classes.
Students are greeted by their teacher as they enter their first period class. On the
board are the content and ELD standard objectives for the day. The class also contains a
―Word Wall‖ specific to the content area frontloading vocabulary for the ELD students.
Teachers utilize smart boards in classroom to facilitate content delivery while students
take notes. Each content teacher also has honor roll students serving as teacher assistants.
These teacher assistants help teachers as peer tutors during individual practice. These
tutors not only serve as role models for the underclassmen but they help prepare students
for their student as teacher presentation. Students are encouraged to take ownership for
their learning and are assigned warm ups that they must explain as a teacher. These
63
students that serve as teachers for their peers receive equal respect as their teachers; they
also utilize the Smart Board technology to deliver their lesson. Once class begins,
students work individually on a daily warm-up that is a CST problem based on what they
have studied. The assigned student-as-teacher presenter then explains the steps needed to
solve the warm up and provides their thinking process in choosing a multiple choice
selection. This strategy allows for students to take ownership of their learning as well as
share successful test taking strategies with their peers.
The teacher then introduces the new topic for the day’s lesson and introduces the
new vocabulary. All classrooms contain the ISA mission and vision along with Global
Leadership Performance Outcomes (GLPO). During the lesson the teacher will call on
students by name at random all students are aware that they will be participating at least
once throughout the lesson. Students at ISA are encouraged to share out loud using the
academic vocabulary that was taught in class. Students work in pairs after the teacher has
introduced the topic for the day, they discuss the critical question that was posed by the
teacher. This engages students in a critical discussion based on the both content and ELD
standards. After the pair share students are given time to work on their class project that
incorporates content and ELD standards with the global theme for the grade level. The
school has sought out additional professional development for teachers to increase project
based learning opportunities.
After the morning classes, students have a 20 minute nutrition break. During the
nutrition break HOPE or Human Organization for Preserving the Environment is selling
nutritious snacks to raise money for the ―Life straw‖. The students have posters
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explaining that more than 1 in 6 people in the world don't have access to safe drinking
water with 1 out of every 4 deaths under the age of 5 worldwide is due to a water-related
disease. With every ten-dollar ―Life Straw‖ the students explain you can help one person
attain clean water for 10 years. After the nutrition period all students attend Advisory.
During the 30-minute advisory students participate in dialogues on current events using
CNN news for students. Each current event is accompanied with discussion questions and
is related to the 21
st
Century Skills addressed in Global Leadership Performance
Outcomes. In addition to discussing current global issues Advisory teachers also serve as
guidance counselors for their advisory students. Students have one advisory teacher
throughout high school. This teacher will also help the student complete the Global
Leadership Performance Outcomes portfolio. This class gives students the support and
guidance necessary to successfully complete the GLPO.
In science students are having animated discussions with their lab partners on the
best strategies for solving for the missing DNA link. Throughout the year the science
department has worked on designing opportunities for students to learn the methods of
science to frame their questions and pursue solutions. Students utilize scientific thinking
methodology to frame their lab reports and must utilize research from outside of the
United States. Students use scientific inquiry to guide their experiments. The Chinese
classes at all levels are taught by a native Chinese speaker. Students learn about the
history and culture of China and work on interdisciplinary projects that connect it to the
core classes.
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After the 3:25pm dismissal students participate in the extended school day
activities. Students remain on campus till 6pm participating in CIF sports, Drama, Music
and clubs. Students who are struggling academically receive remediation and after school
tutoring. The majority of students participate in community college classes that take place
on campus. Students have the opportunity to take classes on the ISA campus or go to the
Mission College. ISA students were joyful participating in the different globally themed
extracurricular clubs. Mexican, Chinese and German music could be heard down the
hallways till 6pm. Students practiced Mexican Folkloric Ballet, sang a song in Mandarin
and practiced classical European music.
ISA Human Rights Conference
The Project ETHA class of twenty-seven students planned the first school wide
student led Human Rights Conference. Project ETHA’s mission in creating this
conference was to expose the ISA students and teachers to undertake research and action
focused on preventing and ending grave abuses of human rights. In educating teens on
how they can become involved in local and global humanitarian and service-oriented
activities Project ETHA established partnerships with Amnesty International, Jewish
World Watch, Human Rights Watch, Stop Genocide Now, Peace Corps, Habitat for
Humanity, and the American Red Cross. The Director of Curriculum who teaches Project
ETHA conveys his passion for social justice that has sparked a great interest in his
students to share their passion for human rights with ISA. These committed students and
teacher created a full day conference and scheduled the entire school into four breakout
sessions, along with an exhibition hall and closing ceremony.
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Students arrived at the 2010 Project ETHA Human Rights Conference and were
directed to their advisory class. In advisory class students received their Human Rights
Conference Booklet, schedule for the day and a copy of the Human Rights Conference
Passport Assignment. The days schedule consisted of exploring the Exhibit Hall for
ninety minutes. Inside the exhibit hall located inside the school’s gym renamed Humanity
Hall each ETHA student presenter had a booth with information about their human rights
topics. The Human Rights Passport Assignment asked students to visit the different
booths in the exhibit hall to get answers to questions regarding the organizations topic
and receive a passport stamp. As part of the Humanity Hall exhibit an Urgent Action
Technology Center was set up. Thirty lap top computers were set up so students could
take direct action by choosing from various global issues or violations of human rights.
Students were able to write or sign petitions online and send them electronically to those
in positions of power. Students could choose from Save Darfur, Amnesty International,
Human Rights Watch and Change.org to learn more about human rights violations
worldwide and take action by signing an online petition. In addition, students could sign-
up for Urgent Actions Alerts to be notified of future campaigns to stop violations of
human rights. The students were instructed to visit as many exhibit booths as possible
while allowing for ample to time to collect the correct responses and stamps to validate
the passport. The assignment also included a warning about copying and trying to get a
stamp without spending ample time with the presenters. Every ETHA member and
volunteer organization was instructed not to stamp any passport until the students had
spent sufficient time at each their exhibit.
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As part of the Passport Assignment students visited the ISA main lobby renamed
Conflict Zone because it was a made into a refugee camp by the Stop Genocide Now
organization. Several tents inside the Conflict Zone depicted different genocides
throughout history including the Armenian Genocide, The Holocaust and Darfur. This
interactive awareness tents serve to bring attention to the ongoing genocide in Darfur and
Sudan. This traveling refugee camp raises awareness and examines Sudan’s Darfur
region and its humanitarian crisis by placing it in a historical context with Armenia,
Holocaust, Cambodia and Rwanda. Each refugee tent had pictures and facts regarding
the conflict and the amount of casualties. Students were informed that the size of the tent
was to scale and would house a family of five including a vivid testimonial of a person
who would have lived in the tent. Activism Alley as the hallway connecting the gym to
the main lobby was renamed housed the Red Hand Day booth on Child Soldiers in
Uganda. Two ETHA students informed the students that since 2002 the Red Hand Day
has been celebrated worldwide with public protest and demonstrations against the
recruitment of children as soldiers. ISA students were given the opportunity to write a
positive message of hope and leave their own red handprint on a banner that would be on
display at the ISA lobby.
At the conclusion of the exhibit hall students were assigned to attend their four
breakout sessions of 45 minutes each. Presenters for the Human Rights Conference
included organizations that Project ETHA has established a partnership. The Stop
Genocide Now organization held hands-on interactive workshops that helped students
personally connect with survivors of the Darfur genocide. Students throughout the
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workshop worked with their peers to develop advocacy strategies to end genocide. The
Justice for Immigrant Coalition presented on agricultural jobs, the DREAM Act and the
need for comprehensive immigrant reform. The San Fernando Valley Partnership
discussed local community issue s like the root cause of drug abuse and drug related
crimes in San Fernando. Rather than the typical ―Say No to Drugs‖ presentation ISA
students discussed the complex issues of why people in the local community turn to drugs
and crime. The Jewish World Watch (JWW) organization discussed how their
organization bears witness to first-hand accounts in conflict regions, partners with on-the
ground organizations to develop high-impact projects that improve the lives of survivors.
The JWW examined the ongoing conflict in the Democratic Republic of the Congo. The
Peace Corps presenter discussed her experience as a Peace Corp volunteer in the Ukraine
for two years. The presentation also included the travel opportunities available as a Peace
Corp volunteer to learn about new cultures, languages and people. Project ETHA and
ISA has established a partnership with the Human Rights Watch Student Task Force
(STF). Launched in 1999 this organization is about students advocating for children’s
rights. It is a youth leadership training program that brings together high school students
from across Los Angeles and empowers them to advocate for human rights issues that
affect children. The students from two other local high schools worked with ISA students
to present information on the current campaign to raise awareness about the Convention
on the Rights of the Child. This student led presentation discussed issues of child labor
and sex trafficking.
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In addition to the partnership organizations presentations the Project ETHA
students were responsible for presenting to their peers. All the student presenters were
responsible in pairs to research a human rights issue. This was the culmination project
based learning for the Project ETHA class based on the student’s research papers. The
students were responsible for creating a 30-minute multimedia presentation regarding the
human rights violations and relate it to the United Nations Universal Declaration of
Human Rights that was included in the 2010 Project ETHA Human Rights Conference
Booklet. The Declaration of Human Rights was included in its original text along with a
plain language version to facilitate comprehension for the ELL students. During each
students presentation they highlighted the article of the Declaration of Human Rights that
was violated which facilitated a whole class discussion at the conclusion of the multi-
media presentation. The presentations included PowerPoint’s with the inclusion of
hyperlinks, movie clips and music about the topic.
The child labor presentation enlightened students to the different types of child
labor including child made products and its effect on the fashion industry. Students
discussed the different companies that have been involved in child labor practices
including Forever 21, Wal-Mart, and Nike. Students were asked to reflect on how they
contribute to child labor by purchasing products from companies that use child labor.
Child Soldiers in Uganda was a session that revealed the lives of child soldiers and the
ongoing conflict in Uganda. The students heard testimonies from former child soldier’s
expressing the horror they experienced including the psychological and physical trauma.
Students were given information on participating in the Red Hand day as a way to take
70
direct action against child soldiers. Another important topic presented by the Project
ETHA students was child abuse. This presentation centered on the quote ―Bruises fade
but the pain still remains‖. Students were given statistics about the hidden world of child
abuse and the importance of shattering the silence. With the presentation on the ―Women
of Juarez‖ students learned about the disappearance, rape and torture of hundreds of
women in Ciudad Juarez, Mexico since 1993. This femicide has gone unprosecuted or
investigated which encouraged students to get involved to raise awareness and call for
action by the Mexican authorities.
The ISA organization HOPE (Human Organization Protecting the Environment)
the student environmental and humanitarian initiative started by a small group of students
and a dedicated Environmental Science teacher presented to their peers the organizations
ongoing efforts. HOPE students presented their connection to cancer relating how their
mother was a breast cancer survivor and introduced the HOPE campaign to raise money
for cancer research. Rather than focusing on one type of cancer to raise money the HOPE
students created different color bracelets based on the different types of cancer. They
presented information on over 10 different types of cancers and the colors associated with
them as they sold the bracelets to raise money. Another student presented on the
importance of clean water supply and the danger of not having clean water for children in
developing countries. This introduced the HOPE campaign for ―Life Straws‖. This straw
contains a water filtration system that can take dirty water and make it drinkable. ISA
students were able to drink dirty rainwater through the ―Life straw‖ showcasing the
ability of the straw to transform water. HOPE is also partnering with the local
71
government to install drainage screens to collect trash and keep the oceans clean from
trash. Team HOPE also took the opportunity to recruit new members and invite them to
the beach clean up during the school holiday.
Following the four breakout sessions, students returned to their advisory class for
the closing activity. In advisory the students debriefed the different presentations they
had participated in. Students shared their impressions on the topics relating how surprised
they were to learn that companies like Nike and Forever 21 used child labor. Other
students were moved by the Red Hands Project and wanted to find out more about
helping stop children soldiers since their father had been recruited in El Salvador during
the Salvadorian Civil War. Some students had recently attended the Museum of
Tolerance with their English teacher and made connections with the refugee exhibit
located in Conflict Zone. After the students shared their thoughts on the first Human
Rights Conference the advisory teacher directed the student’s attention to the Global
Leadership Performance Outcomes (GLPO) posted on the wall. The class then discussed
the fourth GLPO ―Take Action: Enact Global Solutions‖ and connected it to the Human
Rights Conference. Students have begun to translate their ideas and findings into
appropriate actions to improve conditions in the environment, child labor, child abuse,
and Darfur. ISA students act personally and collaboratively, in creative and ethical ways
to contribute to improvement locally and globally. More importantly, they reflect on their
capacity to advocate for and contribute to improvement locally and globally fulfilling the
requirement for the Graduate Portfolio System.
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To conclude the Human Rights Conference the whole school reconvened in the
auditorium. The principal greeted the school in Mandarin and thanked the students of
Project ETHA and Team HOPE for putting together such a rewarding experience for the
school. Students then watched a video entitled ―What freedom means to me…‖ This
movie showcased people from the United States, Mexico, Egypt, Bosnia, Cambodia,
France and Australia. Each person gave a testimonial of how they have felt
discrimination in their country and the importance of living a life with freedom. Shortly
following the film a student presented on the United Nations Declaration of Human
Rights that has celebrated over sixty years but it continues to be violated throughout the
world. The president of the school who is also a Project ETHA member read an original
poem titled ―Human Rights‖. In his poem he discussed his loss of innocence as he
discovered the violations of human rights that surrounded him. He declares a war of
consciousness in which knowledge and activism can bring an end to child labor, child
soldiers and sex trafficking. After his poem he called on ISA students to join him in
learning more about injustices so that together they can fight for social justice. Another
student sang a song about freedom and dreaming about a better world. The principal
invited all the students that helped organize the conference to come on stage the crowd
responded with a standing ovation. The principal announced that the Project ETHA
students would be attending a conference in Sacramento to meet with politicians about
the importance of education and social justice.
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Summary of General Observations about Globalization at ISA
The following general observations of the successful inclusion of globalization
elements at ISA were formulated using the Global Education Checklist by Dr. Fred
Czarra.
1) Students know about global issues
The seven components of the ISA graduate profile are: 1) Academically prepared;
2) Proficient thinkers and problem solvers; 3) Literate for the 21
st
century; 4) Aware of
world events and global dynamics; 5) Socially prepared and culturally aware; 6)
Collaborative team members; and 7) Effective users of technology. These components
guide the instructional decisions that have resulted in students being aware of global
issues. Students participate in world current events critical discussions in their advisory
on a weekly basis. Past discussion topics include: Ethnic conflict in the Middle East, The
world economic crisis, Haiti recovery efforts, The Chinese economic boom and the
importance of clean water. Students are presented with the CNN student news covering
the week’s topic and engage in critical discussions in which they connect the topic to
their lives. In addition, they look for ways to problem solve the global issue. After
learning about the importance of clean water in saving lives of small children in
developing countries students at ISA organized the Human Organization Protecting the
Environment (HOPE) to raise money for clean water through the purchase of Life Straws.
Students’ knowledge of global issues is also evident in the creation and
participation in the Human Rights Conference at ISA. Project ETHA students
collaborated with human rights organizations and conducted research on pressing human
74
rights issues and presented the topics to the entire student body. Throughout the day
students were exposed to a variety of global issues including world hunger, the lack of
clean water, child labor and ethnic genocide. ISA students through their participation in
the Exhibit Hall and breakout sessions engaged in critical discussions on these issues
demonstrating their knowledge and exposure to global issues that makes ISA a school
that embodies globalization in education.
Course offerings and the use of the Graduate Portfolio System (GPS) that
incorporates the Global Leadership Performance Outcomes (GLPO) provide students the
opportunity to demonstrate their knowledge of global issues. The Graduate Portfolio
System through the GLPO’s has created an educational response to demonstrating
knowledge of globalization by emphasizing international knowledge and skills, world
language acquisition, respect for other cultures, global interdependence and global
engagement in problem solving.
2) Students have a sense of efficacy and civic responsibility.
Project ETHA and HOPE were both created by students in a direct response to
their need to become involved in solving some of the global issues they encountered
through their course work. ISA principal notes that they are a result of a grass root
movement by students who wanted to get involved in solving the global issues they were
learning about in class. Students began to identify specific ways that they could make
some contribution to the resolution of a global issue. Project ETHA was a club that
became a class to give students the dedicated time to learn about global issues and
develop civic responsibility. Currently the Project ETHA class is being approved by the
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UC system as Survey of World Issues to give students a G credit. The ETHA class has
established partnerships with schools as part of the Coalition of Schools for Human
Rights. Through this partnership ISA students collaborate with other likeminded students
and schools to promote civic responsibility to address the global issues on their
campuses.
Team HOPE was born out of discussions in an environmental science class.
Students wanted an organization on campus that could address the environmental
concerns of their local and global community. The HOPE students collected trashed
items that were left on their way to school. All members then created a Junk Art garden
with an art display titled ―The story of our stuff‖. This garden contains vacuum cleaners,
tires, television sets, cans, chains, and garden tools. These items have been recycled and
repurposed to create a garden that demonstrates ISA’s student’s civic responsibility. Life
Straws and bringing clean water to children in developing countries is the project that
helped establish HOPE as a club that promotes civic responsibility. Hope also conducted
a Parent Forum to educate ISA parents on the importance of recycling and introduced the
Life Straw project. HOPE students are currently working on selling bracelets to raise
money for cancer research. With every new member the club continues to grow and
evolve. In addition to raising money for cancer they are working on expanding the
recycling program to include caps. With the motto ―Saving the world one cap at a time‖
the HOPE students will begin recycling the caps of beverage bottles that are made from
Level 2 Plastic, which, currently, is not being recycled. HOPE has recently partnered
with the local environmental organization Pacoima Beautiful. Through this partnership
76
they were able to plant trees in the neighborhood surrounding the school. This partnership
helped introduce students to the lack of screens for the drainage that results in trash being
dumped in the ocean. With Pacoima Beautiful the HOPE students look to install drainage
screens and continue to participate in Beach Clean ups. The school mascot is the
endangered white tiger. Through HOPE ISA was able to adopt a white tiger from Forever
Wild Foundation an exotic animal sanctuary. The activism and energy demonstrated by
the HOPE students embodies the student’s sense of efficacy and civic responsibility.
3) Students learn about another culture through the study of a foreign language.
In order to succeed in the 21
st
century today’s students need to develop linguistic
and cultural literacy. The ability to communicate in culturally appropriate ways in a
variety of settings will ensure success in a technologically driven global economy. To
succeed in our interconnected world ISA students are being taught Mandarin. Mandarin
is the most widely spoken language on the planet with 900 million native speakers. The
majority of ISA students are Spanish speakers—the second most widely spoken language
in the world. Tri-literacy will give students a competitive edge in the global economy.
Culture and language are linked and learning Mandarin has given ISA students an
appreciation of the cultural heritage of China. With China opening up its borders for
business and its huge population has undoubtedly made it one of the world’s greatest
economic powers. Through the study of Mandarin ISA students have learned about the
Chinese way of life including daily routines and education system.
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4) Students have an appreciation that all humans should experience universal human
rights.
The ISA Curriculum Director (CD) position has only existed for the past three
years. This CD has established programs and lessons to inform and educate students on
global issues. ISA Curriculum Director Mr. W is the Project ETHA founder and teacher.
He has established strong partnerships with the Human Rights Watch, Amnesty
International and Coalition of Schools for Human Rights. Through these partnerships the
ISA Curriculum Director has brought guest speakers to discuss the 21
st
century’s first
genocide of Darfur Sudan. This included a Camp Darfur replica in which students
participated as refugees and experienced the struggles of the children of the Sudan. This
activity was debriefed and it introduced the Universal Declaration of Human Rights. This
prompted students to want to create the Human Rights Conference whose theme was
―Every human has rights‖.
The Human Rights Conference in which students were exposed to different
human rights organizations and different human rights violations throughout the world.
Students discussed the Universal Declaration of Human Rights as it related to the
different human rights violations throughout the world. These discussions required
students to understand the document in order to relate it to the human rights violation.
Throughout these discussions the ISA students were asked to review the document and
cite the article that was violated as a result of the actions of businesses or governments.
Students will be asked to connect their experience at the Human Rights Conference as
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part of the Graduate Portfolio System further demonstrating the importance of human
rights.
Through the CNN student news segments lessons designed by the CD and
discussed in advisory students engage discussions about human rights in different
countries. These news segments help keep students engaged in discussions about human
rights. The Project ETHA students are enrolled in Survey of Global Issues. This class will
be reading the book ―Anatomy of Peace‖ about a Jewish and Palestinian youth. This will
help introduce the topic of conflict resolution and the importance of cultural
understanding. The ETHA students also participate in the Los Angeles World Affairs
Council (LAWAC). The Council promotes greater understanding of current global issues
and their impact on the people of Southern California by inviting authoritative, influential
figures in world affairs to Los Angeles and providing them an open forum. ETHA
Students have met with the Palestinian Ambassador discussing the ongoing conflict in the
Middle East. In preparation for the Human Rights conference in which one student was
presenting on the murders of women in Ciudad Juarez they met with the Mexican
Ambassador and questioned the government’s lack of action. The students demonstrated
their knowledge on diverse human right issues at the different LAWAC events as they
met with different country dignitaries.
5) School building and grounds reflect global themes and ideas that connect students with
what they are learning about the world.
The International Studies Academy name in front of the school contains the Asia
Society name and logo. This helps welcome guest to the international zone of San
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Fernando. Once you enter the main office you are greeted by a wall that has the word
―Hello‖ in 15 different languages. The entrance also contains 46 world flags and the
school mission in both English and Spanish. The school office is adorned with Chinese
writing and tapestries. The lobby contains a carpet of the world that guides guest to the
international display cases. These display cases contains different ethnic artifacts from
around the world. One is dedicated to the Islam and contains a Koran and decorative
tapestries from the Middle East. Another one focuses on the native tribes of the Americas
and contains artifacts of the Navajo and Pueblo Indians. Chinese musical instruments,
dolls and books were in another case. These display exhibit the ethnic and racial diversity
of the world and provides students with a window to the diversity of the world.
The hallway contains a Project ETHA mural. This mural has portraits of Mother
Theresa, Mahatma Gandhi, Rosa Parks, Martin Luther King, Dolores Huerta and Cesar
Chavez. To accompany these diverse leaders are quotes that inspire students to fight for
human rights including Edmunds Burke quote ―All that is necessary for the triumph of
evil is for good men to do nothing‖. This is a visual reminder of the schools focus on
human rights and activism. More importantly, it connects the advisory curriculum of
human rights leaders to the students on a daily basis.
The ISA hallways also contains global themes with bulletin boards dedicated to
defining global citizenship, Chinese language development, Camp Darfur, HOPE
environmental activism, and the Los Angeles World Affairs Council. The ISA students
define Global Citizenship as a person who has the following traits: respectful,
environmentally friendly, values diversity, open minded, takes responsibility for their
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actions, makes a difference through charity work, is considerate and helpful. These are
traits that ISA hopes to instill in all students and are traits that all ISA students are
striving to embody. The Chinese language development bulletin board showcases popular
Chinese sayings, contains Chinese numbers and explains typical Chinese arts and crafts.
It also showcases different Chinese festivals including the celebration of Chinese New
Year. This serves to promote not only the Chinese language but culture to ISA students.
The Camp Darfur pictures serves as a constant reminder of the current human right
struggles. The HOPE mural is built like a tree that contains pictures of the different
environmental initiatives taking place in the semester. It connects the lessons from
Environmental Science class to the environmental initiatives like the clean water for
Africa ―Life straw‖. The Los Angeles World Affairs Council board contains pictures of
the Project ETHA students with different world leaders including the Ambassadors of
Palestine and Mexico.
The newest addition to the ISA campus was the addition of three classrooms.
These classrooms are separate from the two-story building that contains most of the ISA
staff and students. To bring the global theme and continue to connect what they are
learning about the world to the new part of campus the students built a trash sculpture
garden. This trash sculpture garden contains items that were collected from around
campus and is titled ―The story of our stuff‖. This garden contains repurposed household
items including tires and vacuum cleaners. The tires were used to create a fence around
the garden that has local flowers. The tire fence protects the vacuum-broom robot
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sculpture. It serves as a reminder of the importance of recycling and environmental
awareness.
6) A global international focus is evident in the extracurricular activities.
Students at ISA have a variety of clubs to choose from with clubs that promote
international and human rights. The first is Chicas Club, a women’s empowerment club
that focuses on promoting positive self-esteem of girls and brings attention to women
rights issues across the globe. The GSA or Gay Straight Alliance brings together LGBTQ
and straight students to support each other, provide a safe place to socialize, and create a
platform for activism to fight homophobia. ETHA or Engaging Teens for Humanitarian
Action focuses on helping the school and community learn about human rights violations
and work on trying to end those violations. HOPE the Human Organization for Protecting
the Environment helps promote global environmental concerns and activism. Ballet
Folkloric and Mariachi provide students with music and dance of Mexico. The band and
orchestra play music from different eras and parts of the world promoting an international
perspective through music. The dance team also works on routines that incorporate dance
moves from different parts of the world.
Findings by Research Question
First Research Question:
What are the curricular elements in schools embracing globalization?
ISA was selected for the case study based on meeting the selection criteria (see
Appendix F). It is a secondary school in California that has globalization present in the
mission and vision statement. ISA also claimed to use technology as instructional
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learning tool and communication vehicle to promote a global curriculum. They promote
professional development and collaboration of teachers to include problem-solving and
critical thinking activities. The teaching of Mandarin is used to promote cultural
awareness. To collect evidence of curricular elements that embrace globalization within
ISA research instruments to collect data included interviews, surveys, observations and
document analysis.
The principal provided an insightful interview in which he described the goals of
ISA in creating a truly global high school experience for the students of San Fernando.
Having grown up in the neighborhood Mr. L. has a special connection with the students
that attend ISA. He is currently in his fifth year as Director of ISA and was previously the
counselor at the Next Century Charter Middle School moving to the high school upon its
inception. He shared his passion for instilling a global curriculum at ISA as he answered
the interview questions of Appendix A. In answering how familiar ISA students are
aware of global issues he recognized that his students have more than the typical
American teenager as result of the advisory class. In addition he cited the Global
Leadership Performance Outcomes (GLPO) from the Asia Society’s Partnership for
Global Learning (PGL) Graduation Portfolio System (GPS) as a key incorporating global
themes within core classes. The class Survey of Global Issues teaches the ETHA students
about current global issues. All students take Mandarin exposing the majority Latino
population to a culture that they are unfamiliar with. In addition, with the help of the
ISSN and the Asia Society content teachers in Math and Science are receiving
professional development to include project based learning opportunities with global
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themes. Mr. L. cited Friedman’s (2005) book The World is Flat as the catalyst for
choosing Mandarin as the foreign language. The goal is to have students be tri-literate
English, Mandarin and Spanish the student’s home language giving them a competitive
edge in the global marketplace. Technology Mr. L explained is integrated into the
instruction of all classes through the use of Smart Boards an interactive white board. In
addition, all freshmen students are given an Introduction to Technology class that teaches
students Microsoft Word, PowerPoint, Excel, iMovie, and webpage design. This class
also helps support the core content class giving students guidance on how to utilize the
technology to complete projects.
Mr. W., the Curriculum Director, has the primary responsibility of supporting
teachers in the incorporation of global themes. As the Project ETHA founder and advisor
he also creates the weekly lessons for the Advisory class using CNN Student news. Mr.
W agrees with Mr. L. that ISA students are more aware of global issues than the typical
teenager as a result of his efforts of incorporating global themes through advisory and
student assemblies. Mr. W. added that the use of the GPS helps students reflect on the
global issues they have learned about through course work or special events like the
Human Rights Conference. The use of Mandarin will allow students to communicate the
largest population making it the best choice for ISA. Mr. W. also noted that technology is
used to monitor students academic integrity through the use of Turn it In.com a website
that monitors plagiarism since all teachers require work to be submitted electronically.
The second research instrument used to identify curricular elements present at
ISA was the survey labeled Appendix B. The survey has 18 questions and used a 4-point
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scale. The survey was administered to ISA teachers during a staff meeting with 14 out of
23 teachers completing the survey. The survey contained five questions that addressed
curricular elements. Table 2 illustrates the survey results for the questions that addressed
research question one. All surveys were answered anonymously and were given a letter to
identify the respondents.
Table 2: Survey Results for Research Question1: Curricular Elements
Survey
Respondents
Q1:
Q2: Q3: Q4: Q5:
A 1.00 4.00 1.00 1.00 1.00
B 2.00 3.00 2.00 4.00 3.00
C 3.00 4.00 4.00 3.00 4.00
D 4.00 3.00 4.00 3.00 3.00
E 1.00 3.00 1.00 1.00 1.00
F 3.00 3.00 3.00 3.00 4.00
G 2.00 1.00 2.00 1.00
H 4.00 3.00 4.00 2.00 3.00
I 3.00 3.00 2.00 1.00 2.00
J 3.00 3.00 3.00 3.00 4.00
K 2.00 2.00 2.00 2.00 1.00
L 3.00 2.00 2.00 2.00 2.00
M 3.00 4.00 3.00 3.00 3.00
N 4.00 4.00 2.00 4.00 4.00
Average 2.71 3.00 2.50 2.46 2.57
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Table 3: Research Question 1 Survey Respondents of r
Number of Respondents by Scale Choice and Question
Scale Choice and Question
Scale
Q1: Your
instruction
includes
global issues.
Number of
Respondents
Q2: You
teach critical
thinking
problem-
solving skills.
Number of
Respondents
Q3:
Students are
exposed to
international
and cultural
issues and
challenges.
Number of
Respondents
Q4: Textbooks
and
supplementary
materials
consider
global issues,
global
connections
and global
cultures
Number of
Respondents
Q5:
Technology
is used as an
instructional
learning tool
for global
purposes
Number of
Respondents
4 3 4 3 2 4
3 6 7 3 5 4
2 3 2 6 3 2
1 2 1 2 3 4
Question 1 of the survey asked to what degree global themes were included in
their instruction. Table 2 illustrates the average degree to be 2.7 with Table 3 illustrating
that five of the fourteen teachers that responded don’t include global themes in daily
instruction. Question 2 asked teachers whether they taught critical thinking/problem
solving skills. The average response was the highest among the survey questions that
addressed curricular elements with a score of 3 with four teachers responding to the
highest degree and seven responding a high degree. When asked to answer question 3
about student’s exposure to international, cultural issues and challenges the average
response falls to 2.5 as illustrated by Table 2. Six of the respondents felt that students are
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exposed to a low degree with two reporting it is to the lowest degree. The surveys were
completed before the Human Rights Conference; this could help explain the low scores
of some teachers. Question 4 addressed the degree to which textbooks and supplementary
materials consider global issues, global connections and global cultures received the
lowest average with 2.46 according to Table 2. One person didn’t answer the question,
which explains the lower average despite seven respondents choosing to a high degree or
better as demonstrated by Table 3. The final question addressed technology and its use as
an instructional tool for global purposes. This question had the widest range of responses
with four teachers responding both to the highest and lowest degree as evident in Table 3.
This disparity brought the average to 2.57 illustrating that technology integration varies
greatly from teacher to teacher at ISA.
The surveys were completed before the classroom observation protocol included
as Appendix C was used during the six observations at ISA. The observations illustrate a
much richer inclusion of global issues being incorporated into instruction. Ms. B. teaches
senior English at ISA. Her room is decorated with masks labeled the ―Faces of Change‖.
Each face contains information from activists that have helped transform the world by
fighting against injustices. This project incorporates international challenges in human
rights and required students to conduct research on the leader and their struggle. Her class
is also reading The World is Flat by Friedman (2005). This text discusses the events that
have helped flatten the world making us a globalized society. Students divided the book
by chapters and worked in pairs to outline the chapter and then present a lecture to the
class using multimedia about the main ideas. Her class final is a five-to-seven page
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research paper on a global issue of interest to students that uses MLA citation format. Ms.
B. explains to her students that the outlining of the ―World is Flat‖ along with the final
global issue research paper serve as examples of what they will be expected to do as
college freshmen. Ms. B. classroom is adorned like all classrooms at ISA with an
academic vocabulary wall with hers containing the Greek and Latin origin of words.
Mr. S.’ government class began the day applying the first amendment to different
situations ranging from not saluting the American flag in school to making cruel
statements about the president. After the students formulated their interpretation of the
first amendment as it applied to the different examples Mr. S explained how the Supreme
Court interpreted the different cases. This illustrated the power of the Supreme Court to
make policy and began a comparative discussion with the UK justice system.
Mr. W. teachers the Survey of Global Issues class originally named Project
ETHA. As Mr. W. applies for UC course approval the class is being designed to provide
students with a wide variety of global issues. On the day of the observation the class
debriefed the Human Rights Conference that exposed the whole school to the human
rights issues they had learned about in class including child labor, genocide and human
trafficking. The class was then directed to discuss the best way to address the new book
―Anatomy of Peace‖ a book about a Jewish and Palestinian youth trying to bring peace to
the Middle East. One of the main topics of the book is conflict resolution and improving
human relations. The students began to discuss the importance of peer mediation and a
creation of a Human Relations Conference as a final project as a result of the teachings of
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the book. Students engaged in critical thinking and problem-solving as they designed the
semester goals for the class.
ISA is in its sixth year with the partnership with ISSN and the Asia Society. This
has allowed the school to expand its Mandarin program. Ms. L., the advanced Mandarin
teacher, has the unique challenge of connecting Mandarin foreign language content
standards to the ELD standards. All subjects must display the content and ELD standards
to be addressed for the day. Ms. L. has a class of 13 students. The students presented their
oral report in Mandarin explaining the difference between the education systems of China
and the United States. The entire classroom was covered with information in Mandarin
and its English translation. The school mission and vision was the only document not
translated into both Mandarin and English. Ms. C.’s beginning Chinese classroom is also
covered in with academic vocabulary and student work in the target language. Ms. C.’s
classroom rules are an acrostic poem of the word ―Chinese‖. The ―C‖ states cultural
diversity will be respected with ―H‖ stating honor teacher and peers. The letter ―I‖
explains that inappropriate language will not be tolerated as the letter ―N‖ states no food
or drink. ―E‖ explains that electronics are not allowed. Finally letter ―S‖ requires students
to remain seated and ―E‖ tells them to exit when excused. What is particularly interesting
about these rules is not only the creative way to display them but the importance that
respecting cultural diversity is given within Ms. C.’s classroom.
Ms. P.’s Biology class explored the controversial subject of stem cell research.
The class warm up asked students to imagine themselves small enough to fit inside a cell.
They then had to describe what is inside the cell using higher order thinking skills. This
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was in preparation for the cheek cell’s DNA isolating project. This project integrates real-
world problem solving. Similarly in Ms. T Environmental Science class had student’s
present projects on the different environmental challenges facing different biomes. These
projects contained academic vocabulary that related with the specific environmental
challenges facing the biomes. It also asked students to include the geographical location
of the biome and provide possible solutions for the environmental challenges. Ms. T
students also presented current events that dealt with environmental concerns.
All ISA classrooms display the school mission and vision statement in English
and Spanish. They also include the Global Leadership Performance Outcomes (GLPO)
that ISA students are expected to include as part of the Graduation Portfolio System
(GPS). This provides students and teachers of a visual reminder of the skills that students
are expected to achieve to develop as a global leader and complete the GPS. Teachers are
expected to provide at least one project that can meet a GLPO a year. ISA classrooms
also reflect the schools focus on ELD language development. Academic vocabulary walls
along with graphic organizer thinking maps are displayed in all classrooms to help ELD
students develop academic vocabulary as well as make connections using the thinking
maps. All ISA teachers are required to include the content standard and ELD standard to
be addressed for the day. Core classes are beginning to implement standard based
benchmarks based on the CST to provide feedback to students about their academic
progress. Teachers will have data so they can modify instruction and re-teach the class or
provide additional support to the students that need it.
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Documents reviewed to understand the curricular elements include the school site
plans, school handbook, mission and vision statement, and course syllabi. Further review
was given to school posters, projects and portfolios looking for evidence of globalization
themes and real world problem solving. Artifacts including the school’s websites,
newspaper articles, and yearbook were also examined for evidence of students becoming
global citizens and applying what they are learning based on the instruction they receive
at ISA.
The school mission statement is to prepare students to master grade level
standards, think critically, and be ready for post-secondary learning. It also states that it
wants to reduce social stressors that negatively impact child and family development,
including poverty. It also seeks to create a professional and caring community among the
staff, the families of their students, and the community. ISA mission is to be a model for
school reform locally, nationally and globally through the successful implementation of
the mission. The vision statement seeks for students to possess proficient literacy skills,
English fluency and technological competence. Something that is essential according to
the research of the Partnership for 21
st
Century Skills. Students should be able to
demonstrate knowledge and application of the arts, cultures, literature, history and social
science, health, mathematics, communication, science, problem solving and work ethics.
In addition, they will value friendship, responsibility, cultural diversity, quality of life and
the democratic process. They will become well informed of our interconnected world,
pursue higher education and seek a professional career. The mission and vision statement
of ISA contains key elements of globalization.
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The school site plan describes the strong six-year partnership with the Asia
Society and the ISSN. Since 2004, with initial support from the Bill and Melinda Gates
Foundation, Asia Society has worked in partnership with school districts and charter
authorities to create the International Studies Schools Network (ISSN), a national
network of design-driven schools with the core mission of developing college ready,
globally competent high school graduates. The network currently includes 27 schools
with four schools in Los Angeles. This partnership provides professional development
and training on the GLPO and GPS that are critical curricular elements that embrace
globalization at ISA. The student handbook also contains the graduate profile for ISA
graduates that revolve around globalization and 21
st
century skills.
Sample GPS portfolios and projects demonstrate the inclusion of global issues
and themes into the curriculum of ISA. The project descriptions and syllabi provided by
teachers that were observed also support the inclusion of global themes to the curriculum
at ISA. Artifacts including the school’s websites and newspaper articles reflect a focus
on connecting content to actions outside the classroom. The yearbook contains evidence
of students becoming global citizens and applying what they are learning based on the
instruction they receive at ISA.
Discussion of the First Research Question
Among the pioneers in the necessary curricular elements for schools successfully
embracing globalization is the Partnership for 21
st
Century Skills. They have developed
four elements that are crucial for the 21
st
century learning and globalization in schools.
The first element is mastery of core subjects: language arts, science, art, economics,
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mathematics, history, world languages, geography, government and civics. These core
subjects should weave 21
st
century interdisciplinary themes: global awareness, civic
literacy, health literacy, financial, economic, business and entrepreneurial literacy. The
interviews with Mr. L. and Mr. W. reveal a commitment to incorporate a rigorous
mastery of core subjects with the infusion of global themes. The survey revealed that
teachers feel that not enough is being done to infuse the curriculum with 21
st
century
interdisciplinary themes. The classroom and school observations revealed some powerful
lessons that incorporated core subjects with themes of global awareness like Ms. B’s The
World is Flat chapter outline presentations along with Mr. W.’s conflict resolution
reading ―The Anatomy of Peace‖. Some of the course syllabi that were examined as part
of the document review illustrated the GLPO as central themes to the course successfully
weaving global themes to the core subjects. Second are learning and innovation skills,
which include a focus on creativity, innovation, critical thinking, problem solving,
communication and collaboration. ISA meets these second components according to Mr.
W through the creation of the Human Rights Conference in which students collaborated
to present human right issues to whole school. ETHA students had to problem solve as
they scheduled all the students to the different sessions offered at the conference. Table 2
and 3 illustrates that teachers feel that students at ISA are being taught to be critical
thinkers and problem solvers. Ms. T.’s Environmental Science class was observed
problem solving the environmental challenges that face the different biomes. The third
component is information, media and technology skills. Students must be able to exhibit
a range of functional and critical thinking skills related to information, media and
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technology. ICT Literacy or information, communications & technology are essential for
the global curriculum. The interviews with teachers and administrators illustrated the
access of technology for instructional purposes. All students take a technology class with
all teachers having access to Smart Boards. The surveys revealed that a wide disparity in
implementation of technology as an instructional tool for global purposes. This question
had the widest range of responses with four teachers responding both to the highest and
lowest degree as evident in Table 3. This disparity brought the average to 2.57
illustrating that technology integration varies greatly from teacher to teacher at ISA. The
fourth component is life and career skills. These skills include flexibility, adaptability,
initiative, self-direction, leadership, responsibility, productivity, and accountability,
social and cross-cultural skills so that students can navigate the complex life and work
environments in the globally competitive age. Students at ISA are developing these skills
through the extracurricular activities present at the school including ETHA and HOPE.
Reimers (2009) insists that a globalized curriculum should develop three
objectives: developing global values, foreign language skills, and globalization expertise.
Critical to developing global skills is fostering student engagement and interest in world
affairs and global values. The department grade level and advisory clan leaders that were
interviewed all mentioned a commitment to include the GLPO into content lessons that
exposed students to world affairs and global values. Mr. W job as Curriculum Director is
centered on supporting teachers to include global themes into core subjects. The survey
data for question 3 about students exposure to international cultural issues illustrated in
Table 2 the average response falls to 2.5. Six of the respondents felt that students are
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exposed to a low degree with two reporting it is to the lowest degree. The surveys were
completed before the Human Rights Conference which could help explain the low scores
of some teachers. Observing the Human Rights Conference allowed for the
documentation of students not only being exposed to world affairs put also promoting the
important values of global activism. The review of the school mission as well as
partnership agreement with the Asia Society demonstrates a commitment to fostering
student’s interest in the global issues through interdisciplinary projects that incorporate
core content mastery and global awareness. The second dimension of foreign language
skills allows for communication through varied forms of expression between individuals
and groups who communicate in different languages. Student projects and classroom
observations illustrated the schools commitment to Mandarin. The classroom rules of Ms.
C are an important reminder of how foreign language instruction can be used to promote
a respect for diversity. The third dimension covers academic knowledge in comparative
global perspectives. Students need the ability to integrate cross-disciplinary materials
when solving questions about globalization. Teachers are currently being trained in the
GLPO and GPS methodology so that they may be able to teach core mastery through a
comparative global perspective. This was evident in Mr. S.’s government class wear
students compared the American Bill of Rights and the Supreme Court to their British
equivalent.
Suarez-Orozco (2007) proposes that schools teach students through
interdisciplinary approaches. This includes a focus on global sensitivity and global
understanding preparing students for the complex globally linked twenty first century
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society. He pushes for content standards to be modernized to include international
knowledge. In an interconnected world understanding other nations and regions is a
cornerstone of a globalized curriculum. Mr. L. and Mr. W. both agreed that this is a
major goal for ISA that still needs more time and support to be implemented at all levels.
Within the surveys teachers mentioned that some textbooks include articles that connect
the core subject to global cultural issues. The professional development observed during
a staff meeting centered on the Global Leadership Performance Outcomes (GLPO) and
redefining instruction to include these outcomes into their instruction.
The creation of global citizens with interaction and an appreciation of cultural
diversity are discussed by Gibson, Rimmington, & Landwehr-Brown (2008). They
defined global citizenship as another level of citizenship that joins regional, state, and
national citizenship and is concerned with global issues such as the environment, human
rights, trade, hunger and disease. This curricular element of developing global citizens is
imbedded in the Advisory class offered at ISA. Here students learn about the GLPO and
current issues that require the 21
st
century skills. The classes of Survey of Global Issues
and Environmental Science present students with global challenges and ask them to come
up with solutions. With an increase in cultural diversity locally and globally, increased
interconnectedness, increased interdependence students are learning to face those
challenges through the ISA curriculum that is more experiential and holistic with greater
integration to adequately prepare global citizens.
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Second Research Question:
What organization structures support globalization?
ISA is part of the Next Siglo Learning Charter (NCLC) that includes a Pre-K,
elementary, and middle school. As part of NCLC ISA does not have its own school code
for testing but is rather included as NCLC for testing purposes. One principal, the founder
Ms. Z., oversees the operations of the NCLC—including budget and resource allocation.
All decisions that pertain to ISA are decided on-site by Mr. L., the ISA Director, and Mr.
W., the Curriculum Director. Mr. L. is in charge of hiring and has sought out diverse
candidates to expose the majority Latino student population to other ethnic and religious
backgrounds. He recalls the hiring of Ms. M., a popular math teacher who is Muslim. She
presented during a school assembly about the popular misunderstandings about her faith.
This led to a discussion about stereotypes and discrimination faced by Muslims and other
minorities. Ms. A., an Armenian teacher presented to the students about the Armenian
genocide and its impact on her family. Mr. L. noted these examples to prove the
importance and benefits for students in having a diverse faculty. One of the crucial roles
that promotes globalization at ISA is the position held by Mr. W., the Curriculum
Director. He works closely with ISSN and the Asia Society to provide onsite
professional development on interdisciplinary projects that promote globalization and 21
st
century skills. In addition he provides weekly lessons and materials for the Advisory
class that center on global issues and human rights initiatives. He supports the teachers in
implementing the GPS and GLPO. As the Project ETHA founder and teacher he works
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with students expanding the students grass root movement of promoting humanitarian
themes at ISA.
Students leave early every Tuesday to allow for the inclusion of faculty meetings.
These meetings rotate on a monthly basis with 1 meeting devoted to ISA faculty meeting
which includes professional development, clan meetings, grade level and department
meetings. The school is designed to empower teacher leaders and promote teacher
collaboration. Teacher leaders are elected by their peers to serve as Clan leaders or
Advisory grade level leaders. These teachers receive a stipend for leading the Clan
meetings in which the teachers debrief the lessons given by Mr. W. and design new
lessons based on the issues presented in the CNN Student News. The clan leaders are
also in charge of organizing fieldtrips that connect the Advisory content to the real world.
Grade level leaders similarly receive a stipend and are in charge of running the
collaborative planning meetings within the grade level. The goal of these meetings is to
have teachers plan interdisciplinary projects and lessons. These meetings also serve to
identify students that are struggling across classes and discuss strategies to better support
the student.
Mr. L. and Mr. W. both agree that crucial in promoting the globalization of the
ISA curriculum is the strong partnership with Asia Society. Through this partnership Mr.
L. and Mr. W and ISA teachers are able to visit ISSN schools across the country to
review the best practices of schools embracing globalization. The walkthroughs
according to Mr. W. provide a visual to the Asia Society practices for going global. In
addition to school visitations the Asia Society provides conferences and trainings.
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Summer conferences combine scholars of globalization in education with current
practitioners. This dialogue brings about the best practices to implement or refine at ISA
according to Mr. L. Ms. A., a ninth grade clan leader and algebra math teacher, notes
that the Asia Society partnership has become stronger in the last three years as evident
with an increase in professional development provided by them. This increase in Asia
Society presences has contributed to an increase in the infusion of global themes into ISA
classes according to all clan teachers that were interviewed.
The second research instrument used to identify organizational structures that
support the globalization present at ISA was the survey labeled Appendix B. Table 4
illustrates the survey results for the questions that addressed the second research question.
Table 4: Survey Results for Research Question 2: Organizational Structures
Survey
Respondents Q1 Q2 Q3 Q4 Q5
A 4.00 1.00 3.00 1.00 2.00
B 4.00 3.00 4.00 1.00 2.00
C 4.00 4.00 3.00 2.00 2.00
D 4.00 4.00 4.00 2.00 2.00
E 1.00 1.00 2.00 1.00 1.00
F 4.00 3.00 3.00 2.00 3.00
G 2.00 4.00 3.00 1.00 2.00
H 3.00 1.00 2.00 1.00 1.00
I 2.00 3.00 3.00 1.00 1.00
J 2.00 1.00 3.00 1.00 3.00
K 3.00 1.00 3.00 1.00 1.00
L 3.00 1.00 1.00 1.00 1.00
M 2.00 2.00 2.00 2.00 1.00
N 2.00 1.00 1.00 1.00 1.00
Average 2.86 2.14 2.64 1.29 1.64
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Table 5: Research Question 2: Survey Respondents
Number of Respondents by Scale Choice and Question
Scale
Q1: A global
/international focus is
evident in the
school’s
extracurricular
activities
Number of
Respondents
Q2: School
has or seeks
partnerships
with schools
outside the
United States,
another
school,
business, or
university.
Number of
Respondents
Q3: Teachers
are provided
professional
development
opportunities
for the
purposes of
global
education.
Number of
Respondents
Q4: Staff has
time for
curriculum
planning to
include a global
perspective.
Number of
Respondents
Q5: The
interest and
involvement
of parents in
the school
enhances
global
learning.
Number of
Respondents
4 5 3 2 0 0
3 3 3 7 0 1
2 5 1 3 4 5
1 1 7 2 10 7
Question 1 for organizational structures asked the degree to which global and
international focus is evident in the school’s extracurricular activities. Table 4 illustrates
the average degree to be 2.8 with Table 5 illustrating that five of the fourteen teachers
responded both to a low and highest degree. Question 2 asked teachers if the school has
or seeks partnership(s) with schools outside the United States, another school, business,
or university. The average response was 2.14 with seven teachers responding to the
lowest degree and three responding to the highest degree. Although all teachers noted the
importance of the partnership with the Asia Society they felt more could be done to reach
out to schools outside the United States. When asked to answer question 3 about teachers
being provided professional development opportunities for the purposes of global
education the average response is 2.64 as illustrated by Table 4. Two of the respondents
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felt that teachers are exposed to a lowest degree with seven reporting it is to a high
degree. Not all teachers have received the professional development training offered by
Asia Society which could help explain the low scores of some teachers. ISA will be
sending the Math and Science departments to the ISA interdisciplinary global themes
training on project based learning. Mr. W. is also working on bringing additional
professional development training to these departments throughout the spring semester.
Question 4 addressed the degree to which staff has time for curriculum planning to
include a global perspective received the lowest average with 1.29 according to Table 4.
Ten respondents chose to the lowest degree while four chose to a low degree as
demonstrated by Table 5.This survey data illustrates the great need for continued
professional development at ISA. The final question addressed the interest and
involvement of parents in the school enhances global learning. This question had the
second lowest average score of 1.64 as evident in Table 4. Seven teachers ranked it as the
lowest degree with five ranking it at a low degree showcasing another area for potential
growth at ISA.
At the ISA faculty staff meeting illustrated the empowerment of teachers to make
decisions. Teachers voiced concern over the seating arrangement at a previous assembly.
After their comments administration quickly noted the concerns and said it would
redesign the seating chart to meet the needs of the teachers. Teachers responded
favorably to administrations response to their concerns. During this meeting Mr. W.
presented last year’s GPS requirements and the teachers reviewed samples using the
rubric. Mr. W.’s goal for the meeting was to come to a consensus on the new
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requirements of the GPS and grade calibration among teachers. Teachers were instructed
to work with a partner to first discuss the goal of the GPS and then the best way to meet
the GLPO’s through the GPS. The discussion led teachers to reflect on the need to
incorporate more interdisciplinary lessons and projects that embraced global themes. The
meeting was adjourned after teachers agreed on the new requirements for the GPS, new
goals for projects that include the GLPO’s and the grading system. After the faculty
meeting was adjourned the faculty broke up into Advisory clan levels. The 9
th
grade clan
focused on an upcoming fieldtrip to the Getty Museum. The teachers reviewed the
different exhibits offered at the Getty and decided to focus on connecting the student’s
readings of myths to the Greek – Roman art work. They also designed a scavenger hunt
for students to complete that addressed the GPS and GLPO’s as well as the exhibit they
would be visiting.
Documents for reviewing the schools organizational structure included staff
handbooks, committee lists, staff bulletin boards, school calendar, professional learning
communities, staff directory list, and the SARC school accountability report card and are
included in Appendix D. The faculty handbook contains the expectations for ISA
teachers including a respect for diversity and a commitment to teach the state standards
with the inclusion of global themes. Teachers work collaboratively as a grade level,
advisory clans and departments to promote vertical and horizontal articulation. Mr. W., as
Curriculum Director, is responsible for overseeing these meetings and receives minutes
from the teacher leader so that he can follow up and provide support.
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Discussion of the Second Research Question
21
st
century schools according to the literature are supported by standards,
assessments, curriculum and instruction, professional development, and learning
environments that facilitate student mastery of 21
st
century skills. This year begins the
use of standard benchmark exams for classes that will be tested by the state. Monitoring
of students academic progress in meeting the state standards is a component of 21st
century schools that ISA is currently implementing. The curriculum is currently being re-
evaluated by Mr. L and Mr. W based on the results of the benchmark and the inclusion of
global themes. The goal is to revise the courses based on student assessments and the
recommendations of the Asia Society. Although some teachers have received some
professional development that focuses on the inclusion of global themes the survey data
demonstrates that more needs to be done so that teachers feel adequately supported to
implement a standards based globally themed curriculum. ISA does have some of the
necessary resources to develop this aspect of global competency including fully
credentialed foreign language teachers and adequate instructional materials. The school
continues to look into ways to redesign the educational environment to allow for a
holistic and integrative approach to learning.
Cogburn et al. (2002) suggests components that should be included in schools that
infuse globalization into the curriculum. The focus on abstract concepts is evident at ISA
as students problem solve environmental concerns through the biome project in Ms. T.’s
Environmental Science Class. Interdisciplinary or holistic learning is evident in the
collaboration between Ms. B.’s Senior English class and Mr. S.’ Government class. Their
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students are reading The World is Flat by Friedman (2005) and discussing the
implications of the flat world on governments. Through the use of the GPS and GLPO the
school hopes to develop students’ ability to acquire and use knowledge to solve global
issues. The emphasis on scientific learning is evident in the allocation of additional
resources for professional development of teachers. Teamwork and collaboration has
been crucial to the success of the student grass root movement of clubs that focus on
humanitarian and environmental issues.
The central problem facing schools today according to Suarez-Orozco (2007) is
that few schools today are organized to support the habits of mind needed to be
successful in our global age. ISA is designed to promote these habits of mind including
higher order cognitive and metacognitive skills, interpersonal sensibilities, values and
cultural sophistication, which are needed to be successful in our globalized society. ISA
is engaging students in relevant learning based on connecting the classroom to the real
world. Through the college courses offered at ISA students are being exposed to high
level challenging course work.
Multilingualism is an important aspect of a globalized curriculum as discussed by
Met (2008). Foreign language instruction can have a great impact on both cultural and
global competencies as well as broadening cognitive and academic development. The
offering of Mandarin has helped transform students into tri-lingual scholars who discuss
the great works of literature in English, Spanish and Mandarin. The beginning Mandarin
classes had over 28 students whereas the advanced class had less than 15. Many students
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are choosing not to continue with the advanced class—this is something that should be
addressed.
Vivien Stewart (2008), who runs the Goldman Sachs Prizes for Excellence in
Education, through the Asia Society identified globally oriented schools as developing an
internationally oriented faculty by recruiting teachers with international interests. Mr. L.
explained in his interview that teachers on staff come from all major religions and
represent diverse ethnic backgrounds. In addition over half have studied abroad. ISA as a
globally themed school is focusing on integrating international content into all curriculum
areas bringing a global dimension to science and language arts. Both Mr. L. and Mr. W.
recognize that progress has been made in internationalizing the curriculum but
understand that more needs to be done to support their teachers. An area in which ISA
excels as a globally themed school is in expanding student experiences through
internationally oriented service learning, internships, and exchanges with schools in other
countries. The partnerships with the Los Angeles council of foreign affairs and the global
humanitarian focus of both HOPE and ETHA illustrate this commitment by the school.
At the heart of the ISSN design, is the reframing of traditional courses and the
development of new ones to systematically integrate knowledge about the world and
skills to understand how that world works. This is evident in the creation of new course
offerings like the ―Survey of Global Issues‖ which is currently pending UC regents’
approval as an eligible elective for college admission. The network provides detailed
course frameworks, exemplary curriculum units, and intensive professional development.
Due to scheduling conflicts and the extended school year not all ISA teachers have
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received the intensive ISSN professional development training. Nevertheless, the goal of
Mr. L. and Mr. Q. is to build teachers' capacity for thoughtfully infusing international
content and perspectives within rigorous, engaging coursework that addresses both state
content and performance standards. Language classes engage students continually in
speaking and writing in the target language, allowing students to understand the
behaviors and traditions of the Chinese. The inclusion of the advisory clan component
builds a nurturing, relationship-driven environment with a global awareness focus.
Furthermore, close connection to families and partnerships to organizations outside the
school are a basic part of the ISSN school design. The survey data illustrates that parental
involvement continues to be an area of need.
Third Research Question:
What perceived student behaviors /outcomes are seen?
Interviews with Clan Leaders revealed a vivid picture of the perceived student
outcomes and behaviors as a result of the international focus of ISA. Mr. L. is very proud
of to showcase the Environmental Science class in which students designed storm drains
to address the problem of trash in the ocean. Ms. T.’s class learned about the
contamination in the ocean and participated in a beach cleanup. The class also walked
around the neighborhood surrounding the school and discovered that no storm drains had
trash guards. This sparked the class to work with Team HOPE and work on designing and
implementing storm drains to help prevent trash from traveling to the ocean. The ETHA
student’s presentations at the Human Rights conference on different human rights
violations around the world are an example, according to Mr. W., of students analyzing
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and evaluating global issues. This conference helped expose students to general
knowledge about international cultures and the challenges that they face. Project ETHA
and Team HOPE were mentioned by all the teacher leaders and administration as
evidences of student driven participation in cultural and global issues. Project ETHA will
be participating in a march to stop the genocide in Darfur while Team HOPE is working
on bringing clean water to Africa along with installing storm drains in San Fernando.
These projects have all been student led and are part of what Mr. L calls the grass root
approach to internationalizing the school. As students learn about issues they begin to try
contribute to solutions driving student participation in both ETHA and HOPE.
Ms. L. describes her Mandarin class as a space where students discuss global
issues while learning to master the complex language of Mandarin. She mentioned a
recent project on population size and resource allocation as a prime example. Students
learned about the challenges facing the Chinese government as a result of the population
size. They were then asked to propose a solution to one of those challenges. The
inclusion of the GPS and GLPO’s has also contributed, according to Ms. L., to students
reflecting on the general knowledge about international issues.
Mr. S. describes students application of the constitution to different court cases
before the supreme court as an example of students so students solving real world
problems. His Supreme Court case project had students evaluate current cases before the
Supreme Court and apply the constitution in resolving the matter. An example he
provided of students analyzing and evaluating global issues was the interdisciplinary
project around the book The World is Flat (Friedman, 2005). This project made students
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evaluate the world flattening events presented in the book and provide their analysis of
the impact that those events have had on governments around the world. Mr. S. is
confident that ISA students have general knowledge about international culture because
of the internationally themed festivals and Human Rights conference that have taken
place at school in which all students participate and reflect on as part of the GPS.
The second research instrument used to identify the perceived student behaviors
or outcomes as a result of the globalization present at ISA was the survey labeled
Appendix B. Table 6 illustrates the survey results for the questions that addressed
research question three.
Table 6: Survey Results for Research Question 3: Perceived Student Outcomes
Survey
Respondents Q1 Q2 Q3 Q4
A 3.00 3.00 3.00 4.00
B 3.00 3.00 3.00 4.00
C 3.00 2.00 2.00 2.00
D 1.00 2.00 3.00 4.00
E 2.00 1.00 2.00 2.00
F 2.00 3.00 2.00 3.00
G 2.00 2.00 2.00 1.00
H 2.00 2.00 2.00
I 3.00 2.00 3.00 3.00
J 2.00 3.00 3.00
K 3.00 3.00 3.00 3.00
L 2.00 2.00 3.00 3.00
M 2.00 2.00 3.00 3.00
N 3.00 1.00 2.00 2.00
Average 2.36 2.17 2.57 2.79
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Table 7: Research Question 3 Survey Respondents
Number of Respondents by Scale Choice and Question
Scale
Q1: Students
develop some
sense of civic
responsibility
by
identifying
specific ways
that they can
make some
contribution
to the
resolution of
a global
issue.
Number of
Respondents
Q2:
Students
understand
cultural
points.
Number of
Respondents
Q3 Students
have
appreciation
for diversity
and culture.
Number of
Respondents
Q4
Students
explore
environmental
issues.
Number of
Respondents
4 0 0 0 3
3 6 4 8 6
2 7 6 6 4
1 1 2 2 1
Question 1 for perceived student outcomes asked the degree to which students
develop some sense of civic responsibility by identifying specific ways that they can
make some contribution to the resolution of a global issue. Table 6 illustrates the average
degree to be 2.36 with Table 7 illustrating that seven teachers responded to a low and six
to a high degree. Question 2 asked teachers if students understand cultural points. The
average response was 2.17 with two teachers not answering the question bringing down
the average and six responding to a low degree and four responding to a high degree.
When asked to answer question 3 about students having an appreciation for diversity and
culture the average response is 2.57 as illustrated by Table 6. Six of the respondents felt
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that students have a low level of appreciation for diversity with eight reporting it is to a
high degree. Since the surveys were given anonymously it is possible that the difference
in scores is due to the grade level of students. Upperclassmen tend to be viewed as more
culturally sensitive than underclassmen according to Mr. L. Question 4 asked whether
students explore environmental issues received the highest average for with 2.79
according to Table 6. Only one respondent chose to the lowest degree while six chose to
a high degree as demonstrated by Table 7. This survey data illustrates the great impact
that the Environmental Science class and HOPE have had on the student body in
promoting environmental issues. The survey reveals that more needs to be done to
increase students understanding of different cultural view points and an appreciation for
diversity.
Observations conducted during Ms. B.’s senior advisory class showcased students
reflecting on the different human rights violations presented during the Human Rights
conference. They connected the topics to their different classes or clubs that discussed the
topics. One student mentioned how the Club Chicas had discussed the murders of the
women in Juarez three years ago and it sadden her to realize that more hasn’t been done
to help protect the women of Juarez. The students then had time to begin their GPS
reflections connecting the human rights conference to their GLPO’s.
The campus-wide recycling program is run by students and continues to be
expanded to not only collect aluminum and plastic cans but also cellular phones and
bottle caps. HOPE also organizes a beach clean-up every semester. Ms. T., the HOPE
advisor, is proud that the participation in this event has grown every semester. In
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addition, HOPE raises money to plant a tree in the community every year. The goal is to
make San Fernando a green friendly city. While I walked around campus all students
used the recycling bins around campus and picked up the trash leaving the campus clean
as an example of what’s possible if all students work together.
Students in Ms. B.’s English class were seen discussing the events that have
flattened the world making a global society. Students engage in critical thinking as they
summarized the chapter information for their peers. More importantly, they analyzed the
impact that those events have had on the governments of the world. They discussed the
different perspectives of governments around the world illustrating a sense of cultural
awareness. Engaging and citing the text to justify their points of view was also observed.
To examine perceived student outcomes, we reviewed the school data system and
discipline policy. Students receive peer counseling and conflict resolution as part of the
school discipline policy. The school rules and learning outcomes were reviewed for
globalization themes embedment. The student outcomes and graduate profile all have the
inclusion of globalization. School posters, projects and portfolios were analyzed for
globalization themes and real world problem solving. The GPS portfolio was a great
example of students reflecting and connecting the global themes they encountered at ISA.
The school API was also analyzed to discuss student’s achievement in standardized test.
Students at ISA outperformed the local high school in every subject except English. ISA
has developed a professional development plan to focus on ELL strategies and global
themes to help improve student test scores. Artifacts including the school’s websites and
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yearbook showcased the clubs and fieldtrips that are helping students becoming global
citizens and apply what they are learning.
Discussion of the Third Research Question
According to the most recent literature on globalization educational opportunities
to develop global competency should focus on three dimensions. The first dimension
includes the development of attitudes, values, and skills that reflect an openness, interest,
and positive disposition towards diverse cultures. This is evident at ISA with the creation
of Project ETHA and HOPE. These clubs embrace the values of openness and global
citizenship. The Advisory class is crucial at establishing a climate that promotes cultural
awareness and a positive disposition towards diverse cultures. The student handbook also
demonstrates a commitment to global citizenship the Global Leadership Performance
Outcomes.
Gibson et al. (2008) explains that global learning provides a critical lens through
which the learner can evaluate and contextualize this information. Participation in global
learning can then enrich student understanding and knowledge both in terms of breadth
and depth through exposure to the perspectives of their counterparts. The course syllabi
and classes observed at ISA demonstrate how courses can be organized for breadth and
depth of state standards with the inclusion of global themes. This development in global
learning can lead to the acquisition of world citizen characteristics. Global citizenship
includes knowing what is right and about other cultures. It also includes the knowledge of
self and purpose. Students are becoming self aware as they reflect and complete the GPS.
This encompasses an understanding of our relationship with others and a positive
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disposition towards diverse cultures. ISA’s commitment to attend the Los Angeles
Foreign Affairs meeting and the inclusion of globally themed assemblies helps promote
this among its students. Within his definition are three interdependent dimensions, which
he calls the three A’s of Globalization: the Academic dimension, the Action dimension
and the Affective dimension (Gibson et al., 2008). To produce effective global citizens
students at ISA are taught to standards based lessons with an inclusion of a specialized
body of knowledge about global affairs as evident in the interviews with teachers and
classroom observations. This academic focus allows for the ability to use that knowledge
to solve practical problems or the action dimension. At ISA this was documented through
the environmental science class biome project along with a review of the sample GPS.
The development of character that would lead people to use their knowledge for ethical
global purposes is the affect level that is present with the projects of ETHA and HOPE.
There is a growing gap between the knowledge and skills students learn in school
and the knowledge and skills they need in typical 21
st
century communities and
workplaces. That is why ISA seeks to provide students with more than basic competency
in core subjects to promoting understanding of academic content at much higher levels by
weaving 21
st
century interdisciplinary themes into core subjects as evident in the GPS.
The second component is learning and innovation skills, which students learn through the
interdisciplinary, project-based learning assignments like Ms. T.’s Biomes and Ms. B.’s
The World is Flat projects. The creativity, innovation, critical thinking, problem solving,
communication and collaboration of ISA students are evident in the creation of the
Human Rights Conference. The third component is information, media and technology
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skills. Students are creating multimedia projects that exhibit information literacy and
media literacy. Students are learning flexibility, adaptability, initiative, self-direction,
leadership, responsibility, productivity, and accountability, social and cross-cultural
skills. All these components must come together to produce 21
st
century outcomes for
today’s students.
Summary
This chapter provided a window into a typical day at ISA along with the special
event the Human Rights Conference. It also deconstructed the findings from the four
research instruments interviews, survey, observation and document review. The data
gathered from the multiple data collection instruments allowed for triangulation and
validation of the data. The data from the four data collection instruments was applied to
each research question. The discussion of each research question applied the research
covered in the literature review in Chapter 2. Chapter 4 discussed the curricular elements,
organizational structures and perceived students outcomes at ISA. The findings analyzed
in this chapter were reviewed for any patterns, suggestions, or strategies that could assist
other schools that seek to embrace globalization. The most notable findings derived from
the survey data and the interviews were importance of having a coherent and strategic
plan for professional development plan that is suited to providing teachers with capacities
to handle the influx of new information and technological advances to enhance classroom
instruction and bring global learning strategies students into their classroom. Teachers
revealed the lack of time devoted to teacher planning and collaboration. Furthermore the
data revealed a need to provide relevance for students and create other partnerships to
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bring the world to ISA students. In addition, parents need to be included in the global
learning process by being more then committee members but rather active agents of
change.
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CHAPTER FIVE
Overview
Chapter 1 provides an introduction to the topic of globalization and education. It
establishes the need for the study and further research. Chapter two presents a review of
the most relevant literature including a historical perspective of globalization and
education, rationale and best practices. Chapter three has presented the research
methodology of the study including an introduction, a conceptual base, conceptual model,
and research design and research questions. This chapter also discussed population,
sample, instrumentation, data collection, validity and reliability. Chapter four has
presented the findings of the study on curricular elements, organizational structures and
student outcomes. Chapter five will present a discussion of the study, an analysis of the
findings, implications for practice, conclusions and recommendations.
Purpose of Study
While much is known and understood about the importance of globalization on
education, information is lacking on the curricular elements and organizational structures
that support a globalized curriculum. Schools currently address globalization in their
curriculum and practices through a variety of definitions and programs with varying
outcomes. More information is needed to understand the curricular elements,
organizational structures and perceived student outcomes that are produced by school
programs that embrace globalization.
The purpose of the study was to identify curricular elements and their associated
student outcomes at a California school that address globalization.
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Significance of the Study
This study highlights the curricular elements within the schools that incorporated
globalization providing practitioners and researchers with an accurate portrayal of how to
incorporate 21
st
century skills, while meeting NCLB mandates. Information on the
curricular practices that are being successfully implemented can contribute to the ongoing
research and dialogue about strategies to support preparing our students for the global
economy. This study also provided practitioners with information on the necessary
organizational structures to support a globalized curriculum. Policymakers can use this
study to highlight curricular elements and organizational structures that are necessary for
improving the preparation of students for the global economy.
This is a case study of a single high school ISA, and the findings cannot be
generalized, the study was completed as part of a thematic dissertation team and can be
examined as part of a series of eight case studies about globalization and education. As
with all case studies, the findings are limited to the actual case; but when examined
collectively, they can provide insight into curricular elements, organizational structures
and student outcomes to prove successful in other schools. They also contribute to the
body of educational research by highlighting efforts that show promise and are worthy of
additional research.
Research Methodology
The study used a qualitative, descriptive research methodology to understand
globalized curriculum, supporting structures and perceived student outcomes. Case Study
research was appropriate because it allowed for an in-depth study of instances of the
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phenomenon of globalization in educational practice through observation in its natural
context. The focus for data collection and analysis were curricular elements, supporting
organizational structures and perceived student outcomes. This dissertation used
triangulation to draw on corroborative evidence and validate the case study. Multiple
data-collection methods or triangulation were used to validate the results of the study.
The survey and interview & observation templates were designed with the Global
Education Checklist by Dr. Fred Czarra as their common foundation.
Summary
The observations served to document the curricular practices, organizational
structures and perceived student outcomes. The curricular practices that embrace
globalization are the advisory class and the GPLO’s that are being weaved into the
different core classes. The observations also revealed a need to continue provide teachers
with adequate training and time to help institute globally themed lessons into all classes.
The organizational structure that allows for teacher collaboration and the Asia Society
partnership is a crucial for supporting the globalization at ISA. The teacher surveys
illustrated the need for more time and professional development to support teachers in
implementing the GLPO’s. The observations confirm the need for additional training of
all teachers and the inclusion of more collaboration time.
Themes
The data revealed the curricular elements of ISA to be interdisciplinary
instruction with 21
st
century themes, foreign language, project based learning, critical
thinking methodology, and the use of Global Leadership Performance Outcomes. The
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organizational structures that support globalization at ISA are partnerships, student
support systems, professional development, and shared leadership. The perceived student
outcomes include a focus on global citizenship, student environmental activism,
humanitarian activism and problem solving. Through the use of Creswell’s data analysis
and triangulation the major themes of the case study were identified. These emerging
themes include a shared commitment to a global vision, reflective practices, additional
professional development, and research-driven practices.
Through the triangulation of the surveys, interviews, documents and observations
it became evident that a shared commitment by students and staff members to the global
vision has contributed to the success of ISA. Through the surveys teachers revealed their
student’s commitment to the schools global vision. Students collaborated to help spread
global humanitarian issues awareness through the school’s newspaper and human rights
conference demonstrating a commitment to the school vision. Classroom observations
revealed teachers dedication to the schools mission as they included global themes in
their instruction bringing the school vision to life. Administrations interviews revealed
how students, teachers and administrators work collaboratively to bring the global vision
to life.
The partnership witnessed among students, faculty and administration helps create
a cohesive vision and feeds the continual commitment to improvement. The school
culture is founded upon reflective practices a commitment to continuously improve.
Students are asked to complete the Graduate Portfolio System in which they have to
reflect on their Global Leadership Performance Outcomes. These reflections are read by
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teachers and administrators to help them ponder current opportunities offered to students
to complete the Global Leadership Performance Outcomes and improve the opportunities
for the following year. During a staff meeting the Mr. W the Director of Curriculum led
a reflective discussion on the purpose of the GPS and GPLO to illicit feedback and make
the necessary changes to better fulfill the goals of ISA. Teachers through Clans, Grade
level and content meetings reflect on current practices and begin a cycle of improvement
through critical discussions with peers. Surrounding ISA is a culture of self-improvement
and a constant need to reflect and adapt to better serve the students and the school vision.
Students and teachers are encouraged by the administration to reflect on their strengths
and weaknesses to promote self-improvement and growth. This has helped keep ISA at
the forefront of including globalization within the school curriculum.
In triangulating the data of surveys, interviews and observations it became evident
that ISA wants additional professional development. ISA currently has a strong
partnership with the Asia Society that provides training and conferences surrounding
globalization. Due to scheduling conflicts and teacher turn over not all ISA staff members
have been received the professional development training from the Asia Society. Only
1/3 of staff members have attended the Asia Society Summer Institute. This institute
brings teachers, administrators and scholars from across the globe to discuss best
practices. Currently the Math department is the only department receiving specialized
training on project based learning and global themes. During the observed staff meeting
and grade level meetings teachers expressed a desire for additional support and training
on the Global Leadership Performance Outcomes and Project Based Learning. Teachers
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are enthusiastic about including global themes into their content area but feel under
prepared to do so. Through content classes observations it was evident who had received
the professional development and who still needed to be supported. The administrative
team at ISA is well aware of the need to support teachers and worked out a training
rotation schedule. This schedule will get more than ½ of the teachers trained by the end
of the school year. Nevertheless, all departments have requested the Asia Society support
provider to help redesign lessons to include the global themes like the Math department is
currently receiving. The administrative team and teacher leaders are working
collaboratively to support as many teachers as possible. This emerging theme highlights
the collaboration among both teachers and administration to provide for more
professional development despite the current obstacles of time constraints and budget
concerns.
The school has outperformed the local high school since its inception. This is due
to the schools focus on research driven practices for meeting state standards. It became
evident that research driven practices guide the instructional decisions through the
triangulation of observations, surveys, interviews and documents. To begin the
administrations meetings the CST data was broken down to focus on skill sets that should
be addressed. The teacher leaders were then presented with the data specific to their
department so that they could brain storm how to improve instruction and increase test
scores. The schools focus this year is helping ELL student meet the state standards. ISA
has instituted school wide practices including word walls, graphic organizers and CST
test prep through content and advisory classes. These practices were included once the
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ISA director presented the research supporting the changes. The use of data to drive
instruction has been a guiding principal since the inception of the Next Siglo Learning
Center and ISA. This explains the use of benchmark exams for content classes that
include both content standards and the Global Leadership Performance Outcomes. The
use of data and research driven practices continue to keep ISA at the forefront of
educational reforms and effective practices.
Implications
In today’s educational climate it is essential for schools to provide students with a
21
st
century themes and globalized curriculum. As the world becomes increasingly
interconnected through new technologies, our education systems will necessarily begin to
converge in their approaches and objectives. This impacts what schools will need to focus
on if they are to produce global citizens. This case study was designed to identify the
curricular elements of schools embracing globalization that support the habits of mind
necessary for students to be successful in the global economy. It has successfully
identified the inclusion of GLPO’s into core subjects through the implementation of the
GPS. The inclusion of unique classes like the Survey of Global Issues and Environmental
Science allow students to learn the global skills necessary to succeed. At the same time,
this study identified the organizational structures that support globalization including the
position of Curriculum Director. This position provides the necessary guidance and
constant monitoring of the progress into making all classes globally themed. The
empowerment of teachers is also an organizational structure that provides teacher leaders
with a voice to lead their grade level based on the goals of ISA. In addition, the case
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study’s qualitative data will reveal the perceived student behaviors that demonstrated
their global competencies. Students completion of the GPS showcase how students have
learned to apply the GLPO’s illustrated in Appendix H. ISA students have also become
globally minded citizens as they participate in marches to end genocide and community
clean ups. The creation of both ETHA and HOPE by students illustrates students
becoming global citizens. This case study will add to the literature by identifying the
curricular elements, organizational structures and student outcomes that result from a
high school embracing globalization. Understanding what this school curricular elements,
structures and student outcomes are can help educators apply the components of the
successful program to their school. Building organizational capabilities to lead the
transformation entails a stronger commitment to professional development of teachers.
Recommendations
One of the crucial areas that must be addressed for ISA to continue to grow as a
globalized school is for staff to have additional time for curriculum planning or
professional development opportunities so that they can include a global perspective in
the school curriculum. In order to meet the high expectations of the GPS and the GLPO’s
more time needs to be dedicated to the inclusion of additional meeting time. Monthly
meetings surrounding globalization are only four hours. Teachers in their survey data
expressed a need for additional training and time to process the information. Students will
be given access to a worldwide perspective to assure students international and cross-
cultural perspectives as students are given the time, resources and techniques to do in-
depth study of one world region, nation, culture, issue or global connection.
123
Another recommendation for growth is the inclusion of parental involvement in
school activities that showcase globalization. Parents complete community service hours
as a result of the family compact. They also serve on committees like the School Site
Council. The survey and interviews reviewed that parents aren’t involved in the
assemblies and community projects that promote global awareness. ISA should work to
include parents in a collaborative process with students and teachers in planning activities
that promote global awareness and citizenship.
The school offers Mandarin 1 through 4. The lower level classes were full with
students in the advanced class being less than half full. Students should be encouraged
and supported to take the advanced class. The majority of ISA students have a general
two year language experience. ISA should establish a language lab to support students
with gain practice in Mandarin through the use of technology. This lab will help students
develop oral and written capabilities in the target language. If students have more practice
and develop a strong foundation in Mandarin they will be more likely to take the
advanced Mandarin class.
ETHA is the class that encapsulates the global perspective with students reading
texts that promote global awareness. The class Survey of Global Issues includes
discussions on the Middle East, Terrorism and genocide. Only 15 students are currently
taking the ETHA class. All surveys and interviews highlighted this program as exemplary
for showcasing interdisciplinary project based learning and student activism. These
students were organizers and presenters of the Human Rights conference. In order to
expand the student activism demonstrated by ETHA students more sections of the ETHA
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should be offered for more students. Having more students in the Survey for Global
Issues will result in more students becoming globally action minded citizens.
The partnership with the Asia Society has provided the support and structure to
help bring globalization to ISA. Nevertheless, teachers that responded to the survey felt
that more should be done to expand partnerships to schools across the world. This will
give students connections to students from other parts to communicate and collaborate on
different topics. This can also help increase students respect for diversity another area
that was rated low by teachers. Cultural diversity and a respect for diversity can increase
with student’s exposure to students in different parts of the world.
ISA should be commended for embracing current practices that embrace
globalization. Its organizational structures also follow the current literature practice that
has teacher leaders and planned professional development. The perceived student
behaviors in which students are active agents of change is exemplary with students
planning and presenting the Human Rights conference. With the inclusion of these five
recommendations ISA can continue to grow into a model school that embraces the
challenges of a 21
st
century curriculum.
Recommendations for Further Research
The research study highlighted the current practices of schools embracing
globalization. It showcased the current curricular elements and organizational structures
along with the associated student outcomes. The students, teachers and administration at
ISA are currently working to include 21
st
century skill development along with global
awareness to its students. While this study has taken the initial steps to identify the
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current practices of schools embracing globalization, there are several areas that require
further research.
1. Conduct a longitudinal study of ISA students in college to see if global
citizenship continues.
2. Study the impact of a school feeder system and its impact on the global
curriculum.
3. Conduct a comparative case study with Asia Society schools to identify
the current themes of globalization within the schools culture, curriculum,
and organization structure that impact perceived student outcomes.
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APPENDIX A:
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 percent 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?
130
APPENDIX B: Survey
Please respond using the scale 1 - 4, 1 being the lowest degree and 4 being the highest degree
How do 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
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
131
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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
132
APPENDIX C:
Observation Instrument
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?
Four Frames:
Four Frames: Four Frames:
Notes: Notes Notes:
133
APPENDIX D:
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
134
APPENDIX E:
Triangulation Matrix: Globalization and Education
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
Program
Leads
X X
School
Secretarial
Staff
X
Director
Technology
Grade Level
Chairs
X X
Matrix of Interview Questions Options
Question Focus Past Present Future
Behaviors/Experiences X X
Opinion and Values X X
Feelings/Emotions X X
Knowledge X X X
Sensory X
Background X X X
135
APPENDIX F:
Criteria for Case Study School Selection
1. CA elementary or secondary
2. Minimum: #1,2,3,4,5 of the Globalization Elements
3. Globalization present in Mission Statement/Vision/Purpose
Globalization Elements
1. Technology as instructional learning tool and communication vehicle
2. Foreign language/cultural awareness
3. Problem-solving/critical thinking activities
4. Global curriculum--multiculturalism
5. International programs
6. Professional development
7. Collaboration
8. Sustainability
136
APPENDIX G:
Data Source by Research Question Triangulation Matrix
Research
Questions
Appendix A:
Interview
Appendix
B: Survey
Appendix C:
Observation
Appendix D:
Document
Analysis
What are the
curricular
elements in
schools
embracing
globalization?
X
X
X
X
What
organization
structures
support
globalization?
X
X
X
X
What perceived
student
behaviors /
outcomes are
seen?
X
X
X
X
137
APPENDIX H:
Global Leadership Performance Outcomes (GLPO) from the Asia Society’s
Partnership for Global Learning (PGL) Graduation Portfolio System (GPS)
Investigate the World: Produce New Global Knowledge
Students investigate the world, including their immediate environment and beyond.
Identify a locally, regionally or globally focused issue and frame researchable questions.
Use a variety of international and domestic sources, media, and languages to identify and
weigh relevant evidence to address a globally significant researchable question.
Analyze, integrate and synthesize evidence collected to construct coherent responses to
globally significant researchable questions.
Develop an argument based on compelling evidence that considers multiple perspectives
and draws defensible conclusions.
Recognize Perspectives: Apply Cross-Cultural Understanding
Students recognize their own and others perspectives.
Recognize and express their own perspective on situations, events, issues and phenomena
and identify the influences that perspective.
Examine perspectives of other people, groups, or schools of thought and identify the
influences on those perspectives.
Explain how cultural interactions influence situations, events, issues or phenomena,
including the development of knowledge.
Articulate how differential access to knowledge, technology and resources affects quality
of life and the perspectives.
Communicate Ideas: Connect and Collaborate Across Boundaries
Students communicate and collaborate effectively with diverse audiences.
Recognize and express how diverse audiences may perceive different meanings from the
same information and how it impacts communication.
Listen to and communicate effectively with diverse people using appropriate verbal and
non-verbal behavior, languages and strategies.
Select and use appropriate technology and media to communicate and collaborate with
diverse audiences.
Reflect on how effective communication impacts understanding and collaboration in an
independent world.
Take Action: Enact Global Solutions
Students translate their ideas and findings into appropriate actions to improve conditions.
Identify and create opportunities for personal and collaborative action to address
situations, events, issues or phenomena in ways that improve conditions.
Assess options and plan actions based on evidence and the potential for impact, taking into
account previous approaches, varied perspectives and potential consequences.
Act personally or collaboratively, in creative and eth ical ways to contribute to
improvement locally, regionally, or globally and assess the impact of action.
Reflect on their capacity to advocate for and contribute to improvement locally, regionally,
or globally.
Abstract (if available)
Abstract
The shift towards an increasing global integration in economic, communications and security matters requires a different perspective in education. Due to the important impact that globalization has had on our economy some educators have responded by expanding the educational opportunities of their students by integrating a globalized curriculum. Schools in California currently address globalization in their curriculum and practices through a variety of definitions and programs with varying outcomes. While much is known about the importance of globalization on education, information is lacking on the curricular elements and organizational structures that support a globalized curriculum. The purpose of the study was to identify curricular elements, supporting organizational structures and their associated student outcomes at a California school that address globalization. This qualitative case study used multiple data-collection methods including surveys, interviews and observations for triangulation. Identified curricular elements include interdisciplinary instruction with 21st Century themes, foreign language and project based learning. Supporting organizational structures included partnerships, student support systems, professional development, and shared leadership. The data showed global citizenship, student efficacy, and problem solving as perceived student outcomes. This case study can provide practitioners with an example of how to incorporate 21st century skills while meeting NCLB mandates. Researchers and policymakers will gain information on the curricular practices that are being successfully implemented to prepare our students for the global economy. This can build the case for future educational policy that incorporates the identified curricular elements and organizational structures so that schools can better prepare 21st century citizens.
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Asset Metadata
Creator
Angulo-Landeta, Paula Gabriela
(author)
Core Title
Globalization, curricular elements, organizational practices and perceived student outcomes in California schools
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
05/05/2011
Defense Date
02/11/2011
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
curricular elements,Globalization,OAI-PMH Harvest,organizational structures,perceived student outcomes
Place Name
California
(states),
USA
(countries)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Gothold, Stuart E. (
committee chair
), Hocevar, Dennis J. (
committee member
), Love, Laurie (
committee member
)
Creator Email
angulopo@usc.edu,drangulo@yahoo.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-m3911
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UC1290829
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Angulo-Landeta, Paula Gabriela
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Tags
curricular elements
organizational structures
perceived student outcomes