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Globalization in curricular elements and instructional practices in California schools: A case study

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Globalization in curricular elements and instructional practices in California schools: A case study

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GLOBALIZATION IN CURRICULAR ELEMENTS AND INSTRUCTIONAL
PRACTICES IN CALIFORNIA SCHOOLS
A CASE STUDY

by

Rosemary Wood

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2011

Copyright 2011 Rosemary Wood

ii

ACKNOWLEDGMENTS
Writing a dissertation has been an intense and eye-opening experience as to who I
am and what I want to become. Very few understand the demands and the sacrifice that
comes with a commitment to complete a doctorate program. I would like to thank and
acknowledge those who have supported me through this process. Thank you Dr. Gothold
as well as my dissertation group for your patience and understanding. I need to thank my
parents. They let me be alone so that I could complete this milestone. I need to
acknowledge my beloved Harvey, my heart, who passed away during this experience. I
will always love him and miss him. I want to thank my Nan and Moppet. You both
remind me that I can nurture and love in a selfless manner. My dear best friend, Chris,
thank you. You are my brother from another mother and father. I’m just a girl. I want to
acknowledge a wayward son. You are a free bird who cannot be changed and keep
rambling on. You have been a friend and mentor. SBO’s is not the same without you.

iii

TABLE OF CONTENTS

Acknowledgements ii

List of Tables v

Abstract vi

Chapter One 1
Background to the Problem 2
Statement of the Problem 4
Purpose of the Study 4
Research Questions 4
Importance of the Study 5
Limitations and Delimitations 5
Definition of Terms 6
Overview of the Remaining Chapters 8

Chapter Two 10
Rationale 12
Education – Foundation for Globalization and Education 14
Factors Pertaining to Schools Addressing Globalization and Education 18
Cooperative Learning/Project-Based Learning 19
Foreign Languages 21
Higher Level Critical Thinking Strategies 23
Technology Use 25
Humanitarian Endeavors as Related to People/Environment 28
Synthesizing the Literature 30
Conclusions

Chapter Three 33
Purpose of the Study 33
Research Questions 33
Research Design Summary 34
Sampling Techniques 34
Sample and Population 35
Instrumentation and Data Collection 38
Analysis of Surveys, Interviews, and Observations 38
Instrument Tools 40
Surveys 40
Interviews 40
Observation Tool 41
Triangulation of Data that the Four Data Collection Instruments Yield 42
iv
Data Collection 42
Data Analysis 45
Conceptual Framework 46
Figure 1: Conceptual Model 47
Validity and Reliability 47
Summary 48

Chapter Four 49
School Overview 50
Methodology 52
Introduction of the Case Study 53
Research Instruments 54
Documentation Review 54
Survey 55
Interviews 55
Observations 55
Characteristics of Dairyland Elementary 55
Findings by Research Question: Curricular Elements 62
Findings by Research Question: Organizational Structures 78
Findings by Research Question: Perceived Student Outcomes 86
Emergent Themes from Data Collection 93
Discussion of Findings within Bolman and Deal’s Four Frames 95
Discussion Summary 99

Chapter Five 101
Findings Summary 103
Comparing Case Study Themes to the Literature 105
Implications for Practice 106
Recommendations for Future Research 108
Conclusions 109

References 111

Appendicies
Appendix A 114
Appendix B 115
Appendix C 117
Appendix D 119
v
LIST OF TABLES

Table 1: API (Academic Performance Index) for Dairyland Elementary 37
Table 2: Dairyland Elementary Student Population 38
Table 3: Data Collection Alignment 44
Table 4: Frequency of Responses Related to Curricular Elements 77
Table 5: Frequency of Responses Related to Organizational Structures 85
Table 6: Frequency of Responses Related to Perceived Student Outcomes 92

vi
ABSTRACT
In the wake of pressures defined by Thomas Friedman’s work related to the new
“flat world,” Friedman, 2008), educators are acknowledging that a crisis is looming on
the horizon. Increasingly, schools have recognized the realities of globalization and are
working to create educational communities that prepare students to be global citizens.
These schools must be subject to studies so that their best practices can be shared and
replicated and so that students will be prepared for the expectations of a global job
market and society. This case study examines an elementary school with an International
Baccalaureate Program that addressed globalization, but then the district cut funding to
the program so the school site stakeholders are working to preserve a theme of
globalization while addressing the needs of the current school population. The ability to
replicate this study will help other schools with similar demographics that are searching
to implement a program focused on globalization.

1

CHAPTER ONE
THE PROBLEM

That the United States is falling behind in preparing students with the skills
necessary to compete in a global market is finally being recognized. This dilemma is
evident in the stagnation occurring in United States economy as economies in Asia and
parts of Europe continue to improve (Freidman, 2008). A recent article by Sam Dillon
(2010) highlighted China’s top scores on the test called PISA (Program for International
Student Assessment). Students from Shanghai were selected to take the exam. Students
from the United States placed 23
rd
or 24
th
in most subjects. Arne Duncan, Secretary of
Education stated “We have to see this as a wake-up call,” (Dillon, 2010). Since the
NCLB (No Child Left Behind) legislation, no growth has occurred in 4
th
-grade reading
scores on the NAEP (National Assessment of Education Progress)
(www.nationsreportcard.gov). This sobering news serves as a national indicator that
students do not have the necessary skills to compete for future jobs in a global market.
Indeed, the problem with poor literacy rates has become more complex. Students must
not only have strong reading skills, but they must also gain competence in the skills
required of a global citizen. The basics are still required, but the model of preparedness
has changed.
Globalization means that the world is becoming smaller and more tightly knit in
terms of economics, technology, and environmental/humanitarian concerns. As such,
educators are recognizing that globalization plays an important role in determining what
2
students need to know in order to be prepared for a global job market and to be active and
productive global citizens. Stakeholders are rising to the challenges of globalization and
aligning the dynamics of their schools to the preparation of their students.
This case study focused on one school site implementing a school-wide plan to
address globalization and on how the stakeholders of the school are ensuring that their
students are prepared to be global citizens who can compete in a global job market.

Background to the Problem
Educators have recognized that economic interdependence, terrorism, and health
concerns are making the world a smaller, less fragmented place. Legislation in the form
of No Child Left Behind has implemented high-stakes testing that promotes a system in
which students learn standards and are tested to show proficiency. Still, concerns remain
that the education system is not adequately preparing students for the 21st century.
No Child Left Behind Legislation has compelled educators to focus on state
standards comprised of a list of isolated skills related to content areas that students must
master in order to succeed in the high-stakes testing. The Annual Yearly Progress (AYP)
model, with its accountability through testing and disaggregated data of significant
subgroup test scores, was implemented to address the academic achievement gap among
significant subgroups. As a result many educational systems are more focused on
teaching isolated skills and test-taking strategies for a multiple choice format than on
teaching higher level critical thinking skills, problem solving skills, or foreign languages.
More specifically, students are not learning critical foreign languages such as
Chinese, Hindi, or Middle Eastern languages spoken in geographic areas with rising
3
economies and where global terrorism has become a concern. Many schools in the
United States are ill equipped to provide students with a comprehensive understanding of
these languages or of the cultures in which the languages are spoken.
The literature indicates deep concern about the economies in China, India, and the
Middle East, and the extent to which students from the United States will be able to
compete in a transnational global market. The United States is quickly losing its number
one position in economics, the military, and technology innovation. Meanwhile,
educators in these other countries are directly addressing these changes in the global
economy, creating new models that are serving to prepare their students to compete in
this very changed world. Countries such as Singapore are focused on problem solving
and higher level critical thinking skills, while still other countries are ensuring that their
students gain fluency in more than one language.
American schools are addressing globalization by training students in problem
solving strategies, cooperative learning, foreign language fluency, technology, and
humanitarian endeavors. Some schools have even developed their own programs based
on mission statements that pledge to address 21
st
century skills and preparedness as a
global citizen. Other schools are implementing national or international curricula.
Programs such as the International Baccalaureate and organizations such as the Asia
Society are accommodating the need to address globalization in education by including
critical thinking skills, foreign language, and humanitarian efforts. These programs seek
to create students who are aware of the world around them and who are looking to create
solutions to global issues. Moreover, if students are to enter a global job market, they
must be able to use technology effectively to communicate and to collaborate with others
4
across international boundaries. Technology is an ever-changing entity that has made
communication instant and has given people the ability to solve problems through
innovation. Students need to be trained to use these tools.

Statement of the Problem
Schools in California address globalization in their curriculum and practices
through a variety of definitions and programs with varying outcomes. This lack of
consistency in definitions of and programs around globalization means that the outcome
of such efforts is not always clear.

Purpose of the Study
The purpose of the study was to contribute to the scholarship about schools
addressing globalization by examining a school that already places these issues at the
forefront of its curriculum. The study aimed to identify curricular elements and their
associated student outcomes among California schools that address globalization.

Research Questions
The study was guided by the following research questions:
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization?
3. What are the perceived student behaviors/outcomes can be observed?

5
Importance of the Study
It is a reality that students will be entering a global job market, facing events that
have a global impact, and participating as global citizens and decision makers. As such,
educators must prepare students with the skills necessary to collaborate on a global scale,
and work with partners who come from different countries and cultures and who speak
different languages. Students need to have the skills to anticipate and manage issues that
haven’t surfaced and to use technology that hasn’t been invented.

Limitations and Delimitations
Delimitations, or the chosen limits of the study, were the globalization elements
selected by the dissertation study team, which were used to select the school site for the
study. These elements include technology as an instructional learning tool and
communication vehicle, foreign language/cultural awareness training, problem
solving/critical thinking activities in the classroom, global curriculum focused on
multiculturalism, as well as forging a formal partnership with an organization focused on
addressing globalization, offering professional development that supports a globalization
model, and fostering school-wide collaboration.
The limitations of this study were the elements the researcher could not control,
such as the events and behaviors not observed by the researcher as well as the levels of
access the school allowed the researcher to have to documents, classrooms, and teachers.
The researcher also could not control the honesty of the answers given by participants in
surveys, interviews, and observations.
6
Nonetheless, the researcher makes an assumption about the truthfulness of the
participants in their actions and responses. The researcher assumes that the participants
will provide valid information that represents the dynamics of globalization at the school
site in an honest manner.

Definition of Terms
AYP (Adequate Yearly Progress). A state-wide accountability system mandated by the
No Child Left Behind Act of 2001, which requires each state to ensure that all schools
and districts make Adequate Yearly Progress.
API (Adequate Progress Index). The cornerstone of California’s Public Schools
Accountability Act of 1999; measures the academic performance and growth of schools
on a variety of academic subjects and grade levels.
Asia Society. A leading global and pan-Asian organization working to strengthen
relationships and promote understanding among the people, leaders, and institutions of
the United States and Asia.
CST (California Standards Test). Standards-based criterion test given to all students in
2
nd
through 12
th
-grade attending California public schools.
California State Standards. A set of standards that all students attending a public school
in the state of California must meet.
Cooperative Learning. A teaching strategy that involves composing small groups made
of students of different ability levels; uses a variety of learning activities to improve
student understanding of a subject.
7
Collaboration. A systematic process in which people work together to analyze and reflect
on professional practice, review formative and summative assessment data, and improve
results in the classroom (Dufour, Dufour, Eaker, & Many, 2006).
Goals 2000. Legislation from 1998 that focuses on supporting state efforts to develop
clear and rigorous standards about what every child should know and be able to do, and
supports comprehensive state- and district-wide planning and implementation of school
improvement efforts focused on improving student achievement on those standards
(http://www2.ed.gov/pubs/G2KReforming/g2ch3.html).
Globalization. The process of increasing the connectivity and interdependence of the
world's economies, businesses, government, and environmental issues.
Global citizenship. The perception that one has the following traits: a global mindset and
awareness of global issues pertaining but not limited to economic markets, terrorism, as
well as environmental concerns, cross-cultural competence, application of technology for
innovation and communication, and collaboration skills.
Higher Level Critical Thinking Skills. Involves logical thinking and reasoning skills such
as comparison, classification, sequencing, cause/effect, patterning, analogies, deductive
and inductive reasoning.
International Baccalaureate. A program originating in Geneva, Switzerland, the primary
focus of which is to develop in students intercultural understanding and respect as an
essential part of life in the 21st century (www.ibo.org).
Mission Statement. The stated fundamental purpose of an organization that answers the
question, “Why do we exist?” (Dufour et al., 2006).
8
NCLB (No Child Left Behind). Federal legislation enacted by President Bush in 2001.
Federal education reform with accountability for significant subgroups through high-
stakes testing.
PI (Program Improvement). The formal designation for Title I-funded schools and LEAs
that fail to make AYP for two consecutive years (cde.gov).
PLC (Professional Learning Community). Collaboration that involves an ongoing process
of collective inquiry and action research with the goal of earning improved results in
student achievement (Dufour et al., 2006).
Staff Development/Professional Development. Additional education for teachers usually
meant to help them with self-reflection as educators and with the implementation of a
particular program.
21
st
Century Skills. A cluster of skills such as technology literacy, language training, and
career competence that students need to master to be successful as adults (Trilling &
Fadel, 2009).
Technology. The process by which an organization transforms inputs of labor, capital,
materials, and information into products and services of greater value (Horn, Christensen,
& Johnson, 2008).

Overview of the Remaining Chapters
The remaining chapters of this study consist of the Literature Review,
Methodology, the Findings, and Conclusions. The Literature Review (Chapter Two) is a
review of the relevant literature on globalization as the subject relates to the study. The
Methodology (Chapter Three) explains the methods the researcher used to address the
9
study. The Findings (Chapter Four) share the results of the study. The conclusion
discusses the theories or hypothesis that resulted from the study (Chapter Five).
10
CHAPTER TWO
LITERATURE REVIEW

Globalization, as defined by Laurence E. Rothenberg (2003), is the acceleration
and intensification of interaction and integration among people, companies, and
governments of different nations. Educators are recognizing the impact that globalization
is having on K-12 education. Though originally coined as a term to describe changes in
economics from a global perspective (Stromquist, 2002), the term is now universally
understood as having relevance to other fields. According to Thomas Friedman’s 2005
book, The World is Flat: A Brief History of the Twenty-First Century,, globalization now
relates to economics, technology, and health and security concerns.
Advancements in technology have facilitated communication on a global level,
enabling people to work from practically any location (Friedman, 2005). The impact of
such advanced communication on a global scale can succinctly be described as
“increased interdependence, interconnectedness, and cultural diversity” (Anheier, Glasius
& Kaldor, 2001; Oblinger & Verville, 1998; Rimmington & Bever-Goodvin, 2005).
Economics have also advanced to a more global level with the rise of China,
India, and the former Soviet Union as open economies, and with U.S. companies
expecting the majority of their growth to be overseas (Stewart, 2007). Countries with
developing economies have a focus on science, math, and engineering because aptitude in
these areas has significant benefits (Christensen et al., 2008). According to the U.S.
Census Bureau (2004), more than one in five U.S. jobs is now tied to international trade.
11
U.S. employers will need employees with knowledge of a foreign languages and cultures
so that they may work effectively with other employees around the world (ced.org).
Other issues pushing globalization are environmental concerns and health and
security issues (Friedman, 2008). Researchers generally agree that in 20 years, the world
will be even more interconnected and stressed from the overuse of environmental
resources (Trilling & Fadel, 2009). More careers will depend on the global economy,
and technology will make information readily accessible for more people around the
world. But environmental resources will also become more strained as countries become
“Americanized” (Friedman, 2008). With the volume of people and goods moving on a
global scale, health and security are already reaching crisis points. Diseases such as
“Bird Flu” and H1N1 are having a global impact. Terrorism has begun to occur on a
global stage, compelling countries to rethink their counter-terrorism policies and to
recognize a need for language skills as well as knowledge and awareness of other
cultures. Given these rapid changes, whether educators are preparing students for these
challenges and ensuring that they have the necessary skills to handle global events that
will direct impact their lives has become a significant concern.
In the 21
st
century, students with an understanding of the dynamics of global
economic and intercultural relations will have a distinct career advantage (Levine, 2005).
A review of the research reveals the great range of interpretations for what a 21
st
century
education designed to prepare students to be global citizens encompasses. Researchers
must make it a priority to investigate schools in which stakeholders have recognized the
need to implement a school-wide mission and a vision that addresses globalization and
offers daily classroom strategies to prepare students to be global citizens. Globalization
12
impacts every aspect of our lives and will continue to present new and different
challenges (Gibson, Rimmington, & Landwehr-Brown, 2007). The need for students
from the United States to gain a global perspective has been tied to their lack of
knowledge about different cultures and languages, a lack that is, in fact, considered a
threat to the security of the United States (Stewart, 2008).

Rationale
Globalization and education is a critical area of study in our schools because our
students need to develop the skills and knowledge capacity to compete with students
from countries such as Singapore and South Korea, even for jobs located within the
United States (Darling-Hammond, 2010). In The Flat World and Education: How
America’s Commitment to Equity Will Determine Our Future (2010), Darling-Hammond
has discussed how technology companies in areas such as Palo Alto, California must
recruit employees from other countries in order to find people with the skills necessary to
do the job.
Countries, such as Singapore and South Korea, have restructured their education
systems to include teacher education programs that produce high quality teachers through
ongoing professional development that allows teachers to constantly improve their
instruction and to incorporate the results of current research into their professional
practice. Teachers in many countries spend more time in professional development or
working with other teachers than teaching. Educators in countries such as Finland, South
Korea, and Singapore have overhauled their curriculum and made a philosophical move
away from a high-stakes testing system toward a focus on balanced curriculum that
13
addresses science, social sciences, literature, foreign language, and math (Darling-
Hammond, 2010). Countries that have modernized their education system and shown
growth on international assessments have departed from the broad “mile-wide and inch
thick” approach to curriculum and have adopted methods in which strategic skills and
deeper and more complex understandings of material are the priority. Students spend
more time mastering and building upon fewer skills than rushing through a multitude of
skills with little time to master them for a high-stakes test.
There is deep concern that while other countries revamp their education systems
and prepare students with 21
st
century skills, many schools and school districts in the
United States haven’t changed how students are educated or even what is being taught.
Even as the composition and needs of the student population have changed, education in
the United States has remained very much the same. About 17% of African American
between the ages of 25 and 29, and only 11% of Hispanics, earned a college degree in
2005 (Orfield, 2001). Some states use the number of students who are not reading at the
3
rd
-grade level to determine the number of beds that will be needed for prisons (Darling-
Hammond, 2010).
It has become evident that the United States must develop an education system
that gives students the ability to compete with citizens of other countries for careers that
haven’t even been created (Darling-Hammond, 2010). While this transformation is
happening, access to information is growing at an extraordinary rate. According to one
study, the volume of new information created between 1999 and 2002 is equivalent to the
amount of information produced during the entire history of the world before 1999
(Varian & Lyman, 2003).
14
Schools addressing the dynamics of globalization and providing students with
21
st
-century skills are very worthy subjects of study. These schools are creating
alternative approaches to ensure that students are prepared to be global citizens who can
successfully compete in a global job market.

Education – Foundation for Globalization and Education
In order to participate on the global stage and make informed decisions, one needs
a foundation in world history, languages, global health, and international affairs (Levine,
2005). Although the term “globalization” is relatively new to the field of education,
educating students to be competitive in a global arena is not new. Globalization has been
occurring for the past thousand years, as is evident with the Phoenician traders’ impact on
ancient Greek culture, and the Chinese Silk Route, which helped disseminate silk textiles,
chocolate, and tobacco around the world (Rothenberg, 2003).
United States public educators received the call to prepare students for a
globalized world during the 1950s. That era saw a heightened sense of urgency about
competing with the former Soviet Union in areas such as space travel and military
arming. The launching of Sputnik into space by the Soviets sent a shiver throughout the
United States, provoking the realization that the education system needed to be proactive
in preparing students to be creative thinkers, innovators, and scientists who could ensure
that the United States would have a competitive edge over the Soviet Union.
Public school educators reacted to the launch of Sputnik by taking measures to
ensure that public school students were trained to be competitive on a global playing
field. The National Defense Act of 1958 was passed to support science and math
15
instruction. Money and energy was poured into creating a curriculum rigorous in math
and sciences. The goal was to prepare students to compete in these subject areas against
countries such as the Soviet Union and North Korea (npr.org). Part of the National
Defense Act was to identify students as “gifted” and to provide services to support their
“giftedness.”
During the late 1950s the United States began to address desegregation and to
make certain that all students attending public schools received a quality education. This
effort was made evident by court cases such as Brown vs. Board of Education Topeka
Kansas (1954), which addressed issues such as racial equality and parity in education
(brownvsboard.org). This movement sought to address the needs of racial minority
students as well as students from different socioeconomic backgrounds.
In 1983 the results of a study conducted on public education in the Unites States
was published. A Nation at Risk highlighted public educators’ failure to educate students.
The study used data about high school graduation rates and about the patterns of courses
taken by high school students from 1964-1969 and 1976-1981. The study also compared
the scores of students in the United States to those of students from different countries.
Students from the United States were never first or second, and were last seven times
(Nation at Risk, 1983). This revelation was a shock to the public as well as to public
educators. In considering the findings in A Nation at Risk, one must take into account
that prior to the report being written, that accessibility to the university system had
changed with the ending of segregation and the rise of the women’s rights movement. A
Nation at Risk was the foundation for a nation-wide push for a more rigorous education
system that included mandatory high school coursework and the ingredients necessary to
16
creating an effective public school system that could produce students who are
internationally competitive.
In April of 1998— under President Bill Clinton— the Goals 2000 act was passed.
Goals 2000 focused on supporting both states in creating standards for each grade level
and states and districts in planning and implementing school improvement efforts
(2.ed.gov). This act initiated the standards-based movement, which seeks to ensure that
all students within a state are receiving an education that is aligned to a set of standards
determined to be necessary for success. Goals 2000 set goals and standards to motivate
states to address the needs of student populations at the local public school district level.
It was an all-encompassing initiative that sought to build partnerships with local public
agencies to support the overall well-being of the students.
When George W. Bush entered office, the tenets of Goals 2000 were changed,
with focus taken off of the contributions of the community to public education and placed
solely on the use of scientifically based researched strategies, standards, and
accountability through high-stakes testing with sanctions for schools and districts that did
not perform to standards that themselves are raised on a yearly basis. No Child Left
Behind addresses achievement gaps among significant subgroups and the overall student
population and has resulted in minor positive contributions but has not yielded overall
academic success for American public school students (Wagner, 2008).
The No Child Left Behind federal legislation, with its focus on high-stakes testing
and standards, followed in the footsteps of measures taken in other countries around the
world. Countries such as England have adopted similar educational structures and have
seen students unable to compete on international assessments. The concern with
17
legislation such as No Child Left Behind is its overemphasis on the high-stakes testing of
standards aspects, which pressure educators to focus solely on test-taking strategies and
the standards to be assessed.
This arrangement leaves little room in the daily curriculum to address world
issues that are not part of grade-level standards or to participate in activities that prepare
students to connect with a world outside of the core curriculum (Wagner, 2008). The
over-reliance on the use of worksheets to “skill and drill” students with standards in
preparation for high-stakes testing has removed the opportunity for critical thinking
opportunities and cooperative learning activities that nurture creativity that business
leaders are calling for (Wagner, 2008).
Business leaders have recognized that high-stakes testing on standards is a
detriment to developing the skills they are looking for in potential employees. An
estimated 200 billion dollars a year is spent by companies looking world-wide for
employees who have skills related to teamwork, written and oral communication,
knowledge of languages, and problem solving (Trilling & Fadel, 2009). Business leaders
have become vocal in their concerns about public educators’ ability to adhere to the
constraints of No Child Left Behind and to prepare a workforce to compete successfully
in the 21
st
century.
Business leaders have expressed concern that students graduating from high
school are no longer able to compete for jobs (Friedman, 2008). Potential employees are
lacking in problem solving skills, creativity, and the ability to work in teams in a
constructive manner (Trilling & Fadel, 2009). Students are graduating from high school
unable to write in a comprehensible and concise manner or to communicate in a group
18
setting (Wagner, 2008). Students have little awareness of global trends in technology or
science or of other languages (Stewart, 2007). The ultimate concern is that businesses
will have to import highly qualified workers from other countries or move their
businesses to countries where more highly qualified employees can be found and require
a smaller salary than employees in the United States.
Currently the Obama Administration is reviewing the reauthorization of the ESEA
(Elementary and Secondary Act), the three main tenants of which are raising standards,
rewarding excellence and growth, and increasing local control while maintaining a focus
on equity and closing the academic achievement gaps (ed.gov). The Blueprint for
Reform, the document that addresses the reauthorization of the ESEA, clearly focus on
preparing students to be college-ready or career-ready but do not mention readiness to
compete on a global platform.

Factors Pertaining to Schools Addressing Globalization and Education
Through the literature review, the researcher found overarching themes in schools
that actively address the concept of globalization. These overarching themes exist in
prepackaged programs such as International Baccalaureate or Model UN as well as
charter school models such as Technology High School in San Diego. These themes
include cooperative learning/project-based learning, learning a foreign language, higher
level critical thinking strategies, the use of technology, and humanitarian endeavors as
related to people/environments. When these themes are actively implemented, students
will be prepared to compete in the global job market as well as to be active global
citizens.
19
Cooperative Learning/Project-Based Learning
Bernie Trilling and Charles Fadel (2008) have stated that jobs for the 21
st
century
will require teamwork and the ability to communicate with others using technology to
find solutions to problems. Teamwork can be developed through cooperative learning
experiences that involve students working together in a small group setting to address a
problem or objective that is facilitated by the teacher. The groups can be multilevel or
grouped by ability and are flexible in nature. Cooperative learning can be done across the
curriculum as well as across grade levels. Project-based learning (PBL) scaffolds from
cooperative learning, in which students in a group use an inquiry method to dissect and
answer a problem, question, or challenge (Chien, 2010). PBL and cooperative learning
require students to collaborate and communicate with each other as well as to use higher
level critical thinking skills to solve the multilayered questions or problems. Skills such
as collaboration, communication, higher level critical thinking skills, and presentations
are 21
st
-century skills that students must master (Chien, 2010).
Cooperative learning entails students co-constructing knowledge through dialogue
among learners with different cultural backgrounds (Gibson et al., 2007). Technology
such as the Internet can help students work collaboratively with students in other
countries on group efforts related to the curriculum on issues that impact their lives.
These collaborative experiences make cooperative learning a valuable strategy, building
knowledge capacity through work with others from different cultural backgrounds with
different cultural norms and perspectives.
Students working in cooperative groups learn a variety of skills, among them are
leadership skills, collaboration, and organizing timelines and presentations (Wagner
20
2008). These are skills that are valued in the workforce. Cooperative learning can lead
to opportunities for creativity and outside-the-box thinking (Trilling & Fadel, 2009). In
cooperative learning groups, students generate solutions to problems and exchange ideas
with one another. The teacher serves as a facilitator, who circulates among the groups,
asking questions that help the cooperative learning group work through the presented
problem and refine its ideas.
Cooperative learning allows students to exchange ideas as well as to develop
communication skills. Students working in cooperative learning groups have exhibited
self-direction, self-motivation, and independence (Trilling & Fadel, 2009), traits that
business leaders are looking for in a workforce. Darling-Hammond (2010) has reviewed
research related to cooperative learning and found that cooperative learning offers “the
cultivation of independence and active learning allows students to develop metacognitive
skills that help them to frame, tackle, and solve problems; evaluate and improve their
own work, and guide their learning processes in productive ways.” (p. 170) These
attributes are essential to the development of well-rounded students who are capable
problem solvers and who can work successfully in a group setting to accomplish a goal.
The goal for educators with a focus on globalization is to have cooperative
learning activities that are authentic (Gibson et al., 2007). The projects should have
relevance outside of the classroom and have a functional use. Authentic projects include
collaborating with students in other countries through the Internet, or by working on
projects that can make a contribution to society. Teamwork with students in other
countries is especially critical for developing a multicultural perspective. Collaboration
21
in a teamwork setting also develops critical thinking skills by giving students the
opportunity to construct meaning from a multicultural perspective (Gibson et al., 2007).
Foreign Languages
A fundamental element of curriculum that is aligned with globalization is the
study of world languages (Jackson, 2004). A knowledge base in another language is a
highly valued skill in the workforce as well as an essential means of gaining appreciation
of another culture. For decades, schools in other countries have been teaching students to
speak a second language. Teaching a foreign language is the foundation for creating a
well-rounded, scholarly student. Today, the focus is on educating students who are
capable of competing on a global stage and of making positive contributions to society.
Fluency in another language, especially in languages from the Middle East, Asia,
and Africa, is a critical skill sought after by the military and businesses alike (Levine,
2005). Languages from these geographic areas are essential for communication with
businesses located in the rising economies as well as for military and government
concerns. According to Draper and Hicks (2002), only one-half of U.S. high school
students learns a foreign language, the majority of which does not take classes above the
introductory level and/or takes Spanish or French for their foreign language requirement.
Part of the problem derives from the lack of teachers who are fluent in and qualified to
teach Chinese or Arabic. Moreover, these languages are seldom offered at the university
level. Chien (2010) has pointed out that due to the short supply of Chinese language
teachers, the Chinese government is providing teachers to American schools. The Asia
Society has started a Chinese Language Initiative to partner with local schools in New
York and offer Chinese as a foreign language (Chien, 2010).
22
Schools preparing their students for the 21
st
century global job market are
ensuring that their students are exposed to foreign languages. Training in foreign
languages such as Arabic or Chinese means preparing students for communication on an
international platform (Stewart, 2007). Some schools are using unconventional strategies
to ensure their students are exposed to foreign languages, among the strategies are
immersion experiences and summer experiences (Levine, 2005). Schools have also
determined that teaching language effectively means starting in the early primary grades
and using technology (Stewart, 2008). Technology can be used to support language
learning by connecting students with students from other countries. Programs such as
Rosetta Stone can be used to create a language lab for students to access during the
school day.
Schools focused on a global curriculum recognize the importance of having
students who are multilingual and who have a knowledge base about the culture in which
their second language is spoken. It is not enough for students to understand phrases in
another language; students need to understand the nuances of a culture as well (Wagner,
2008). Many educators are using a global-learning focus to help students address
stereotypes and to resist simplifying other cultures. Students can gain multiple
perspectives with cross-cultural learning (Merryfield, 2002).
Economies in countries like India and China continue to flourish and terrorism
continues to spread through Africa and the Middle East. Business leaders and
government officials acknowledge that there is a dire need for individuals who are fluent
in languages from Asia, the Middle East, and Africa, and who have a sufficient
knowledge base about cultures from these targeted geographic areas (Wagner, 2009).
23
Higher Level Critical Thinking Strategies
Critical thinking skills may be defined as logic and reasoning skills such as
comparing, classifying, cause and effect, patterning, deductive and inductive reasoning,
predicting, sequencing, hypothesizing, and critiquing (Marzano & Pollock, 2001). These
skills are also linked to Bloom’s taxonomy higher order questioning (Anderson &
Krathwohl, 2000). Critical thinking skills are necessary for problem solving and for
developing a worldview and respect for diverse worldviews. These skills become habits
of the mind, thus conditioning students to analyze information from a variety of
perspectives and to see the interconnectedness of other cultures and issues with their
lives.
Business leaders agree that one of the most important attributes when hiring new
employees is higher level critical thinking skills (Wagner, 2008). Tony Wagner
interviewed Mark Maddox, a human resource manager at Unilever Foods North America,
who stated that, “we need self-directed people who either have problem-solving skills or
can easily be trained to think on their feet and find creative solutions to some very tough,
challenging problems.” Business leaders need employees with problem solving skills
who can tackle problems related to efficiency, the environment, globalization, or areas
that have not been addressed and who can come up with solutions that are multifaceted
and make a positive impact.
Higher level critical thinking skills are the foundation of the entrepreneurial spirit
(Wagner, 2008). The ability to create solutions to problems as well as to create
innovations to make concepts better is part of entrepreneurialism. Business leaders look
for employees who have an entrepreneurial spirit and who seek out opportunities and
24
ideas for improvement (Wagner, 2008). The concern is that many schools focus on a
standards-based curriculum with an emphasis on high-stakes testing.
Schools that have a globalization in education agenda recognize the importance of
using higher level critical thinking strategies in their classrooms. Some of the problems
and issues cropping up are related to global issues, such as the environment, as well as
health issues, such as pandemics, and economic concerns. Students entering a global
society will need to understand information and to create solutions to problems that do
not exist in the world today (Wagner, 2008).
With the pressures of NCLB and the focus on high-stakes accountability testing
on standards, training in higher level critical thinking strategies has all but disappeared
from many schools. School districts are focused on ensuring that key standards are
taught to proficiency and that students have a collective body of knowledge that enables
them to do well on the standardized tests. This focus on content that is a “mile wide and
an inch deep” has kept educators from focusing on skills that cannot easily be assessed in
a multiple choice format (Marzano & Pollock, 2001).
Critical thinking activities and higher level questioning activities are a cornerstone
of schools that embrace globalization in their education philosophy. These strategies
help students build problem solving skills so that they can address problems related to
academics, their personal lives, and the world. Critical thinking skills tie into cooperative
learning activities so that students can tackle abstract and difficult problems in
collaborative ways.
Stakeholders in these schools recognize the importance of using open-ended
questioning with Bloom’s taxonomy as well as other critical thinking strategies such as
25
Socratic Dialogue to encourage students to think “outside of the box.” Schools that
embrace the importance of higher level critical thinking skills may use the revised
version of Bloom’s Taxonomy, remember, understand, apply, analyze, evaluate, and
create, with learning activities and projects that support creative and critical thinking
(Anderson & Krathwohl, 2000).
Technology Use
Technology has become a communication tool proficiently utilized by global
citizens. The Internet allows people from around the world to connect on a global
platform, giving them the opportunity to play an active role in news, information systems,
and communication (Gibson et al., 2007). But technology is ever-changing and evolving,
so it is difficult to determine what is on the horizon.
Rather than requiring the routine use of technology, future jobs will ask that
employees have an understanding of digital technology in a collaborative structure
(Trilling & Fadel, 2009). Educators preparing their students to compete in a global
market embrace the use of technology and multimedia throughout the curriculum and
throughout the day. Educators must also be aware that students need a solid foundation
with technology so they will be successful in using technology that hasn’t even been
invented yet (Trilling & Fadel, 2009).
The current generation of students has grown up with the rapid evolution of
technology and has seen its impact on their daily lives. Students are constantly connected
to a network of peers with their cell phones and online social networks (Wagner, 2008).
Educators need to foster students’ connection with technology to engage them in the
learning process. To this end, some schools have equipped themselves with
26
technological capabilities such as Internet connections and computer labs, but they also
need to increase the use of online long-distance programs so that students have access to
international content and language courses (Levine, 2005).
Students need to learn how to use technology in an appropriate manner so that
they may negotiate the enormous amount of available information as well as use media
and technology in a productive manner (Trilling & Fadel, 2009). Educators, as well as
students, must know the fundamentals of technology in order to model how to implement
and utilize it for projects and communication (Gibson et al., 2007). Multimedia
technology encourages students to learn through discovery. Technology allows students
to access many sources at once on a particular topic. Technology and multimedia allows
students to learn by creating projects, presentations, websites, and other forms of
multimedia (Wagner, 2008).
Technology can also be used to create virtual teams to communicate with other
students in schools across the city, across the country, or across the world on projects
related to issues that have a broad impact (Wagner, 2008). Technology helps people
work outside the boundaries of space and time and serves as a valuable resource for
project-based assignments as well as for research. Teachers can use technology as a tool
for sharing information and for helping students better understand concepts related to the
curriculum as well as to world issues.
Some states are realizing the need to supply every student with computer
technology. The Maine Learning and Technology Initiative campaign allows every
student in grades 7 through 12 access to technology. This means that all students are
given a laptop to use during class time and for homework (main.gov). Milton Chien
27
(2010) has reported that the laptops have been known to improve skills in writing,
mathematics, and science as well as to help teachers implement technology in the
classroom.
Technology allows for individualized computer-based learning and interventions
targeted to the exact academic area of weakness (Christensen et al., 2008). Computer
programs such as Study Island allow the student to work through skill-based activities
that are aligned to state standards. Ticket to Read is another computer-based program
that lets students read at their grade level and take comprehension tests. Teachers can
print out reports to show student growth. The goal is for students to become self-
motivated about their own learning and to become driven to continue exploring through
the computer, thus gaining knowledge with little need or support of a teacher. The
IREAD (I Record Educational Audio Digitally) uses iPods in the classroom for students
to record themselves reading aloud and to improve their fluency (eusd4kids.org).
Teachers can review their students’ reading and support their fluency. Students using the
iPod Touch can also download applications as well as songs and audio books from the
Internet.
Online learning is another area of significant growth. High school students can
opt to take classes online. iTunes U offers many lectures from school districts,
universities, nonprofits, and museums for free download. Many districts in urban and
rural areas are using computer-based learning to serve students requesting courses that
are not offered at their high schools (Christensen et al., 2008). These courses are meeting
a rising demand for credit recovery or for advanced placement courses. Computer-based
learning provides immediate assessment feedback to determine mastery and necessary
28
interventions. Virtual high schools offer courses online as well as a face-to-face
component by requesting students to meet with teachers for one-to-one sessions and
provide classes to students who attend schools that do not have extended course
offerings. Technology and online learning allows students to learn anytime and any
place. School districts have turned schools and school buses into Wi-Fi hotspots so that
students can access the Internet while riding the bus or in the parking lot of the high
school (Chien, 2010).
Though new innovations in technology are being introduced at a rapid pace,
students still need a foundational understanding about how to use technology for
collaboration, research, presentations, and communication. Daily use of technology is
critical so that students may have a sufficient platform of understanding to build upon
when new innovations are introduced.
Humanitarian Endeavors as Related to People/Environment
Schools focused on a globalization agenda are invested in training students to
have global awareness and a focus on action. These students are aware of global issues,
are prepared to create solutions that address problems related to the environment, and
want to help people have a better quality of life. Such schools are also invested in
helping students understand global events and the impact these events have on their lives.
When teaching about humanitarian efforts taking place outside the walls of the school,
educators must address how students feel about themselves, their peers, and their families
in relation to these issues (Chien, 2010). In order to have a globalization agenda that is
focused on an awareness and action, students need to feel a connection to the school and
have a sense that their social and emotional needs are being addressed.
29
Students should develop local awareness, global awareness of civic issues, as well
as a grasp of environmental concerns (Stewart, 2007). To this end, stakeholders in some
schools have developed school-wide projects such as recycling programs or fundraising
programs, which in turn support nonprofit groups that work with others in the local
community. Stakeholders have also developed projects that relate to the needs of others
on a national and on a global level (Jackson, 2004)
Schools work to build relationships with nonprofits that help on a global level so
that students can gain a global perspective about the devastation, plight, and difficulties
that people in other countries must endure. This experience also gives students the
opportunity to learn about another culture. Schools can encourage students to discuss
current events as they relate to the core curriculum (Stewart, 2007). Discussion topics
may relate to themes such as individual needs versus society’s needs, free market versus
government intervention, and local authority versus supralocal authority (Rothenberg,
2003). Discussions around these three tensions can help students learn about
globalization and how it impacts their lives. Technology can be used to connect students
internationally as well individuals who are involved in events being studied in class
(Stewart, 2007).
Global events can have a lasting impact on students, so discussions around them
can help students learn how to cope with how these events impact their lives (Roeper,
2008). When a global event occurs, some students experience intense feelings of anxiety.
Students can show their feelings through anger, fighting, or crying. Educators with a
focus and understanding of globalization can help these students understand their feelings
while understanding the event and how it impacts them. Students need to develop civic
30
values in relation to their local community as well as to the global community (Stewart,
2007).

Synthesizing the Literature
The research has validated the time, effort, and dedication that various
stakeholders have put into understanding and explaining the concept of globalization in
education and into preparing students to succeed on a 21
st
century global stage. Crucial
to all schools addressing the needs of a 21
st
century education is the buy-in of all
stakeholders to system-wide change in the school structure, realignment of the vision,
mission, values, and goals to address the dynamics of globalization, and collaboration
based on data-driven decision making and the implementation of best practices in a
coherent and consistent manner.
Key themes of focus in addressing globalization are cooperative learning/project-
based learning, foreign language study, higher level critical thinking strategies (such as
Bloom’s Taxonomy), daily use of technology, and humanitarian endeavors that relate to
others and/or to the environment. Synthesis of the research serves an understanding of
how to replicate other practices, instructional strategies, and programs that address
globalization. The researcher discovered the literature for globalization in education to
be vast, yet informative when determining quality information on the dynamics of
globalization and education.

31
Conclusions
The literature also validated there is not a “one size fits all” approach to
addressing globalization and education. Schools are a microcosm of society, and as such
the needs of the student population differ according to the dynamics of the student
population as well as to the community the schools serve. It is evident that students will
be entering a world that is interconnected through technology and thus need to be
equipped with the skills necessary for competing in a global job market and being a
productive global citizen. The stakeholders of a school site need to determine the needs
of the students it serves and to develop a program from its foundation that prepares
students to be global citizens in the 21
st
century. Reflection and modification are key to
success in this type of transformational change.
Some educators are preparing students for jobs that do not yet exist (Trilling &
Fadel, 2008). The importance of students becoming critical thinkers and global citizens
is at the forefront of determining key themes that schools are following to prepare
students for a global job market. Globalization in education is the heightened
understanding of our increased interconnectedness and interdependence as citizens of the
world, handling problems that will present themselves to future generations (Gibson et
al., 2007).
The goal of the researcher was to add value to the current literature in the field of
globalization and education and to undertake the study of one school in order to fill the
gap in the current literature on curriculum implementation and globalization. The
researcher’s goal was to synthesize the literature related to globalization and education
and to show the relationship among the factors that contribute to a school that is focused
32
on preparing students to be global citizens. This study will help others who are interested
in the field of globalization and education and who would like to read a case study about
one school that is actively implementing the issues such a field involves.

33
CHAPTER THREE
METHODOLOGY

Purpose of the Study
The purpose of the study was to identify curricular elements and their associated
student outcomes among California schools that address globalization. The study
focused on public and private elementary and secondary schools that address
globalization. The school identified for this study was located in California; selection
was based on its title or reputation. The following criteria were used in selecting the
school to participate in the case study: public or private elementary or secondary; has a
focus on globalization in its mission statement; has a title or reputation for embracing
globalization; has implemented a formal program such as International Baccalaureate, a
partnership with the Asia Society, or an informal program with similar tenants.
The elementary school, Dairyland Elementary, offered an International
Baccalaureate program and is a fundamental school.

Research Questions
Three research questions addressed the purpose of this study:
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization? In other words, what are they
doing on purpose to organize globalization into their school?
3. What perceived student behaviors/outcomes can be observed?
34
These questions were developed through a collaborative effort by a thematic
dissertation cohort of eight graduate students. The underlying focus of the cohort was to
determine elements that characterize a school focused on globalization. The cohort
agreed that important factors to consider included curricular elements, organization
structures, and observed students behaviors.

Research Design Summary
The type of research design was a qualitative case study. All eight members of a
dissertation thematic group collaborated on developing the design. The dissertation
group also collaborated on the research questions, research instruments, and the criteria
applied to define schools for study.
A qualitative research design means that the study can adapt to reflect the
development of the study and of the findings. If a quantitative method is used, little can
be changed once the study begins. A case study model gives the researcher information
to describe an occurrence or trend, after which he/she can provide an explanation by
identifying relational or causal patterns. This study helped the researcher evaluate the
findings and draw possible conclusions for replication. This type of study helped to
validate findings from the literature review and to extend our knowledge base and
possible conclusions.

Sampling Techniques
The researcher used the elements of globalization, as defined by the dissertation
group, to ensure that the stakeholders met specific criteria when designating a school that
35
is focused on addressing globalization. These elements include the following criteria: an
elementary or secondary school in the state of California; a commitment to globalization
present in the Mission/Vision/or Purpose statement; technology as instructional learning
tool and communication vehicle; foreign language/cultural awareness; problem
solving/critical thinking activities; and global curriculum, or multiculturalism. The site-
level administrator was contacted to approve the researcher’s participation in a qualitative
study, after approval was received from the Institutional Review Board (IRB).
Research instruments were developed and used to investigate curricular elements,
organization structures, and observed student behaviors. The researcher used interviews,
observations, direct observations, review of school documents, and surveys to study
Dairyland Elementary. First, documents were gathered and studied. Then surveys were
administered to the staff and administration. After the results of the surveys were
studied, administration and staff members were interviewed. The last step was making
observations of the daily functions of the school and of special events.

Sample and Population
Dairyland Elementary School was selected as the site for the case study. It was
located in the foothills east of the Los Angeles basin. The district serves students in
kindergarten through the 12
th
grade. Dairyland Elementary is located in Bovine Unified
School District. Total enrollment in the district is 33,000 students. There are several
award-winning schools in the district, including a National Blue Ribbon School and
California Distinguished Schools. The district has a GATE magnet school, two
fundamental schools, and three International Baccalaureate schools.
36
The elementary school selected for the case study was Dairyland Elementary
School, a fundamental school as well as an International Baccalaureate School. It was
one of 22 elementary schools in the district and served 624 students. Dairyland
Elementary was open to district enrollment and served students within the school
boundary area. The school staff consisted of one principal, one assistant principal, and a
teaching staff of 30 teachers.
Academically, Dairyland Elementary School had progressed toward proficiency.
Tables 1 and 2, below, show the progress the school had made in its API (Academic
Proficiency Index) and the significant subgroups that the school served, respectively.
37
Table 1

Dairyland API (Academic Proficiency Index)
Category 2006-2007 2008-2009 2009-2010
API 772 787 795
Hispanic/Latino
Subgroup
755 765 783
White-None
Hispanic Origin
837 857 Not a Significant
Subgroup
Socioeconomic
Disadvantaged
742 747 774
English Language
Learners
686 712 748

38
Table 2
Dairyland Elementary Student Population
Ethnicity Enrollment % of
Enrollment

American Indian 2 .3
Asian 16 2.6
Pacific Islander 0 0.0
Filipino 6 1.0
Hispanic 456 71.3
African American 15 2.4
White 108 17.3
Multiple/No Response 21 3.4
Total 624 100
Source: Ed-Data Website

Instrumentation and Data Collection
Analysis of Surveys, Interviews, and Observations
The instruments used for data collection were surveys, interviews of significant
stakeholders such as teachers, administration, staff, and parents, a review of school
documents, and an observation tool. These instruments were used to gather information
about curricular elements, organization structures, and observed student behaviors.

39
The intellectual framework for the instruments was Bolman and Deal’s (2003)
leadership frames, which address the structural, human resource-related, political, and
symbolic aspects of leadership. The structural frame of leadership involves the rules,
policies, and procedures that have been implemented. The human resource frame of
leadership emphasizes addressing individual needs, feelings, skills, and limitations. The
political frame focuses on competition for power as well as handling scarce resources and
resolving conflicts. The political frame also addresses bargaining and negotiation for
resources. The symbolic frame focuses on the rituals, ceremonies, and symbols of the
institution.
The survey (Appendix C) was given to all teachers and administrators at
Dairyland Elementary. The survey contained 14 questions on a Likert scale, with 1 being
the weakest and 4 being the strongest. The stakeholders completed the surveys and turned
them in. Interviews were conducted on various parts of the campus. Bolman and Deal’s
(2003) frames of leadership were used to develop the surveys and interview questions.
Observations of various aspects of Dairyland Elementary were undertaken to
understand how curricular and structural elements impacted student behavior. Bolman
and Deal’s (2003) Frames of Leadership were used to develop the observation
instrument. (Again, the frames of leadership include structural, symbolic, human
resource-related, and political aspects of leadership). Observations included school-wide
functions such as assemblies, after-school staff meetings, School Site Council (SSC)
meetings, Professional Learning Communities (PLC), as well as classroom and campus
visits. These observations showed the impact of the organizational systems working
toward addressing globalization. The classroom observation revealed the relationship
40
between the teacher and the students as well as the implementation of curricular aspects
that address globalization.

Instrument Tools
Surveys
Research questions were used as a guide for developing survey questions to
evaluate Dairyland Elementary’s school-wide curricular elements, organizational
structures, and observed student behaviors (Appendix C). Surveys (Appendix C) were
given to the site administration, teachers, and classified staff members. Each survey had
20 questions with a Likert scale of 1 to 4 (1 - strongly disagree; 2 - disagree; 3 - agree; 4 -
strongly agree). Respondents who took the survey were identified by a random number
as a measure to protect their confidentiality.
Surveys were given to teachers, administrators, and classified personnel. Before
the surveys were administered, a field test was performed to determine the length of time
the survey would take and if the questions are comprehensible. The feedback was
positive with a few suggestions for change to certain questions.
The surveys were presented at a Professional Learning Community (PLC)
meeting with the understanding that the survey was voluntary and anonymous. Twenty-
three of staff members volunteered to participate (Appendix C).
Interviews
The interview (Appendix B) had 19 open-ended questions for teachers and
administrators not including follow-up questions posed during the interview when
appropriate. The researcher interviewed two administrators, two teachers, an
41
instructional coach, and a librarian. When using an interview instrument, gathering
information from a wide variety of participants is critical.
The site-level administration assisted the researcher in determining which staff
members were appropriate for interviews. The goal was to select participants who
represented the organizational aspects of the school. Organizational aspects included
grade level, GATE cluster classes, English Language Learner classes, as well as the
reading coach. The criteria for selection included being a member of the Dairyland
Elementary school staff for at least two years and having a knowledge base of the
International Baccalaureate program. The site administration participated in a survey that
was designed to address dynamics related to leadership. These questions were asked to
determine how curricular elements, organization, and observed student behaviors related
to globalization (Appendix B).
Observation Tool
Observations of the school dynamics were recorded on a checklist as well as on
an open-ended document so that the researcher could record observations. The
researcher could mark the level of effectiveness for each statement listed. The tool
proved helpful in focusing on specific attributes aligned with education and globalization
(Appendix D).
The open-ended and closed-ended structure of the observation tool allowed the
researcher the flexibility to document the observation with check marks as well as
through a note-taking structure. The observations were used to determine whether the
survey responses and the interviews aligned with the mission statement related to
42
globalization. The observation areas were aligned with curricular elements, organization
structures, and perceived student outcomes.
Data collection began before the surveys, interviews, or observations. The
researcher began data collection with document collection. The document collection
gave a deeper understanding as to the internal dynamics of school as well as to structural
operations that support curricular choices that align with globalization. Analyzing the
documents helped the researcher pinpoint the observations that needed to be made.

Triangulation of Data that the Four Data Collection Instruments Yield
Data Collection
School data collection was intensive and yielded important information for each
of the research question areas. The data collection gave the researcher an in-depth
understanding of the dynamics of the school in terms of its work in promoting an
education that addresses globalization. The data collection also allowed the researcher to
study Dairyland Elementary in a holistic manner. Categories taken into consideration
included curricular elements, organization structures, and perceived student outcomes.
The intellectual framework used was Bolman and Deal’s (2003) frames of leadership.
The data collection tools were designed around the four frames of leadership.
The researcher reviewed those documents that reflect the dynamics of Dairyland
Elementary (Appendix A). The researcher reviewed documents related to the school
background, test scores, budget information, collaboration artifacts, and parent
communication. The document review was guided by the research questions.
43
All instruments were developed to yield data that could be aligned with each other
and with the research questions. The dissertation team was careful to develop
instruments that related to the research questions and to each other. Table 3, below,
shows this alignment.
44
Table 3
Dairyland School Data Collection Alignment
Research Questions Surveys Observation Tool Interview
Questions
Document
Review
Curricular Elements 1-6 Classroom Observations 1-5 School site plans (online, site
level administration, district)
Language opportunities,
purchased materials to meet
goals, such as technology
purchases and upgrades,
budget allocations
District/school level textbooks
School handbook
(parent/student/faculty)
Mission statements (website,
handbooks, classrooms,
agendas)
Websites
Test Scores (looking for
addressing the needs of the
significant subgroup
population to ensure that there
is No achievement gap)
should be addressing diversity
(meeting the needs of all
students) should see a closing
of the gap as globalization has
been implemented
WASC
Master Schedule (what foreign
language is offered and
when?)
Posters in the classroom to
show examples of student
work/ teacher models of higher
level thinking (Blooms, Depth
and Complexity, Thinking
Maps)

Organizational
Structures
7-12 Interactions 6-10 Staff Handbooks (committee
lists)
Staff Bulletin boards
Staff/school/district calendar
(to see what activities are
being implemented)
Staff directory list (IB classes,
GATE clusters, Foreign
language offerings/teachers,
classified staff)
SARC (school accountability
report card)

45
Table 3, Continued
Observed Student
Behaviors
12-18 Interactions 7-10 Administrators in charge of
discipline for SARC, AERIES,
Infinite Campus,
school/district wide
information data systems
Globalization◊ School Rules
theme embedded
Any posters, written examples
of positive incentives for
global citizenship
Portfolios
Projects (Globalization theme,
relation to outside of the
school)
Test scores (API)
Artifacts (websites, newspaper
articles, etc) that represent that
the students are becoming
global citizens and applying
what they are learning

Data Analysis
After gathering data from the document collection, surveys, interviews, and
observations, the researcher analyzed the data with a focus on gaining a deeper
understanding of what the data represented so that accurate interpretations could be
made. With qualitative research, there must be ongoing reflection on the data, with the
researcher asking general questions throughout the process (Creswell, 1998). A case
study structure entails using detailed descriptions of the dynamics of the school with an
analysis of the descriptions through the frames of leadership from Bolman and Deal
(2003) as well as through the conceptual model. The researcher followed Creswell’s
(1998) approach to analyzing qualitative data.
Creswell’s (1998) six steps to data analysis was used to analyze the data collected
through the study. Creswell’s steps are as follows:
1. Organize and prepare the data
46
2. Make generalizations about the meaning of the data
3. Code and or chunk the data
4. Create categories or themes for the data
5. Determine how the themes would be represented
6. Use the data to make interpretations or meanings.

The results of the data were analyzed to identify important patterns with the
outcomes of the themes that were revealed from the data collection. As themes emerged
from the data collection, the researcher was able to use the common themes to draw
conclusions about Dairyland Elementary.

Conceptual Framework
The dissertation team developed a conceptual model and designed a visual
representation of the relationships between the research and the research questions.
Figure 1, below, shows an example of the model.

47
Figure 1
Conceptual Model

The large circle represents demands coming from the environment on education
to embrace globalization. The inner circles show the three areas that continue to be
impacted, and to impact each other. The arrows show how each circle, leadership,
student outcomes, and programs are impacted and impact each other.

Validity and Reliability
Validity and reliability are critical for a qualitative study. Validity is determined
by whether the study accurately measured what it intended. Reliability is determined by
whether the study can be replicated. A case study method is a valid means for
conducting a qualitative study because it allows the researcher to study a phenomenon in
its natural state as experienced by the participants (Gall, Gall, & Borg, 2003). The case
study method allowed the researcher to study the school within the Bowman and Deal
48
frames of leadership (2003). With a case study, several methods of data collection were
used so that data could be triangulated and the patterns that emerged could be studied.

Summary
The purpose of this chapter was to outline the research methodology of this case
study. The methods were based upon the collaboration of the cohort and research of Gall
et al. (2003), Creswell (2003), and Patton (2002). Data collection through document
review, surveys, observations, and interviews informed the research findings.
Triangulation, peer discussion, and the use of rich descriptions were used to validate the
accuracy of the study’s findings, which are discussed in Chapter Four.

49
CHAPTER FOUR
FINDINGS

The purpose of the study was to identify curricular elements and their associated
student outcomes among California schools that address globalization. The design of the
case study involved examining the curricular elements, organizational structure, and
perceived student outcomes of a school that is addressing globalization. Once the
findings from the instruments were collected and assessed, the results summarized how
Dairyland Elementary addressed globalization. The following research questions guided
the study:
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization? In other words, what are they
doing on purpose to organize globalization into their school?
3. What perceived student behaviors /outcomes are can be observed?

This chapter explains the findings of the case study. An overview of the school
will begin the chapter. The overview will address features of Dairyland Elementary that
support the focus on globalization. A description rich in detail, derived from interviews
with key stakeholders as well as observations of different aspects of the school and
surveys from key stakeholders were used to gain a detailed account of the school site.
Findings were summarized by research questions, which revealed themes that emerged
through the research. A discussion summary will review key elements.

50
School Overview
Dairyland Elementary was located 60 minutes east of Los Angeles in San
Bernardino County. The area, known as the Inland Empire, had seen much economic and
housing growth in the past 20 years. The community was originally founded as an
agricultural area that primarily focused on the dairy industry. In recent years, the
community had transitioned from agriculture to housing development.
Dairyland Elementary was located in the Bovine Unified School District. Bovine
Unified served three cities. Bovine Unified had 22 elementary schools, four junior high
schools, four high schools, a continuation school, an adult school, and a virtual high
school. The ADA (average daily attendance) for the district was 32, 000 students. There
were several award-winning schools in the district, including National Blue Ribbon
School and California Distinguished Schools. The district had a GATE magnet school,
two fundamental schools, and three International Baccalaureate schools before cutting the
International Baccalaureate program at the three school sites in 2010.
Dairyland Elementary School was a fundamental school and was an International
Baccalaureate School. The school served 624 students, was open to district enrollment,
and served students within the school boundary area. The school staff consisted of one
principal, one assistant principal, and a teaching staff of 30 teachers as well as two
custodians, a librarian, a secretary and an office clerk, and a school nurse.
According to the Education Data Partnership website, Dairyland Elementary was
a Title I school that served 624 students. Dairyland Elementary had a diverse student
population: 73% of the student population was Hispanic; 17% of the student population
was White; 2.6% of the student population was Asian; and, 2.4% of the student
51
population was African American. Additionally, 64% of the student population qualified
for free/reduced meals; 31.9% of the student population was English Learners, 14.7% of
which was identified as Fluent English Proficient (FEP).
In the spring of 2009, the school board elected to close three schools and move
Dairyland Elementary to one of the closed schools’ facilities, across the street from
Dairyland Elementary. This decision caused a rift within the local community, and one
faction fought to keep the school from closing. After the neighborhood school was
closed, many families still sent their children to Dairyland Elementary so that they could
continue to walk to school. In response to the controversy surrounding the closure of the
elementary school and moving Dairyland Elementary to the closed school site,
stakeholders at Dairyland Elementary worked hard to create an inviting atmosphere for
the new families and to ensure that the families felt welcomed and part of the Dairyland
Elementary culture.
Dairyland Elementary had been able to stay ahead of many trends in public
education. For years, Dairyland Elementary was a school choice fundamental school.
Stakeholders adhered to academic standards and expectations through assessments many
years before the standards movement of the No Child Left Behind Act in 2000. In 2003,
realizing that every school could be considered “fundamental” because every school
followed rigorous standards and used formative and summative assessments to measure
student performance, the administration turned to the International Baccalaureate
Program to stay relevant and current, and to maintain “school choice” status within the
district.
52
The administration began the process of garnering support from the teachers to
become an IB (International Baccalaureate) school. Initially the teachers balked at the
idea, but through intensive professional development and continued administrative
support, the teachers began to support the process and eventually felt empowered by it.
In 2008, after many years of hard work, Dairyland Elementary earned International
Baccalaureate status. Then, in the 2009-2010 school year, the school board faced
difficult choices due to district funding and budget concerns and voted to no longer fund
the IB (International Baccalaureate) program. The teachers and administration decided to
continue a global education theme and carry on their focus using an inquiry method and
global studies as part of the curriculum. Even though Dairyland Elementary was no
longer allowed to use the IB symbol, their falcon mascot held a globe in its hands. The
stakeholders had agreed on a set of beliefs that encompassed globalization and a
commitment to globalization still resonated at the school.
At the end of this study, school stakeholders were at a crossroads as to the new
direction for Dairyland Elementary. The administration was seeking input from the staff
as to what direction the school needed to move in to keep its school choice status. It
seemed as though the staff and school was determining a new identity for Dairyland
Elementary, one that encompassed the ideals of globalization.

Methodology
The four characteristics of a case study are as follows: a study of a phenomenon
by focusing on specific instances or cases; an in-depth study of each case; the study of a
phenomenon in its natural context; and the study of viewpoints of case study participants
53
(Gall et al., 2003). The process helped the researcher to gather insightful information
about elements, organizational structure, and perceived student outcomes that have
helped Dairyland Elementary to become a school that addresses globalization. Research
tools used for this case study were survey, interviews, observations, and a document
review. The three research questions were used to investigate and integrate the data
collected from the research instruments.
The research instruments were used to gather evidence to determine the curricular
elements, organizational structure, and perceived student outcomes occurring at
Dairyland Elementary. The evidence was then triangulated to support findings organized
by research question. The validity and reliability of the data was supported with the use
of Creswell’s six steps to data analysis.

Introduction of the Case Study
The researcher contacted the principal at Dairyland Elementary in March 2010 to
secure permission to conduct the study, and explained that Dairyland Elementary met the
school selection criteria for a study of schools addressing globalization. Dairyland
Elementary incorporated the following elements: technology as instructional learning
tool and communication vehicle; foreign language/cultural awareness offered to students
at the school; problem solving/critical thinking activities used in the classroom; global
curriculum focused on multiculturalism and a formal partnership with an organization
focused on addressing globalization; professional development offered to teachers in
support of a globalization model; and school-wide collaboration. That summer the
principal left the school to pursue professional interests in another district. The former
54
assistant principal, Mr. Banderos, was promoted to principal of the school. The current
principal was aware of this study and had agreed to sign the Institutional Review Board
(IRB) consent form; timelines for conducting the study were discussed and agreed upon.
The new assistant principal, Linda Wagner, joined the staff on September 17
th
, 2010.
In September 2010, the principal announced at a staff meeting that Dairyland
Elementary had been selected for a case study. Introductions and a brief overview of the
study were made. The staff learned that their classes would be periodically visited for
observations throughout the first trimester. They were informed that observations were
meant to gain an understanding of how Dairyland Elementary was addressing
globalization. It was acknowledged that Dairyland Elementary was no longer considered
an IB school but that the teachers were continuing the best practices garnered from IB.
The staff did not object or contest the proposal. The staff was informed that a survey and
interviews would be taking place as well. Key documents were reviewed prior to
interacting with the staff or observing the school dynamics.

Research Instruments
Documentation Review
Documents were studied to gain a deeper understanding of how Dairyland
Elementary implemented a curriculum focused on themes of globalization and 21
st
-
century skills. Documents such as handbooks, mission/vision statement, SARC (Student
Accountability Report Card), and SLP (School Level Plan) were studied within the
context of the three research questions developed by the cohort.

55
Survey
A four-point scale Likert survey was designed with the ranking of strongly
disagree, disagree, agree, and strongly agree; short answer questions were also given to
teachers and staff members. Twenty-seven staff members volunteered to take the survey.
The research questions determined the questions included in the survey.
Interviews
Various stakeholders were interviewed to get an in-depth understanding as to how
Dairyland Elementary works to address globalization. The principal, assistant principal,
instructional coach, librarian, and two teachers participated in interviews. Pseudonyms
were used for all participants. Each interviewee offered a different perspective on
Dairyland Elementary and its globalization curriculum. Interview questions were aligned
with the research questions related to curricular elements, organizational structure, and
perceived student outcomes. Each research question had four interview questions.
Observations
Observations spanned over the course of 7 days and comprised of time spent on
campus before school, after school, during an assembly, at staff meetings and PLCs
(Professional Learning Communities), and during instructional time and computer lab
time. The observation tool was used to document the Bolman and Deal frames as well as
the research questions. The seven visits were spread out over the course of three months.

Characteristics of Dairyland Elementary
The school was located in the older part of the city. Most of the small two-
bedroom homes were built after World War II and no apartment homes fed into
56
Dairyland Elementary. Dairyland Elementary was located three blocks away from the
district office. Across the street from Dairyland Elementary was the former Dairyland
Elementary school site, which had been converted into the Adult School.
Walking onto the campus was a little disconcerting, as every gate near the parking
lot was locked and reaching the front gate required taking a small hike to the front of the
school. Walking onto the campus, one noticed the grassy areas as well as an abundance
of older trees that provided shade. The campus was free of trash and graffiti and the
facilities were properly cared for. The buildings were painted light blue with royal blue
trim. The campus was quiet and orderly. School was in session and students were in
their classrooms or at an assembly to honor their peers for Student of the Month awards.
The office, located at the center of the campus, was quiet and calm. The
attendance clerk smiled and welcomed visitors. Visitors were asked to sign the logbook
and to wear a visitor’s pass. Welcome signs in different languages greeted visitors.
Dairyland Elementary’s mission statement was posted in a highly visible location. A
poster announcing We the Staff of Dairyland Elementary, Believe… was framed and
displayed in the hallway next to the assistant principal’s office. A portrait of the
individual the school was named for hung in the entrance area. Above the seating area
was a shelf containing informational flyers that have been passed out to the students, as
well as ones announcing available services. The bulletin board next to the seating area
contained student artwork as well as the district-mandated Williams Act compliance
posters.
The principal’s office had a poster created by students proposing that costumes be
worn at Halloween. Another student had created poster thanking the principal for
57
sending students to the safe school ambassador training. The principal seldom occupied
the office during the school day and could usually be found roaming the campus. The
office was clean and tidy, with a sense of organization and calm.
There were two computer labs on campus, one for the primary students and one
for the elementary students. The computer lab for the elementary students focused on
research, PowerPoint creation, and word processing papers for class. The primary
computer lab focused on online games, and activities as well as programs to support
student learning. Both computer labs offer Rosetta Stone so that students could learn
Spanish.
The library was located on the east side of the school and contained a variety of
books. The books ranged in all grade levels and supported the Accelerated Reader
program. The books were on a variety of subjects, fiction and nonfiction. There were
books in foreign languages as well. The library also contained books that aligned with
the IB learner profile and IB attitudes as well as books that met the IB themes. Many of
the books related to cultures from around the world. The librarian had been IB trained.
Around the school were posters to support the Green Schools initiative to help
schools cut energy costs and earn money for school-wide activities and posters informing
parents of upcoming events as well as the 5
th
-grade fieldtrip to Virginia and Washington
D.C. to visit the Smithsonian museums. Student-made posters asked classes to collect
pennies for schools in Pakistan. Some of the posters had peace signs and others had
information pertaining to how the pennies will be used.
The multipurpose room that served as the cafeteria as well as the assembly room
was filled with children sitting in rows on the floor attentively listening to the principal’s
58
presentation. The teachers sat with their classes. Many of the students wore Dairyland
Elementary t-shirts, with the words “risk takers, inquirers, principled, caring,
knowledgeable, open minded, thinkers, balanced, and communicators” written on the
back. The front of the shirt had Dairyland Elementary’s Falcon holding a globe with a
mortarboard. The student population was not ethnically or racially diverse; it was
predominately Hispanic/Latino. The students reflected the local community of the school.
Flags from different countries lined the multipurpose room. A bulletin board in the back
of the room contained student-created brochures that addressed environmental issues as
well as country reports. The We, the Staff of Dairyland Elementary, Believe… poster was
also hanging on the bulletin board.
The principal and assistant principal were on the stage running the assembly.
Students were announced as Student of the Month. Students earned the Student of the
Month award for being a “caring communicator,” or for showing “confidence and
commitment to learning.” The Student of the Month awards were aligned with the IB
attitudes and learner profile.
The culmination of the assembly was the selection of Gotcha Students, students
who are “caught” following the IB Attitudes and Learner Profile. Their name goes into a
drawing for a monthly pizza party with the principal and assistant principal. After the
drawing, the principal asked a teacher to make an announcement about the Green Schools
program. The Green Schools program was focused on energy conservation and on
empowering students to monitor energy usage and ensure that classrooms were not
wasting energy. Students were encouraged to sign up to be part of the Green Team,
which made sure that lights were turned off in the classrooms and that all items were
59
unplugged and computers were turned off at the end of the dy. After the Green Schools
presentations, the principal excused students back to their classrooms. Students quietly
left the multipurpose room. Parents were invited to take pictures with their children
outside near a tree. Pictures were also taken by a teacher to be added to the bulletin
board next to the cafeteria.
Each month Dairyland Elementary had several types of school-level meetings.
Grade-level meetings, staff meetings, and leadership meetings were scheduled for once a
month, whereas PLC (Professional Learning Communities) occurred weekly. During the
PLC, the staff discussed student progress, best practices, and data. The school-wide
focus for the PLC was to address the needs of the English Language Learner subgroup
population. The instructional coach led discussions about implementing an ELD (English
Language Development) program Leadership and staff meetings were used to highlight
upcoming events and to brainstorm ideas for the school’s new identity.
All classrooms shared similarities; each had three computers, a projector, a
document camera, and a laptop. Each classroom also displayed the We at Dairyland
Elementary Believe… poster and a map so that the teachers could readily refer to different
locations in the world. The first classroom visited was Mrs. Lo’s class. Mrs. Lo was a
6
th
-grade teacher who had the GATE cluster students, a cluster of high achievers. Mrs.
Lo was doing a direct instruction, whole class lesson that follows a series of steps that
slowly release the students to work on an assignment independently, about prehistoric
people. The classroom had the school’s mission posted. The walls of the classroom were
filled with student work in social studies and science content areas. There were two large
recycling cans for plastic bottles and paper, which were part of the school’s focus to
60
make students aware of environmental issues, as well as a fundraiser to help fund
fieldtrips. Mrs. Lo was positively interacting with the students and supporting their
learning with consistent feedback.
The second classroom visited was Mrs. Nancy’s 6
th
-grade class. Mrs. Nancy has
the ELL (English Language Learner) cluster as well as the students who go to a resource
specialist for instruction. Her classroom walls had the We at Dairyland Elementary
Believe… poster as well as the Dairyland Elementary mission poster. The classroom had
an Inquiry bulletin board that addressed different inquiry projects in different content
areas. Another bulletin board focused on how to ask different kinds of questions.
Student work from different subject areas was hanging on the rest of the walls. Her
classroom also had the containers for plastic bottle recycling and paper recycling. Above
the whiteboards were the words form, function, causation, change, connection,
perspective, responsibility and reflection.
Mrs. Nancy taught a 6
th
grade class and was doing a whole class direct instruction
lesson on social studies. The students were learning how to take notes as they read. Mrs.
Nancy used the Icons of Depth and Complexity, a strategy to help students problem solve
and use higher level critical thinking skills. During the lesson, Mrs. Nancy was using the
“Big Idea” icon and “Multiple Perspective” icon. Mrs. Nancy was also using strategic
questioning and modeling to help students take notes from the text.
Mrs. Sea taught a 4
th
grade class. The We, at Dairyland Elementary Believe…
poster as well as The IB Leaner and Attitudes posters were on the walls. The student-
generated the Essential Agreement poster was on the whiteboard. Mrs. Sea had a student
teacher in the class who was doing a whole class direct instruction lesson on using the
61
reading series. She was focused on reading strategies that were part of the core
curriculum.
Mrs. Wyatt, a 3
rd
grade teacher, had her students working independently on a
math assignment. The walls of the classroom had the Essential Agreement poster,
created by the students. The IB Attitudes and Learner Profiles were posted as well. The
Icons of Depth and Complexity were posted as well as an interdisciplinary poster. The
class had a box for recycling paper.
During one observation, Mrs. Nancy taught a lesson that was created with her
colleagues to meet the criteria of the International Baccalaureate. The lesson was
structured as a problem-based learning exercise. In groups of three, students used their
prior knowledge about prehistoric civilizations to create their own civilization. The
students had to create symbols that explained the dynamics of their civilization. The
symbols were placed on a pot that was later broken and given to another group to
reassemble and to determine the elements of the culture based on the symbols.
The students had to work collaboratively and use critical thinking skills to
determine information about the culture. It was clear by the type of questions the
students were generating that Mrs. Nancy was working with her students on higher level
questioning skills. Mrs. Nancy circulated through the classroom and asked groups of
students questions to challenge them and encourage them. The students understood the
expectations of collaborating and were comfortable with the expectations of higher level
questions. Mrs. Nancy explained to the researcher that the lesson was a way to introduce
students to the study of different cultures.

62
Findings by Research Question: Curricular Elements
The document review, interviews, observations, and surveys proved to be helpful
in determining the curricular elements that supported globalization in education at
Dairyland Elementary. The themes determined from triangulation were the preservation
of critical thinking skills and problem-based learning as well as those of the International
Baccalaureate.
The document review proved to be helpful in providing a foundation of
understanding about how the stakeholders of Dairyland Elementary were preserving their
work to address globalization in education through the curriculum. Dairyland
Elementary’s mission statement, which is found in the Parent/Student Handbook as well
as in the Teacher Handbook, and the website, reads, “Dairyland Elementary School, in
partnership with our families and the community, seeks to develop knowledgeable,
lifelong learners who are compassionate, responsible citizens of a global community.”
The school’s mission statement revealed a school-wide focus on preparing students to be
global citizens who exhibited characteristics related to compassion and responsibility, as
discussed in the literature. The mission of the school aimed to garner parent and
community support to create a partnership for creating a school focused on global
citizenship.
Dairyland Elementary had a document that complemented the mission statement.
The document, We, the Staff of Dairyland Elementary Believe, listed the agreed upon
beliefs of the staff members at Dairyland Elementary. The document encouraged
respecting and promoting each child’s gifts and focused on validating the child as a
whole person and providing a positive, nurturing environment. The document stated:
63
“We need to empower our children to develop global awareness and take social
responsibility for themselves.”
The Dairyland Elementary Staff Handbook was concise, and outlined the
dynamics, norms, rules, and expectations of Dairyland Elementary. The Staff Handbook
outlined the reward system to celebrate student accomplishments. The Student of the
Month criteria was based on students who demonstrated the IB profile/attitude
characteristics. IB Tickets were given to students who exhibited IB behavior around an
adult and were placed in a drawing for a monthly pizza party with the principal.
The Staff Handbook outlined the importance of a clean campus and a well-
managed classroom. Students were encouraged to take pride in their campus and be
responsible for picking up trash. The Staff Handbooks described the school-wide
recycling program, including recycling papers in the classroom. The Staff Handbook
suggested that teachers refer to the IB attitudes— such as appreciation, commitment,
confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence,
integrity, respect, and tolerance— when developing essential agreements for classroom
behavior.
Dairyland Elementary outlined the different committees in which teachers could
participate. The technology committee focused on teacher/parent workshops, technology
standards and expectations as well as on maintaining the school website. Another
committee related to addressing globalization was the school beautification committee,
which coordinated school-wide and grade-level activities to enhance the appearance of
the campus as well as to work with the Green Schools Initiatives, which addressed
conserving energy. A third committee related to globalization was the Safe School
64
Ambassador Program, which supported students developing leadership skills on the
campus.
The curriculum section of the handbooks outlined the expectations and core
curriculum to be used in each subject area. Critical thinking skills, problem solving
skills, and real-life problem solving were addressed in each area. For social studies,
teachers were to encourage students to participate in civic activities, study authentic
documents, and undertake research projects to develop critical thinking skills.
The student goals for Dairyland Elementary are as follows:
• Develop a desire to learn.
• Achieve the highest possible competence in academic skills.
• Assume increasing responsibility for personal behavior
• Grow in citizenship, health, and moral values.
• Develop creative abilities.
• Learn the values of teamwork, cooperation, and social competence.
• Build positive attitudes and loyalties toward school, family, and community.
• Develop the spirit of individual achievement and healthy competition.
• Grow in knowledge and understanding of the community, nation, and world.
• Develop patriotism and an awareness of the ideals upon which our nation was
founded.

Dairyland Elementary’s Parent/Student Handbook, written in Spanish and
English, explained the organizational structures and protocols of the school. Information
65
included the mission statement, school schedule, attendance information, the educational
program, general information, health and welfare, as well as district policies and
regulations.
The Title 1 School-Wide Single Plan for Student Achievement was a document
focused on analyzing data from multiple measures such as API (Academic Performance
Index), AYP (Annual Yearly Progress), and CELDT (California English Language
Development Test) to gauge the school-wide and significant subgroup student
achievement. The Title 1 School-Wide Single Plan for Student Achievement from the
2009-2010 school year was used for this study. This data was used to determine the
needs of the students in terms of the school-wide population as well as of the significant
subgroup population, including the English Language Learners, educationally
disadvantaged students, gifted and talented students, and students with special needs.
The Title 1 Single Plan for Student Achievement was developed through collaboration
with Dairyland Elementary’s School Site Council and the school community.
The first page of the document listed the goals that had been set for the previous
school year. Although no goal directly related to the curriculum components of
globalization, the International Baccalaureate Primary Years Programme instructional
strategies and IB professional development were credited for the school reaching its
previous year’s goals.
An overarching theme throughout the document was the use of technology to
meet the needs of the students. The computer lab, with targeted intervention programs
such as Rosetta Stone, was used to support students learning English and Spanish.
Cameras and video cameras were available for student use. A mobile computer lab was
66
purchased to support students using technology in the classroom. The school purchased
the program School Messenger to efficiently communicate with all parents through
automated parent phone calls.
Dairyland Elementary listed the contributions of the school plan for promoting
and maintaining positive student behavior. Monthly school-wide assemblies focused on
demonstrating positive attitudes and appropriate behaviors. Students received “I See IB”
tickets when they demonstrated the IB character attitudes. The stakeholders at Dairyland
Elementary monitored and supported the school plan through observing students’
behavior to ensure that the students were exercising the IB attitudes and learner profile.
The belief was that using the IB attitudes and learner profile would generate student
efficacy and pride, which would result in higher student achievement.
The School-Wide Single School Plan for Student Achievement document listed
the methods that Dairyland Elementary planned to continue to use as a means of
supporting and improving the IB program. The stakeholders decided to purchase a
diverse collection of high interest reading materials for the students as well as research
materials for the teachers. The materials would be kept in the library, with the librarian
monitoring access to materials by teachers and students.
Aside from the IB Primary Years Programme, Dairyland Elementary included
inquiry-based instruction, as well as hands-on activities as a research-based strategy
supported by the School-Wide Single School Plan for Student Achievement. Inquiry was
supported and monitored through administrative classroom walk-throughs, lesson plans,
observations, and multiple measures data. As observed, students engaged in hands-on
67
activities were focused and asked each other as well as the teacher questions regarding
the project.
Dairyland Elementary’s website had the school mascot falcon holding a globe
with a graduation cap resting on top of the globe. The school website had a welcome
message in English and Spanish with a list of the upcoming events also in English and
Spanish. The website contained a message from the administration to the school
community. The message welcomed the students and parents and conveyed themes of
social and academic growth as well as of the importance of parents supporting the
school’s mission and keeping an open line of communication. The website offered an
array of website sources for home enrichment. The links ranged from core curriculum
support to enrichment for science and social studies as well as one to Rosetta Stone for
foreign language support and classical music.
The class websites reflected different levels of use by individual teachers. Some
teachers took advantage of the opportunity to communicate with parents, using their
websites as a portal of communication and information for parents and students. They
had detailed sites with the International Baccalaureate theme listed as well as the
corresponding class activities for the theme. Some teachers had also added web-based
support for the core curriculum as well as technology enrichment for science and social
studies. Teachers included information about the PFA (Parent Family Association)
recycling program, which educated students on environmental concerns as well as urged
them to be active participants in helping to preserve their environment. Teachers had
also added information about a food drive program, which gave students an opportunity
68
to play an active role in a humanitarian effort to help members of their community who
were less fortunate than they were.
The SARC (School Accountability Repot Card) had been published during the
school year. Therefore the SARC, published during the 2009-2010 school year, was used
for this study. The SARC served as a document to provide parents and the community
with accountability information such as student enrollment, teacher quality, as well as
facility conditions, student performance, and curriculum.
The school summary described the school’s location and explained that Dairyland
Elementary was a “school of choice” in Bovine Unified School District. The school had
relocated to the site of a former elementary school that had been closed. In 1973,
Dairyland Elementary had been created by a committee of stakeholders with a focus on
principles of scholarship, personal responsibility, respect, and citizenship.
At the time of the research, the stakeholders at Dairyland Elementary were
focused on building the International Baccalaureate Primary Years Programme (PYP).
The SARC further stated that Dairyland Elementary was the first elementary school in
San Bernardino County to receive authorization as an International Baccalaureate World
School. The expectation was that students would have a rigorous curriculum that
supported in-depth study of science, social studies, math, language arts, and the arts. A
foreign language component was also a critical part of the overall program.
In March 2008, Dairyland Elementary had become formally authorized as an
International Baccalaureate World School. The mission statement, developed by parents
and Dairyland Elementary staff, read as follows: “Dairyland Elementary, in partnership
69
with our families and the community seeks to develop knowledgeable, lifelong learners
who are compassionate, responsible citizens of al global community.”
The School Climate section of the SARC discussed Dairyland Elementary’s
School Safety Plan, which encompassed the school’s character education that is
addressed through the Attitudes of the International Baccalaureate Primary Years
Programme. The students also learned about and celebrated ethnic diversities as a way to
promote cultural understanding. The School Facilities, Conditions, and Planned
Improvement section listed that Dairyland Elementary had a foreign language classroom
to support the International Baccalaureate foreign language component.
The program plan highlighted the use of the International Baccalaureate Primary
Years Programme to differentiate the curriculum. The International Baccalaureate
program was used to extend student learning by adding depth and complexity to the units
of inquiry. The GATE program plan highlighted how formative and summative
assessments were used to determine student progress and to measure their growth through
the IB program. The GATE program plan listed IB trainings for areas such as inquiry, a
critical part of professional development that is linked with gifted education. The
International Baccalaureate Primary Years Programme required all students to do a unit
report, which gave them the opportunity to reflect on their work and on the teacher’s
feedback.
The staff handbook consisting of material from previous professional trainings for
IB included a myriad of documents and tools for teachers to use in their classrooms as
they implemented IB. The first section of the handbook addressed the assessment of
student inquiry work and student IB attitudes. The focus of the section was on the PYP
70
exhibition. The information provided teachers with an understanding of how to
orchestrate an exhibition. The end of the section provided teachers with documents to
use in their classrooms to support various types of assessments.
The staff handbook contained a section on Global Education, which contained
articles and resources that related to globalization and education. This section also had a
bibliography of sources such as book titles to be used in the classroom to support IB
Attitudes such as appreciation, commitment, cooperation, creativity, curiosity, empathy,
enthusiasm, independence, and integrity. The section contained booklists for teaching
resources, as well as lists of research articles that focus on inquiry-based instruction,
classroom integration, project-based learning, constructivism, policies, and
student/teacher portfolios.
The third section of the handbooks addressed student-led conferences. The
material within this section supported teachers in implementing student-led conferences.
Checklists as well as a preparation guide were included for teachers to use prior to setting
up the student-led conferences. The fourth section focused on guidelines for developing
essential agreements. Essential agreements were created by the staff as norms to follow
for the school year. They helped shape the culture of the school and move the school
through positive change.
The last section contained documents relating directly to the International
Baccalaureate program. The section contained PowerPoint presentations that illustrated
the organizational elements of the IB program as well as of the IB learner profile. It also
explained the cost breakdown and how a school becomes authorized as an IB school.
71
The section contained the PowerPoint used to explain the dynamics of IB as well as the
timeline for Dairyland Elementary’s application and the cost to run the program.
Dairyland Elementary used the district-adopted core curriculum. Students in
kindergarten through 6
th
-grade used the Houghton Mifflin Reading series. Students in
kindergarten through 5
th
-grade used the Houghton Mifflin Math series. Students in the
6
th
-grade used the Holt math series. Students in kindergarten though 5
th
-grade used the
Houghton Mifflin science curriculum. Students in 6
th
-grade used the Prentice Hall
science series. Students in kindergarten through 5
th
-grade used the Houghton Mifflin
social studies series. Students in 6
th
-grade used the Holt social studies series.
Teachers used supplemental materials to teach the California State Standards.
Teachers used the Step Up to Writing program to teach the writing process. The Voyager
program was used to support at-risk students in an intervention program. The district
ELD Practicum materials were used for students receiving ELD services. Teachers also
used IB materials to teach the themes as well as the IB attitudes. Supplemental materials
had also been purchased for the library so that students could check out books that
aligned with the IB theme of study.
The classrooms at Dairyland Elementary had consistent key themes. Each
classroom posted The Dairyland Elementary mission statement and the IB attitudes and
learner profile. The classrooms also posted Essential Agreements, which were the rules
by which the class had agreed to abide. The classrooms also posted daily schedules and
the We, the Staff of Dairyland Elementary Believe poster hanging on the walls.
The classrooms had three computers for student access. The classrooms had
recycling containers for plastic bottles and recycling boxes for used papers. Each
72
classroom had a student who was responsible to ensure that lights were turned off and
items were unplugged at the end of each school day.
During the classroom walkthroughs, teachers were engaged in direct instruction
with the district core curriculum. Teachers used higher level critical thinking questions
with the class to keep students engaged and to challenge them. Students were focused
and participated in the lesson. The teachers were using a document camera, a device for
projecting information on a screen.
Mr. Banderos, the principal of Dairyland Elementary, was interviewed to
understand the curricular elements. Mr. Banderos believed that the majority of his
students (80%) was aware of global issues. He felt that the curriculum, including the
International Baccalaureate theme units that were taught during the school year, as well
as the inquiry lessons, had given the students a knowledge base of global issues. He had
observed this change in the classroom formal observations as well as walk-throughs.
Students learned about global issues through an embedded curriculum so that global
issues were being addressed while teachers focused on the core curriculum. The assistant
principal, Linda Wagner, agreed that the majority of the students who had attended
Dairyland Elementary for more than three years were aware of global issues. She also
believed that who students had as a teacher impacted their knowledge of global issues.
Mrs. Wagner and Mr. Banderos shared that this conclusion had derived from their
interactions with students on the playground and in the classroom as well as from
observing teachers who have been at Dairyland Elementary for many years-- as compared
to their observations of teachers who were new to the school site and had not received the
IB training.
73
Each grade level had six interdisciplinary units covering aspects of the curriculum
that could be addressed throughout the world. The interdisciplinary units were designed
to teach students to think outside of their basic environments and to use higher level
critical thinking skills such as Bloom’s Taxonomy. Students were taught to think about
how theme ideas would be interpreted in different cultures. Mr. Banderos explained that
the International Baccalaureate program interpreted the concept of technology in a
variety of ways and that IB, in fact, considered pencil and paper elements of technology.
Students were expected to type their research papers in the computer lab and to use the
computer lab for research and PowerPoint presentations. Mr. Banderos discussed that the
Spanish language had been selected as the school-wide language to learn. The
stakeholders selected Spanish language because it was a predominate language spoken in
the community. Mrs. Wagner saw technology being used as more of an intervention tool
and listed targeted intervention programs such as MathFlash and Ticket to Read as being
important components of the school’s RTI (Response to Intervention) program.
Mrs. Butters was an ELD (English Language Development) Coach who worked at
Dairyland Elementary as well as at another school site. She was responsible for
supporting the implementation of the ELD practicum as well as for co teaching and co
planning lessons with other teachers. Mrs. Butters explained that depending on the grade
level, students may or may not be exposed to global issues. She believed that some
teachers were very committed to a curriculum focused on globalization whereas others
were not. Mrs. Butters stated that in the primary grades, the themes were simple,
whereas in the upper grades they became complex.
74
Mrs. Butters explained that students learned about globalization through library
books linked to the International Baccalaureate Themes. The teachers used GLAD
(Guided Language Acquisition Design) strategies because they aligned with the inquiry
design. Mrs. Butters shared that the school had a Spanish teacher and that Rosetta Stone
was in the computer lab to support students in learning a second language. The Spanish
teacher was part of last year’s RIF (Reduction in Force) to balance the district budget.
Mrs. Butters explained that Spanish was selected because it is a dominant language
within the community and in the state of California.
Mrs. Moto was a 4
th
-grade teacher at Dairyland Elementary. She had been
teaching at Dairyland Elementary for 20 years and had worked in the district for 34 years.
She had been actively involved in Dairyland Elementary becoming an International
Baccalaureate school and planned to continue to implement the IB strategies. Mrs. Moto
discussed the curricular elements of Dairyland Elementary. She expressed that her
students were familiar with global issues through the social studies, science, reading,
visual/performing arts, and math. Her students used maps to find different locations
around the world and the Internet and encyclopedias to access information. She
explained that some children did not have Internet access at home and therefore checked
out the encyclopedias to do homework. She felt that her students who had attended
Dairyland Elementary for several years had been exposed to global issues each year and
had thus expanded their knowledge of the subject matter.
Mrs. Moto confirmed that Spanish language had been selected because it is one of
the predominant languages in California. She felt that learning Spanish would benefit her
75
students and enable them to communicate in a language that was common in their
neighborhood as well as an important language spoken by many living in California.
Technology was very important in Mrs. Moto’s class. Her students had access to
the computer class at least once a week for 50 minutes. She had her students undertake a
variety of activities in the computer lab-- such as intervention programs, reading tests,
research, as well as educational games. Her students had access to two computers in the
classroom, which she constantly had her students use.
The second teacher interviewed was Mrs. Nancy, a veteran teacher leader and a
resource for other teachers about International Baccalaureate. She had been trained to be
an International Baccalaureate provider and worked with International Baccalaureate to
determine whether schools would be certificated as IB schools. Mrs. Nancy discussed
how her students were very familiar with global issues. Her students learned about
global issues through ties with social studies. Sixth-grade social studies standards were
focused on ancient civilizations. When her students studied an ancient civilization such
as Mesopotamia, Mrs. Nancy also highlighted current events there and the impact these
events had on their lives. Mrs. Nancy felt that it was important to link past events to
current events. Technology played an important role in Mrs. Nancy’s class as well. Mrs.
Nancy had her students to a 6th-grade project called the Exhibition. For their
presentation, students researched on computers and created PowerPoint projects. Some
students conducted interviews and taped them for their presentation. Mrs. Nancy
explained that at the former school site teachers had access to carts of laptops but that the
district had not let the carts travel to the new school site.
76
Ms. Melbury, the school librarian, was also interviewed. She had been at
Dairyland Elementary for many years and had received International Baccalaureate
training. She helped teachers find books for the different student research projects. Ms.
Melbury attended many of the exhibitions as well as other presentations that students did
throughout the campus. In the past she had worked closely with teachers to ensure that
books needed for the various units were in the library as well as books written in foreign
languages.
Ms. Melberry shared that she saw the kindergarten through 3
rd
-grade students on a
weekly basis and the 4
th
through 6
th
-grade students every other week. She felt that her
role was to provide books that followed up with the students’ class assignments. She
believed that she supported the themes of study by finding the books within the library or
by ordering books that aligned with the themes the teachers were addressing. Ms.
Melberry admitted, however, that her hours did not give her the flexibility to meet with
teachers and collaborate with them to help locate resources. Many times collaboration
occurred while the teacher’s class was in the library during the allotted library time.
Ms. Melberry enumerated some of the different themes and topics that had been
researched by the students at Dairyland Elementary. She shared that the 2
nd
-graders had
learned about endangered animals and the 6
th
-graders had learned about environmental
issues that had impact on a global scale. Ms. Melberry believed that the teachers built
global concepts within the standards-based curriculum. An example that Ms. Melberry
shared concerned the 6
th
-graders learning about both an ancient civilizations and the
country in modern times and the global impact the country had.
77
The survey gave evidence that the teachers believed students were receiving
instruction in global issues and problem solving/critical thinking skills, and that materials
supported global issues. Table 4, below, shows the frequency of responses.
Table 4
Frequency of Responses to Questions Related to Curricular Elements
Frequency of Responses to Questions Related to
Curricular Elements
Questions Related to
Strongly
Disagree Disagree Agree
Strongly
Agree
Curricular Elements N # % # % # % # %
1. Instruction include Global
Issues 23 2 8 5 21 14 61 2 8
2. Teach Critical Thinking/
Problem Solving Skills 23 0 0 6 26 9 39 13 56
3. Students Exposed to
International
Cultural issues and challenges 23 0 0 6 26 9 39 8 35
4. Textbooks/supplemental
consider
global issues/connections/cultures 23 2 8 8 35 9 39 4 17
5. Technology is instructional
Learning tool for global purpose 23 2 8 8 35 9 39 4 17

The teachers shared that the reading and language arts curriculum and
supplemental materials had been useful in teaching a global curriculum. Many teachers
shared that science and social studies also lent themselves to addressing global issues.
One teacher wrote, “Many books make connections to diverse cultures. Our anthology
has a vast array of different cultures.” Other teachers felt that an instructional shift was
on the rise. One teacher wrote, “As an IB school we had trainings/focused our instruction
on international mindedness. Since the district has dropped the program, the focus has
shifted to testing/standards….blah!” Teachers also noted the current school-wide focus
on Green Schools Initiative and Pennies for Pakistan.
78
Observations of curricular elements included a lesson that addressed elements of
globalization. The classroom observation took place in a 6
th
-grade class and addressed
problem-based learning, cooperative learning, and critical thinking skills. The lesson was
the culmination of the social studies unit. Students worked with partners to create an
ancient culture and decorate a pot to reflect their ancient culture. Students had to work
together to create their culture and design symbols that explained it. The students were
learning how art was used in different cultures to transmit knowledge. The following
week the students were given a different pot that had been broken. They had to work
together to recreate the pot and to describe the culture that was depicted on the pot.
In another class, the teacher was reading the book Three Cups of Tea by Greg
Mortenson and David Oliver Relin. While she was reading, she stopped to explain
different concepts related to book to help the students understand what life in Pakistan
was like. Critical vocabulary words were posted next to a student-generated story map.
In the back of the room was a container with hundreds of pennies and a sign that
explained what could be purchased with the pennies to help the children in Pakistan.
There were also books that related to the study of Pakistan and related to the Three Cups
of Tea story. Students were attentive to the story and many had their own copies so they
could follow along.
Findings by Research Question: Organizational Structures
Three key efforts were significant to the school’s support of globalization, they
included teacher selection, professional development, and a focus on maintaining the
characteristics of International Baccalaureate.
79
The interview with Mr. Banderos revealed some of the underlying organizational
structures used to support globalization, among them was teacher selection. Mr.
Banderos shared that when looking for a new teacher, the school stakeholders sought
certain qualities. The stakeholders looked for teachers who were willing to attend
trainings and become part of a team focused on IB. During the interview process, the
stakeholders asked specific questions that helped them to determine whether the applicant
would be willing to attend trainings and then apply the newly acquired knowledge in the
classroom. Prior knowledge about globalization was not required. Mrs. Wagner, the
assistant principal, acknowledged that although the school was not actively seeking
teachers, she believed that open-mindedness and a willingness to participate in
professional development were qualities that the administration would seek in an
applicant.
The interview with Mrs. Butters revealed key aspects of how the organizational
structures supported globalization. Mrs. Butters shared that due to district budget
concerns, the hiring process was controlled solely by the Human Resources Department.
Due to the RIF, teachers who were displaced had to come to Dairyland Elementary
because of seniority. This change impacted both the consistency of the global program
across the grade level and the coherence of the program within the school. Mrs. Butters
shared that the new teachers did not have the knowledge base in International
Baccalaureate, and did not have the same professional training as the other teachers.
The interview with Mrs. Moto supported many thoughts shared by Mrs. Butters.
Mrs. Moto discussed that in the past, when Dairyland Elementary was seeking a new
teacher, the staff wanted individuals who had a knowledge base of global issues as well
80
as an interest in professional development and becoming an IB teacher. Unfortunately,
due to recent staff changes, the district had moved displaced teachers to Dairyland
Elementary. Mrs. Moto discussed how this shift had impacted the coherence and
consistency of the IB program.
The results of the interview with Mrs. Nancy, a teacher, were very closely aligned
with the results of Mrs. Moto’s interview. Mrs. Nancy discussed that prior to the 2008-
2009 school year when a RIF (Reduction in Force) occurred and many teachers lost their
jobs, the stakeholders of Dairyland Elementary had been selective about who joined the
staff. For many years the staff had little turnover, which helped to maintain teachers who
had been trained with IB. After the RIF, the district used the teacher seniority list to
determine who would join the Dairyland Elementary staff.
Professional development was critical in ensuring that the International
Baccalaureate Programme was implemented throughout the school. Teachers were
expected to attend an IB training once a year. Monthly professional development related
to IB was critical in the creation and alignment of the IB theme units. Globalization and
education was embraced by the teachers. The International Baccalaureate program was
supported and driven by the staff. The entire staff bought into the concept of becoming
an International Baccalaureate school and drove the school-wide focus. Parents joined
the staff in supporting the International Baccalaureate program. The staff went through a
six-year process to become an International Baccalaureate school. The individual
responsible for disseminating information about IB was the IB coordinator, a teacher who
had gone through the trainings and had taken a leadership role. The administration was
responsible for disseminating information as well.
81
Mrs. Butters shared that prior to the budget cuts, the school site had paid for
professional trainings and supports. The former assistant principal and former principal
were instrumental in garnering staff support for International Baccalaureate as well as for
a curriculum that addressed globalization. They worked with the teachers to develop the
IB theme units and were able to get teachers to embrace IB and empowered teachers to
own and drive the IB program.
The administration used professional development as a tool to support
instructional strategies aligned with International Baccalaureate and/or with
globalization. However, Mrs. Moto expressed that professional development no longer
focused on globalization issues. Due to district and school-site budget cuts, professional
development solely focused on areas of instructional need as reflected in multiple
measures data. Mrs. Moto shared information about previous professional development
offered at Dairyland Elementary, explaining that teachers had even attended training in
different states. The administration had devoted staff meetings to the topic of
globalization and teachers shared ideas and collaborated on units that addressed
International Baccalaureate as well as global issues.
Professional development had played an important role at Dairyland Elementary
for many years. Mrs. Nancy shared that she had been trained as a coordinator for
International Baccalaureate. She felt that someone had to step forward and fulfill the
role and she had been willing to do it. Mrs. Nancy shared that International
Baccalaureate was brought to Dairyland Elementary when the administration realized that
all schools had become “fundamental,” and that the designation was no longer a way to
maintain a school choice status. The administration was very generous in providing
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planning time for teachers. The teachers were also provided with trainers from
International Baccalaureate to support teachers with their planning. In the beginning a
little teacher push back took place, but when the teachers realized that International
Baccalaureate was not “one more thing to teach,” but rather was how you approach the
curriculum, many teachers became supporters.
Ms. Melberry’s interview added more information concerning the organizational
structure of Dairyland Elementary. Ms. Melberry believed that the organizational
structure of the intense professional development coupled with administrative support
had contributed to the success of the International Baccalaureate program. Ms. Melberry
stated, “When we were IB the teachers had to get together and correlate the teaching of
global issues and integrate into the curriculum. The trainings taught teachers how to
teach and taught teachers to ask the questions to get the kids thinking.” Ms. Melberry
shared how visitors such as the administrators from the district office were impressed
with the level of questions students would ask. She felt that students who become very
interested in a topic want to go beyond the constraints of the standard curriculum. Ms.
Melberry stated, “Kids who think on their own, will find out more.”
Mr. Banderos felt that the International Baccalaureate program had given teachers
time to reflect on their practice and improve instruction. At the end of each year, teachers
reflected, assessed, and agreed to make changes for the upcoming year. During the
school year, students created portfolios that were also assessed to determine changes for
the upcoming year. Every three years the International Baccalaureate program conducted
an evaluation to determine improvements that needed to be made. Informal walk-
throughs were done to consistently and continuously monitor the program.
83
Mrs. Butters felt that the overall effectiveness of the program depended on the
grade level and that the program wasn’t complete when the district decision was made to
eliminate the IB program. The staff was still working on reflecting and refining the
program units when the district cut funding for International Baccalaureate. Mrs. Butters
stated that some grade levels did not feel as comfortable implementing the IB program as
other grade levels.
Mrs. Moto explained that as of January 2011, Dairyland Elementary would lose
its IB accreditation as a result of budget cuts at the district level. Mrs. Moto discussed
that for a few years, the district had an IB Coordinator responsible for supporting school
sites that were getting their IB accreditation as well as for supporting Dairyland
Elementary with the implementation of IB. Mrs. Moto explained that the prior assistant
principal, who was pivotal in gaining the International Baccalaureate status, was the
individual responsible for disseminating information to the teachers about global issues
as well as IB. Mrs. Moto discussed that the IB model has a self reflection component that
requires teachers to reflect on each unit to determine the changes that need to be made for
improvement.
Mrs. Nancy was responsible for disseminating information about curriculum and
programs related to globalization. She acknowledged that because Dairyland Elementary
would no longer be an International Baccalaureate school, teachers were gaining their
footing. She explained that many teachers were trying to continue to implement the
strategies from IB but that the staff was overwhelmed with the schedule changes,
planning time changes, and the collaborating time focus. She stated that the time for
reflection and improvement on lessons was no longer made available to teachers. Now
84
the teachers were working on putting together an ELD (English Language Development)
program.
Mrs. Nancy explained that in the past teachers had been given reflection time to
evaluate lessons. Reflection time was a critical component in the International
Baccalaureate process. Teachers studied summative assessment results to determine how
well the students had mastered the main idea. They determined what elements of the
lesson needed to be adjusted in order to better meet the needs of the students. When
teachers planned lessons, they started with the central idea and worked backwards
through the lessons to ensure that all lessons prepared the students to understand the main
idea.
Dairyland Elementary had many bulletin boards throughout the school. The front
of the school had a marquee that listed upcoming events and important dates. The
bulletin boards in the front of the school contained information in English and Spanish
for visiting families. The bulletin boards listed upcoming events and student artwork.
The bulletin boards by the cafeteria contained pictures and captains for current students
of the month. Student of the month awards were aligned with the IB attitudes and learner
profile. The bulletin boards inside the office contained student artwork that reflected the
IB theme the class was studying.
Dairyland Elementary had an active PFA (Parent and Family Association) to
support various components of the school culture such as fieldtrips and assemblies. The
PFA had a website link on the school website and encouraged families to participate in
the PFA meetings. The PFA was running three fundraisers to generate funds to support
the school. The PFA had a school supply store on campus where students could purchase
85
their school supplies. The PFA covered the cost of school supplies for students who
could not afford them. The PFA was also selling Dairyland Elementary t-shirts in
different colors and SCRIP to raise funds for classrooms as well as for 6
th
-grade camp.
The results of the survey revealed that teachers were concerned about the
organizational structure at Dairyland Elementary. The teachers felt that losing
International Baccalaureate status had negatively impacted the organizational structure of
the school. The results of the survey are shared in Table 5, below.
Table 5
Frequency of Responses to Questions Related to Organizational Structures

Frequency of Responses to Questions
Related to Organizational Structures

Questions Related to
Strongly
Disagree Disagree Agree
Strongly
Agree
Organizational Structures N # % # % # % # %
1. Global/International Focus
with
Schools extracurricular activities 22 4 18 4 17 11 48 3 13
2. Partnerships with Schools
Outside of the US, Business 22 16 70 4 17 2 9 0 0
3. Professional Development 21 13 62 1 4 4 19 3 14
4. Curriculum Planning with a
Global Perspective 23 8 35 10 43 5 22 0 0
5. Parent Involvement enhance
Global Learning 23 2 9 10 43 8 35 3 13

Many teachers (48%) felt that there was still an international focus with the
schools extracurricular activities but many felt (70%) that there were no partnerships with
schools outside of the United States, with other schools, or universities. Teachers
responded to the survey by writing about staff development opportunities related to
global education, “Not this year- last year- yes. I attended a training in Salt Lake City.”
86
Another teacher wrote in response to curriculum planning related to a global perspective,
“We used to have more time to do this before PI (Program Improvement) stuff.”
Observations supported the findings of the surveys and interviews. PLC
(Professional Learning Community) time was devoted to addressing the needs of the
English Language Learners subgroup. Many teachers could be seen collaborating during
their lunch time or during their 30-minute daily prep time. Collaboration usually focused
on ELD (English Language Development). Even though collaboration and professional
development had been reduced, the teachers were still driven to support the study of
global issues. The school-wide fundraiser to collect pennies to help students in Pakistan
was evidence of this effort. During walk-through observations, teachers still used their
IB thematic unit planners, created to support global studies.

Findings by Research Question: Perceived Student Outcomes
The key findings in the area of perceived student outcomes are a student driven
focus on humanitarian and environmental issues, an appreciation and awareness about
diversity and civic responsibility.
The document review revealed the perceived student outcomes at Dairyland
Elementary. Dairyland Elementary’s API (Annual Performance Index), AYP (Annual
Yearly Progress), and CST (California Standards Test) scores were officially released on
September 10
th
2010. Dairyland Elementary’s API had risen from 785 to 795, thus
meeting the 2010 API target. Although Dairyland Elementary did not meet AYP in all
subgroups, Dairyland Elementary was not a Program Improvement School because it had
no significant academic achievement gaps among the school-wide and subgroup scores.
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The interview with Mr. Banderos shared other perceived student outcomes. Mr.
Banderos shared examples of students solving real world problems, such as a group of
4
th
-graders who noticed that ladybugs were being killed during recess. They banded
together and made posters with slogans to save the ladybugs and hung them around the
school. The 4
th
-graders asked Mr. Banderos to read their appeal to the school on the
intercom. Another example that Mr. Banderos gave was the 6
th
-grade recycling project.
The 6
th
-graders had learned about recycling and created a presentation about the topic,
which they offered to the different classes. After the presentations the classes started the
recycling program.
When an interdisciplinary unit was completed, students were expected to create
an action plan that could be applied within the school, outside the school, or within the
classroom. Mr. Banderos stated that many times an action plan that had started in the
classroom spilled over to the entire school population. Many projects that had become a
school-wide focus were driven by student initiative and sincere interest-- as can be seen
with the Pennies for Pakistan fundraiser. Mrs. Wagner, assistant principal, shared that
the students had come to the administration about the Pennies for Pakistan fundraiser and
asked if the school could participate.
Students were analyzing and evaluating their projects through the end of the year
culminating portfolios and projects. At the end of the year, 6
th
-graders did an exhibition
project and presented their topics to other students, teachers, district-level administrators,
parents, and members of the community. The topic of the exhibition presentation had to
align with an issue happening in the world and had to include a student-generated
solution to the issue. Mr. Banderos commented about impressed he was with how all
88
students performed— especially his at-risk students, behavior problems, and English
Language Learners. Mr. Banderos felt that the IB interdisciplinary units as well as the
continuous in-class discussions provided students with a well-rounded understanding of
diverse cultures and cultural norms in different countries.
Mr. Banderos realized that even through the school was no longer an official
International Baccalaureate school, many of the teachers would carry on with the IB
components. He recognized that the school’s student population had changed drastically
due to Dairyland Elementary’s being moved to a closed-school building. Many students
who had attended the school that had closed, applied and were accepted at Dairyland
Elementary. Thus the school student population grew by 200 students in one year. Some
of the students from the school that had closed had needs such as English Language
Development Services and qualify for the free and reduced lunch program.
Mr. Banderos recognized that the long-term value of a curriculum that focused on
globalization is viable but that the immediate need of the student population was to
address English Language Development. Mr. Banderos shared that he was looking for a
new direction so that the school could maintain its “school of choice” status. Mr.
Banderos mentioned that he had purchased a class set of laptops with a cart as well as
Smart Boards so that there could be more of an emphasis on technology.
Mrs. Butters, the ELD (English Language Development) coach, had other insights
about the perceived student behaviors. Mrs. Butters had had the opportunity to see the
last year’s 6
th
-grade exhibition projects. At the end of the school year, the 6
th
-graders
were required to investigate a real world program in a small group, come up with a
solution to the real world problem, and then create a presentation. She shared that the 6
th
-
89
graders were able to accomplish this with varying degrees of success. Some of the topics
the 6
th
- graders investigated related to poverty, and global warming. Mrs. Butters shared
how proud the students were about their learning and that they had a feeling of
ownerships toward their hard work. Mrs. Butters felt that the 6
th
-grade student exhibition
was the only answer she could provide for students analyzing and evaluating global
issues.
Mrs. Moto, a 4
th
-grade teacher, was able to share further insights about the
perceived student behaviors at Dairyland Elementary. Mrs. Moto discussed different
examples of students solving real world problems. She mentioned that in science, when
studying water, the class learned about the value of water in Sudan and about how
conserving water is critical in countries like Sudan because people don’t have plentiful
supplies of it. Then, students create an action plan that addresses a problem related to the
global issue that was studied. Mrs. Moto expressed that there were many examples of
students analyzing and evaluating global issues, as evidenced in their presentations. The
student presentation had to reflect how the issue impacted the outside community or on a
global level. She gave me an example of a science unit focused on natural resources.
The students learned about the misuse of coal in China. Many students did research at
home and created reports about how the misuse of coal in China impacted surrounding
countries.
Mrs. Moto believed that the students at Dairyland Elementary had a general
knowledge about international culture. In kindergarten and 1
st
-grade they begin to
develop a general knowledge about international culture. She felt that many schools
students didn’t know the difference between Peru and Pakistan and could not find them
90
on a map. Mrs. Moto shared how students learn about global issues through other
content areas. When 3
rd
-graders learned about hum rights and responsibilities, the
teacher discussed other countries such as China and how people in other countries do not
have the same rights as people living in the United States of America. Mrs. Moto shared
that on the former campus bulletin boards throughout the campus had featured student
work.
At the culmination of the interview, Mrs. Moto discussed the future of Dairyland
Elementary. She recognized that the student population of Dairyland Elementary had
changed, as had the needs of the school. She recognized that behavior problems were on
the rise and that even though the school was adopting the Safe Schools Ambassador
program, she felt that more needed to be done to address the tough home-life situations
from which many children come. Mrs. Moto felt that the teachers who had been trained
in IB would continue to use the strategies and the IB units that they had developed. She
stated that many teachers would probably pick and choose what worked best for them.
Mrs. Moto shared her frustration at Bovine Unified School District’s decision to
eliminate funding for International Baccalaureate. She claimed that it only costs two
thousand dollars to renew the IB accreditation, which was set to expire in January.
Mrs. Nancy’s interview further supported understanding of perceived student
behaviors. Mrs. Nancy discussed the different activities that the students are engaged in
that related to globalization. At the time, her students were collecting pennies to raise
money to build schools in Pakistan. The student-created fundraiser was called Pennies
for Peace. The students were responsible for getting the message out to the rest of the
school, making weekly announcements, hanging posters around the school, and
91
collecting and counting pennies. Mrs. Nancy believed that her students benefited from
having a sense of control over an activity, such as collecting pennies, to help other kids
around the world. She believed that these activities empowered her students and engaged
them in world events.
During their project, the 6
th
-grade students collaborated on a key umbrella topic to
which all the presentations would relate. In 2010 the students selected a theme about
education impacting the world. The teachers were working to help students understand
the value of education and how children in other countries do not have access to
educational opportunities.
Even though the school had focused on globalization for five years, Mrs. Nancy
did not feel that the students had gained a general knowledge about international cultures.
She believed that our culture does not promote cultural awareness and that international-
mindedness went beyond an understanding of flags, food, and language. Mrs. Nancy
believed that a lot of her students were between two cultures, the culture from their home
and the culture promoted at school.
Mrs. Nancy further discussed how another teacher had used global events to
educate and empower her students to help others. The teacher educated the students
about the Haiti Earthquake and the students mobilized and raised money to donate to the
Red Cross. Many students gave their allowances and birthday money to help. Another
teacher shared a story about a little girl and her goat. She shared the importance the goat
had to the little girl’s family because it provided milk and cheese so the girl’s family had
money for other necessities. The students were so moved that they started raising money
for Heifers International, a program that provides families in Africa with goats to help
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support the families. Children around the school were eager to help. Mrs. Nancy felt that
these opportunities gave children the ability to help, and that when given the opportunity
to help, children were eager to contribute.
The results of the survey as they pertained to perceived student outcomes showed
that although the organizational structure was no longer supporting a global approach
to education, the students were still able to show what they had learned. The results of
this portion of the survey can be seen in Table 6, below.
Table 6
Frequency of Response to Questions Related to Perceived Student Outcomes
Frequency of Response to Questions Related to
Perceived Student Outcomes
Questions Related to
Strongly
Disagree Disagree Agree
Strongly
Agree
Perceived Student Outcomes N # % # % # % # %
1. Civic Responsibility by
Making
Contributions to a Global Issues 23 1 4 3 13 11 48 8 35
2. Understand Cultural Points 23 0 0 10 43 12 52 1 4
3. Appreciation for Diversity
and
Culture 23 0 0 6 26 15 65 2 9
4. Explore Environmental
Issues 23 1 4 2 9 11 48 9 39

Eighty-three percent of the teachers “agreed” or “strongly agreed” that the
students had developed a sense of civic responsibility by identifying ways they could
make a contribution to resolve a global issue. This progress could be seen with the
student-initiated Pennies for Pakistan fundraiser as well as with the Green Schools
initiative. Although 43% of the teachers surveyed did not feel that students understood
cultural issues, 52% of the surveyed teachers felt that students did understand cultural
93
issues. Many teachers believed that students explored environmental issues and had an
appreciation for diversity.
Observations of perceived student behaviors included the students’ work for the
Pennies for Pakistan Fundraisers. Students created posters to hang around the campus to
educate others about the Fundraises. Students created a script to read for morning
announcements over the intercom to inform students in other classes about the
importance of raising money to help children in Pakistan.

Emergent Themes from Data Collection
After a review of the documents, staff surveys, interviews, and observations from
Dairyland Elementary, the following themes emerged from the research:
1. A constant presence of change has kept Dairyland Elementary ahead of the trends in
education. Before standardization of the curriculum and the emphasis on
standardized testing, Dairyland Elementary had been a fundamental school with a
focus on teaching the fundamentals of the curriculum and ensuring that students had a
solid foundation in the fundamentals of the core curriculum. Due to the change in
education and the movement toward standardization, the stakeholders at Dairyland
Elementary had recognized that a shift toward International Baccalaureate would
secure Dairyland Elementary’s status as a “school of choice’ in the district. When the
district ceased to fund IB and the student population increased and changed due to the
school’s closure, the stakeholders of Dairyland Elementary determined a new
direction so that the school could preserve its “school of choice’ status.
94
2. Preservation of the components of International Baccalaureate. The curricular and
instructional emphasis was no longer firmly cemented in IB and inquiry, but in
meeting the needs of the English Language Learners so that this significant subgroup
met AYP (Annual Yearly Progress). Teachers in different grade levels were still
informally collaborating and planning inquiry units. The 6
th
-grade was still
conducting school-wide awareness endeavors to support students in different
countries. Other grade levels shifted curricular focus to improve the ELD program.
3. Adjusting instruction to ensure the needs of the English Language Learners are met.
Since the closure of Guard Elementary and Dairyland Elementary’s move to the
closed school facility, the number of English Language Learners increased
significantly. The school then acquired an ELD (English Language Development)
coach who was supporting teachers with the implementation of instructional
strategies to support English Language Learners.
4. Teacher buy-in is critical to ensure the success of a school addressing globalization
and to maintain a theme of globalization. Many teachers were continuing to address
globalization in their classrooms, taking it upon themselves to continue implementing
components of International Baccalaureate, such as inquiry-based learning,
cooperative learning, the use of technology for research, and learning about how the
events around the world impact their lives.
5. Top-down leadership approach versus the teacher-driven approach. The top-down
leadership model that started the movement at Dairyland Elementary to address
global issues with the International Baccalaureate program morphed into a teacher-
driven ideal embraced with varying degrees based on the teachers’ buy-in at a
95
particular grade level. At the time of this research, the administration was using a
shared leadership approach, to encourage teachers to determine the new direction for
Dairyland Elementary. Teachers were encouraged to research ideas and programs for
Dairyland Elementary to keep the school’s “school of choice” designation.

Discussion of Findings within Bolman and Deal’s Four Frames
Schools are complex and multidimensional organizations that share many
similarities with businesses. Schools can be viewed through an organizational lens
designed to explain phenomena in the business world. Organizational structures,
curricular elements, and perceived student outcomes can be examined through the lens of
Bolman and Deal’s (2003) frames of leadership: symbolic, political, human resources,
and structural. Dairyland Elementary was in the process of reorganizing and making
school-wide changes to meet the needs of the changing student population as well as the
changes in the budget. These frames allow Dairyland Elementary to be studied in an in-
depth and complex manner.
The symbolic frame analyzes leadership through the symbolic actions that take
place to preserve team building, promote school spirit and enthusiasm for the school, and
to create a sense of unity around a cause. In terms of the viewing the curricular elements
of Dairyland Elementary through the symbolic frame, classrooms posted and displayed
the We, at Dairyland Elementary Believe… posters as well as the mission of the school.
The mascot had been modified to include a globe to remind stakeholders about the
importance of globalization. Organizational elements that reflected the symbolic frame
included office signs that greeted visitors by saying “welcome” in different languages.
96
Symbolic elements of perceived student behaviors could be seen in the Dairyland
Elementary t-shirts that stated the International Baccalaureate attitudes, characteristics
that teachers worked to instill in their students. Student-created posters urging students to
collect pennies for Pakistan hung in the hallways. The assembly acknowledged students
who exemplified the IB attitudes such as being a problem solver and kicked off the Green
Schools initiative to save energy. Bulletin boards displayed student work focused on
global concerns such as recycling and the use of coal as a nonrenewable resource. On the
playground, throughout the hallways, and in the classrooms was an impressive sense of
commitment to the needs of the students, to a theme of global awareness, and to how the
two are intertwined.
The political frame addresses alliances as well as how resources are allocated.
Due to the district budget cuts, Dairyland Elementary lost funding for the International
Baccalaureate program. Curricular elements related to globalization were drastically
impacted. The loss of the program was difficult for many of the teachers. The teachers
and administration had worked for many years to become an accredited International
Baccalaureate school. Funding for professional development related to global issues in
education was no longer available. Due to the increase of English Language Learners,
resources such as time, funding, and professional development was being directed toward
implementing a consistent and coherent English Language Development program. The
administration was searching for a balance that met the needs of the English Language
Learner population while giving the teachers the flexibility to continue to tie global
themes into their instruction. The administration recognized the impact of the budget cuts
on the morale of the staff and adapted the organizational structure of the school to create
97
a shared leadership approach in the hopes of giving teachers a sense of having an active
role in shaping the future of Dairyland Elementary. When using the political frame to
examine the perceived student behaviors, there is evidence that students played an active
role in globalization at Dairyland Elementary. With the help of their teacher, students
organized the Pennies for Pakistan fundraiser, which included making announcements
school-wide and putting posters throughout the campus. The students also made an
appeal to the principal about wearing costumes on Halloween.
The structural frame focuses on the structures and organization that have been
established. Bolman and Deal (2003) have discussed that reorganization can enhance
performance and productivity. In terms of curricular elements related to globalization,
the teachers at Dairyland Elementary created thematic units to be taught during the
course of the school year. The teachers voiced in their surveys that they did not have the
professional time to prepare and collaborate on curriculum related to globalization.
Teachers expressed in their surveys that the structures supporting globalization had been
eliminated by the budget cuts. The organizational structures of the school had been
impacted by changes to the physical structure as well as by the budget cuts. Prior to the
2009-2010 school year, Dairyland Elementary had been moved to the closed school
across the street. At the same time, the administrative team retired and new
administration moved the school across the street. The new administrative team worked
to incorporate the families from the closed schools into the culture and dynamics of the
Dairyland. At the end of the 2009-2010 school year, the district school board voted to cut
funding for the International Baccalaureate program throughout the district. This
decision harkened the need for site-level administration to restructure and reallocate site-
98
level funding to accommodate the changes. The school site was still in the midst of
restructuring and determining a new direction to maintain “school of choice’ status within
the district. Even though the organizational structure had changed, the students were still
encouraged to participate in activities that related to globalization. An example would be
the Pennies for Pakistan fundraiser as well as the Green Schools initiative.
The human resource frame focuses on the relationships between people and
organizations. The human resources perspective focuses on maintaining a harmonious
environment in the hopes of increasing productivity. This effort is evidenced by the hard
work the teachers and administration had done to incorporate and welcome families from
the former school into the Dairyland Elementary family. The human resource frame was
also evidenced by the administration’s support of teachers who wished to maintain a
global focus in their classroom. In the curricular area, teachers were still implementing
inquiry strategies in their instruction and using their action plans and theme units.
Although the administration was no longer implementing collaboration focused on
globalization, grade levels, such as 6
th
-grade, were continuing to collaborate and develop
lessons that incorporated globalization. The collaborative environment within grade
levels was continuing the push to address global issues. The human resource frame could
be seen in the organizational structure of the school. The school leaders used a
collaborative model of leadership and sought the teachers’ input when making many of
the decisions. This model helped build bridges between teachers who were new to the
school and teachers who were disheartened at the loss of the International Baccalaureate
accreditation. The perceived student behaviors in the human resource frame could be
99
seen with students working to educate each other about world events and what they could
do to help.
Since 2008, Dairyland Elementary had seen constant turn over of leadership.
There had been the loss of leadership that had founded and pushed for International
Baccalaureate as well as the leadership that had handled the transition to the new school
site and help meld the culture of the closed school with the culture of Dairyland
Elementary. The current leadership was working with the teachers to determine a new
identity for Dairyland Elementary that acknowledged the work done with the
International Baccalaureate program to support globalization.

Discussion Summary
The investigation of curricular elements, organizational structure, and perceived
student outcomes at Dairyland Elementary showed teachers working to preserve a
successful program that had helped their students become global citizens. Many of the
strategies implemented at Dairyland Elementary can be replicated at similar school sites
looking to address globalization. Although the organizational structures reflected change
and a focus on the English Language Learner population with ELD (English Language
Development), curricular elements and perceived student outcome showed a global focus.
Several themes emerged from the research findings: constant change versus maintaining
traditions and strategies; top-down leadership versus a teacher-driven mantra to hold onto
the parts of International Baccalaureate that were successful; and adjusting to the needs
of the current student population while maintaining a focus on international mindedness.
Evidence of these themes were supported through the triangulation of the various data
100
collection instruments, including document reviews, observations, surveys, and
interviews.
Sustaining a global focus in the face of changes in funding that had eliminated the
International Baccalaureate program as well as the changing needs of the student
population seemed to be at the forefront at Dairyland Elementary. The administration
seemed hopeful about defining a new path that incorporated globalization. At the time of
the case study, the teachers were driving the preservation of the global theme at
Dairyland Elementary, which led the researcher to believe that there was hope for a
sustained program that addresses globalization.

101
CHAPTER FIVE
DISCUSSION

The world has become smaller through the many applications and uses of
technology, while the rise of the economies in India and China has created a larger
playing field on which our students will be competing for jobs. The globalized platform
will also be a place where our students will need communication skills as well as problem
solving tools to tackle environmental issues as well as cultural and political relationships
that transcend national borders.
The public school system is responsible for actively assessing the skills that our
students will need to be successful in a globalized society. Educators must provide
students with the following skills and experiences: foreign language fluency, technology
use and application, problem based learning/cooperative learning, as well as critical
thinking skills. These skills and strategies will give our students the ability to
communicate in another language, work with others while problem solving, and using
technology for communication and innovation. Students need these skills to be
competitive in a global job markets as well as be able to work with others from different
countries and cultures to solve global issues. There is a growing movement to address
globalization within the public school system. School stakeholders are recognizing that
the No Child Left Behind legislation does little to support the preparation of students for
a “flat world.” Schools are being mobilized to address global issues as well as to provide
students with opportunities that will help prepare them be global citizens.
102
Chapter Five summarizes the case study and key findings taken from the data
analysis discussed in Chapter Four. The purpose of the study will be reviewed as well as
the research questions. The rest of the chapter will review the findings and present
implications for current practice and discuss recommendations for future research based
upon the findings of the case study.
The purpose of the study was to identify curricular elements and their associated
student outcomes among California schools that address globalization. The design of the
case study examined the curricular elements, organizational structure, and perceived
student outcomes of a school that is addressing globalization. Once the findings from the
instruments were collected and assessed, the results summarized how Dairyland
Elementary addressed globalization.
The following research questions guided the study.
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization? In other words, what are they
doing on purpose to organize globalization into their school?
3. What perceived student behaviors/outcomes can be observed?
This project was one of eight case studies developed by a cohort of doctoral
students from December 2009 to February 2011. A qualitative case study was used at
school sites in California. The cohort developed multiple data collection instruments:
document reviews, observations, surveys, and interviews. Using various data collection
instruments allowed the dynamics of the school site to be examined through multiple
lenses of understanding, and gave the study strength through triangulation. Data
collection occurred from September 2010 through November 2010.
103

Findings Summary
Dairyland Elementary is a school in transition. The school has lost funding for
the International Baccalaureate program, yet the teachers are continuing to implement
many critical thinking and problem-based learning strategies to build global awareness
within the core curriculum and to expand the students’ understanding of the world and of
global issues. The administration is well aware that the teachers are working hard to
preserve these strategies but also recognizes that the school needs to address the ever-
growing population of English Language Learners and to ensure that the school has a
successful ELD (English Language Development) program. The administration also
recognizes that in order to maintain a “school of choice” title within the district,
Dairyland Elementary must transform itself into a school that provides opportunities that
are not being offered on any of the 20 elementary campuses within the district. Emerging
themes from this study are as follows:
1. A constant presence of change has kept Dairyland Elementary ahead of the trends in
education. Before standardization of the curriculum and the emphasis on standardized
testing, Dairyland Elementary was a fundamental school with a focus on teaching the
fundamentals of the curriculum and ensuring that students had a solid foundation in the
fundamentals of the core curriculum. Due to the change in education and the movement
towards standardization, the stakeholders at Dairyland Elementary recognized that a shift
towards International Baccalaureate would secure Dairyland Elementary as “school of
choice’ in the district. Now that the district is no longer funding IB and the student
population has increased and changed due to the school closure, the stakeholders of
104
Dairyland Elementary are determining a new direction so that the school can preserve the
“school of choice’ status.
2. Preservation of the components of International Baccalaureate. The curricular and
instructional emphasis is no longer firmly cemented in IB and inquiry, but rather in
meeting the needs of the English Language Learners so that this significant subgroup
meets AYP (Annual Yearly Progress). Teachers in different grade levels are still
informally collaborating and planning inquiry units. The 6
th
-grade is still doing school-
wide awareness endeavors to support students in different countries. Other grade levels
have shifted curricular focus toward improving the ELD program.
3. Adjusting instruction to ensure the needs of the English Language Learners are met.
Since Guard Elementary closed and Dairyland Elementary moved to the closed school
facility, the number of English Language Learners had increased significantly. The
school now has an ELD (English Language Development) coach who is supporting
teachers with instructional strategies to support English Language Learners.
4. Teacher buy-in is critical to ensure the success of a school addressing globalization
and to maintain a theme of globalization. Many teachers are continuing to address
globalization in their classrooms, taking it upon themselves to continue to implement
components of International Baccalaureate, such as inquiry-based learning, cooperative
learning, use of technology for research, and learning about how global events impact
their lives.
5. Top-down leadership approach versus the teacher-driven approach. The top-down
leadership model that started the movement at Dairyland Elementary to address global
issues with the International Baccalaureate program has morphed into a teacher-driven
105
ideal embraced to varying degrees based on the teachers’ buy in at a particular grade
level.

Comparing Case Study Themes to the Literature
Dairyland Elementary is in a unique position in that the International
Baccalaureate program that was implemented many years ago has just been eliminated
due to budget cuts. Due to teachers’ hard work and diligence, many ideas around
globalization are still apparent. The administration recognizes the hard work of the
teachers in addressing the needs of the students as well as in ensuring they are ready to be
critical thinking global citizens who are capable of using technology to communicate
their ideas.
Dairyland Elementary teachers are continuing to use expose their students to
global events so that they are aware of the major impact that environmental issues can
have on geographic regions as well as empowering their students to create solutions to
help victims of natural disasters through fundraising. Dairyland Elementary teachers
want their students to grow up and be empathetic to others and be able to use critical
thinking skills in a cooperative manner to solve issues and problems.
Technology plays an important role at Dairyland Elementary. Three computers
are in each classroom and two computer labs are available for student use. Classes have
a scheduled time in the computer lab and teachers can sign up for additional time if
needed. The computer tech works with the teacher to help students access websites for
projects and reports, as well as tie in global studies to the core curriculum. The computer
lab technician helps the 6
th
grade students with their end of the year exhibition project.
106
Critical thinking skills were evident from the projects the students were pursuing
in class as well as from the student-generated school-wide fundraiser to collect pennies
for Pakistan. Teachers work to empower their students to take on social causes and find
their own. Students are encouraged to make a plan of action as to how to go about
dispersing the information as well as how to present the information to garner support
from other students and stakeholders of the school.
Dairyland Elementary is transitioning from offering Rosetta Stone to English
speaking students to learn Spanish to Spanish speaking students learning English. The
teachers and administration recognize that the population of Dairyland Elementary has
changed significantly and that it is important for English Language Learner students to
have a solid grasp on English so they can show growth on the CELDT (California
English Language Development Test) and be reclassified as students who no longer need
ELD (English Language Development) support. This concern is further indication of the
changing needs of the students and of Dairyland Elementary’s commitment to adapting to
the needs of the student population while maintaining its focus on globalization.

Implications for Practice
Research confirms that in order to keep our students competitive, not only within
the United States, but also on a global platform, schools must ensure that they are being
adequately prepared for new expectations. The rise of the economies in other parts of the
world, such as China and India, as well as the increased educational standards in
countries such as Singapore and South Korea has raised expectations for students
competing for college entrance and jobs. Many educators are heeding the signs of
107
globalization and working to prepare students with the necessary critical thinking skills,
access to technology, problem-based learning, as well as foreign language experiences.
These schools are reaching beyond the accountability measures of No Child Left Behind
Legislation to provide students with opportunities that will prepare them for a “flat
world.”
This case study examined curricular elements, organizational structure, and
perceived student outcomes that support globalization at an elementary school that had
recently lost its International Baccalaureate accreditation due to budget concerns at the
district level. Previously to the district’s decision to cut the program, Dairyland
Elementary had been fully implementing an International Baccalaureate program with the
goal of preparing students to be positive contributors to a global society as well as to be
humanitarians, seeking ways to help others in need. With the continued drive and push of
the teachers, as well as the support of the administration, the school is maintaining that
focus on globalization.
Dairyland Elementary is a school in search of the next step. Its teachers recognize
the value that International Baccalaureate brought to the students through critical thinking
skill, problem-based learning, foreign language training, access to technology, and a
focus on global issues. The teachers are preserving many of these strategies and
practices, while the direction of the school changes to address its growing English
Language Learner population. Through the surveys, teachers voiced their disappointment
at losing the International Baccalaureate program but also their wish to continue to focus
on globalization.

108
Recommendations for Future Research
Dairyland Elementary has been through many significant changes in the last two
years. These changes include moving to a different facility, welcoming students from the
former school site into the school’s culture, and losing its International Baccalaureate
accreditation due to budget cuts at the district level. Evidence from this study indicates
that the teachers’ determination to preserve curricular elements, use of technology, and
perceived student outcomes that relate to globalization.
Further research of value might include a longitudinal study of Dairyland
Elementary to determine whether these elements will in fact be preserved over a
sustained period of time. Further longitudinal studies could be conducted at Dairyland
Elementary’s feeder junior high school and high school to see if there are similar
perceived student outcomes, as observed at Dairyland Elementary. Of particular interest
would be whether students continued to take the initiative to create school-wide
awareness campaigns and fundraisers to help others on a global scale, as they had at
Dairyland Elementary.
To extend the research into globalization and education, case studies could be
conducted at schools that are actively incorporating themes of globalization within the
school culture, curriculum, and organization structure to impact perceived student
outcomes. This research could be used to determine commonalities or themes among
schools that equate successfully implementing a school structure with preparing students
for a globalized future. The goal would be to collect enough data that the success at
schools addressing themes of globalization could be replicated at other school sites where
109
the stakeholders are interested in embracing globalization within the context of the school
setting.

Conclusions
It takes passion, conviction, and knowledge to commit a school to addressing
issues around globalization. Dairyland Elementary’s strength in this area grew out of a
recognition that in order to stay relevant and ahead of other schools, it was no longer
enough to be a fundamental school locked into standards. The stakeholders at Dairyland
Elementary recognized that the International Baccalaureate program offered a consistent
and coherent school-wide program that enabled the teachers and administration to
address globalization that focused on humanitarian interests as well as on developing
students who were critical thinkers and problem solvers.
This passion, conviction, and knowledge was not short-term or a short fix. It took
many years to implement the International Baccalaureate program. The administration
took an active role in supporting the program through professional development and
professional support. Unfortunately, in May 2010, the school board voted to stop funding
the International Baccalaureate program. Even through the program is no longer being
funded, the teachers and administration have maintained their commitment to a theme of
globalization.
Evidence of the teachers’ work to preserve globalization can be observed in
curricular elements, organizational, structure, and perceived student outcomes. Teachers
are using critical thinking skills and problem-based learning. The computer lab serves to
take the students beyond the core curriculum as well as to write reports and create
110
PowerPoint projects. Students are creating their school-wide campaign to raise
awareness and money to support students in Pakistan.
The administration and teachers recognize that in order to maintain “school of
choice” status within the district, the school must find a theme or program to maintain a
level of uniqueness and to draw interest from families living within the school district.
The administration is using a shared leadership approach and asking the teachers for
input as to the direction in which the school should go.
The hope is that the stakeholders at Dairyland Elementary will choose a path that
incorporates their previous hard work and dedication for the International Baccalaureate
program into a program and ideal that focuses on preparing their students to be thoughtful
critical thinkers comfortable with technology, with an awareness of global issues and
environmental concerns. It will be fascinating to see the future of Dairyland Elementary
as the teachers and administration determine a direction for the school that meets the
needs of the students.

111
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114

APPENDIX A
DOCUMENT REVIEW MASTER LIST - CATEGORIZED

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

115
APPENDIX B
INTERVIEW QUESTIONS

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 Team

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. Why or how were specific languages chosen?
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
and how would you go about making changes if they are needed?

116
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. Do you think students have general knowledge about international culture?
4. Are there examples in the school of student driven participation in cultural and
global issues?

117
APPENDIX C
SURVEY QUESTIONS

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

118
2. The school has or seeks partnership(s) with schools outside the United States, another school,
business, or university. If so, describe the extent/context of the partnership.

1 2 3 4
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

1 2 3 4
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

1 2 3 4
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

1 2 3 4

Perceived Student Outcomes

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

1 2 3 4

2. Students understand cultural points.

1 2 3 4

3. Students have appreciation for diversity and culture.

1 2 3 4

4. Students explore environmental issues.

1 2 3 4

119

APPENDIX D
OBSERVATION INSTRUMENT

Research Questions:
· Curricular Elements
· Organizational Structure
· Perceived Student Behavior
Key
+ Highly Evident
√ Mildly Evident
— Not Evident
N/A Not applicable

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.

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

120

Appendix D, Continued
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?

4 Frames

4 Frames: 4 Frames:

Notes:

Notes:

Notes:

Abstract (if available)

Abstract In the wake of pressures defined by Thomas Friedman’s work related to the new “flat world,” Friedman, 2008), educators are acknowledging that a crisis is looming on the horizon. Increasingly, schools have recognized the realities of globalization and are working to create educational communities that prepare students to be global citizens. These schools must be subject to studies so that their best practices can be shared and replicated and so that students will be prepared for the expectations of a global job market and society. This case study examines an elementary school with an International Baccalaureate Program that addressed globalization, but then the district cut funding to the program so the school site stakeholders are working to preserve a theme of globalization while addressing the needs of the current school population. The ability to replicate this study will help other schools with similar demographics that are searching to implement a program focused on globalization.

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Asset Metadata

Creator Wood, Rosemary (author)

Core Title Globalization in curricular elements and instructional practices in California schools: A case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/19/2011

Defense Date 02/11/2011

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

Tag California schools,curriculum,education,Globalization,OAI-PMH Harvest

Place Name California (states), Los Angeles (counties), 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 rosemarw@usc.edu,tikirose76@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m3753

Unique identifier UC1262041

Identifier etd-Wood-4378 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-443899 (legacy record id),usctheses-m3753 (legacy record id)

Legacy Identifier etd-Wood-4378.pdf

Dmrecord 443899

Document Type Dissertation

Rights Wood, Rosemary

Type texts

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

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu