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Globalization, curricular elements, organizational structures and perceived student outcomes in California schools

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Globalization, curricular elements, organizational structures and perceived student outcomes in California schools

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GLOBALIZATION, CURRICULAR ELEMENTS,
ORGANIZATIONAL STRUCTURES
AND PERCEIVED STUDENT OUTCOMES
IN CALIFORNIA SCHOOLS

by

Ricardo Vigil

___________________________________________________________________

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

May 2011

Copyright 2011 Ricardo Vigil

ii

Dedication

I would like to thank and dedicate this effort to a few people…bear with me, this
degree is like my Oscars…. To begin, thanks to God and my faith, because it continually
drives my hope in the beauty of humankind. I would like to thank my mom who has
helped me in so many ways has always loved me and supported me no matter what.
Thank you to my sister, cousins and family who bring smiles to my heart; thank you. To
all of my close friends who never doubted me and are still my friends with me even
though I am well aware of how difficult I can be to be around; thank you.
I would also like to dedicate this dissertation to my partner and best friend,
Grizelda. Through all the stress your endless love and support fueled me. You are
always there for me, are still there for me and I know how proud you are of me; thank
you so very much. I share all my crazy ideas with you and I know I want to keep
attaining more and more knowledge with you. I am fortunate to have found you and I
know together we are going to change the world.
A dedication as well to all the people in my life who have shaped who I am today;
I can only hope that you are proud of what I have accomplished so far and please know
that I am working hard every day to earn the love and support you have given me
throughout my life. Last, but certainly not least, a thank you to the simple things that
make my life wonderful; Pebbles, the Moos, the LA Galaxy, Television, the Internet, Los
Angeles and to all of my cell phones… you guys are all tEh awesome. And now, the
action begins…

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Acknowledgments

Before I move any further I would like to look back and acknowledge/thank many
of those who have helped me through these difficult but fulfilling three years,
culminating with this dissertation.
I begin by acknowledging my committee members; Dr. Laurie Love and Dr.
Dennis Hocevar and my chair, Dr. Stuart Gothold for the expert advice and guidance
through this dissertation process. As for Dr. Gothold, I can only hope to impact the lives
of others the way he has and I am grateful and fortunate to have worked together with
such a distinguished professional. I would also like to acknowledge my USC Cohort: the
Ninjas. I know that together we will be a powerful force in education. Final
acknowledgements go out to my co-worker Paula, for being a friend and not letting me
forget things; and to all of my students (past, present and future) many of you whom I can
now call my friends; one word, inspiration.

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Table of Contents

DEDICATION ii

ACKNOWLEDGMENTS iii

LIST OF TABLES v

ABSTRACT vii

Chapter One: Background
Introduction 1
Statement of Problem 7
Purpose of Study 7
Research Questions 8
Importance of Study 8
Limitations, Delimitations, Assumptions 11
School Selection Criteria 12
Globalization Elements 13
Definitions 13
Moving Forward 15

Chapter Two: Literature Review
Introduction 16
History/Background of Globalization 16
Rationale 24
Best Practices 32
Implications/Further Questions/Conclusions 39

Chapter Three: Methodology
Introduction 41
Research Questions 43
Conceptual Base 44
Figure 1: Conceptual Model 45
Conceptual Model 45
Research Design 46
Population and Sample 48
Instrumentation 49
Data Collection 51
Overview of School 54
Validity and Reliability 55
Data Analysis 56

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Chapter Four: Findings
Overview 58
Background of Global Academy 58
Global Academy Open House – First Observations 65
Typical Day at Global Academy 69
Findings by Research Question 79
First Research Question 81
Second Research Question 92
Third Research Question 102

Chapter Five: Discussion
Purpose of Study 114
Themes 114
Recommendations 122
Further Research 128
Conclusion 131

References 134

Appendices:
Appendix A: Document Review Instrument 137
Appendix B: Interview Instrument 138
Appendix C: Survey Instrument 139
Appendix D: Observation Instrument 141
Appendix E: Triangulation Matrix 142
Appendix F: Interview Questions Matrix 143
Appendix G: Research Triangulation Method 144

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List of Tables

Table 1: Class of 2008 – Average GPA 61

Table 2: Mean SAT Scores -2010 62

vii

Abstract

The world is becoming increasingly connected and this has begun to affect the
political, economic, cultural and societal aspects of our lives. Globalization will push
individuals to have sensitivity to foreign cultures, fluency in foreign languages and an
understanding of international trade and technology while also having the ability to
reshape what people think about nations, boundaries and identities. How people react to
globalization will depend heavily on who is viewing it and this complexity brings with it
values and tensions from various parts of the world. Consequently, globalization carries
tremendous ramifications for education and whether or not globalization is accepted, the
forces and trends it is presenting are too strong to ignore. So the questions at hand are
now: what are schools doing to address this idea, what are schools doing to educate
students about globalization and has the idea of global citizenship been addressed?
This study addresses what education in the United States is currently focused on
and what education is doing in consideration of globalization; specifically what role
students will play in a globalized world. The intent of this study was to identify global
curricular and organizational elements that are present in California schools and what
associated student outcomes are produced. Furthermore, the idea of global citizenship is
now a distinct possibility; an idea that begins to blur current ideas of citizenship in an era
of nation-states. The idea of relating to others now goes beyond national borders in ways
that make it necessary to be aware of political, economic and social issues in other
nations. This study also examines what it means to be a global citizen and what are
schools doing to make this happen.

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As part of a thematic dissertation group of eight at the University of Southern
California, this study focused on one school in California and found many elements that
support globalization. These included a well developed curriculum, organized
leadership, international faculty, exchange trips abroad, a focus on 21
st
century skills and
more. The results of these organizational and curricular ingredients include altruistic
projects, community service, and academic excellence and can be useful to policymakers
and school-builders who are trying to integrate globalization into schools. Ultimately,
this study, in combination with the others in the thematic dissertation team, have the
potential to make the curricular elements, organizational structures and student outcomes
found in this study significant in attempting to address questions of globalization in
schools.

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Chapter One: Background
Introduction
The idea that the technology of this world has increased and caused our world to
become progressively more connected is undeniable. Globalization has begun to define
our current era and has spurred debate on the implications that globalization will have on
economic, social and political realms (Suarez-Orozco & Qin-Hilliard, 2004). Yet the
effect of globalization on education is something that has, thus far, not taken the
forefront. The world of the next few decades will not be the same world of today;
technologies are allowing for unprecedented movement and connection amongst nations
of the world. Consequently, this rapidly transforming and connected world has profound
implications for change in today’s education system.
Currently, education in the United States is led by a big push for accountability
amongst the various levels and structures. Much of this accountability stems from a 1983
report funded by the federal government that stressed the urgent need for improvement in
our nation’s education. This report, A Nation at Risk, discovered glaring inadequacies in
education and called for immediate short and long term improvement (Nation at Risk,
1983).
Findings from the report concluded that secondary school curriculum had become
homogenized, diluted and diffused to the point where there is no longer a purpose
(Nation at Risk, 1983). The array of classes, without guidance or focus, led to significant
lack of structure and preparedness for college and/or the world after high school.
Findings also noted that time and expectations were of concern as well as a shortage of
competent teachers. This formula led to the vast ineffectiveness of the education system

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in the United States while pushing the federal government towards finding necessary
solutions to this enormous and transforming problem.
The report then recommended changes in content, standards and expectations,
time, teaching, leadership and fiscal support (Nation at Risk, 1983). Many of the
recommendations are a staple of education today while others have yet to be
implemented effectively or have been challenged by further research. Among other
things, the report led towards pushing grades as indicators of academic achievement,
raising of admissions requirements to four-year universities and revamping of textbook
and technologies. The report even argued that students in high school should be assigned
far more homework than they had been receiving (Nation at Risk, 1983). All of these
elements were done with good intentions but, unfortunately, were short-sighted in the
overall purpose of a K-12 education system. Many of the recommendations failed to
account for the growing diversity, socio-economic gaps and the burgeoning technology of
an increasingly globalized world. Of the recommendations, the elements that truly had
an impact were standards and accountability. A Nation at Risk led to a much greater
emphasis for accountability in order to help measure the implementation of many of the
recommendations from the report.
Thus, years of frustration and reports such as A Nation at Risk led to the creation
of No Child Left Behind (NCLB), a government mandate calling for yearly progress and
serious consequences for schools that do not measure up. NCLB is perhaps one of the
federal government’s most important pieces of educational legislation in the history of
education in the United States. It has pushed schools to meet yearly progress goals and

3

failure to meet those goals could come with serious consequences such as a school take-
over and even school shutdowns.
The push for accountability in schools is coupled with a strong reliance on
standard-based instruction and standard-based testing. More and more schools
educational curriculums are set by mandated state standards that subsequently guide the
teacher towards instructing on content that will be tested at the end of year. This
standards-based approach purportedly makes it easier to track progress of students within
different states and makes education as a whole, more transparent to the public.
Both standards and the push for accountability come with varying arguments.
These movements have the potential to increase the focus of teachers and administrators
and keep them constantly pushing for improvement. For students, the push for standards
has also changed accountability; the CA high school Exit Exam (CAHSEE) is a perfect
example of this. All students in California must pass this exam with proficient marks or
risk not graduating with their class. Arguments against overemphasizing standards and
accountability include a lack of creativity in the curriculum as a result of a narrowing
selection due to mandated standards. In addition, focusing on tests has taken away from
other student strengths and has created a bored and uninspired American student.
Despite the merits in both of the arguments, it is becoming increasingly clear that
accountability and standards based instruction will continue to be a major force in
education. As more and more money is poured into education, the public sector demands
measurable-transparency and positive results. It is, of course, difficult to assess and track
student data with any given assessment but it is nearly impossible without standardized
exams, regardless of what the exams actually mean. Furthermore, current President

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Barack Obama’s administration has introduced the Race To The Top program designed to
push schools towards changes that will bring better public schools. Intended to give
money to states that achieve high academic standards and improve teacher quality, some
elements in this program go as far as trying to link teacher performance with payments
that are based on student test results. Fair or not, it is evidence that parts of
accountability and standards-based instruction are not going to disappear anytime soon
and are part of the educational landscape for the foreseeable future.
With this in mind, it is important to note that accountability measures have
exposed many flaws in our current education system. Though dropout rates vary from
state to state and even district to district, the alarming overall indicators are that as much
as one-third of public school students never graduate and that number is worse among
inner-city minorities (Bridgeland, DiIulio, Morrison, 2006). There is no single
explanation why students are not finishing high school but reasons range from a
combination of failing classes, lack of motivation, lack of interesting classes, and an
overall sense of defeat before they even begin secondary school (Bridgeland, DiIulio,
Morrison, 2006). The reality then, is that there is a severe problem in US schools.
Meanwhile, educational programs have not always helped with the desired results. After
reviews of dozens of reports, studies, articles and policies relating to dropouts, the
conclusion was that most programs did not reduce dropout rates by statistically
significant margins (Bridgeland, DiIulio, Morrison, 2006).
Even students who are graduating from K-12 schools are not all prepared for the
skill-set needed in a twenty-first century world. Currently, most of the nation’s schools
have not adequately responded to the array of academic problems they are facing.

5

Although accountability programs have taken over as a means of assessment there is a
severe lack of vision for the twenty-first century among many schools in the United
States. American students lack sufficient knowledge of other world regions, languages
and cultures and currently only one-third of seventh to twelfth graders study a foreign
language (Education for Global Leadership, 2006). Other data points to the fact that only
twenty-five percent of our college bound high school students cannot name the ocean
between California and Asia and eighty percent do not know that India is the world’s
largest democracy (Levine, 2005). These numbers are only small samples of the lack of
preparedness American students have in relation to today’s global world.
Accountability and standards-based instruction are not necessarily negative
elements in education but the drive for educational responsibility has not kept pace with a
rapidly changing world. Not only are American students struggling to simply graduate
from a mundane, methodical school system but upon leaving high school they are often
not prepared for the rigors of university/college life. As we enter the second decade of
the twenty-first century our world has faced, and will continue to face, unprecedented
changes in economics, politics and societal elements as a whole. Technology has
improved to the point where communication from one end of the world to the other is not
only possible but also almost instantaneous. Yet, education has not jumped on board
with these changes and the results could have serious consequences for the nation.
Public schools focus on the same standards-based driven curriculum while the
United States is facing growing economic competition. While our public schools focus
on Academic Performance Indicators (API) and Annual Yearly Progress (AYP) the
nation faces a shortage of translators in key languages that affect national security

6

(Education for Global Leadership, 2006). Politically, the United States runs the risk of
being run by students who are not culturally aware of the changing world even a few
miles away from them. So while the world has become international our schools have
remained local. Thomas Friedman the author of On Education in the Flat World argues
that the world is flattening, implying that it is becoming easier for people around the
world to interact and therefore compete with each other (Friedman, 2006). Friedman
does not argue that accountability and standards-based learning need to disappear, but
they do need to be integrated with other subjects so that there is a symphony of pieces
working for a higher objective (Friedman, 2006).
Ultimately, it is obvious that the goal of our current K-12 education system is to
graduate high school; in bare-bones stripped reality a diploma is the goal and anything
after that is left for the universities or the working world. The world, however, has
become far more complex than the curriculum many high schools are offering.
Essentially, the world is becoming increasingly global and yet, the majority of American
schools have remained local. Therefore, it is a critical time to study global educational
factors because there is a pressing need to develop students who understand the dynamics
of the world. Students with knowledge of world history, languages, global health and
international affairs will be able to make informed decision as voters about domestic
issues influenced by global circumstances and a lack of this could put the United States at
a competitive disadvantage (Levine, 2006). In the end, this study is not focused on
eliminating accountability and federal mandates such as NCLB, but instead on the
integration of those programs with an effective synthesis of global perspective that our
schools currently lack.

7

Statement of Problem
For the most part we are unaware of what globalization looks like within our
current educational structure. There are elements of globalization that are evident in
schools that have characteristics such as a global mission and vision, a global culture
including leadership and teacher buy-in, studying of foreign languages, integration of
global curriculum, partnerships, professional development, collaboration, project based
learning and an overall sense of global citizenship that includes service and
environmental awareness. However, what remains problematic is determining which of
these elements are present and/or necessary.
Research from current literature points to the deep effect that globalization will
have on education. The idea that schools should have global elements is supported by
current research; research that gives a clear purpose as to why the idea is present. There
are schools that have global elements and are currently demonstrating current best
practices pertaining to globalization. The research literature has created the need to
identify what particular curricular elements are present in schools that do have a
globalized theme and what are the student results that are produced from this globalized
perspective.

Purpose of Study
The purpose of the study was to identify curricular elements and their associated
student outcomes among California schools that address globalization.

8

Research Questions
This study addressed the following research questions:
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization? In other words, what are they
doing on purpose to organize globalization into their school?
3. What perceived student behaviors /outcomes are seen as a result?

Importance of Study
The ability of American students to continue leading the United States as a global
world leader will be determined by our students’ ability to interact with other nations and
the skills they can bring both domestically and internationally. Technological, economic,
political and social forces are all pushing our world to become increasingly globalized
and all of these forces carry positive improvements for the lives of our students.
However, they also spawn concerns on important elements such as national security,
diversity, cultural awareness and economic competition.
With the aid of technological advancements in communication, media and social
networking, global changes are happening rapidly. Therefore a world that is globally
connected needs students who are globally aware. If American students are to be
prepared for the twenty-first century they are in need of global characteristics and
perhaps as sense of what it means to be a global citizen.
The 1983 report A Nation at Risk concluded that declines in educational
performance are in large part the result of disturbing inadequacies in the way educational
process itself is often conducted (1983). As if A Nation at Risk knew the difficulties that

9

would result, the report concludes by stating that the children born in that year would
graduate in the year 2000 and that recommendations from the report would hopefully
prepare these children for far more effective lives in a far stronger America. It has been
nearly thirty years since the report came out and though progress has been made,
particularly in terms of accountability, it is clear that there are still many difficult
questions from the report left unanswered from and many of the inadequacies of the
educational process still exist today.
One of the most pressing concerns rests with a lack of global elements in our
current educational structure. Most schools across the nation are not concerned with
developing global citizens who are capable of understanding and adapting to world-wide
trends. The simple goal is to get students to graduate and maybe, if you are lucky, attend
a four-year university. It is as if the K-12 system exists as a holding place for students
and once they are out of high school there is a wash my hands of this situation type of
attitude. The problem of course is that once students enter the work force it is not a
domestic and simple environment. The economic, social and political aspects of our
world are quickly forcing students to be able to understand and adapt to various cultures
around the world. This has led to concerns over how prepared our nations students will
be when it comes time to compete in a global market and the alarming trend is that young
people in this country are at risk of being competitively disadvantaged with others around
the world because of a lack of preparedness.
There are schools, however, that have begun to think ahead and have
implemented important elements in their curriculum to help students become globally
aware. This study seeks to find which elements are visible, important and necessary in

10

order for the school to successfully develop students who are ready to function not only
domestically but also internationally.
This study will be useful to practitioners in pointing out many of the curricular
elements present in schools that currently employ global elements. This study will help
showcase many of the positive movements that are happening in our nation’s schools and
the rationale behind their approach. If our nation is to continue as a global leader it will
require schools where students will not only graduate with a diploma from high school,
but with a set of skills that primes students as competitive candidates not only
domestically but on the international front.
Additionally, this study could be useful to policymakers in helping them
understand the importance of integrating globalization into curriculum. This study is not
an argument against accountability and standards-based measures; as mentioned earlier,
those elements are not going to disappear anytime soon. Rather, this study can aid
policymakers in combing federal mandates with necessary curricular changes that are
required if the United States newest students are to remain competitive in a global
market.
For researchers, this study is a gate that opens the doors for further studies on the
successes and failures of schools that have global curriculum and the elements that make
them so. The idea that students will leave the K-12 setting as global citizens is not easy
to quantify and track. However, it will become increasingly necessary to study if the
curricular elements found in this study will work with the accountability push of today.
Hopefully this study will lead to changes in the overall goals of educational
systems in the United States. It is imperative to realize that success can be measured if

11

there is a goal in mind. Our goal, our focus as a nation, however has persisted in a very
narrow-minded scope. It is time to think globally, it is time for our students to
understand the various ebbs and flows of the world around them. Optimistically, it would
be pleasing to observe more and more schools develop with a different mindset and that
this goal of developing global citizens can be supported by research-based best practices
and research-based curriculum implementation.

Limitations, Delimitations, Assumptions
As with many case studies there are limitations and delimitations. Although the
need for assumptions is usually negated by stating these limitations there is one
assumption that is worth noting. This is that the entire study must be conducted with the
assumption that people involved in the study are being truthful. With that noted, it is also
vital to discuss the limitations and delimitations as well.
The first limitation is that as researchers going to observe curricular elements in
schools we can only listen to as much as we are allowed to hear and we can only see as
much as we are allowed to see. Essentially we are taking what we get and have no
control over the truthfulness and accuracies. Furthermore, this study is only a snapshot of
that particular location at that particular time. Therefore, patterns and information is only
as valid from what is collected at the time of data gathering period. Add to this the fact
that ethical issues could arise if a study cannot mask the identity of the organization
and/or individuals who were studied (Gall, Gall & Borg, 2003).

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There are also two delimitations to this study. One is the criteria used to select
schools for the study. In this case the schools selected needed to have the following
conditions:

School Selection Criteria
In order for a school to be eligible for the study the following criteria was selected
by the thematic dissertation group:
1. CA elementary or secondary
2. School must have the following elements
a) Technology as instructional learning tool and communication vehicle
b) A foreign language program meshed with cultural awareness
c) Problem-solving and/or critical thinking activities
d) Global curriculum including multiculturalism
e) International programs such as International Baccalaureate
3. Globalization present in Mission Statement/Vision/Purpose

Secondly, there are specific global elements that the study is looking for. These
elements were again selected by the thematic dissertation group because they include a
variety of perspectives including organization structure and curricular elements while
staying true to the value of globalization.

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Globalization Elements
1. Technology as instructional learning tool and communication vehicle
2. Foreign language/cultural awareness
3. Problem-solving/critical thinking activities
4. Global curriculum--multiculturalism
5. International programs
6. Professional development
7. Collaboration
8. Sustainability

Though these limitations and delimitations can be detrimental, they are countered
by detailing that there are multiple data sources and methods of collection in the study.
In addition this case study is one of eight and (as will be expanded upon later) this helps
with the triangulation process. More of about this will come in chapter three.

Definitions
The following are definitions for the various acronyms that will be present in this study:

PI: Performance Improvement: This is the idea that you can measure the outcome of a
process or procedure, in this case schools, and then work to improve their effectiveness
and efficiency.

14

API: Academic Performance Indicator: Is the measurement of performance and progress
for California schools. This stems from an accountability act passed in California in
1999. Scores can range from 200 (the lowest) to 1000 (the highest)

AYP: Annual Yearly Progress: Is the measurement of performance and progress from a
federal standpoint. This stems from the No Child Left Behind Act passed in 2001 and
compares standardized reports for each school.

IB: International Baccalaureate: Is an education foundation that is international and
based out of Switzerland. This program ranges for uses with various age-groups but
ultimately its rigorous curriculum and academically challenging aspects are intended to
produce students who are inquisitive, knowledgeable, and respectful of cultures around
the world.

NCLB: No Child Left Behind: A largely, bi-partisan Federal Act passed in 2001, that
helped fulfill many aspects of standards-based education. It is based on the idea that
setting high standards and establishing plans to achieve those measureable goals will
improve education. The Act is not nationally based however, as each state sets their
standards.

CAHSEE: California High School Exit Exam: This is required exam in order to receive a
diploma and graduate from California High Schools. The test measures math, reading and
writing and was first implemented for 2006.

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Moving Forward
The following chapters will focus on what we already know and how and why
this case study will collect data the way it does. Chapter two will be a closer examination
on what we know about globalization in education from a conceptual and often specific
level. The chapter will also give reasoning for why globalized curricular elements are
important in a changing educational landscape. Lastly, the chapter will delve in some of
the best practices from schools that are already including globalized curricular facets in
their school.
Chapter three will examine the methodology in the case study including the
problem, purpose, research questions and data collection. This chapter will explain many
of the elements included in a qualitative study while giving reasoning behind the
collection methods and the data analysis.
Chapter four will provide the results from the data. This chapter will allow a
detailed showcase of the study and what the various instruments tell in connection with
the research question. The case study will be laid out using appropriate methods of data
coding and presented with appropriate themes. Finally, chapter five will present
emerging themes from this report that will attempt to make sense of the various findings
of the study, while providing recommendations and areas for further study.

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Chapter Two: Literature Review
Introduction
Globalization will undeniably become a moving force in education given its
already growing importance in the areas of politics, economics and social-cultural realms.
The bigger question lies in how education responds to the forces of globalization. It is
therefore essential to learn and understand what we already know about this rapidly
moving issue. This section will seek to answer questions about what globalization is and
where it has derived from. In addition, this chapter will begin to make connections
between globalization and education and what the rationale behind the need to teach
globalization in our schools. Lastly, this chapter will look to find what the research says
on the best practices in schools that have already integrated globalization and
international themes into their curriculum as well as what elements have made them
successful and what practices in those schools are worthy of further study.

History/background of globalization
Most definitions of globalization include ramifications that affect political,
economic, cultural and societal views. The idea that the world is becoming increasingly
connected has created changes in the way businesses are run and has fostered competition
not only within a nation but between nations. In addition, governments around the world
have become increasingly interested in working not only on domestic issues but
international issues. All of this has changed the way people live their lives. Changes in
transportation, communication and technology have spawned a society that can now
communicate across thousands of miles with the click of a button. These changes have

17

connected the world in a way that has never been seen before in history. Thus, the
newness of globalization has led to difficulty in accepting one official definition for the
word although it is clear that no matter what definition is used there are political,
economic, cultural and societal ramifications when discussing the subject (CED, 2006).
Globalization can be very complex and means different things to different people
due to varying values. Therefore globalization must be developed by examining its
impact on various aspects of the world. The answer to what is globalization is different
in the United States than in Brazil, France, or Egypt and those definitions could be
different from others in China, Australia, or Russia (Rothenberg, 2003). This is because
of the varying standards and cultures of each different region. Furthermore, if you ask a
farmer in China you might get a different definition than from a teacher in Sweden or a
government official in the United States. It is important to remember that people around
the world value different things and the impact that globalization may or may not have
will vary on the local cultures and influences in each region. With this idea as a
foundation the question that arises is if globalization is a movement that is welcomed,
shunned, something seen as indifferent or simply something that is and that cannot be
ignored (Rothenberg, 2003). The answer to these questions depends on the values held in
different parts of the world and how nations interact with each other.
Regardless of the differing values of globalization, however, there are few
cultures that are completely isolated and cultural interaction has been a staple of
civilizations for thousands of years (Rothenberg, 2003). Throughout history there are
countless examples of interactions between civilizations whether through trade or
conquest. The Phoenician’s were able to spread their knowledge of words to Greece who

18

used it write countless ideas that influence the world today. The Arabs were quickly able
to spread their monotheistic Islamic faith across much of the Middle East, Africa, and
Southern Asia beginning in the early seventh century. The inventions of gunpowder and
printing during the late Tang dynasty in China eventually carried their way to Europe.
These examples are four of many that show that cultural, political, and economic
interactions between civilizations have existed for a very long time. Yet all of this
occurred in a world that was, for the most party, heavily agrarian and only loosely
connected. Never has the idea of globalization caught on as it has now due in large part
to a rapidly industrialized and technology-driven world. The word globalization has
only recently been used to describe these interactions but it is quickly gaining importance
due to the speed at which cultural interactions are occurring.
It is crucial to remember that these exchanges exist and, due to technological
advances, are becoming more commonplace not just with governments or those with
money but with the common person as well. It is not unfathomable to find a high school
student in urban inner-city Chicago sending an instant message to communicate with a
friend in some elite part of London. In the end, the idea that the world is quickly
intensifying interactions and integrations of political, economic, cultural and social
aspects (Rothernberg, 2003) cannot be ignored. How you perceive these interactions and
integrations depends strongly on what you value and how prepared you are to understand
the complexity of a shrinking but still very different world.
One of the growing elements of globalization is that the blending of borders,
cultures and communication has become increasingly easier to notice and is a growing
part of normal everyday life. The ease and improvement of communication now plays out

19

in our communities, social areas and in our schools everyday and cultural differences are
becoming increasingly normal (Suarez-Orozco, Qin-Hilliard, 2004). The aforementioned
cultural interactions have occurred throughout history but it has not been until very
recently that the majority of people have intensified their capacity to expand their contact
with the outside world. The eras of industrialism and imperialism and the burgeoning
technology of the world have begun to expose the cultures of more and more people.
Industrialism and imperialism, however, are time periods that have lasted for hundreds of
years and some would argue have yet to infiltrate many parts of the world. Technology
of today has taken this slow process and accelerated it beyond what we thought was
possible. Whereas the village or city might have been the imaginary border of one’s
ability to communicate, today the world is a different place. During World War I,I it
took the world a relatively long time to realize the atrocities of the Holocaust in Europe.
Presently, world events, including atrocities and natural disasters are almost
instantaneously delivered to the world through expansive television production as well as
through social networks and personal delivery through improved means of
communication. This is the world we are in today; a world where the Mexican national
soccer team can play home games in Dallas or New York and attract more fans that the
American national team; a world where borders have blended and cultures are meshing.
This of course changes the realities of our communities. In the past it might have been
common to not know what was happening even a few miles away from you. Today
communities are linked in a way that it is common place to know what is happening
thousands of miles away more than in your own neighborhood.

20

Meanwhile, the world is experiencing major industrial changes that affect all
aspects of our lives, including education, and people are becoming drawn in together by a
process that is quick and technologically advanced. Companies that were once focused
only on domestic issues have become international as they combine foreign investment
and meshing of production and distribution on a global scale (Suarez-Orozco, Qin-
Hilliard, 2004). Much of this is due to advancements in communication. Long gone are
the days of slow delivery of information and small scale media events. Today,
communication facilitates exchanges in a near instantaneous manner which in turn
connects people across the world regardless of geographical location (Suarez-Orozco,
Qin-Hilliard, 2004). There exists now the ability to share information through phones,
television, internet, computers, satellites, and more. In turn, this has forced companies to
rethink products and how they market to different regions. The dominos continue to fall
when it becomes evident that a workforce is needed that understands not only the area
around them but also foreign areas. In an era of instant communication, it is clear that
technology has drawn people together to the point where culture and values are being
affected.
All of this then forces us to ponder what role education plays in this globalized
movement and makes it imperative to understand how globalization is perceived. The
research shows that globalization has manifested itself through markets, technological
advances and can also be seen through transfer of capital, free trade, worldwide
recruitment and cheap labor (Mortimore, 2000). The search for markets, for example,
has always been a driving force of companies and as the world continues to become more
accessible it has become a new way for these businesses to promote products to

21

audiences that were unreachable before. In addition, globalization conveys the needs for
an employee who can work, not only domestically, but with others around the world.
Globalization is also observed through increasing free trade that has placed not only
companies, but also governments, on alert due to uncertainty in the markets. The labor
force in these free markets makes globalization visible through the questions companies
and governments must answer. Do companies seek to improve profits regardless of
national loyalty? It would seem that a company’s goal is to find the cheapest way to
produce a product and so they will seek not only cheap labor but the best tax breaks and
most favorable infrastructure (Mortimore, 2000). These options were not readily
available just a few years ago and if they were, certainly not at the speed we are
experiencing presently.
The idea that companies must now be aware of not only domestic, but also global
markets, reminds us that globalization comes with tensions that must be carefully taken
into account before making connections between globalization and education. Recall that
cultural values play a critical part in defining globalization and, as evidenced by
international companies, so do conflicting economic ideologies. These elements of
globalization bring to light three inherent tensions in globalization that are between
individual choice and societal choice, free markets versus government intervention, and
lastly local government versus federal or national governments (Rothenberg, 2003).
When it comes to individual choice and societal choice it becomes a question of holding
on to identities. Do nations seek to purposefully isolate themselves from forces that are
successful at implementing a global strategy? For example, the popularization of
American culture is not something that every country would want and therefore might

22

prevent increased global exposure; but what about the individuals in that nation who
actually want to be part of American culture? In addition, we have battles between free
markets and government intervention in economic markets. Take, for example socialist
nations who have heavy government intervention in their economies. Will nations take
the steps of restricting private companies from operating as efficiently and effectively as
possible? In a globalized world, the question of who handles globalization policies also
is important. As the world becomes progressively more linked, why could a local
government not make international decisions on its own? Going even further, is there a
need now for global governments to help enforce rules and who makes those rules to
begin with? It is almost a certainty that the values of various nations will conflict and
rules will not be universally accepted. All of these tensions call to mind the notion that
globalization requires careful analysis and the integration of globalized curriculum in
education will not be a black and white affair but a much more complex process.
The conflicting forces of free market governments, socialist governments,
capitalist markets, and varying economic ideologies creates scenarios that do not have
simple answers. It remains to be seen whether globalization will produce positive results
in the form of economic equality across the globe or bring about potentially dangerous
implications fueled by competition and an inability to understand each other. Either way,
education will play a huge part in beginning to answer these questions. There is no
evidence that globalization will bridge the gap between the rich and the poor or that a
globalized world will mean a democratic world. In addition, there is no current evidence
that governments will not become global and begin to play the role of big brother or that
governments will become much more locally concentrated and allow a free market

23

system. What is evident is that globalization, defined as the acceleration and
intensification of the interactions and integration of people, companies, and governments
of different nations is happening today (Rothenberg, 2003) and education needs to keep
up. The fact that globalization is happening requires individuals to have a sensitivity to
foreign cultures, fluency in a foreign language, understanding international trade, being
technologically savvy, the ability to manage complex work in international teams, and
above all, a strong ethical core (Education for Global Leadership, 2006). Whether
globalization will be viewed as a detrimental movement or as advancement for a better
world is unknown but education can help people understand the complexities of a
technologically and rapidly changing world.
The role of education on globalization will depend largely on the social, cultural,
political and economic factors that are valued. A meshing of cultures requires knowledge
of cultures and the blending of ideas requires understanding the positions that others
might hold. Globalization cannot be ignored or deemed irrelevant; already globalization
has affected education through communication and information. For example, the ability
to find information has becoming increasingly easier with the explosive growth of the
internet. Meanwhile, the quickness and the overall reach of communication has grown to
the point where you can sit at home and video chat with other students thousands of miles
away. Politically, it has become increasingly clear that understanding cultural diversity
will be critical to the survival of a strong government (CED, 2006) and economically
countries must be prepared for the competition that will surface from a better connected
world. All of this requires that globalization play a role in education.

24

Currently, most schools are not adequately prepared to meet the challenges of a
twenty-first century globalized world (CED, 2006). Many American students lack the
ability to speak more than one language and even more disturbing, many American
students lack knowledge of world regions and their cultures. In an era where students
need to understand globalization’s affect on political and economic factors there needs to
be a better understanding of how globalization will transform education ( Suarez-Orozco,
Qin-Hilliard, 2004). Although many parts of global education are still undefined, one
clear aspect is that it will entail various disciplines (Anderson, 2001). A good approach
towards examining global education is that it does not have one perfect blueprint that can
be bounded by restrictions of a subject. Globalization can be about foreign languages
and it can also be infused within other contents. A global education is just that; one that
encompasses not one view, region or group but rather many views, many regions, many
groups and all are centered on the idea that we are connected and therefore must
understand each other.

Rationale
In order to truly understand political, social, and economic trends students must
be aware of a global world. Put simply, the world of today is different and in terms of
globalization it is clear that today’s world requires a different set of skills than even a few
years ago. To attain those skills, however, students need to be knowledgeable about
world regions, cultures, and global issues (Stewart, 2008). To aid this goal the term
global citizen is an appropriate one to use when framing what the aims and goals of
educating our students should be (Braskamp, 2008). The idea of relating to others has

25

now stretched beyond the boundaries of a school, community, state and even national
level. The idea of relating and working with others now goes beyond national borders in
ways where it becomes necessary to become aware of the political, social and economic
values and trends in other nations. Any leader of today or tomorrow needs to understand
world cultures, languages, religion, economics, science, and technology in a way that is
sensitive and respectful to various cultures (Braskamp, 2008). This is something that was
not as evident even a few years ago. School districts twenty years ago did not put an
emphasis on learning the cultures and values of other nations. Today, however, with a
few clicks, a class room in the United States could collaborate with another classroom in
China. The emphasis on learning the values of others has evidently increased
dramatically enough to start thinking about how we can best educate American students
about globalization. Even the idea of using education to get a job in a surrounding local
area has morphed into at least thinking about attaining a job position somewhere in
another country. Braskamp (2008) writes that the goal of undergraduate education, for
example, should not be “know yourself” but rather “know yourself, know your world”.
A globalized education should be a major objective for schools in order to provide
them the knowledge, skills and understanding needed play a constructive role in the 21
st

century. A lack of knowledge, skills and understanding can severely hamper a student’s
ability to work with and understand various world cultures, languages and cultures (CED,
2006). What that knowledge consists of is of course debatable. Some would argue that
globalization is just another fad that will come and go while others believe that the idea
of globalization will define an era. Either way, it would be a mistake to completely
dismiss globalization in education. Even the notion of international trade should be

26

enough to seek knowledge of other nations and particularly the idea that companies want
to be “internationally” competitive is becoming more widespread (Rodrick, 1997). This
idea of international competitiveness requires knowledge of the international.
Furthermore, Americans find themselves in an increasingly interconnected world in
which stability requires knowledge (Engler & Hunt, 2004). This stability can only be
achieved if there is an understanding of different cultures and values as well as educating
our students about the rest of the world. Lacking this stability can create situations where
misunderstandings will be prevalent. Presently, American students know far too little
about the world and are dangerously uniformed about international matters (Engler &
Hunt, 2004). This deficit of knowledge places American students at a disadvantage
across various levels; education, the workforce, and politically. This combination
prevents students from playing a constructive role in the 21
st
century and further calls for
a globalized education to be a major objective for schools.
From a standards-based perspective, Americans have made many strides,
particularly in deciding what and when students should learn things, but the standards
lack the ability to gauge competitiveness in an international workforce and understand
effective world cultures and languages (Engler & Hunt, 2004). Certainly, the ability to
teach students to succeed not just within the boundaries of the United States but also
around the world requires a global education. The ability to grow and expand will come
with forays into foreign markets that require knowledge of those markets. Even the
capability to possessing a job in the current workforce will become increasingly
dependent on foreign markets. The loss of jobs to other countries, for example, may or
may not be attributed to globalization but is a pressing concern for education in the

27

United States and it is becoming increasingly evident that American workers need new
skills to compete in markets that are moving technologically quicker than ever before.
The loss of lower-skilled jobs to foreign markets is a call for greater knowledge and skills
and the loss of high-skilled jobs to foreigners in general leads to a similar conclusion.
The ability to take make global education part of curriculum is necessary in order for
American students to attain international exposure, understanding of cultures, and
ultimately remain competitive in a global market.
Making economic, political or societal changes without understanding all aspects
that affect the decision is not suitable to success. If we want students to grasp the nature
of the world they live in they must have the capacity to make decisions and choices based
on a thorough understanding of every situation (Leeuwen, 2002). It is also important to
remember that learning about the cultures, languages, and societal aspects of other
nations provides students with a better understanding of the world. Furthermore, if we
want students to be creators and producers in a world arena then we need to be aware of
how the formation of a production will run in a global market. You cannot, for example,
expect someone to make business decisions in increasingly multicultural cities without
understanding the various cultures in the city. Language, of course, plays a key role and
is another example of where education is needed; the world is becoming increasingly
linked but that does not mean the rest of the world will speak English. Knowledge of
languages then is a key method in providing students understanding of the world around
them.
In addition, various economic and societal trends further highlight the need to
educate students about understanding differences is our increasingly multicultural

28

societies. Economically, there is no denying that the strengthening of Asian economies
and the eventual industrial growth of Africa will only require further education of global
culture. Although this could be viewed from the perspective of competition, it can also
be seen as an avenue to open up communication of collective growth as a world rather
than as individual nations. Regardless of perspective, American companies expect the
majority of their growth to be in overseas markets which means that they will require
internationally competent students (Stewart, 2007). Technologically, the innovations of
communication are continuing to show that as a planet we are becoming more and more
connected. Even from a national security standpoint, every issue from the environment,
diseases, energy, water resources and the threat of terrorism has an international
dimension (Stewart, 2007). To see the future of this country decided by a block of voters
who do not understand other cultures and markets around the world would be placing the
nation at risk. In regards to education, a sticking heads in the sand feeling or the idea of
isolationism, similar to the US prior to WWII, should not be an option. It will simply be
ignoring the growing needs of a globalized world.
Furthermore, the economies and politics of our nation will need to adapt to the
complex forces of globalization that will require new forms of teaching and learning.
Currently K-12 education does reflect many of the realities in our world today (Levine,
2005). Levine (2005) further adds that only one-half of our high students study a foreign
language and only an elementary level; and teachers are not prepared to teach about the
greater world. These details, of course, can have serious consequences for the future of
the American nation as we currently know it. If you are not educated about the forces of
globalization, it will be difficult to make informed decisions on issues affected by the

29

greater world. As economies change and politics follow suit, we will need the capacity to
adapt to those changes. Issues such as poverty, terrorism, diseases will require increased
knowledge of other world religions, cultures and Languages (Levine, 2005). These
realities continue to push schools to think about the rationale behind the necessity of a
global education.
Despite the fact that the United States is a world leader in many aspects, the
nation also continues to be characterized by a growing cultural diversity and so it is
imperative to educate students about our world (Lieber and Weisberg, 2002). It is
undeniable that the United States plays a major role in the greater world considering the
nation’s impact on economics, politics and culture. Lieber and Weisberg (2002) point
out that the United States accounts for a fourth of the world’s economic activities, is a
leader in information technology, accounts for three-fourths of the world’s Nobel
prizewinners in science, medicine and economics while also playing roles in banking,
private enterprise, entertainment and more. Consequently, this has led to the United
States becoming a major world contributor but also can lead to heavy backlash when
considering the growth of globalization. Depending on which society you visit, you can
have an accepting society or a very skeptical society in regards to values and culture. Is
globalization really just another form of American intrusion or something that is out of
the control of American ideology? The answer lies deeply with the values of a society
and it is becoming more apparent that if you believe that the idea that globalization is not
a force governed exclusively for the economic benefit of the United States, then you must
be able to defend your rationale. This comes with understanding the values and cultures
of other nations. The reaction of globalization and America’s role in it can take on many

30

different and roles and intensities depending on where you visit (Lieber and Weisberg,
2002) and so it is imperative to know the places that you visit so that stability and
dialogue ensues as opposed to misunderstandings. The roots of this idea lie in the
education of our students towards understanding the cultural diversity of the world while
still being able to compete in the same global market; not through force or even mistakes
but rather with knowledge.
Inevitably, globalization brings to the surface many challenging issues such as
poverty, terrorism, privacy, disease, culture and more and in turn this requires syntheses
of knowledge and processes to understand the issues on a grander level. Globalization is
creating changes that can be as revolutionary as the changes the Industrial Revolution
created three centuries ago and in turn, this requires a fundamental rethinking of the aims
and processes of education (Suarez-Orozco, 2004). Continuing to teach without
including international facets is denying even the possibility that globalization is
happening and this could be a critical mistake for our students and ultimately the United
States. This is itself, is reason enough to think about how to make these changes happen
in education. The issues of poverty, terrorism, privacy and disease can lead to extreme
divides in the way different societies think about those issues, however, when it comes to
culture the impact of globalization is seen as more of a side effect (Lieber and Weisberg,
2002). Even culturally, however, globalization can be seen as the promotion of
integration and the removal of barriers as well as many other negative aspects of cultural
ignorance; globalization can also been viewed as an evil movement that promotes
capitalist agendas of multinational corporations and institutions (Lieber and Weisberg,
2002). This duality cannot be ignored in the realm of education. To be educated about

31

the world and its many facets does not make one or the other more correct. In reality,
education systems that focus solely on a narrow minded perspective that ignores global
perspectives on challenging issues may very well become obsolete and the education
systems that do focus on a globalized curriculum might be better suited to find success.
To compete successfully in a global world American students need knowledge of
foreign languages and cultures to work effectively with other parts of the world. Students
need to understand how those cultures and values work with the political, economic and
societal complexities of the globe. These same students require knowledge of the
environment, languages and integration of all these features. The idea of a global citizen
then, could be defined as a student who has knowledge of the various aspects of foreign
cultures and is able to understand how those cultures integrate politically, economically,
and socially in a technologically connected world. If part of discovering and knowing
oneself is knowing about the world, then global citizenship is an appropriate way to
frame what the aims and goals of what education should begin to think about (Braskamp,
2008).
Ultimately, education must begin to think about a curriculum that incorporates the
numerous growing globalized trends and imparts globalized skills so that students are
ready to participate in the global world. This includes a growth in international studies
and how various values and cultures connect and integrate in our political and economic
realms (CED, 2006). Education must also begin thinking about how to train teachers on
international affairs, how to create internationally themed schools, how to integrate
foreign languages into curriculum, how to modernize our communication and technology
so that students are better prepared for a newly connected world (Levine, 2005). All of

32

this will set students to be understanding of other cultures but also compete in a global
market because of it. Saying the world is getting smaller or saying the world is getting
flatter is almost cliché but it does not make it untrue. Therefore, it is vital not to limit
perspectives of how education can prepare students for this global world. Economically
it makes sense, politically it makes sense and socially it makes sense. Even in terms of
global citizenship education should seek to develop a curriculum that is about
understanding, respect, justice, equity, fairness and how we as a planet can work together
to achieve those virtues (Braskamp, 2008). Suarez-Orozco (2004) notes that education
should seek to combat the inequities across the world so that a global education does not
ignore a growing number of immigrant students that are vital to the growth of the United
States as a peaceful and stable nation. In the end the forces of globalization are too
strong to ignore and education must begin or continue to provide an international
curriculum. With some notable exceptions, many schools are not doing a good job of
teaching our students about our world outside of the American border (Levine, 2005).
The next step then is to locate schools that are making attempts to educate about
globalization, and uncover what they are doing to make this happen.

Best Practices
Building education’s capacity to infuse international content and perspectives
within rigorous and engaging course work, addresses many of the concerns about
globalization. As noted earlier, it would be unwise to ignore globalization in education
and it is important to see what needs to be done and what is being done in terms of a
globalized curriculum. The committee for economic development (CED, 2006), for

33

example, believes that international content should be taught across curriculums and on
all levels in order to expand American students knowledge and understanding of world
cultures. Specifically, international content should be integrated into K-12 standards and
should require every student to demonstrate global literacy (CED, 2006). This global
literacy could mean proficiently learning another language but also overall knowledge of
geography, issues and cultures around the world. This globalized cross-content
curriculum would benefit students by not taking away their current core subjects, but
instead fusing it with a global theme. Those that would argue for more localized
curriculum should know that it is becoming increasingly difficult to think of even
localized history and curriculum without the element of multiculturalism. In addition to
the fusion of curriculum, teacher capacity must be built in order for teachers to have the
necessary skills to teach what even they may not be familiar with. Whether this is
through professional development or teacher education programs it would be beneficial
to boost the capacity of teachers in an international realm.
Some schools, such as the Network schools, have provided detailed frameworks,
curriculum units and intensive professional development already (Jackson, 2008). They
have made learning other languages, like Asian languages, a strong part of the schools
curriculum. In addition, they have supported a teacher’s ability to thoughtfully infuse
international content and performance standards (Anthony Jackson, 2008). These
examples showcase a school that is gearing up for a better future and, at the core, have a
curriculum that emphasizes college-ready skills and global awareness. Some of these
Network schools have been running since 2003 with initial support from the Gates
Foundation and a partnership with the Asia Society who in turn partner with school

34

districts and charter foundations to create International Studies Schools Network
(Jackson, 2008). As of 2008, Network Schools have been running a curriculum based on
integrating knowledge of the world and the necessary skills to compete in it. These
partnerships and schools serve as an example of the necessary framework needed in order
to find success in running globalized schools. From able leadership, partnerships,
development of teachers and integrated curriculum, the examples showcase some of the
best practices in a K-12 setting.
International study schools should prepare every student for post-secondary
education and for working and living in global society. It is important to note then, that
there is no one-size-fits-all blueprint for an international curriculum nor should thinking
about curriculum be a “frosting” on top of existing curriculum (Jackson, 2008). Instead,
schools need to prepare for post-secondary education by providing students with an
integrated curriculum with detailed planning and room for development. Subjects such
as science, social studies, mathematics can be taught with a world perspective while
mixing in necessary skills those students will need in the future. At an International
school in Texas, for example, all sophomore students participate in a Model United
Nations experience that requires thorough research and later represent a country’s
position on an important world issue (Jackson, 2008). This, example showcases the
ability to use skills such as analysis, interpretation, presentation and more with the added
element of international exposure. Across all subjects, it is not a matter of superficially
adding something over existing things, but a matter or rethinking how and why content is
being taught.

35

Global schools also emphasize world languages while using the best available
technology to get lessons across. A great example of this is found in Chicago where the
Walter Payton College Prep school, founded in 2000, prepares students for leadership in
their community, the nation, and the world (Stewart, 2008). All students in this school
study a world language for four years and experience a home-stay exchange with sister
schools in China, France, north Africa, Japan, Switzerland, Chile, Italy or South Africa
(Stewart, 2008) and while this experience gives valuable exposure to American students
it also provides a framework for cultural understanding in a way we have not seen in
education. All of the Network schools mentioned earlier provide students with a similar
opportunity of studying a language for their school careers including at least one Asian
language and this experience aptly gives students the opportunity to understand the
behaviors, norms and traditions of everyday life other cultures (Jackson, 2004). This, of
course, is not a watered-down language course that is taught superficially and from which
students leave with minimal functionality in the language. These global schools have
infused technology including videoconferencing, social networks and more (Stewart,
2008). Global schools are ones that add importance to language by targeting world
knowledge and allowing students the opportunity to utilize global skills in a language
other than English. A Network school in Denver, for example, frequently holds World
Language Days that allow students to use their language skills through conversations
with native speakers in local Chinese Markets, Spanish-Language media, cultural fairs
and other community settings (Jackson, 2008). All of these are examples of placing
importance to the need for cultural awareness while also giving American students
invaluable use of other languages that will bode well for them in the future.

36

All of this does not mean that creating and maintaining global-minded schools
will be easy particularly in urban school districts. Schools that run International
Baccalaureate (IB) programs have been shown to be important signs of college readiness
but there is little empirical evidence to justify these types of schools and/or programs to
stimulate high academic achievement among low-income Latino and African American
students without the implementation of academic and social support mechanisms to
ensure that students could meet the numerous challenges of an IB program (Mayer,
2008). All of the aforementioned content, from language to international subject
melding, requires careful support so that programs do not crumble under lofty
expectations. Not every school has selective enrollment and this important facet, along
with the fact that these programs should be available to all students regardless of socio-
economic status, mean that students will enter with various levels of academic readiness.
The IB program in Jefferson High in California, for example demonstrates a school that
had to carefully prepare their program due to open-enrollment (Mayer, 2008). This
example shows that there is no one blueprint for success, that global-minded schools can
achieve success urban school districts and that each school needs to find a careful balance
and support system in order to establish a successful international program. For Jefferson
High, support came with direct student counseling, academic enrichment opportunities
such as after-school tutoring, and social scaffolds such as peer groups (Mayer, 2008).
For any school that attempts an international curriculum, particularly in urban school
districts, it is imperative to understand the necessary supports and scaffolds that will be
necessary in order for the program to work. Without these you will be throwing students

37

into a lake without teaching them to swim. Although that approach works for some
students it will more likely than not keep most students and schools under water.
Partnerships and connections to political and cultural organizations will also play
a key role in the success of globalized schools. International education needs to include
contact with students in other nations to address the tremendous misinformation about the
US among students around the world and there is a great need for US students for greater
understanding of the myriad of cultures that will be presented to them throughout their
lives (Engler and Hunt, 2004). It will require a host of partnerships in order to make
globalized education a reality. These partnerships must foster the necessary background,
growth, implementation and reflection to allow the internationalization of curriculum to
occur. Possible connections range from universities, to school districts, to parents, to
other domestic and international schools and even the private sector. Connecting policy
to education can have positive influence on understanding what needs to be implemented.
Universities, meanwhile, will play a vital role in educating teachers on how to teach
about a globalized world. In a rapidly connecting world our understanding of other
nations and regions will help empower our students to find success in the current market
place (Engler & Hunt, 2004). One Network school is working in partnership with
Stanford University to develop a digital portfolio system that will provide a better gauge
of whether students are truly prepared for college success and global citizenship
(Jackson, 2008). Ultimately, the word globalization implies a connection that is not a
fallacy in our current world and so connections should be made in order for any school to
find success.

38

Communities and small schools will also play a role in the success of globalized
schools. All of the Network schools are small, roughly one-hundred plus students per
grade level and each school has an advisory component as part of a relationship driven
environment (Jackson, 2008). Working with parents will allow the school to understand
the schools own culture and education will be the spur for parents to understand other
cultures. It would not be far-fetched to say that one of the first steps in a globalized
education is to engage parents in the same international frame of mind necessary for the
demands of our world. Advisory components also have the ability to nurture teacher
student relationships in many positive ways. The guidance and support of these types of
relationships can prove to be pivotal as students work towards understanding of other
cultures. It is culture, in all its various forms, that serves one of the primary carriers of
globalization and values and understanding culture means understanding relationships.
Building these relationships as a fundamental core in internationally-minded schools will
ease the ability to do this.
This also means that teachers need to be adequately prepared in order to make a
globalized curriculum possible. Existing teachers require professional development to
prepare them to teach about an international curriculum and teacher-education programs
will need to broaden their approach to content-specific teaching methodologies. All
states will need to work through their own certification process and with higher education
in order to internationalize teacher-education programs (Stewart, 2008). This will, of
course, be much easier said than done but can and should not be overlooked in this entire
process. As usual with any change in direction or policy, it will be teachers in a
classroom implementing and this will require teachers who are able to understand other

39

cultures, is able to teach global-minded skills and is able to understand that their
respective subjects are inextricably linked in a ways that require partnership and
innovation. Once again, you do not want a situation where students have learned to swim
and you throw them into a lake but there is no one to guide their direction.
Ultimately, globally oriented schools have key elements such a global vision,
international aware faculty, integration of international content into the curriculum, and
the belief that a globalized education must help students understand that they can learn
new things, remain committed to their own traditions and, congruently, be open to other
cultural, social and political possibilities. Each globalized school has elements of
integration of international content, teacher development, use of world languages, use of
technology, awareness of own culture and other cultures and necessary supports to make
all of it mesh. National and state leaders, universities, districts, parents will all need to be
involved in this process. It is important to note once more that globalization is not an
ideology; it is a reality that requires American students to be ready for a different world.
Ideally there should be a redefinition of what is required from our students in order to
achieve K-12 graduation and there should be accountability involved in all of this. What
existing schools have shown is that there can be measured success with an international
curriculum.

Implications/Further Questions/ Conclusions
Globalization will continue to be a powerful movement of worldwide change and
we need to better understand what factors can best be used to prepare children to engage
in a global world. Not all questions have been answered. Though there is a basic

40

framework for what is needed and what certain schools are doing these are only pockets
of success. What can be done to convince parents, schools, districts, universities and
policy makers that a globalized education is necessary for the success and survival of our
nation?

41

Chapter Three: Methodology
Introduction
The purpose of the study was to identify curricular elements and their associated
student outcomes among California schools that address globalization. For this study, a
specific school was selected as part of a thematic dissertation team of eight. The eight
schools were chosen because they fit the criteria set for what it means to address
globalization. The thematic group qualified schools that, among other facets, contained a
global mission and vision, a global culture including leadership and teacher buy in,
studying of foreign languages, integration of global curriculum, partnerships, professional
development, collaboration, project based learning and an overall sense of global
citizenship that includes service and environmental awareness.
The research literature has steered this study through awareness of globalization
in history, specifically within education. In addition, there is a clear rationale for having
globalized curriculum and other global aspects in schools. The research also
demonstrated to the dissertation team the current best practices that are taking place in
schools that have some elements of globalization. This combination of research literature
created the need to identify what particular curricular elements are present in California
schools that do have a globalized theme and what are the perceived student results that
are produced from this globalized perspective.
This case study was one of eight in a thematic dissertation group. The group met
from November of 2009 through April of 2010 to share resources such as literature
reviews and other information on globalization. In addition, the group developed
research instruments, designed the course of study, while setting deadlines for completion

42

and approval. The group evaluated the findings from the literature and compiled the
questions and instruments needed to continue the study. Each of the case studies stands
alone as an individual case that is unique to the school but the combination of each case
study adds further evidence in answering and fulfilling the purpose of the study as well as
addressing the necessary research questions. When all the studies are combined they add
knowledge into what specific curricular elements that are present in schools that address
globalization and what the related student outcomes were.
Case studies have a variety of methods to fulfill the purpose of the study and
answer the research questions that cannot be accomplished through quantitative research.
The depth of each case study has the potential to enrich a study through examining a
phenomenon from varying perspectives. Included in this is the idea that for case studies,
a substantial amount of data is collected in a variety of forms about the specific case
selected to represent the case (Gall, Gall & Borg, 2003). In terms of answering the
appropriate research question qualitative studies can bring a case to life in a way that is
not possible using standard statistical methods and case study reports have a better
foundation for developing patterns and descriptions (Gall, Gall & Borg, 2003). The
variety in data collection and the vividness of descriptions can take analysis deeper than
just numbers on a page. Furthermore, case studies give the researcher the flexibility to
change a point of study or adopt new data-collection methods (Gall, Gall & Borg, 2003).
This allows for instruments to be tweaked and different questions to be asked whenever
necessary.
Case studies also have limitations and delimitations, however. If this particular
study was the only one that was developed, it could make it difficult to develop

43

associations from it. Furthermore, the fact that ethical issues could arise if a study cannot
mask the identity of the organization and/or individuals who were studied (Gall, Gall &
Borg, 2003). Also, most case studies are also a snapshot in time which is a limitation;
they are only as valid from what you gathered at the time of the actual data collection
period. The first limitation of this discussion, the fact that it was only one, was eased by
the fact that this case study was not singular but rather one of eight in a thematic
dissertation group. Each individual case was unique but each study was striving to fulfill
the same purpose and answer the same research questions. For example, it would be
telling if one curricular element was found to be important but it would be a stronger case
if that element was found in all eight schools.
Furthermore, this case study uses triangulation, a process where researchers use
multiple data-collection methods, data sources, analysts, or theories to check the validity
of case study findings (Gall, Gall & Borg, 2003). This process will help to eliminate
biases that could arise from relying exclusively on any one data-collection method,
source, analyst or theory.

Research Questions
This study addressed the following research questions:
1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization? In other words, what are they
doing on purpose to organize globalization into their school?
3. What perceived student behaviors /outcomes are seen as a result?

44

These research questions were aimed at finding what particular elements were
included in schools that do embrace globalization in their curriculum. In addition, this
study aimed to find the organizational structures that aided each school in supporting a
global curriculum. The research questions helped to address the question of how
curriculum was structured and how are the different functions in the school organized so
as to allow the fusion of a global curriculum. Additionally, the student
behaviors/outcomes that result from the globalized curriculum will be observed.
These research questions were developed by a thematic dissertation team that met
from October of 2009 through April of 2010. To develop the research questions the
thematic dissertation group collected research on what globalization is, the rationale
behind using globalization in curriculum and the current best practice on globalization.
To check that each research question was being answered in more than one way
we created the research triangulation matrix (Appendix G). This matrix highlights each
of the research questions and shows how each of the research questions will either be
observed or noted in an interview or survey.

Conceptual Base
The conceptual base for this case study relates to human capital theory. Human
capital refers to elements such as knowledge, competencies or personality attributes
towards the ability to produce something of value (Salamon, 1991). This specific study
was based on the foundation that skills and knowledge can increase human productivity
but they are also unpredictable and cannot be placed without context. The foundations of

45

this case lie with the belief that our environment is pushing demands on leaders and
programs and how those leaders or programs adjust to better produce human capital.

Figure 1

Conceptual Model
For our case study our thematic dissertation group met to discuss how our purpose
and research questions fall conceptually. Ultimately, the group decided that the
environment places demands on education and this includes globalization. When
globalization begins to place demands on the environment there is a very simple logic to
how to work with these demands. The environment causes needs and it is up to the

46

leaders to develop programs that produce desired student outcomes. The environment
can also place demands on existing practices that again affect programs and their
associated student outcomes. This reciprocates because understanding and reflecting on
student outcomes again forces leaders to examine what is being done correctly and which
practices are or are not working. All of this is encompassed by ever present
environmental demands.
Specifically for this case study globalization and the background and rationale
described in chapter two is forcing institutions and their leaders to think about how their
programs are working and what results are being produced. Recall that human capital
theory is about using human knowledge and it is widely believed that our secondary
schools are not producing major gains in this respect (Salamon, 1991). Salamon (1991)
states further that our nation’s public schools lack the systems capable of meeting the
nations’ labor force and research further argues that our labor force must become
increasingly globalized. The model then demonstrates how leaders influence programs
and how those programs and activities produce student outcomes. The arrow linking
everything together highlights the need to constantly reflect on leadership, programs and
outcomes and how they are influenced by the environment and what changes are needed
to produce desired outcomes.

Research Design
This study used a method where the research design included a combination of
qualitative case-study research methodology. The methods of data collection included

47

observations of individuals and activities at a select school site, interviews,
questionnaires, and the examination of existing school documents.
In a case-study that is qualitative in nature, the design of each study is specific to
the phenomenon being studied as well as the researcher conducting the study (Gall, Gall
& Borg, 2003). In addition, the essence of a case study according to Alan Peshkin (2000)
is interpretation. The dissertation team the sought to design research instruments that
were specific to the phenomenon we wanted studied while making sure that we could
give importance and order to the study.
Case studies also focus on depth not breadth. In case studies, a substantial
amount of data is collected about the specific case from a variety of angles. This allows
for the study to have more meaning by adding valuable perspectives not only from
quantitative sources but from unquantifiable sources.
In anticipating the need for laying the foundations for this study the thematic
dissertation group began reviewing literature in October of 2009 on the historical
background of globalization, the rationale behind globalization and the examples of best
practices of schools that have elements of globalization. In February of 2010 the
dissertation group used the knowledge from the literature and the combined research to
develop a conceptual model for the study and to create research questions. Once this was
finished, the group moved forward with identifying the criteria for schools that qualified
for our research.
The next step was going back to the research question and deciding what evidence
would be needed in order to answer each part of the research questions: curricular
elements, organizational structure and student outcomes. It became clear that in order to

48

achieve the purpose of this study the dissertation team would need to develop specific
tools to help sort through the criteria. Eventually, the thematic dissertation group focused
on four ways of collecting data. These include observations, surveys, interviews and
examination of documents. Each of these tools allows the dissertation team to triangulate
the data.
The process of collecting data in multiple methods helps check the validity of the
case study findings (Gall, Gall & Borg, 2003). However, the key to triangulation is in
varying the approach to data collection and this helps cross-check qualitative data even
with quantitative data. This is not only used to find consistencies but also contradictions
amongst the different case studies. With this in mind, the dissertation team assembled a
combination of data collection to help evaluate the results.

Population and Sample
This case study focused on one high school that meet all the criteria decided upon
by the thematic dissertation team. These elements included:
 Global education in its mission statement.
 Can be elementary or secondary schools.
 Public or private.
 Reputation/title
 Programs (ISSN, IB)
 Embrace globalization
 In CA.

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Instrumentation
For the purpose of this study the dissertation team developed the following forms
of data collection: observations, surveys, interviews and document analysis.
These four data collection instruments were developed with the help of Bolman
and Deal’s (1997) four frames of leadership. Using the Political, Symbolic, Structural
and Human Resource Frames of Bolman and Deal (1997) was an effective means
towards understanding the case study. The various curricular elements, organizational
structures and student behaviors within the school can be separated into these lenses in
order to understand the data in application to the context of the school. The Symbolic
Frame is useful in understanding the culture of the school and the symbols that are
important to it. The Political Frame helped the dissertation group understand the key
objectives and goals of the school and how resources are allocated to meet those needs.
The Structural Frame assisted in comprehending the beliefs and the values that the school
holds. Lastly, the Human Resource Frame is useful in understanding the human
interactions at the school. The combination of these lenses allowed questions to be
developed that connected with political, structural, human resource and symbolic
elements but all relate with either curricular and organizational components as well as
with student behaviors.
The research instruments for this and the other seven case studies from the
dissertation team were developed to fit within those frames and also are supported by the
current research literature. First the survey questions (Appendix C) were developed.
These questions were designed to ask about the curricular and structural elements of the
school that support globalization. The survey is also used to identify perceived student

50

outcomes. A scale of one to four was used with one being the lowest degree and four
being the highest degree. This survey is given to the school faculty including the
administration. Questions range from student awareness and knowledge to the logistical
aspects of the school; such as staffing, materials, and the overall curriculum.
The observation framework (Appendix D) was developed to help organize data
collected through observations. The instrument will focus on observing interactions and
the overall environment of the school and in the classroom. The observation is looking
specifically for staff interactions, greetings, integration, extra-curricular activities, lunch
activities, awareness of the school vision and mission, the course objective, student work
and the structure of the programs and institutions at the school.
Interview questions (Exhibit B) was developed to assess the staff’s opinions on
various questions that could not be answered in the questionnaire. The interview also
allows for greater depth in answer questions about curricular elements, organizational
structure and perceived student behaviors. The interviews were designed to not take
longer than thirty minutes and were made for interviewing a variety of different people
including administration, teachers, parents, leadership teams and aids and assistants.
Determining who was interviewed depended on the justification on why that person
needed to be interviewed. The interview questions ranged from familiarity and
execution of globalized curriculum, fusing of cultures, technology, hiring process,
professional development, programs and student results and behaviors.
In addition, all of the interview questions were examined to decide what the focus
of each specific question was and what time period data would be collected. (Appendix
F) highlights what the interview questions focus on ranging from behaviors, opinions,

51

feelings, knowledge, sensory and background. It was determined that most of the data
collected from these foci would come from the past or the present experience and only a
couple would indicate something about the future.
Lastly, the analysis documents (Exhibit A) were asked for in order to provide
additional information that helps to answer the research questions. The dissertation team
carefully picked documents that would provide a snapshot of the school setting,
curricular elements and perceived student outcomes.
As mentioned earlier, all of these instruments were developed by the thematic
dissertation team and allows for the various instruments to be sorted in response
categories based off the respective research questions

Data Collection
Data collection took place on the school site over a period of a week. Additional
information was obtained through phone interviews, web sites and document review.

Documents included:
 Curricular Elements
 School site Language plans (online, site level administration, district)
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)

52

 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 Structure
 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)

Perceived Student Behaviors
 Administrators in charge of discipline for SARC, AERIES, Infinite Campus,
school/district wide information data systems
 School Globalization theme embedded Rules

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 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

Websites:
The websites included the main school website as well as any pertaining links.
Interviews:
Interviews were completed at the school site and took place over the course of
thirty minutes. Each interviewee was given the questions in advance and their responses
were recorded. The recorded responses were then coded and separated by research
question.
Observations:
Observations were conducted over the course of one consecutive. Observations
were then divided up into themes and questions depending on how the observable data fit
the criteria of the question.

In April of 2010 the thematic dissertation team met with the University of
Southern California’s Institutional Review Board (IRB). This was to complete the proper
permission to be able to conduct the case study. Every member of the dissertation team

54

signed up to USC’s I-Star system and completed the necessary coursework to be
approved to conduct the case study and specifically to study human subjects.

Overview of School
Global Academy has elements in their curriculum that address globalization and the
mission of Global Academy adheres to the globalized elements necessary for them. For
the purposes of this study a school was needed that included global vision, mission
statement, and purpose. The school also needed to have a foreign language curriculum,
use technology to enhance learning, and have partnerships and international programs.
Global Academy fulfills all of these requirements while maintaining high academic
standards. Global Academy also seeks to offer students an opportunity to be prepared for
complex, sophisticated, diverse and increasingly interconnected world. Lastly the school
pushes for students who are truly internationally-minded, critical thinkers, articulate and
passionate global citizens.
Given that Global Academy was selected as a focus of this study because it offers all
of these elements and will be a key move towards fulfilling the purpose of our research
case study which was to find the curriculum elements present in school that address
education in CA and what the student outcomes are.
Global Academy is a private school that is selective with admissions but maintains a
diverse school in regards to international cultures. Due to the school’s private
background there are no specific numbers on the exact demographics of students
although they do publicize that students are represented from over 50 nationalities around

55

the world. Additionally, Global Academy also fits the criteria through the diverse faculty
present at the school. The teachers represent at least twenty five different countries.

Validity and Reliability
As noted earlier, being able to attain validity and reliability in a qualitative case
study are important in understanding the results of the data collected. The reliability and
validity of this study were attained through triangulation. The various forms of data and
instruments all helped in tackling the case study from a variety of perspectives. This
depth provides adequate enough data to associate behaviors, outcomes and patterns,
In addition, the review of the literature that included the background, rationale
and best practices of globalization in schools helped to attain validity. Lastly this case
study was one of eight in thematic dissertation groups. The eight dissertations help
establish patterns that can support or dispute many of the claims derived from the data.
The eight case studies also create a basis for comparison among the dissertation team and
make it increasingly unlikely that generalizations will be made.
Another instrument (Appendix E) highlights who will be interviewed and how
they will be interviewed. The principal, for example, will provide data through a
structured open-ended interview, and open-ended written questionnaires. Other parties,
such as department chairs will be interviewed through a structured open-ended group
interview and open-ended written questionnaires.

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Data Analysis
The following six steps of data analysis and interpretations outlined by Creswell
(1997) were used for the purposes of data analysis in this case study:

1. The researcher organized and prepared for data analysis using appropriate
methods for each data type
2. The researcher read through the data to get a broad view of responses and a
sense of major themes
3. The researcher used a color coding method to chunk the data into identifiable
areas
4. The researcher generated detailed descriptions and themes from the chunks or
identifiable areas
5. The researcher created a qualitative narrative from the themes that addressed
the perspective of the participants studied
6. The researcher interpreted the data and drew conclusions from the findings
that addressed the research question, confirmed connections to the previous
research literature and led to suggestions for further study.

For the purpose of this study all of the data collected was connected over the
period of a week and then later sorted. Data was coded to either one of the research
questions including the curricular, political and student outcomes as well as by the data
collection instruments. The researcher interpreted the data and drew conclusions from
the findings that addressed the research question, confirmed connections to the previous

57

research literature, as well as leading to emerging themes, recommendations and
suggestions for further study.

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Chapter Four: Findings
Overview
The purpose of the study was to identify curricular elements and their associated
student outcomes at a California school that addresses globalization. Chapter four
presents the findings from the case study at Global Academy and discusses the curricular
elements, organizational structures and associated student outcomes of a school
embracing globalization. The data collection and analysis were completed to answer the
following research questions:

1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization?
3. What perceived student behaviors /outcomes are seen?

The data collected was primarily qualitative; however, quantitative data was also
obtained. The data collected by the researcher was generated from document reviews,
observations, interviews, and teacher surveys.

Background of Global Academy
Nestled almost inconspicuously in the middle of an urban California city, Global
Academy almost blends in the surrounding environment as another building. Once
spotted, however, the school’s presence becomes increasingly noticeable on the street, as
well as in the surrounding community. Global Academy is a small independent (private)
four-year high school located centrally in a city sprawling metropolitan city; a city with

59

visibly abundant riches but also noticeable poor. During its’ near thirty-year history in
this city, Global Academy has managed to maintain a co-ed, college preparatory school
whose essential value is that of diversity. Diversity is the cornerstone of Global
Academy’s mission statement and the school attracts many students of various
backgrounds into their campus. This is not the diversity that one would think of in
California schools, however. Instead, the diversity in Global Academy is more of an
international variety.
Global Academy has students from varied and international backgrounds and
boasts accreditation by the Western Association of Schools and Colleges (WASC), The
French Ministry of Education, the Council of International Schools (CIS), the California
Association of International Schools (CAIS) as well as being a member of the European
Council of International Schools (ECIS). These memberships and accreditations allow
Global Academy the partnerships and memberships it needs to truly fulfill its’ mission of
a diverse and international high school.
The student population of Global Academy is approximately three-hundred and
forty students, definitely a small student body, but among those three-hundred and forty
students there are over twenty nationalities represented. The teachers and staff at Global
Academy, many whom hold advanced degrees, derive from at least eleven nationalities.
This international combination gives students the remarkable opportunity to embark on
education and cultural exchanges abroad, learn modern foreign languages and take part of
a curriculum geared towards preparing students for the current and future world; a world
that is tied closely with pressing global implications.

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Global Academy has both the International Baccalaureate (IB) and the French
Baccalaureate (FB) in their curriculum that provides an eclectic and diverse learning
experience for its students. Mr. Landon Bruce, the school principal, notes in his
introductory letter that this curriculum provides students with the breadth and depth of
education that builds a foundation for success not only for university preparation but also
for a life in an increasingly connected world. The school offers not only French as one of
its languages but also teaches Chinese, Italian, Spanish and German. These languages,
coupled with a rigorous academic curriculum, tie closely with Global Academy’s belief
that students should be internationally-minded, critical thinkers who articulate well and
are also passionate global citizens.
Global Academy’s mission is the following: Guided by the principles of academic
rigor and diversity, Global Academy offers programs of study in French and English to
prepare its graduates for a world in which the ability to think critically and to
communicate across cultures is of paramount importance. This mission is the cornerstone
and backbone of everything it wants to accomplish and is the same mission that the
school began with over thirty years ago.
Guided by this vision, it is evident that Global Academy’s focus is an
international one that establishes thorough expectations for its students. Global Academy
would like its students to be multi-lingual while developing a deep understanding of
global context that transcends the typical American high school experience.
Global Academy also makes it clear that one if its goals is to get students into,
and succeed in, top universities across the country and the world. Global Academy
actively seeks to give its students an international perspective along with a high level of

61

knowledge, liberal arts, critical thinking, languages, critical analysis and the ability write
clearly and concisely while simultaneously allowing each student an understanding of
what it means to be a global citizen. In addition to the curriculum and testing, students in
the International Baccalaureate program are required to take a Theory of Knowledge
course and ultimately produce a personally researched 4,000 word “Extended Essay” and
are expected to complete 150 hours of (CAS) Creative, Action oriented, and Service
related activities.
Students at Global Academy are guided through an intense academic
environment where practically all graduating students will move on to four-year colleges
and/or universities. Although students do not have to, most will select to participate in
either the International or French Baccalaureate programs. These rigorous programs
require a level of commitment and motivation from students in order to attain success and
most students at Global Academy are competitive about their education. In fact Grade
Point Average (GPA) distinctions are so small at Global Academy that the school no
longer ranks students individually. For the class of 2008 the GPA break down was the
following

Table 1: Class of 2008 – Average GPA
4.24 - 3.90 30 Students
3.89 - 3.35 51 Students
3.34 - 2.89 15 Students

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In addition, 2009 saw 38 of 49 students awarded the full International
Baccalaureate diploma and all 16 students who participated in the French Baccalaureate
were awarded the diploma, 11 of them with honors.
Below are the mean scores for the SAT I and II:

Table 2: Mean SAT Scores -2010

Between 2009 and 2010 Global Academy also had 6 semi-finalists for the SAT’s
National Merit Program and 12 Commended Scholars based of their SAT scores. These
numbers show that Global Academy is above average in regards to the few standardized
exams students at the school participate in.
It is important to note that Global Academy is part of a K-12 system that begins
with a French Immersion K-5 and a 6-8 middle school. All of these schools are tied
SAT I Mean Scores Math: 624
Critical Reading: 631
Writing: 639
SAT II Mean Scores Literature: 614
Math I: 616
French: 746
World History: 666
Math II: 615
Chemistry: 667
Spanish: 642

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under the leadership of one organization and Head Master. The Head Master controls the
greater organization of the schools while the various principals run the day to day
routines and exercises at the local schools. The elementary and middle schools provide a
path for students to have a global curriculum from a very early age. However, not all
students at Global Academy feed in from the elementary and middle schools in this
private school system. More than half the students at Global Academy come from other
middle schools in the area. Although the greater school system that Global Academy is
part of began in 1962, Global Academy’s history began in 1977 and it was not until the
mid 1990’s that the school moved into its new building. Still Global Academy has had
over thirty years of experience with global curriculum.
The entire school system has an average of nine-hundred and fifty students in the
schools at one time and the school establishment is the largest French/English school in
the state of California and offers an international curriculum with both French
Baccalaureate and International Baccalaureate certification.
The school system is managed by a Head of School who works with the Head of
an Adjoint au Proviseur who oversees the fidelity of the French program. There is also a
lower school principal, middle school principal and of course the principal at Global
Academy: Landon Bruce. At Global Academy, Mr. Bruce overseas the day to day
operations of the high school while reporting to the Head of School. Working with Mr.
Bruce there is a Director of High School Admissions, an Assistant Principal, and a Dean
of Students. The greater school program also has a Chief Financial Officer and a
Director of Marketing.

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The management team also works with a Board of Trustees, a group of
committees and related governance entities. These include an Executive board for
Accountability, and Audit board, an Advancement board, a Governance board, a Building
and Grounds board and a Finance board. Other committees include an endowment board,
director for international schools and a board member election process board. This
structure seeks fulfill the mission of the school across all facets of the schools.
Global Academy is clearly a private institution but to understand the school a
greater appreciation of the urban city is also needed. Unlike many districts in California,
this school district sees as many as one-third of its students go to private schools for a K-
8 and/or high school education. Due to this high number of private school students, it is
quite often the private schools that must actively recruit top students to their campuses
rather than the students hoping to get into the schools. There is plenty of competition
from other private schools for Global Academy; schools that are larger both in student
population and also in over-all land space. Global Academy must therefore do a great job
at recruiting top students while justifying their high cost; close to thirty-thousand dollars
a year.
Along with Global Academy being private there is also the issue of money.
Although at initial glance Global Academy is not overtly seen as a school full of
resources, it is eventually obvious that the school does have a lot of economic resources;
much of that coming from the high tuition. The entire six floors of the building are
owned by the greater school system and the top two floors belong exclusively to the high
school. The school has also purchased an adjacent campus that houses their music and
arts programs as well as a gym. For the 2008-2009 school year the greater school had

65

over a million dollars of revenue with the bulk of that (thirty-six percent) coming from
parents. The rest comes from events, foundations, alumni parents, board of directors,
corporate partnerships and smaller family contributions. The bulk of the money (sixty
percent) goes to faculty while the rest is divided between paying a bond; keep the
facilities, the administration team and program/materials and trips. Global Academy has
its’ own endowment fund created as separate not-for-profit corporation early in the past
decade. This endowment was hit hard by the recent financial crisis but still had over four
million dollars available. Some of this money is used to pay off school costs and another
allotment is for financial aid. The money is mentioned because it was also a recurring
theme amongst those interviewed; there is no denying that many of the interviewees felt
that money played some part in the school being able to fulfill its mission and continually
stay abreast of global issues. The school does not have unlimited resources but the near
thirty-thousand dollar a year tuition is more than enough to keep many from even
consider applying to the school.

Global Academy Open House – First Observations
The first introduction to Global Academy began most appropriately with the good
fortune of being able to attend the school’s open house. This was an opportunity for
Global Academy to showcase its program and curriculum to the various prospective
families and students. This open house also provided an occasion to carefully observe
how Global Academy presents itself to the community.
The damp and drizzly morning began with faculty and security escorting
prospective families to the school’s gymnasium. Once gathered and settled the day began

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with a stirring live musical performance that combined the expertise of both students and
teachers alike. The music came alive with adroit performances on bass, guitar but also
bongos, xylophone and a powerful student vocal. It was a lucid first impression to
prospective families; Global Academy is not a cookie-cutter traditional school but instead
provided a truly eclectic education that was symbolized appropriately by the international
music of the opening number.
The musical performance was backed by a running picture show projected on a
giant screen. This projection highlighted student activities including trips to foreign
nations and played on a continuous loop; as the music stopped the principal took to the
podium. After a brief introduction by the principal, dean of students and dean of
admissions highlighting many of the school’s attributes and characteristics, some teachers
took the stage. The teachers proceeded to give vivid descriptions of curriculum and how
Global Academy distinguished its curriculum from other top private schools in the area.
They spoke of lifelong learning communities, the French and International
Baccalaureates and also noted that they wanted to guide students to think critically while
solving problems. They were not shy in their desires to teach in ways that would allow
students to communicate among cultures and be ready for a 21
st
century world that would
be shifting towards international trends.
The final part of the gymnasium presentation included student speakers. Current
students spoke of a curriculum that challenged them and gave clear and vivid examples of
how classes could be run in a normal, mundane and perhaps typical manner or as they are
in Global Academy; with the opportunity to branch out in inquisitive and global ways.
An alumna of the high school also spoke of how the school helped prepare them across

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various universities not just academically but in social and cultural ways. The student
spoke on how a specific Ivy League university was clearly trying to move in a more
global direction and how her experience at Global Academy allowed her to navigate the
university’s shift in a seamless fashion given her multi-lingual and international
education. These opening speeches and presentations were only a small indicator of what
the school could offer but also demonstrated evidence of how students were already
benefiting from a global curriculum.
The day’s open house continued with families deciding on various presentation
and panels ranging from the different academic departments including languages, arts,
sciences, math, social studies as well as extra-curricular activities, student life and trips
abroad. This next phase of the open house provided the first real glance at the schools
interior.
As noted earlier, the exterior nearly blends in with the surrounding building and
the appearance of a school is seen only through a playground visible on the campus’ main
street. The initial feeling is that the building hosts only elementary or middle school
students. It turns out that Global Academy has two floors (the top two floors) of the
school’s building that belongs to them as well as full use of the gymnasium and an Arts
building across the street from the main campus. The ride in one of the two elevators up
to the fifth floor was quick and as soon as the doors opened, the feel of a high school was
present at Global Academy. Students were present and happily giving out directions and
advice on which sessions to attend. The walls coming out of the elevator were filled
with vibrant posters and announcements, many with global themes. In various hallways
the school was adorned with flat screen TV’s that constantly showed the activities of the

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school, announcements for that day and of course constant slides of student accolades,
activities and school accomplishments.
Parents were quickly moved to various rooms to begin the first of the many
sessions of the open house. The presentations from the various academic departments
began with a quick of an overview of the curriculum and each department was careful to
note how their respective courses carried out the rigorous curriculum but also offered
students the freedom to inquire and probe other avenues and angles, particularly global
aspects. Other presentations were student-led including panel discussion of current
students and how they dealt with the intense curriculum. Students spoke of peer
counseling groups where older students guided younger students through the difficult
first year at Global Academy while also highlighting freshman retreats that immersed
students into the school. Another panel focused on student experiences with trips abroad
and how that changed their lives and of course how they were able to afford it. A final
panel gave students an opportunity to demonstrate their knowledge of the college
admissions process.
Of the presentations, one that quietly garnered attention was that of the extra-
curricular activities. Parents and prospective students alike were keen on outside school
activities that ranged from clubs and groups to sports and music. Global Academy made
sure to make their activities known through a session and also through a color, glossy
brochure that provided information and accomplishments of the athletic department. It
was apparent that Global Academy placed much importance in a balanced school life; a
characteristic they felt embodied what a global citizen would encounter in the working
world.

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When the panel discussions were over, it was becoming more and more evident
what type of school Global Academy was and the type of students they were interesting
in having. Global Academy was doing everything to live up to its’ international vision,
curriculum and mission and Global Academy was looking for students and families who
had dedication and were willing to put in the hard work while genuinely desiring an
international curriculum. It was already clear that Global Academy was not just a name
for a high school that peppered and/or sprinkled its’ curriculum with hints of an
international and global program. The very mission of international education and global
citizenship is the foundation of Global Academy and this ideal appeared to run through
the cultural and structural veins of the school. From the leadership, teachers, programs
and students it was a definitely positive first impression that left one wondering how
closely Global Academy could hold on to this ideal on a day to day perspective. In order
to get a better understanding of how Global Academy seeks to infuse its’ school with a
global curriculum, the following account of a typical day at Global Academy will
highlight much of the schools’ culture and structures while attempting to see how much
of the open house was an everyday reality in student outcomes and behaviors.

Typical Day at Global Academy
The seven in the morning sky was gloomy and gray with a strong possibility of
rain and the threatening clouds moved slowly, a stark contrast to the bustling movements
and activity of a typical morning at Global Academy. In contrast to the open house, (held
on a Sunday) this time the mixture of elementary school students playing in the
playground, middle school children and young adult high school students filtering into

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the building made the entire small city block unmistakably a school zone. Traffic
attendants were out moving and protecting the pedestrians and from all sides you can see
students with headphones and cell phones or having regular conversation with their peers.
This city block was certainly not a car friendly block, given the one way traffic, but that
was not of concern to many of the students of Global Academy who not only come from
various locations also but make good use of the decent public transportation available
around the school’s campus.
Global Academy and the adjacent sister schools not only own the main building
on one side of the street, but also a separate building on the other side that hosts its arts
facilities, the gymnasium and additional classrooms and playgrounds. Although the
schools do not own all of the buildings on the streets it is located on, it is apparent that
the schools are nonetheless a clear asset to the surrounding community. In one direction,
not more than a block away, is a major city street and the other areas are littered with
café’s, small markets, local pharmacies and public transportation stops. On this morning,
as with most morning, the students are making full use of these locations.
On the playgrounds, the elementary school students are yelling, running, playing
soccer and basketball and they make up the bulk of the noise but nonetheless it is clear
they are not the main presence on campus. That distinction belongs to the high school
students of Global Academy who slowly funnel into the buildings greeted by traffic
attendants, parents, security and even some faculty. Upon entering the main building the
security is at hand eyeing everyone going in and out of the building, particularly adults
who are not accounted for. This is not a security check because of fear of students but
rather as a protection for students; the air around the entrance is not that of fear but

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instead of warmth. Most parents and the lower grade students filter downstairs or
upstairs to their respective classrooms and many greet you with smiles and hellos. The
high school students take a different route; up elevators that are the only way to avoid
having to climb up five floors of stairs.
Global Academy is located on the fifth and sixth floors of the building, a strange
location in some cities perhaps, but typical of this one. When the doors of the elevators
open up, you are greeted by noise and movement. The floor opens up and gives you the
option of going right and into the administrative offices or left and adjoining hallways
and classrooms. Global Academy’s campus is definitely not built on the width of their
building but the length. Its two floors, as all the floors of the building, are ample and
long but narrow. There are two large and modern flat screens on the wall that are
showcasing the day’s early announcements and any pertinent information for the day as
well as constantly showing slides of the accolades of the school.
Today the elevator area is adorned with a couple of tables, one advertising a club
and the other advertising a study abroad trip to India with a time and location for an
informational meeting later that afternoon. Most students come out of the elevator and
instantly go to their destinations, but many stop to glance at the flat screens and some
stop to read the information on India with one student commenting to another about how
wonderful her experience had been the prior year. Immediately exiting from the elevator,
there was a sense that Global Academy wanted to itself with an international flavor.
Most students are heading to classrooms although many were already present in
early morning classes, meetings or clubs. There is a clear vibe in the morning of activity
and action on the fifth floor of the building. Teachers are seen in the classroom already

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meeting with students, and some administrators are even out greeting students in the
hallways. By the time the first bell rings most students are already where they need to be.
Interestingly enough, the bell is not loud and grating; it’s rather soft and subtle almost
inaudible even when it goes off in the morning. Some students are seen still mulling
around the hallways or empty classrooms. These are not students ditching but students
whose schedules have them off during the first period. There does not appear many
students rushing to get to class for fear of being late and when pressed most in the school
agreed that tardiness was not a very large concern. Students, it seems, were typically
responsible enough to be in their classrooms on-time and had legitimate excuse if they
were not.
It is easy to get lost along the long corridors particularly if you are new, but it can
also take you a long time to get through the hallways just because you want to stare at all
the information on the walls. There were posters advertising school events, including
sporting events and various subjects; languages, social science, math and science and
many of these posters had a global them to them. The walls were not just full of domestic
news but with articles on global issues. Pictures of past student trips to continents like
Africa, Europe and Asia adorned many of the walls as well. It was not clear if this was
done with definitive intentions or if this is simply a product of the schools mission
coming alive on the walls of the school in a seamless manner.
The students’ day began with classes that could include languages, science, math
and social studies. They bell schedule is flexible for most students with most running
tracks from approximately eight in the morning to a little past three in the afternoon.
Most students have classes or activities that carry them beyond that time and often this

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does not even include athletics. Before the lunch bell ninth and tenth graders could very
well have analyzed books like The Catcher in the Rye or The Great Gatsby and the
course catalogue notes that the goal in these classes is to have their horizon’s widened to
tackle topics such as conformity, rebellion, belief systems, sexuality the nature of evil
while focusing on writing comparative literature essays. Or perhaps some students have
a morning language class where they take continuing or advanced courses in French,
Spanish, Chinese, German or Italian. Most of these courses are instructed by a faculty
member that is from the country of the language being taught.
If not languages, students could be taking various levels of Algebra and/or
Geometry and some even pre-calculus by grade ten. These math courses often include at
least one hour of built in preparation for the SAT. Science courses are also present from
biology, chemistry and physics. Although not explicitly mentioned, many of these
courses have a global tilt to them that challenges students to tackle analysis from various
perspectives. In addition, all of this ninth and ten graders also take geography where they
are presented the world as a background for both world history and US history.
Eleventh and twelfth grades students have completed many of the aforementioned
courses, but their typical day is just as busy if not more so. By eleventh grade the option
to have taken the French Baccalaureate or International Baccalaureate has already
manifested and most students have taken this rigorous track that includes studies in native
and foreign language, history, science, math and electives. This is supported with a
Theory of Knowledge course that, according to the course catalogue, challenges eleventh
and twelfth graders to critically integrate the diverse fields of study that have been
engaged in for their entire scholastic careers. Ultimately, this class will allow students to

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produce a paper of over a thousand words that encourages them to integrate human
knowledge through the lenses of ethics, math, science, history, reason, art and more.
On a typical day, a twelfth grader at Global Academy could also be working
independently on an extended essay. This essay is a massive 4,000 word research paper
on a student-selected academic topic that could range from the fusion between the art of
dance and music, cryptography, choosing a mate, feminine power, terrifying worlds,
Edgar Allen Poe and so much more. This essay is guided by a mentor teacher that
encourages outside research and the final product comes together as a reflection of
student who has synthesized various forms of information to produce a paper that
includes a question, abstract, methodology, conclusions, citations and an extensive
bibliography.
All of this could potentially happen before the bell for lunch even rings and when
it does the activity becomes noticeably higher. Students at Global Academy are on an
open campus, a term they use to note the fact that students are allowed to freely come and
go during their free time. There is no distinct cafeteria on either floor although there is an
open air seating area on the top floor of the building that offers fresh air and a view.
There are also benches on the ground level but most students prefer to use their freedom
to grab a bite to eat in the surrounding community cafés and local stores. The time given
is relatively short, forty-five minutes, but enough time given the proximity of the local
cafés and stores.
If students are not off-campus many are involved in lunch meetings, attending the
myriad of clubs available or are meetings as part of the student government. Clubs
include typical book clubs, chess clubs, film and photo clubs but the aura of global

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citizenship is also present in other clubs. Organizations such as Amnesty International,
Appreciating Societies in Asia, Gay-Straight Alliance, Model United Nations and more
show that Global Academy students are interested and keen on global issues. Student
government, meanwhile, is an elected group of peers who seek to communicate the needs
and interests of the student body in the best possible manner. These elected students are
expected to support diversity in the school and community, seek to awareness and action
in the environment and truly help build a community that monitors and takes ownership
of its actions.
After lunch students could go back to their core classes or they could also take
part in many of the electives offered at Global Academy. One elective is yearbook
production where the class seeks not only to build a typical yearbook but also an
understanding of publishing in a diverse, journalistic and technological world. Another
elective is speech and debate where students learn rhetoric and the art of persuasion in
order to become better public speakers. Physical Education is present and this class is
also not just about movement but about the importance of being an informed and
responsible citizen and developing healthy lifestyle choices.
A typical day at Global Academy also includes the visual arts where classes range
from music, theatre, film and visual arts. In these courses students are given the
opportunity to develop creatively while continuing to think critically. Students are
encouraged to solve problems using art as a language of diversity and constructive
criticism. Art is not just a means for to fill an elective at Global Academy but instead
used as a way to provide stimulus that tackles global issues from various perspectives.

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Ninth and tenth grade students in theatre work on performance and stagecraft and
collectively work on movement, critiques, costume and scenic design, lighting, and
production culminating in performances that can be in English or very possibly in any of
the many languages that are prevalent at the school. Students of film and video work in
small groups to come up with, write, storyboard, shoot and edit a short piece of their
choice. This is in conjunction with analysis of existing films that often have historical and
global connections. Visual arts push cognitive activity that is both intellectual and
emotional, producing works that are unique, creative and inspired by cognitive and
critical thinking. Students in the visual arts focus on more than one style and technique
and are asked to understand historical art-concepts while being aware of the multiplicity
of art from a variety of cultures. Musically, students study world music and jazz while
working on listening skills, basic music theory, and ear-training skills while also
performing.
By the time, students are in eleventh and twelfth grades students begin to take the
arts to another level. By this time students are asked to develop solo music making skills,
developed through exploration and investigation of musical elements. In addition
students are asked to have an understanding of music in historical context. In the
International Baccalaureate level theater students not only are studying music but making
it. They piece together historical, cultural concepts with the skills of senses and emotions
culminating in at least one production. Visually students are creating portfolios of their
own work while also critically researching and analyzing work from more than one
culture. In film, students are working on a research project where they compare at least
four films and create and produce an original video complete with their very own trailer.

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A typical day for Global Academy does not end with core courses, electives or
even the arts. For many the bell that marks the end of the final period is the beginning of
extra-curricular activities. Global Academy takes pride in its burgeoning sports program
that seeks to model many of its core beliefs. Even on this level Global Academy seeks
not just success in sports but core values of principle, respect, inspiration, diversity,
excellence and pride. Sports is seen as means to learn integrity, communication, trust,
protection of the environment as well as way to foster leadership, inclusion and a sense of
community pride. On any given day the sports program at Global Academy is an
extension of its mission. Sports offered include cross country, tennis, volleyball, soccer,
basketball, badminton, baseball, swimming, track/field, and occasional intramurals.
Students at Global Academy do not take sports for granted as their campus is not
designed to house many of these sports programs. Often it is the students’ responsibility
to get to practice, not on campus but in various parts of the city. This often means half-
hour to hour commutes, practice and a final commute home before homework begins.
Students who endeavor in sports are made clear that dedication and commitment are
needed. Even with the rigorous academics and difficulty with its location in relation to
fields and courts Global Academy has at least seven league titles in the past decade as
evidence that winning is also a desired result.
Students also have an additional component in order to fulfill their school and
International/French Baccalaureate requirements; that of community service. This, of
course, is mostly done in after school hours and requires time and effort in the form of
150 hours. Community service is part of a larger Creative-Action-Service (CAS)
initiative, although the creative and action parts are often fulfilled through physical

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education (sports) and the artistic electives. Students are encouraged to seek community
service projects or create one of their own culminating with a reflection by the end of 12
th

grade. Students can stick to one project or tackle smaller projects but it is all up to the
student to have the initiative to seek what projects they would like to take and whether or
not this is individual or with a group. Ultimately, Global Academy would like to see
students balance their curriculum with a genuine desire to give back to the community
and consequently move their education beyond the classroom. In turn, this will
continually aid the goal of guiding students towards becoming global citizens.
A typical day at Global Academy can be rigorous, demanding but often fruitful.
From the morning classes, activities during lunch, afternoon classes and the associated
homework, students are already busy. Most students undertake sports, clubs and
community service as an additional component of their day that sees them commuting
home in the early evening if they are lucky. Although busy and difficult the curriculum
is geared towards preparing students for an international world using international skills
such as critical thinking, writing, interpretation and an eye towards ethical global
citizenship.

Findings by Research Question
Reflecting on what the research already says on globalization it is useful to
remember the purpose of this study and what the research states about the subject. The
purpose of this study is to identify curricular elements and their associated student
outcomes at a California school that addresses globalization. Globalization can be a very
complex subject and can mean different things to different people depending on values

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held. However, regardless of the differing values of globalization it is significant to
mention that there are very few cultures that are completely culturally isolated. The idea
of globalization and the cultural exchanges that it spawns are largely due to technological
advances. The blending of cultures has become increasingly noticeable in the United
States and the overall experience is beginning to affect many aspects of our lives,
including education.
The role that education will play in a globalized world requires a close
examination of markets, technological advances as well as political and societal points of
view. Businesses, for example, cannot survive entirely on a domestic plan and the
conflicting forces of free markets, socialist markets and other ideologies make the
understanding of globalization necessary for an effective education. The role of
education will depend largely on social, cultural, political and economic factors and how
each of these factors is valued. The research states clearly that understanding cultural
diversity will be critical to safe and global world otherwise economic competition could
lead to problems that are avoidable through discussion.
Currently, many schools are not prepared for these challenges. In order to
understand political, social and economic trends students need to be aware of
international affairs and lacking this knowledge could severely damage their ability to
work with, and understand, other cultures. Notable research states that learning about
other cultures, languages will provide students with a better understanding of the world
and therefore a better grasp of their own lives.
So what is Global Academy doing to answer many of these questions? Global
Academy is attempting to give its’ students an understanding of the political, economic

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and social complexities of the world. Global academy has placed a curriculum and
organizational structure that is producing student behaviors that align with what research
is informing us is needed. Global Academy is providing students with the knowledge of
the environment, languages, and cultural experiences and integrating these features with a
curriculum that is providing 21
st
century skills required in an international economy. The
idea of a global citizen is prominent for Global Academy; they have a strong desire to
teach students knowledge of the various aspects of foreign cultures and how these
cultures integrate politically, economically and socially. Ultimately, Global Academy is
aware of the globalized trends and seeks to impart the skills needed to work within those
trends but also for future developments.
The next section will give ample evidence of how Global Academy is providing
this curriculum to its students. Much of this evidence is supported through triangulation
from the various research instruments developed by the dissertation team. From the
curriculum to the organizational structure, Global Academy has embraced globalization,
supported it through international means and student behaviors/outcomes are seen as
evidence of all of this.

First Research Question:
What are the curricular elements in schools embracing globalization?
From the initial observations at Global Academy there is evidence of many
curricular elements that demonstrate utilization of globalization. During Global
Academy’s open house much of the early talk focused on the school’s curriculum and
how it provided the necessary skills for the 21
st
Century. The very first thing mentioned

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about the curriculum was not its rigor but rather its’ ability to create critical thinkers who
could clearly communicate among cultures. As students came up to give examples of
what they did in their classes on a day to day basis it was evident that creativity was
valued. It was not about learning history for facts but rather interpreting history from the
perspectives of other cultures. English class was not about writing an essay for a rubric
but rather an essay that challenged their ability to synthesize world issues with effective
writing. The students who spoke of the Theory of Knowledge course that is offered at
Global Academy reveled in the idea that topics were limited only by your imagination.
An alumna also spoke of how this same class allowed students the ability integrate
knowledge from so many facets of their education into unique ideas; a skill that proved
valuable in college.
The teachers who spoke at the open house shared their belief that creative
thinking was critical thinking and much of this was manifested in classroom
observations. In a Global Academy Spanish class there was a significantly small amount
of students: seven. This small amount was a mixed Spanish group; four of them were
fluent and/or bilingual and three students were not and so the teacher was forced to teach
differently to the two sets of students. Still this was not such a large deterrent and,
regardless of the fact that none of the students were native speakers, the entire class was
still conducted in Spanish. The lesson was on the subjunctive, but immediately a global
element was brought in when the teacher began with various phrases in places where
Spanish is spoken around the world. This transitioned to the heart of the lesson, a
discussion on spanglish and its uses and/or acceptances around the world. The teacher
read spanglish phrases and specific words that have become common uses in the Spanish

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language despite not being Spanish words. This mixture of a language within various
cultures is not something that is discussed in a classroom every day and the approach was
not in correcting these phrases into a linear Spanish. Instead, the discussion was on
whether or not these phrases should be adopted into the common Spanish vernacular.
This led students to discuss the language of text messaging and something they had not
considered: just like there is an English text messaging language there must also be a
Spanish text messaging language. A simple word like text in English has become a
common Spanish world texto. This word, which does not exist in the Spanish dictionary,
has become widely adopted across the Spanish speaking world. Would pure language be
destroyed by the current bilingual or slang phrases that our current world is using? The
discussion of this question was hampered on this day because the students were supposed
to have listened to a podcast the night before but unfortunately, they were given an
incorrect link by the teacher. Regardless, students were able to think about the question
and add to the discussion while being taught a lesson on the subjunctive. The lesson did
not disparage current technology and/or the phrases that were invading the purer
language. Instead the lesson allowed students to come up with their own conclusions
while examining both the pros and the cons to the situation. Research notes that students
should have an understanding of world cultures and be able to integrate it in a way that
demonstrates global literacy (CED, 2006). This Global Academy Spanish class dealt not
only with a lesson on the subjunctive but also on cultural issues around the world.
Much of the research on globalization and education also states that students
should be taught with world perspectives while mixing in the skills students would need
in the future. This was again evident through observation in a math class at Global

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Academy and the walls around the room are littered with posters of historical math
figures and from math concepts around the world. The teacher was energetic and kept
this group of ninth graders on their toes. The lesson dealt with word problems and how
to attack them. The problems were not from the text book but given by the teacher who
was using real world examples in the problems. The teacher allowed students to use any
tool they wanted to solve the problem including the class textbook, a computer or a
graphing calculator and, interestingly enough, the students wanted to share computers to
conserve energy; a small but telling demonstration of global citizenship. One of the
algebraic word problems was about measurements and this led into a debate on American
measurement markers versus the metric system that is used around the world. The
teacher did not shut down the ninth graders curiosity but instead urged them to probe
deeper. Students went on the internet to compare the measurements and to get the days
lesson back on the world problems, the teacher asked students to come back to class the
next day with a history of why the United States does not use the metric system. It was
not a forced assignment but many of the students immediately made note of it in their
planners and two were observed being excited about looking it up. Another world
problem brought up the names of measurements such as knots, leagues and furlongs and
again the students and teacher dialoged about where this came from and why there are
various definitions for measurements. A discussion about ninth grade algebraic world
problems now had some global elements instilled as part of the curriculum and what was
most noteworthy was the genuine curiosity in the students. There was very little
disinterest in the subject from the ninth graders and much interest in actually solving
problems in a variety of ways.

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The research literature has also shown that to compete successfully in a global
world, students will need knowledge of foreign language and cultures. Through
examination of the Global Academy Course Catalog is becomes clear that the school
supports the research by having an array of languages in their curriculum. Global
academy currently offers French, Spanish, Chinese, Italian and German. This is further
corroborated though an interview with the school’s principal, Landon Bruce, when he
explained the reasoning behind these languages. French is taught because of the school’s
obvious connection with the French Ministry of Education and the fact that the feeder
schools in Global Academy’s larger school system are French-American schools.
Spanish is taught because the greater region of school’s city speaks the language and it
could prove to be a valuable language in the local community. Chinese is taught also
because of the needs of the city that the school is located in and also as a continuation of
a Chinese-American middle school in the building. Mr. Bruce also noted that China is
becoming an increasingly important country and it was important for at least some
students at Global Academy to graduate being bilingual (or more) in English and
Chinese. This foresight shows that some languages are not there because of whims but
because schools have taken note of the greater scope of the world and have chosen to
imbed a skill into their curriculum. Italian is taught because of the high demand from
many families attending the school and German is taught because it is a language that is
tied closely with the geographical location of France.
It is the goal of the school to not teach their students languages at a superficial
level. Essentially, the school is geared towards being able to think critically in two
languages. It is less about fluency and more about being truly bilingual. New languages

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are not frowned upon either. In an interview, Mr. Bruce acknowledged that there had
recently been a discussion about including Arabic in the curriculum. Mr. Bruce
recognizes the political, economic and cultural advantages of learning a Middle-Eastern
language and the possibility of including it in the school has been entertained. A new
language curriculum for Global Academy requires heavy investment, however. It would
take research and investment both economically and academically from an early age (i.e.
the elementary and middle schools). A new language also requires the hiring of new
teachers and investing in them as well. That is not to say that it will not happen. It does
show that Global Academy is constantly thinking about new languages and might very
well add Arabic, but the school also takes the necessary time to do their research and not
jump into it just because it might be a trendy thing to do.
The embracing of globalization is also evident in Global Academy’s history and
geography courses. An observation of an eleventh grade United States History showed
students being taught by a friendly teacher who greeted everyone and then proceeded to
sit students in round-table status in the classroom. The students had read a primary
source for the day’s lesson; a British article that feared the rise of an industrial Germany
prior to World War I. When probed about making this article relevant for today, students
made the connection that China and United States might be going through the same
process in our world today. The discussion continued on about how the United States
could fear China and create tension much like they felt the British had or attempt a
different path and how that might turn out. What was most amazing about this discussion
was that these some of these students, none of whom were Chinese, were already
bilingual in the Chinese language and had travelled to China at some point during their

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time at Global Academy. This of course enriched the discussion that again highlighted a
curriculum built to teach history through a global perspective.
A geography course was discussing immigration not more than two doors down.
Observation in this classroom showed the students were making connections between
geographical elements and immigration in France. The walls in this room were filled
with demographic maps of the world and discussion deviated to include Swedish
elections, the immigration law in Arizona connecting with topics of immigration and
what stresses immigration can bring. The discussion was Socratic and most students
seemed genuinely engaged. The teacher used these discussions as well as PowerPoint
and the white board to make points. All of this culminated with the teacher showcasing a
stream from the popular blog: ted.com. The video was about population change and
gender as well as the role and status of women around the world. The powerful video
highlighted the struggles that women face around the world and how something very
simple can help make a huge difference in the lives of women around the world. Most
notable was the point that not educating women of the third-world nations meant wasting
a valuable resource that human’s have: the brainpower of third-world women. All of this
sparked an enriching discussion by a group of eleventh graders who were making global
connections not with an American perspective but with an international one.
Another curricular element that Global Academy uses to embrace globalization is
the arts. The film class was working on an American horror movie unit but in an
interview, the instructor was quick to point out that foreign films are used as a means of
comparison and perspective. The observable easy-going nature of the teacher-student
relationship allowed for interesting discussions both on the basics of filmmaking (the

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students were working on the very early version of their scripts) as well as perspectives.
In the drama course students were working on acting exorcises as well as discussing an
upcoming project. The performances could be performed in either English or French
(and I’m sure other languages if the students would insist) while students were
encouraged to dive deeper with a character sheet assignment. The visual arts showcased
a wide array of creativity and social, political and cultural angles. One picture’s intent
was to display corporate greed through the use of photography while other projects
artistically portrayed aspects of engineering and modern technology. The combination of
global elements and art resulted in wonderful portfolios that clearly were a staple of the
curriculum. Lastly, the music was another example of curriculum at work. The students
were using music scales from around the world to play a modern day UK song by a
popular music group known as the Gorillaz. The fusion of modern songs and musical
scales led to a great hands-on learning environment. The class had guitars, bass and
drums but also included an old ancient Chinese instrument, bongos, pianos and other
windpipe instruments. This was not a garage band atmosphere but rather an environment
where students were looking to collectively harmonize their instruments following the
world scales on the board. When pressed, the instructor noted that both the foreign and
historical instruments as well as the musical elements played a key role in the classroom.
This was not intended to be just a music class but a music class that allowed for a greater
appreciation of world cultures.
Further documentation in the course catalog showed that Global Academy also
has courses that include Theory of Knowledge, English courses, Science courses and
other classes that make some claim to using global elements in their curriculum. In an

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observation of an English course, for example, showed students studying the novel Great
Expectations and the themes it dealt with both on a personal level but also from a global
perspective. The various selections that the class used were designed to allow students to
go beyond the literature of American culture.
Other elements present in Global Academy that highlighted a desire for
international perspective and global citizenship included the grade level meetings, student
council meetings and sports. All of these are embedded as part of the mission of the
school but are present through its entire course offerings. In an observation of a student
council meeting, the focus was on various topics that all required knowledge of global
issues. One of the topics was a potential anti-hate campaign that displayed the student’s
ability to solve problems diplomatically and showed a keen awareness to the sensitivity
of other cultures. During the school’s spirit week the students decided, would be an
opportunity to wear purple to show support for the recent gay bullying that had led to the
deaths of two students in separate university campuses across the country. In an
interview, the teacher responsible for running the meeting pointed out that this was not an
item that was on her agenda and it was the student’s themselves who had made this all
come about. This campaign that was largely as a result of interest on Facebook, showed
an awareness of issues, use of technology and the integration of this knowledge in action.
The research notes that globally oriented schools need a global vision throughout their
entire curriculum and with the belief that students can learn new things while remaining
committed to their own traditions. This was a perfect example of this at work.
Global Academy also makes great use of technology. The principal noted that it
was not just about throwing smart boards and the latest and greatest trends at teachers,

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but rather about working with teachers to acquire the technology necessary to make the
school and their classrooms fulfill the mission of the school. This means that Global
Academy is certainly wired with internet access and it is also important to note that they
do not restrict internet usage on its campus. Students are free to check Facebook when
they want but the freedom also comes with the responsibility of a rigorous curriculum
that rarely allows time for social networking during class. Facebook is, however, not
shunned on at the school. The principal is aware of the uses of Facebook, Twitter and the
internet as a whole, but sees these sites and many others as another avenue towards global
awareness for the students. Subsequently, students are aware that responsible balance of
this technology is needed.
In addition, the grade level meetings displayed Global Academy’s belief that
educating the whole person is an important part of 21
st
century skills. The ability to deal
with pressure and with stress was not lost on Global Academy. An observation of grade
level meetings showed the ninth grade students receiving a lesson on drugs and its effects
on the brain while the twelfth graders were being reminded of the various outlets students
had at their disposal in order to maintain a proper and healthy mind and not get
overwhelmed with stress. One of the clearest elements present at Global Academy was a
sense of organization in that every part of the curriculum was a piece that built a larger
structure of global citizenship. These built-in times for meetings were just as valuable as
the content courses to certain students.
Another observation that is a key element in global education is the ability for
Global Academy students to take cultural, linguistic and academic trips abroad. Research
has numerous examples of schools that provided opportunities to expose students to other

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cultures. A brochure and the school magazine all highlighted the possible trips that
students could take and posters and pictures shown on the flat screen showed some of the
valuable cultural experiences that the students had attained. Global Academy allows
students to take at least one trip to various places around the world during their four-year
stay. Although not required, most students take advantage of these opportunities at least
once during their four year stay at the school. Within this calendar year, for example,
students had the option of going to Egypt/Israel, France, Nicaragua, Senegal, Germany,
Guatemala, India, Italy, Tahiti and Taiwan. In most of the interviews conducted it was
clear that everyone felt that these trips provided a valuable cultural experience by
allowing students the opportunity to immerse themselves in the culture by living with
families from those nations for at least two weeks. Other students are away for an entire
semester providing ample time to understand cultural behaviors, norms and traditions of
other nations. The appreciation of the diversity of foreign cultures is a strong part of
Global Academy’s global curriculum and these trips abroad allows the school to offer an
exceptional hands-on experience of their mission.
Overall, the surveys used for this discussion showed positive feedback from the
faculty and staff in regards to curricular elements at Global Academy. On average, the
faculty felt eighty-five percent certain that their instruction included global issues. This
was corroborated with many of the observations seen during the study. The respondents
were also ninety-five percent positive that their instruction and curriculum included
teaching critical thinking and problem solving skills. This again was something that was
strongly evident in observations of classrooms. Already this is a strong indication as to
what Global Academy staff values. Again the faculty and staff felt over ninety-five

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percent sure that Global Academy’s students are exposed to international and cultural
issues and challenges. Interviews of the administrative team, teachers and counselors all
confirmed this by all of them agreeing that students are purposefully exposed to global
issues and challenges. Observable student behaviors in the classroom as well as teaching
in the classroom furthered matched data from this question. The faculty was less sure
(seventy-two percent) about how the school addressed global issues, connections and
cultures in their textbooks and supplementary materials; perhaps a sign of an aging
resource and the faculty’s preference to use newer technology such as PowerPoint’s,
online articles, online videos and other burgeoning technology. As observed in
classrooms and confirmed in an interview with the principal there is a confidence in
regards to use of technology at Global Academy. The assurance level in regards to the
use of technology for global purpose was again high at around eighty-two percent. Many
of the respondents also felt strongly that Global Academy addressed its mission of global
education through their curriculum. Some noted that it was the curriculum, and the focus
on multiple cultures, that was the foundation of the school’s success. Seven of the
respondents noted clearly that is was the multi-layered and multi-perspective curriculum
that best allowed the school to fulfill the mission of guiding students towards
international and 21
st
century skills.
Of course the global elements present in the curriculum could not be present
without a sound level of organizational structure. The second question addressed in this
paper will discuss the organizational elements present at Global Academy that allow it to
be an truly international and global school

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Second Research Question:
What organization structures support globalization?
The organizational structure of Global Academy is not necessarily typical of most
schools. The larger organization continues a hierarchy of a Head Master and Principals
as well as various other boards and officers that share responsibilities and duties. All of
these positions, however, attempt to work in unison to fulfill the greater vision and
mission of the school; that of a global education for a global citizen.
The curriculum of Global Academy is organized to support global elements in the
school. In an interview with assistant principal it was noted that the structure of the
curriculum, from the array of classes offered to the French and International
Baccalaureates, create not only a rigorous set of classes that universities like to see, but
also allow the flexibility for the curriculum to be imbedded with global elements. As
evidenced by many of the classroom observations, the freedom afforded to most teachers
while still adhering to strict International Baccalaureate standards is a structure that
allows for the growth of creative and critical thinking.
Global Academy’s cultural, linguistic and academic trips abroad are another
example of an organizational structure with global elements. Research is littered with
examples of schools that prepare students for leadership in their communities, the country
and the world such as the Walter Payton College Prep school Chicago, Illinois, (Stewart,
2008) a school recently visited by the president of China. Students in this school study a
world language for four years and experience a home-stay exchange with sister schools in
places such as China, France, northern Africa, Japan and many more places (Stewart,
2008). At Global Academy a similar experience is seen through the organizational

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structure of the school. Through interviews with teachers and administrators it was clear
that the students at Global Academy have ample opportunities to not only learn a
language but immerse themselves in the behaviors and norms of that language with
certain trips. This was also evident in documents such as their IB Theory of Knowledge
essays and observed in the classroom and through the many positive comments students
made about their experiences in other countries. A student panel at the open house, for
example, had many students sharing how their experiences helped shape their views of
life with more global aspects. These trips are not random and done on accident. The
school’s leaders understood the importance that this exchange/abroad opportunity
provides for most of the students.
Another organizational structure that supports Global Academy’s attempt to fulfill
an international mission is that of its faculty. Global Academy is not shy in sharing its
desire to have an international faculty and proud of the international faculty currently at
the school. The school principal mentioned in his interview that this was an essential
component of their organizational structure. Global Academy purposefully seeks out at
least a minimal amount of international experience. For Global Academy this was to
continually seek the perspective of the other as Mr. Bruce put it. In other words, they are
looking to have international teachers who can bring the perspective of the nations they
are coming from into the classroom and add that to the existing school culture. The
school’s assistant principal Mr. Edson Jones stated in his interview that Global Academy
actively seeks a faculty who are well educated, generally happy people and who have
international experience. This global faculty is the backbone to much of what Global
Academy wants to accomplish. This international element is clearly observed in the

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classroom as teachers often shared their valuable insights with students. The school is
well aware that to be global you must act global and therefore an international faculty full
of global experience and perspective is necessary.
In addition to the international faculty, Global Academy also supports
globalization through their professional development. The assistant principal highlighted
that many of the faculty members attend various International Baccalaureate workshops
around the world. He also noted that there are various trainings in place to help with
understanding global issues and that Global Academy is a place where new initiatives are
heard and discussed. In an interview with the school counselor, Ms. Bianca Franklin, she
noted that professional development and global issues are one of the main reasons she
works at Global Academy and that they are part of the organizational structure of the
school that allows for innovative expansion of ideas. Even with the straightforward idea
of International Baccalaureate workshops or seminars, Global Academy is keenly aware
of the need to stay abreast of current and future trends in a global world.
Research has also stated, however, that simply having an international curriculum
is not enough and often organizational support comes in the shape of academic support
for students. Although Global Academy has selective enrollment the curriculum can be
daunting and difficult for many students. Both the principal and a school counselor
stated that newer students need the help the most and that mechanisms are in place to
ensure students can meet these demands. This was supported during the open house; a
student panel noted various organizational elements to help deal with the rigors of the
curriculum. Students highlighted a ninth grade retreat as a way to help the transition
from middle school to high school. In addition, students pointed out that they not only

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had traditional counseling but also peer counseling; a way for older students to guide
newer students through the difficulties of the curriculum. During the twelfth-grade level
meeting, the principal reminded students about the importance of stress management and
the various outlets that the school provided to help in event of stressful problems. Even
an observation of a student council meeting showed class representatives stressing the
importance of communicating and advertising where students could go to get various
forms of academic and personal aid during the school year. An international curriculum is
not an easy one at Global Academy; it is filled with as much rigor as it is with global
elements and this requires the necessary organizational support to make sure that the
curriculum holds up. Without this, Global Academy could run the risk of having a
rigorous curriculum where students continuously struggled and did not learn the
important skills from their education.
There is also a large need for students to have greater understanding of the various
cultures they will encounter throughout their lives (Engler and Hunt, 2004) and
partnerships can play an important role in the success of global schools. For Global
Academy partnerships are a must given the high cost to run the school and this
organizational structure helps organize the various global elements that the school has.
This is best illustrated in La Lettre the school’s quarterly magazine. In the fiscal year of
2008 to 2009 Global Academy was able to secure economic partnership with many huge
companies such as Bank of America, Electronic Arts, Citibank, Google, Microsoft,
Oracle and more. The magazine shows that the school has economic partnerships with
smaller local businesses around the community. The principal also stated that the school
also partners with sister schools around the world to help the cultural, linguistic and

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academic foreign exchange trips. There is also physical evidence of student run groups
and projects that are making connections with community groups to further causes. One
example is when students partnered with Save the Children an organization that joined
force with Global Academy students to build a school in a remote area of Ethiopia in
2005. These partnerships provide not only financial backing but also offer real-world
expertise that is passed on to students and the school in general.
Not to be lost in the organizational structure is the leadership team at the school.
The level of organization at Global Academy is tight but also flexible enough to provide
necessary feedback and change when necessary. In an interview with the school
counselor, it was noted that leadership played a strong role in how global elements were
imbedded in fabric of the school. The Dean of students pointed out that the Head of
School is absolutely international and in complete support of a global curriculum. This
of course disseminates across the rest of the principals and the schools leadership team.
Never was this more visible than during an Academic Consul Meeting; a meeting
between various teachers and administrators of the high school as well as the principal of
the middle school. The observation of this meeting showed the staff examining various
elements of the school and including a debriefing on the open house. The administration
discussed the locations of the various panels and strategies to make the next open house
better. The various department heads were able to voice their opinion on how they felt
their expositions went. The meeting also allowed for a discussion on which students
would best represent the diversity of students given that the students in attendance for this
particular open house were all what they would consider their superstar students. The
best of example of how this meeting time organized global elements, however, was in the

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second half of the meeting. The middle school principal gave out a piece of paper that
summarized a speech by a man named Ted Robinson, a renowned educational speaker,
who spoke about changing paradigms in education. The ten-minute video that
accompanied the speech was a moving piece of how creativity was being killed by the
factory-like settings that many schools have today. Ted Robinson’s speech was
especially poignant given that this experience of American schools was in the state of
California. The video guided the staff towards various discussions of what Global
Academy was doing right and wrong in their school. They were almost embarrassingly
aware that their school’s finances afforded them an ability and flexibility to change
curriculum as well as to stay abreast of the current research. However, this was not a
hindrance in asking greater questions about education and how Global Academy could
open its doors to those of lower socio-economic status. Here was a school that was
clearly attempting, and often succeeding, in being a global school in many areas yet they
were not resting on their laurels. Instead, their discussions continued to push what they
could be doing better in their classrooms and as a school in general. The meeting was a
forum for intellectual individuals who had a keen interest in the global education of
students. Clearly this organizational meeting was not one taken lightly or seen as another
obligation but as a sincere way to improve and stay atop the current educational research.
Undoubtedly, the leadership team at Global Academy was a linchpin in their
attempts to fulfill a global mission. Observing the principal for just afternoon before an
interview, you could see the involvement and planning involved in the entire school. Just
one morning consisted of meetings with ninth and twelfth grade students, a meeting with
the French Director of Curriculum, a lunch time meeting with the student council and

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afternoon meetings with outside organizations. The curriculum, the meetings, the entire
organization of the school is not left to chance but rather to fit into the bigger goal of
Global Academy. Even small problems like technical issues that required creative
thinking showed evidence of strong leadership. When the school technical director was
overwhelmed with tech issues the leaders at the school created the mouse squad; a group
of students who would go around to various teachers and classrooms solving technical
issues when needed. Here was an example of a problem that was solved and,
subsequently, taught some student’s valuable technical skills needed in for the 21
st

century.
The school is aware of the need to continually grow and so the leadership team
also includes a director of marketing. It is apparent through documents such as
brochures, custom pens, quarterly magazine and other artifacts that the school was very
good at promoting itself. The athletic department and the cultural exchange program
have a color, glossy 8.5 by 11 inch paper promoting their vision and agendas. The
student course catalogue is well organized and details the goals and aspirations of every
class offered at Global Academy. The school’s magazine clearly promoted the
achievements of the school as well as the global accolades that the school had. From
school plays, music concerts, depictions of inspirational trips and much more, the
magazine was clearly intended to show that the school was living up to the international
element of its’ name.
The website of Global Academy and the web portal to greater school system in
general, is effective and efficient. The website clearly states the school’s mission and
how the school is working to achieve this goal and offers links for counseling and student

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support including online resources to help students with studying and learning in general.
Global Academy has a paper newspaper but also has an online version as well as online
daily bulletins that students have access to. Admission, academics, travel blogs, high
school parent association and much more is visible on the website. When asked about
this the principal, teachers and other school leaders noted that use of this technology is
vital in organizing a curriculum.
The surveys given to some of the staff members shows there is a strong sense of
confidence in Global Academy’s organizational structure in regards to supporting
globalization. Respondents were eighty-four percent confident, for example, that a global
and international focus is evident in Global Academy’s extracurricular activities; a strong
indicator that the organizational supports allow for this to happen. This was evidenced
by many interviews as well as observed in meetings and events such as the open house.
Furthermore, nearly ninety -percent of all respondents were sure that Global Academy
partners with schools outside the United States as well as other businesses and
universities. One respondent noted that the school has extensive ties with the French
Ministry of Education and this allows for the French Baccalaureate to exist. Global
Academy, this respondent commented, also has sister-school relationships with a school
in India and is accredited by the Council of International schools. The partnerships are
also present in documentation such as the quarterly magazine and in the many student-led
organizations and these are just some of the examples of the partnerships Global
Academy has built to support international elements in the school. The staff also felt
ninety-three percent confident that teachers are provided professional development
opportunities for the purpose of global education. One respondent commented on the

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various overseas opportunities that provide valuable experience and international insight
and this particular respondent wrote that they were going to Switzerland, Monaco and
Nice just the following month for professional development.
A couple of other points that the survey pointed out dealt with parents and time
for curriculum planning. Respondents were seventy-five percent confident that the
interest and involvement of parents in the school enhances global learning. The number
is not remarkably low but it is not as confident as most of the answers in this area.
Unfortunately, no parents were surveyed or interviewed and so the connection between
parents and global learning is a little murky. In addition, respondents were only seventy-
percent confident in that the staff has time for curriculum planning to include a global
perspective. This was also seen in an interview where a respondent noted that there is
never enough time but it is not so different in other schools and that they do the best they
can. Two other respondents noted that Global Academy was working on it and that time
is still an issue. A final respondent stated that the International Baccalaureate was an
intense curriculum and that teaching the skills it requires will always make time an issue.
Even on this end you get the sense that Global Academy is aware of this time crunch and
has the supports in place for discussion and perhaps change. Change is not unworkable
and Global Academy as all the administrators interviewed noted that feedback and data
played a constant role in how the school supported its’ organizational structure which in
turn, hopefully supports its vision.
One of the more interesting organizational structures that dealt with globalization
was in how Global Academy interpreted their indicators of success. As a private high
school, Global Academy is not an academic institution that is after high test scores. They

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are proud of the achievements they do have (including several SAT merit scholars) but
they do not measure success by simply one test.
Instead, one of the better indicators for Global Academy is how many students get
into the schools of their choice after high school. In that regards, Global Academy has
evidence of great success. The school website, for example, shows that all sixty-eight
members of the twelfth grade class received acceptance to a school. Some of these
schools included Ivy leagues schools such as Yale, Princeton, Brown and Harvard.
Fifteen students were accepted to the University of Oregon and over fifty to University of
California campuses such as Santa Barbara, Santa Cruz, San Diego, Berkeley and Los
Angeles. Others went to the Massachusetts Institute of Technology, ten went to the
University of Southern California and some even gained acceptance into schools in other
countries such as the Parsons School of Design in Paris. This wide array of acceptances
comes at a time when admissions have become increasingly more difficult in campuses
across the country and so these achievements are something at Global Academy that
teachers and administration mention as one of its indicators of success.
Almost all the individuals interviewed from the principal, assistant principal, dean
of students, teachers and counselors all noted that the effectiveness of global programs
and curriculum was seen in the achievements of the students. For the principal, Mr.
Bruce, it was the graduation speeches that could success could be seen. Global
curriculum was also present in the cultural exchange trips for many teachers and
administrators and in the service learning initiatives that students continued working on
long after their required hours were fulfilled. For others, it was acceptances into top
universities and international universities coupled with student projects and initiatives.

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Ultimately, Global Academy measured its success through the examples of its students
and this was evident in the interviews, observations, documentation and surveys.
To further this point the third research questions will look at perceived student
outcomes and behaviors at Global Academy.

Third Research Question:
What perceived student behaviors /outcomes are seen?
One of the more visible global elements present at Global Academy is that of
student outcomes and behaviors. From the start of the school’s open house it was clear
that students were the main protagonists in the day to day fulfillment of a global mission.
The first observation of the day began with students performing an eclectic mix of music
with some of their teachers, displaying an understanding of basic musical instruments but
also global musical awareness. The rest of the open house demonstrated numerous
examples of student driven participation. One of the panels was completely student-led
and allowed students to discuss what the spirit of the school was with potential new
parents and students. Student presenters also talked about how the school focused on
creativity and inquiry rather than rote test-taking. Students also showed leadership in
giving clear examples of how teachers challenged them in the classroom through
projects, writing, discussions and more. During the languages session, students spoke
about the depth of knowledge many of their teachers possessed having come from the
home land of the language they were learning. They also noted that learning a language
was not simply a linguistics mechanism but rather a tool to learn about the very culture of
the language. Finally, a former student of Global Academy came in to speak about her

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experience at a university and was quick to point out that while her current university was
in the early stages of acknowledging globalization, she was well ahead of the curve
because of her high school education. From the student speakers to the student
performances the open house served as a good summary of student outcomes that related
to globalization.
In the classroom there were numerous observable examples of students solving
problems, analyzing and evaluating global issues. The film classes had not only analyzed
foreign films but many of the finished projects tackled global issues as well. The art
portfolios were heavily influenced by not only domestic but global influences and causes.
In the music class, students spoke of having the freedom to explore their musical range
and, though contemporary music was not forbidden, most students chose to mix modern
music and instruments with global perspectives. The song they were working on during
this observation also allowed the teacher the ability to teach global musical scales and
incorporate more obscure instruments. One instrument, a more ancient Chinese stringed
instrument proved attractive to many students in the class. Observation of the performing
arts class showed that students can perform in whatever language they are comfortable
with and prior productions tackled global issues of tolerance. The school’s quarterly
magazine documented a story on the The Laramie Project, a production based off the
killing of Matthew Sheppard, a young homosexual who was murdered outside a small
town in Wyoming. This project was not just an opportunity for acting but an opportunity
to raise awareness about a controversial issue. In fact, some students even made the
journey to Wyoming to visit the scene of where all of this took place. The trip ultimately
turned out to be about struggling humanity and asking questions of why something like

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this could take place. In an era of globalization, the research shows that it will be
increasingly important to understand various cultures and beliefs and Global Academy’s
students behaviors showed a willingness to move towards this ideal.
Ninth Graders in an algebra class showed other 21
st
century skills even though
they are less tangible. While students were working on world problems the level of
questions that came from the students demonstrated critical thinking and an inquisitive
nature. A simple word problem that required a specific unit of measurement led to
questions about why those measurements exist and what they mean. Students also
demonstrated an awareness of the environment by insisting on sharing computers to find
required information and vocalizing their reason; to conserve energy. As the algebraic
lesson continued it was clearly observable that the students were encouraged to solve real
world problems not by the teacher showing step by step instructions but by allowing the
students to ask the right questions. The outcome of this class was a group of students
who were now interested in asking why the United States uses a different form of
measurement than that of the rest of the world. In addition, the students were curious in
learning about different forms of measurements used around the world; again another
example of student behaviors that lead to a better, well-rounded and global student.
Two other strong examples of student behaviors that result from the global
curriculum were in the history and geography classes. In the eleventh grade United
States history course, students were immediately instructed to sit in a round table and
from the onset it was clear that this was not going to be a lecture course. Instead it was
an expectation that the students would contribute to a discussion. The discussion that day
focused on British and German relations prior to the First World War. Each of the

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students took out a primary source article that they had read the in anticipation of the
day’s lesson. Most had little notes or highlights on the paper and as the discussion began
students were expected to back up their statements and/or questions with something from
the text. This analysis-skill is perhaps not uncommon in other schools but it was still
clear that these students not only could analyze but were willing participants in the
discussion. The talk eventually led a comparison of British and German relations with
that of the Chinese and the United States today. The teacher interjected when necessary
and asked timely questions while keeping some of the quieter students involved. The
discussion turned when one student wondered if the greater population of the United
States would grow to fear China and begin to create policy based off that fear much like
the British did; a move that slowly led to World War I. Using support from the text, this
inquisitive thought was clear evidence of a global curriculum at work at Global
Academy. As the bell rang marking the end of the lesson it was apparent that students
had left that classroom with a better understanding of international history and current
issues. Afterwards, in a short interview, the teacher noted that some of the students in the
class were fluent in Chinese, had visited China and that that combination led to great
global experiences that they used for discussion.
Geography was another observed course where more evidence of global curricular
elements was at work. Although this lesson did include a lecture from the teacher, many
students were not shy in asking questions and bringing in outside references into the
classroom. French immigration issues, of which the French instructor was keenly aware
of, resonated with students’ recent knowledge of the then recently passed immigration
law in the state of Arizona. The discussion continued with questions on why United

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States police officers could not check for immigration status and how the issue of local
governments versus the federal government was a key factor of this. All of this tied in
neatly with the teachers attempt to show students how various population changes could
affect the greater political, economic and social landscapes of the area. The discussion
then turned to gender and after the teacher showed a video on the discrimination
(primarily in third world nations) of women around the world. The first video then led to
a separate video of a speaker from the popular ted.com blog. Combined, the students
now had knowledge of websites that they go to and learn more information as well as
links to sites that could spur them into action. The discussion was again mostly student-
led and at the end most students left with a greater understanding of the wider world
while also have clues as to how to make a difference. Two girls left the classroom
discussing how they could use microcredit organizations such as kiva.com to help make a
change in the lives of women around the world. This powerful lesson on rates of changes
in populations again resulted in students emerging with global perspectives.
Other examples of global student behaviors included an observed lunch time
student council meeting. This meeting was a clear example of students solving problems,
analyzing, understanding global culture and student driven participation. The meeting
began with the student body president putting up an agenda for the rest of the
representatives. The first item was the improvement of the school’s multi-purpose room
and the library. Word had gotten around the representatives that some students,
particularly older students, were not happy with the noise level in the upstairs library.
What they felt should be a quiet place had turned into more a social group meeting. Each
of the representatives of the various grade levels discussed their viewpoints on the matter

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and ultimately it was determined that having moved the computers away from the multi-
purpose room and into the library had created a need for students to go upstairs and into
the library not to do work but to be on social network sites such as Facebook.
Acknowledging this piece, the principal made a note to look into making some changes
so that students who wanted to go to a quiet place could and those students seeking more
of a down/play time on the computer would have options as well. This diplomatic
procedure was efficient and quick. The second order of business on that day also
demonstrated 21
st
century skills. The entire week was dedicated as spirit week and each
day there was a different designation of what students could potentially wear. One day,
for example, was an expression day where students were encouraged to clearly wear
something that marked who they were. One day in particular marked an awareness of
outside issues; students decided that on one of the days they would change the day to a
“wear purple” day. When the principal asked what that meant, the students informed the
teacher that on that day, across the nation, people were going to wear purple to raise
awareness against bullying of homosexuals on school campuses. This student body was
certainly aware of the recent suicides in the news and so they voted to change one of their
spirit days to a wear purple day. This anti-hate campaign, as they called it, was a clear
sign that they understood more than superficial issues. The meeting proceeded with
students discussing how to get students bussed into games because athletic event
attendance was sparse. Although no real solution was given, the students were
undoubtedly laying the foundations for some discussion in order to make change happen.
The rest of the meeting loosened the mood as students began discussing t-shirts and

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sweatshirt fundraisers. Ultimately, the meeting was a forum for students to discuss and
make change happen and was yet again another example of 21
st
Century skills at work.
Research has also shown that international schools should prepare students for
working and living in global society and some schools are already providing
opportunities to participate in activities such as the Model United Nations such as is done
in school in Texas (Jackson, 2008). Documents and brochures show that Global
Academy allows students to use skills with the added element of international exposure
with organizations such as their own model United Nations group. Other student led
clubs include Amnesty International, an organization that tries to free unfairly imprisoned
individuals, and the A.S.I.A. Club, a group trying to bring some culture of the modern
Orient into Global Academy. The organization, Bake-4-Lives, bakes treats in order to
give back to the community while the Black Latino Union strives to achieve similar goals
as the A.S.I.A. Club. One teacher also pointed out in an interview, Democracy Now and
Junior States of America, groups that give students the opportunity to debate and discuss
all sorts of political issues. The Foreign Film clubs helps raise awareness of international
artistic achievements and movements while the Multi-Cultural Students Association
seeks to promote awareness of other cultures. As mentioned earlier some students also
help out the KIVA organization in raising and loaning money to individuals in third
world countries who are seeking some form of economic independence. The remarkable
element of these clubs is that conception and day-to-day operations are almost
exclusively student run.
Much of this is linked with CAS (Community, Action, Service) initiative at the
Global Academy. By the end of their tenth grade year students are expected to complete

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at least fifty hours of community service and/or other CAS experiences. By the end of
their year the CAS requirement is raised to 150 hours. Each category of community,
action and service requires 50 hours of completion and students are expected to write
about each project they commit to as well as submit a final reflection by the twelfth
grade. Part of this expectation is that students will use their own initiative to select what
projects they want to work on. The clubs mentioned above are an example of this in
action. What is even more remarkable is the principal acknowledging in an interview
that many students do not simply fulfill their hours and then give up on their projects but
instead continue to log countless hours long after their fulfillment. The school’s
objective is to encourage students to explore new experiences and commit to long term
projects that ultimately see some results. In this regards, there is plenty of evidence
showing students who are genuinely serving others, caring about the environment and
creating action that leads to positive results. All of these elements are essential in the
definition of global citizenship.
Other examples of global student behavior must of course include their cultural
and linguistic trips abroad. During the open house it was easy to observe students who
consistently went to back to how life-changing these trips were and the level of depth and
perspective that they provided. One girl in a United States History class mentioned how
her trip to India changed her views on various aspects of her life and this consequently
shaped her opinions about the topic on hand. When interviewed, the principal noted that
building schools in Ethiopia and a center in Senegal demonstrated the outcomes that
Global Academy seeks from students. Other students wrote about their experiences in
online blogs with one student highlighting an impromptu encounter with another school

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in India and how their group subsequently deviated from their itinerary and instead
exchanged stories and songs with this school. In the school website there was
documentation of a student who wrote about a detour from Florence, Italy into the
smaller town of San Gimigano and how this experience allowed her a breathtaking view
of the Tuscan countryside as well as time with an Italian peer who was serving as a tour
guide. This young guide pointed out why some of the towers were so remarkable and
this experience, among others, underscores Global Academy’s emphasis on teaching
students to respect and appreciate the diverse cultures they will encounter in a global
world. Research clearly makes note that this exposure provides a framework for cultural
understanding that is not typical of most schools. The end result is a group of students
who are globally focused in and outside of the classrooms with experience that will stay
with them for the rest of their lives.
Global Academy seeks ways to continually push environmental awareness and
action. To help with this the school has created a Green Task Force that consists of
administrative staff, faculty and parent representatives. This task force seeks to help the
school progress in finding new ways to push the “green” movement. Specifically, the
task force helps review school policies and decisions and tries to ensure that Global
Academy is conscious of environmental consequences. The task force helps devise long-
term plans for including the environment in teaching practices and day to day operations.
In addition, the task force works with the management team in coming up with ongoing
environmental awareness programs and ways to communicate these programs and
strategies to staff, students, and parents. Lastly, this group works on finding ways to
conserve energy, find renewable energies, minimize fuel use for the school (i.e. school

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buses), reduce waste, run recycling programs and help with the operation and
maintenance of the buildings and grounds.
The school is also very clean inside and out. Inside the campus there are
numerous trash cans and recycling bins as well as clean floors and walls. Most of the
rooms were well kept and there was a general sense of environmental awareness seen
through posters in the various classrooms. Other than the environmental board of the
school, there did not seem to be an overt calling for this but, when pressed, most
interviewed noted that the environment was an important part of Global Academy and
that students are a vital part of this. The observations inside as well as outside of the
school showed a clean school and a school that recycles.
When asked about perceived student outcomes and behaviors almost all those
interviewed made mention that students truly are solving real world problems. Many
gave examples of community service projects on both the human and environmental
levels such as working with Friends of the Urban Forest planting trees, Habitat for
Humanity and the museum of modern art. One interviewee stated that community service
often was not a requirement but a passion for students at Global Academy and that
students end up volunteering not for points, but because they sincerely want to. Others
mentioned ongoing programs such as the project in Senegal, a movement to help a health
clinic in Peru, working with food banks and more. Again the interviewee mentioned that
most students are genuinely invested in the work they are tackling. When asked about
the general knowledge that students have about international culture there were more
examples of the students trips abroad but also student work in the form of their

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International and French Baccalaureate essays and how they incorporate international
elements into their writing.
The survey data points towards much of the same results. The respondents of the
survey were nearly eighty-eight percent confident that students were developing some
sense of civic responsibility by indentifying specific ways that they can make a
contribution to the resolution of a global issue. This high number points to the global
awareness that students have and was observed in their ability to integrate this awareness
with action and service in and out of the classroom. Respondents were also ninety-three
percent confident that students understood cultural points with one respondent adding a
comment of “more so than their parents.” When it came to asking about student
appreciation for diversity and culture, respondents were nearly ninety-eight percent
confident that Global Academy students had some sense of this element. This was
observed in the school magazine, the open house observations, and classrooms as well as
in the evidence provided by those interviewed. This high degree of confidence continues
to showcase Global Academy’s success in promoting a global curriculum with visible
student outcomes and behaviors. Lastly, respondents were also eighty-four percent
confident in students’ ability to explore environmental issues as was noted earlier with
various programs and organizations designed to keep the school green.
Ultimately, the purpose of this study was to identify curricular elements in
California schools and their associated student outcomes. The observations, interviews,
surveys and document review has shown that much of what the research states is evident
at Global Academy because there are numerous examples of student outcomes and

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behaviors that are seen as a result of the organization structures and curricular elements
that support globalization in this school.

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Chapter Five: Discussion
Purpose of the Study
The purpose of this study was to identify curricular elements and their associated
student outcomes at a California school that addresses globalization. Chapter four
presented the findings from the case study at Global Academy and discusses the
curricular elements, organizational structures and associated student outcomes of a school
embracing globalization. The data collection and analysis were completed to answer the
following research questions:

1. What are the curricular elements in schools embracing globalization?
2. What organization structures support globalization?
3. What perceived student behaviors /outcomes are seen?

Data collected by the researcher was generated from document reviews,
observations, interviews, and teacher surveys and data from this study points out some
very specific answers as well as specific evidence for each of the research questions and
the following are the emerging themes from this study and their possible implications

Themes
Leadership
Although often a theme in most studies, it is still important to note the importance
of leadership at Global Academy. In regards to organizational structures, the meticulous
organization that permeates the school in fulfillment of their mission is admirable. The

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meetings at Global Academy are meaningful and taken seriously. The programs are
designed with purposeful intent as is the design of the building. The aesthetics are clearly
geared towards showing an embrace of diversity and cultures. Through flat screens,
computers and state of the art equipment (when needed) Global Academy remains on top
of current technological innovations and they are always questioning how they can better
fulfill their mission through technology. Bell schedules and general schedules are
designed to provide the most effective and efficient execution of the school’s mission.
The organizational structures are also very flexible, however, and the built in time for
academic, grade level and other meetings allows change and action to take place if
necessary.
The principal at Global Academy sincerely believes in the mission of the school
but also realizes that any vision is successful through flexibility and execution of a well
educated, well trained and often international staff. The leaders of this school are not
blind to the peripherals surrounding Global Academy, particularly that of money. They
work within their boundaries and seek to expand boundaries wherever they can. All of
this flexibility however is encased in a strong foundation that is the core belief of what
Global Academy is trying to accomplish.

International Baccalaureate
Global Academy clearly wants to distinguish their curriculum and vision with
international elements. It is perhaps the only truly international school in their city and
definitely the only school in the urban area that offers a full International Baccalaureate
and French Baccalaureate. In fact Global Academy qualifies not only as an American

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private school but as a fully accredited French private school. Those students fulfilling
the French Baccalaureate are receiving the same education most French schools offer in
the actual country of France.
Evidence suggests that the curricular elements present at Global Academy that
embrace globalization include a curriculum that allows students the ability to think
critically as well as creatively. Fidelity to the International and French Baccalaureate
programs gives students the opportunity to ask questions and solve problems in a variety
of ways, including writing that is effective and clear. In addition classes are taught by a
group of teachers who have significant global experience and/or are international in
regards to their nationality.
Skills are a vital part of the curricular elements at Global Academy and the
International Baccalaureate program is a catalyst for this. These 21
st
century skills
include the ability to investigate and analyze problems. Global academy sets out clear
goals for their students that include evaluation of situations and giving out clear opinions
that are backed by evidence. Global Academy mixes theses skills into their core classes,
electives and extra-curricular activities. Standard courses such as English, Math, and
Science are present at Global Academy but most actively look for ways to add
international elements into the mix. Other classes of the International and French
Baccalaureate such as Geography, Theory of Knowledge and artistic electives allow
Global Academy to continually push international themes and issues.

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Languages
Foreign languages play a significant role as a curricular element that embraces
globalization at the school. Global Academy takes careful steps to give their students a
thorough understanding of languages that goes beyond learning to speak it fluently. In
these classes, Global Academy looks to teach students about the culture of various
nations and the backgrounds and traditions that encompass the language. Learning
languages such as French, Spanish, German, Italian and Chinese are not viewed
simplistically or without a long range plan at Global Academy. The school’s vision of
using the languages to impart culture is coupled with the hiring of international teachers.
The experiences and knowledge that these teachers bring is a key component in the
success of this part of the curriculum. Often the learning of languages is done through
linguistic trips abroad where students are allowed to stay with families in foreign nations
for at least two weeks. These trips serve to enrich what the students have already learned
with an educational immersion experience.

Global Citizenship
The curricular elements and organizational structures of Global Academy
produced incredible student outcomes and behaviors. From the onset of this study, the
students showed remarkable leadership at the open house. They produced an eclectic and
international musical performance leading into discussion on how the curriculum
challenges them. They have produced plays that centered on tolerance and acceptance
and have performed them in languages other than English. Their artistic portfolios are
filled with countless examples of awareness of global issues

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In the classroom students are afforded the space to learn critically and creatively.
The students ask questions that go beyond the standard lesson and they add to discussion
while being careful to back up their words with poignant evidence. They produce well
written essays on variety of topics that are close if not on par with college level papers.
Most students take advantage of their situation and are alert and interested in the
classrooms and generally they are not seen going through the motions. There is little
need for teacher discipline as most of the students are willing participants in the class.
This is not, of course a blanket statement for all students. This study observed students in
some classrooms over a short period of time, however, the level of willing attentiveness
was certainly noticeable enough to make mention of in this study.
The students also run various organizations and clubs designed to solve problems,
think critically and incorporate global elements. Although students are required to
complete 150 hours of community, service and actions hours it was clear that the students
often went above this number and did it genuinely. Outcomes ranged from
internationally themed clubs such as Amnesty International, Model United Nations and
multi-cultural groups to closer to home projects such as Friends of the Urban Forest and
the local modern art museum. Each of these groups is, for the most part, student
conceived and student led. They have focused on a problem, sought solutions and
attempted to provide answers or outlets while remaining aware of international societal
concerns.
Other student outcomes include the work done on study abroad trips. Students
from Global Academy have travelled many places around the world and have either
acquired cultural knowledge and/or have helped other communities in different ways.

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Student outcomes include helping out with a health clinic in Peru, building a school in
Ethiopia and helping with a center in Senegal. These trips have shown students’ genuine
desire to help people around the world and, in a simpler way, have helped them attain a
respect for other global cultures. Ultimately, the experience from these trips has shown a
clear indication that the international curriculum at Global Academy has the ability to
change the mindsets of urban youth who in another school might never have had this kind
of opportunity.

Emphasis on the Mission and Flexibility of curriculum
Global Academy is a private school and throughout its thirty years of history has
not had to deal with the traditional public educational ebbs and flows during this time.
The principal stated numerous times that it was an advantage to not have to worry about
test scores other than the SAT. He also noted that while he and the rest of the leadership
team at the school were unquestionably aware of No Child Left Behind and the recent
move to hold schools, principals and teachers accountable, those were not concerns of
Global Academy. The school was not worried about standardized exams and the
principal noted on several occasions that what was of concern to them was constantly
fulfilling the mission that the school has sought to achieve. This was an important theme
that developed from this study; an ability to worry about one goal rather than test scores
and statistical bands. In various interviews it was noted that the school was free to make
changes at will because of this point.
Giving students the opportunity to take action and make their own decisions is
another important piece for Global Academy. Active roles in clubs, sports, music, art and

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student government allow students the freedom of expression, opinion and ultimately the
ability to take action. Global Academy does not look to stifle the creativity and the
expressionist freedom of its students, but instead allow it to flourish by providing the
mechanism to articulate opinions, debate and take action. In the end, Global Academy’s
goal is to have students who have and can understand multiple perspectives about the
variety of things they will encounter not only in their community, city or country but also
around the world.
This study also shows that the leadership at Global Academy has a mission,
believes in it and proceeds to do whatever it can to fulfill the vision with evident
flexibility. Their experience has allowed the hierarchy at Global Academy to devise a
curriculum that incorporates various international elements and subsequently help
students stay abreast of current world issues. They change this curriculum when current
research calls for it and are not stagnated by the mandates of No Child Left Behind. This
is a key element to their success and shows that they have the organizational prowess to
not only stay current but peer into the future as well.

Small School Size
Global Academy is also not a large school currently holding an enrollment of
roughly three hundred and forty students. This small size allows for small classes when
needed. One observed classroom had only six students in the class while the largest class
observed turned out to be a ninth grade class where twenty-three students were counted.
The advantage of Global Academy seems not to be in the small class sizes in relation to
their teacher, but rather that the school as a whole is small. The principal and assistant

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principal as well as counselors noted that the school was small and it was much easier to
keep track of what students were doing, how they were progressing in this environment
than in a larger high school. Global Academy prides itself in a rigorous and international
curriculum but the tough academic standards, coupled with the intense French and
International Baccalaureate, can take a heavy toll on students, especially incoming
freshman and the small size of Global Academy provides various outlets for both
academic and social aid.

Study Abroad Trips
Global Academy emphasizes teaching students a truly international education.
Part of this is their desire to pass on to the students the need for respect, appreciation and
a genuine desire to learn from the diverse cultures that are present in our world. Global
Academy believes that much of this can be manifested in cultural, academic and/or
linguistic trips that they offer to students throughout the year. It is the hope of Global
Academy that these trips enrich and enhance the global and international education that
students are receiving throughout their time at the high school. Whether to immerse in
culture, academics or simply get a better grasp of the language these experiences serve as
a key component to the Global Academy curriculum.
An example of the power of these exchanges is the ongoing project in Senegal.
The prior year students of Global Academy launched the Senegal Project. This student-
driven project helped coordinate fund-raising opportunities in the community in order to
help raise eight-thousand dollars to help build a school and community center in an
impoverished city of M’bour, Senegal. The center has recently been completed and is

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helping poor children (Ages three to five) and their mothers in the area. Plans are in
place for students to return to Senegal in February of 2011 in an effort to oversee the
project and continue raising funds to see the completion of the school.
Each student is allowed and encouraged to take at least one exchange trip during
their four year stay at Global Academy. Although not all students participate a vast
majority take the opportunity for at least one trip with many taking multiple experiences.
During the 2010-2011 school year students had options to take either cultural, linguistic
or academic (long-term) exchanges in Egypt/Israel, France, Nicaragua, Senegal,
Germany, Guatemala, India, Italy, Tahiti and Taiwan. Most of the trips are an additional
cost to the students and families although there is financial aid money available to
students who need to use it.

Recommendations
It is quite evident that the organizational structure and the curriculum at Global
Academy provided many of the results that current research literature is suggesting. The
leadership at Global Academy offers a tremendous advantage by being well organized
but flexible. The faculty is international in name and in experience and also seeks critical
thinking and creativity from their students. The students subsequently produce genuine
examples of global citizenship. All of this is positive in nature and points to some very
interesting elements that make the program at Global Academy work. Despite the
success, there is always room for innovation and change and as evidenced beforehand,
Global Academy has the flexibility to make changes when needed. The the following are

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recommendations for both Global Academy and a final recommendation for policy
makers based off the results of this study

Continue Partnerships
Programs and partnerships are an important component that resulted from this
study. Global Academy has a mixture of organizations, including various boards for
financial, diverse and environmental factors. These progressive groups seek to
continually improve the school and not allow it to stagnate. This is also supported by the
various partnerships present at the school. From sister schools in other nations to
economic affiliations close to home, Global Academy takes steps to make sure it has the
partnerships necessary to make the school work. It is important to continue these
enterprises given that a global world will require international interactions. By
expanding partners Global Academy can continue the success they have through the
curricular and academic help that comes from these joint ventures. In addition,
partnerships can also help making the school more accessible to others.

Accessibility
Another recommendation for Global Academy is to help make the program more
accessible to families with lower socio-economic statuses. Finding avenues to include
lower income families, while providing adequate support for the student, will give others
the opportunity to be part of this globalized curriculum. Clearly there is competition
amongst the various private schools in the city that Global Academy is in. Allowing

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more access will require partnerships and financial help, but would further the mission of
the school while having a greater impact on the surrounding community.
In addition, although the school has diversity in an international way, there is a
noticeable lack of ethnic minorities in the school, particularly of Hispanic and African-
American descent. Global Academy does not seem to be diverse in this regard given the
majority of the students are White and/or Asian. This is not to say that Global Academy
does this on purpose or in any way avoids certain races. It is, however, a microcosm of
society; the tuition has clearly prevented many ethnic minorities from even dreaming
about attending this thirty-thousand a year school. Although it is important again to note
that there are various international backgrounds represented in the school opening
accessibility in this way will also help continue a global vision.

Continue Study Abroad Program
Global Academy should continue its excellent linguistic, cultural and academic
trips abroad but should also look to expand the Study Abroad experiences to include
other cultures and perhaps partnerships for lower costs. These powerful exchange trips
have the potential to put a global curriculum into a real world perspective for many
students at Global Academy. The buzz of past and future trips is palpable as you walk
through the school as well as in the classroom. Most students are eager to talk about their
past experiences and newer students are eager to get the cultural experience and/or the
opportunity to use a language they have learned over the years. It is apparent that these
trips are a vital part of Global Academy’s success and so continuing them would only
make sense. However, there should be constant innovation in where students are sent as

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well as providing necessary financial support to allow every student at Global Academy
the opportunity for at least one trip.

Teacher Collaboration
Based on surveys and some interviews, one of the few areas where teachers felt
Global Academy was lacking was in the time allotted for collaboration. Most teachers
noted that not everything could be squeezed into one day but perhaps this is one area
where cross-curricular planning could pay dividends. Allowing more time for teacher
collaboration will further fuel the goals of the school by providing realistic long term
projects for students that will continue to push the students in creative, critical and
innovative ways. Observing the teaching staff at Global Academy showed many adept,
knowledgeable teachers who showed the ability to push students to think critically.
Allowing teachers the time to collaborate will only enhance the International and French
Baccalaureate programs by giving teachers the avenue to combine skills and strategies at
will

Revisiting goals of No Child Left Behind
It is apparent that the general and specific goals of public schools are not
appropriate for this rapidly changing 21
st
century world. School districts, state
departments and the federal government would do well to re-examine what they would
like to see from students upon exiting a K-12 system. It is obvious that the current goals
are not sufficient and/or effective. Students are not only dropping out and not graduating,
but those who do graduate are not necessarily ready to hold jobs in a global market. The

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lack of languages, cultural experiences, and a deepening lack of critical and creative
thinking has hampered public schools in this country. In this regard Global Academy
does not have an advantage because of money, but rather its lack of pressure from test
scores.
It is not Global Academy’s job to worry about California’s Academic
Performance Indicators or end of year standardized test exams. In the discussion had
with much of the administration team at Global Academy, one of the biggest factors in
their ability to succeed was the ability to be flexible enough to make decisions and
changes not for accountability measures of teachers and test scores but rather based on
the latest research. It was no accident that the administrators and teachers watched a
video based of some of the latest educational research at a staff meeting and all of them
were encouraged to expand on this by reading suggested articles and books.
Here is the one fundamental change that derives from this study; the need to
rethink the goals of public schools. More internationally themed goals filled with
opportunities to truly learn new languages and cultures are needed in our current schools.
Politically, economically and socially the changes happening in the world are undeniable,
yet our schools have not taken necessary steps to act on this, choosing instead to hang
their success on standardized test scores. The Federal government’s most recent agenda
(Race to the Top) has among its criteria to receive money, a desire to see districts link
teacher performance to test scores as if that would solve even some of our education
system’s issues. The problem is not in trying to rate students’ learning ability off
standardized tests, but rather in challenging them with a curriculum that forces critical
thinking, analysis, problem-solving and culturally-aware skills out of students.

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In this regard, money is not the obstacle but rather the goals and aspirations of the
schools. Global Academy is not paid to be international, but chooses to be so. It is true
that when it first began, Global Academy’s goals were to be a French immersion school
but innovative and forward thinking have allowed that first goal to branch out to include
other cultures. Today, their curriculum is constantly aware of the changing international
landscape. A rethinking of goals will not necessarily require a complete reinvention of
the United State’s school system. Global Academy has many of the core classes offered
in many schools around the country and the International Baccalaureate program is not
unique to Global Academy. All it is requires is a shift in philosophically thinking about
the future of our nation’s students. What direction this country heads will be determined
largely by education of current students. If politically, economically, socially,
technologically and culturally public school students are behind or at a disadvantage with
other students either domestically or abroad, this country will be at a huge disadvantage
in a rapidly globalizing world. In addition it will be guilty of grossly misusing a large
resource; that of human intelligence and creativity.
Rethinking the fundamental goals of public schools is recommended in order to
begin making some of these changes happen as well as well as an examination of the
resources it would take to flexibly replicate the model that Global Academy presents.
Global Academy is not the perfect school and it would be dangerous to think that simply
replicating what the school does on an exact measure is what is required. Instead, this
study points out some of the elements that make the school successful and the clear-cut
goals, mission and vision are a vital first step.

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Further Research
Longitudinal study on how this global curriculum has had sustained success
The goals of Global Academy are clear and it is stressed continuously that their
jobs are tied in fulfillment of the mission of the school: Guided by the principles of
academic rigor and diversity, Global Academy offers programs of study in French and
English to prepare its graduates for a world in which the ability to think critically and to
communicate across cultures is of paramount importance. This mission has not waivered
over the school’s thirty year history and any changes made are to continually push the
ideas of global citizenship in an international world.
Ultimately, Global Academy shows how much of an impact a global curriculum
can have on its students. Students have not only shown a remarkable desire to succeed
academically but also to showcase many of the global citizenship characteristics that
could prove to be a major factor in making this global world a peaceful world. Further
research is required in examining whether or not Global Academy has had sustained
success and what are some of the long term mechanism in place that allow it the ability to
be a truly global curriculum in the long term.

Study the impact that tuition has on the success of Global Academy.
For all of Global Academy’s accolades, there is one very large point that needs to
be addressed and/or further researched. How much of the success of Global Academy is
attributed to its’ thirty-thousand a year tuition, its’ endowment funds and the overall
depth of resources that the school can pull from? Is it only the large resources that allow
for student linguistic, academic and cultural trips to happen? Is it only the resources that

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allow for students and teachers to take trips to the original locations of the artistic plays
they are performing? Is it only the resources that allow classrooms that are taught by an
internationally diverse staff? It would appear at first glance that in many areas Global
Academy can only function because of the large amount of money at their disposal.
There are, however, very subtle clues that have nothing to do with large resources,
particularly those of student outcomes. The classrooms at Global Academy are not
necessarily state of the art with the newest and greatest technologies. Perhaps they could
be, but many of the classrooms observed where as simple as desks, a whiteboard,
teacher/students and nothing else. It was not the money that grabbed the attention of the
students, but dynamic teaching. Furthermore, there is a great amount of interest from
students in the classrooms, including asking questions that go beyond wanting to find an
answer for a grade.
With the exception of the student abroad trips, the community, service and action
portion of the curriculum is also very much independent from deep resources. Students
joining clubs and/or creating action-oriented organizations that are globally-aware, does
not require a depth of resources, but rather motivation and desire; something many of the
students are not short on. In addition, the International and French Baccalaureate
programs are, for all intents and purposes, voluntary and not forced on the students.

Study the impact that feeder schools have on Global Academy.
There is also a need to examine the impact that the feeder schools have on Global
Academy. Although not all students come from Global Academy’s French-American
feeder school, there is clear evidence that many students who have gone through the

130

entire K-12 system who are well prepared with 21
st
century skills as well as with
extensive global experience. Even the students who have not come through Global
Academy’s specific feeder school are still students who have some international exposure
through other programs like the Chinese-American School or even other private schools
who have language immersion programs. Many of these students have studied a
language from an early age and most have been exposed to teaching that pushes critical
thinking. What is the impact that these schools have had on the success of Global
Academy? Does Global Academy have the potential to take a student from a public
school system, for example, and still successfully fulfill their mission with a student who
did not come as well prepared for the rigorous international curriculum?

A review of public schools case studies for replication of Global Academy curricular
elements.
There is also another question when discussing the curriculum of Global
Academy. How much of what the school does can be translated into the public school
sector? How much of the curriculum and the organizational structures that make Global
Academy an international school can be replicated in public schools in California and/or
urban cities in general? The answers to these questions will not be easy given the large
tuition of Global Academy in comparison to the per-average student spending in
California. According to the California Department of Education the 2007-2008 year, for
example, the average spending per-student was close to nine-thousand dollars; a number
that could very well have dropped given the state’s current economic crisis. Even the

131

highest per-student average in the country is not even half of the tuition for one student at
Global Academy.
Perhaps a good way to begin examining this is how the public school sector and
Global Academy spend the money they do receive. How much of it goes to acquiring top
notch educational (and international) talented teachers for the students? How much of
the resources are allotted for scholarships, trips and facilities? Global Academy gives
readers a good idea of where its money is appropriated in the quarterly magazine. Sixty
percent goes to the faculty, five-percent to pay off a bond, eleven-percent to facilities,
sixteen-percent to administration and eight-percent to programs/materials and trips. How
this compares to public schools is a monetary issue that should be researched. (Attempts
to pull data from the California Department of Education required an unknown program
and hours to download huge files). So the question is there: Is it the large gap of per-
student spending that makes the difference or simply how money is appropriated? Until
this is further researched it will be difficult to answer many of the questions that this
study presents.

Conclusion
The very idea of globalization begets many political and economic
questions particularly in regards to the United States role as a global leader.
Technological, economic and political forces are changing the way we live our lives
today. Communication between many nations is available with a few clicks on a
computer and the tension this creates for local governments is noteworthy. This rapidly

132

changing world, however, can also carry positive improvements for the future lives of
students.
A world that is globally connected requires a need for students who are globally
aware. If American students are to be prepared for the changes in this 21
st
century they
must have the necessary skills that make them globally competitive. Most schools across
the United States are not concerned with developing global citizens but instead on test
scores and graduation rates. The current system appears to be concerned with domestic
environments when it is increasingly evident that the work place is far more global.
Earlier it was pointed out that this study will be useful to practitioners in pointing
out many of the curricular elements present in schools that currently employ global
elements. In addition this study could be useful to policymakers in helping them to
understand the importance of integrating globalization into curriculum. For researchers
this clarifies questions needed to continually address globalization.
This study of Global Academy has achieved many of these goals. Many of the
elements that embrace globalization are evident including a well developed curriculum,
organized leadership, international faculty, exchange trips abroad and more. The results
of these elements, including altruistic projects, community service, and academic
excellence are clearly evident as well and can be useful to policymakers and school-
builders who are trying to integrate globalization into schools. Of course this study does
give rise to some important questions particularly that of how much impact does money
play into the success of Global Academy.
While this study alone cannot bring definitive significance to the research
questions it is important to remember that this is one study in a thematic group of eight.

133

When all eight thematic studies are viewed together and there are possible common
findings, this could suggest that much of what is happening at Global Academy is
significant. Ultimately the combination of studies has the potential to make the curricular
elements, organizational structures and student outcomes extremely significant in
beginning to address globalization in schools.

134

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Engler, J, & Hunt, J. (2004). Preparing our students for work and citizenship in the
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Friedman, T. L. (2005). The World is Flat: A Brief History of the 21st Century. New
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Jackson, A. (2004). Preparing urban youths to succeed in the interconnected world of
the 21st century. Phi Delta Kappan, 210-213.

Jackson, A. (2008). High Schools in the Global Age. Educational Leadership, 65(8),
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Mayer, A. (2008). Expanding opportunities for high academic achievement: an
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Partnership for 21st Century Skills. (2008, November). Transition Brief: Policy
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American Forum for Global Education, 176,

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Hornbeck and Lester M. Salamon (eds.), Human Capital and America’s Future.
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87(3): 209-213.

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globalization and education. Berkeley, CA: University of California Press.

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US Department of Education, America 2000: An Education Strategy, (1991) 3, 6, 9.

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Wagner, T. (2008). The Global Achievement Gap. New York, NY: Basic Books.

137

Appendix A: Document Review Instrument

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

138

Appendix B: Interview Instrument

The following is list of school personnel researchers can interview.

*Justification as to why a person was interviewed is required (how did this person help
you answer the research questions?)

 Principal
 Asst. Principal
 Counselors
 Leadership Team
 Teachers/Dept. Heads
 Admin asst.
 Parents
 Program leader/managers
 Director of Technology

 Grade Level Chairs
 Leadership Teams

Curricular Elements

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

Organizational Structure

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

Perceived Student Outcomes/Behaviors

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

139

Appendix C: Survey Instrument

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

140

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

141

Appendix D: Observation Instrument

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

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

School Community Classrooms Interactions

Environment reflects school’s
mission, vision, culture
Environment reflects school’s mission,
vision, culture that promotes
globalization.
Environment reflects school’s mission,
vision, culture that promotes globalization.

School’s mission/vision is posted
throughout the school.
School’s mission/vision is posted in
classroom.
School’s mission/vision is posted in
classroom.

Student work that is displayed reflects
globalization
Course objective/daily lesson addresses
global curriculum
Course objective/daily lesson addresses
global curriculum

Partnerships are evident Student work that is displayed reflects
globalization
Student work that is displayed reflects
globalization

Front Office-First impression reflects a
focus on globalization
Teacher positively interacts with students Teacher positively interacts with students

School building and grounds reflect global
themes and ideas that connect students
with what they are learning around the
world
Students read newspapers, magazines,
and books, and listen to radio and
television programs that relate to
intercultural and international topics
Students read newspapers, magazines,
and books, and listen to radio and
television programs that relate to
intercultural and international topics

Diversity of student body and their
respective cultures reflected in your
buildings and school grounds
Technology is being utilized as a tool to
promote globalization
Technology is being utilized as a tool to
promote globalization

Is a global/international focus evident in
your extracurricular activities evident

Is your school community ethnically and
racially diverse?

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

4 Frames:

4 Frames: 4 Frames:

Notes:

Notes:

Notes:

142

Appendix E: Triangulation Matrix

Semi
Structured
Open
Ended
Interview
Guide
Structured
Open
Ended
Interview
Semi-
Structured
Open
Ended
group
interviews
Structured
open
ended
group
interviews
(Focus
Groups)
Open Ended
Written
Questionnaires
Principal X X
Assistant
Principal
X X
Counselor X X
Leadership
Team
X X
Department
Chairs
X X
Parents X X
Program
Leads
X X
School
Secretarial
Staff
X
Director
Technology
X X
Grade
Level
Chairs
X X

143

Appendix F: Interview Questions Matrix

Question Focus Past Present Future
Behaviors/Experiences X X
Opinion and Values X X
Feelings/Emotions X X
Knowledge X X X
Sensory X
Background X X X

144

Appendix G: Research Triangulation Method

Research
Questions
Interview Document
Analysis
Observation
What are the
curricular elements
in schools
embracing
globalization?
x x x
What organization
structures support
globalization?

x x X
What perceived
student behaviors
/outcomes are seen
as a result?

x x x

Abstract (if available)

Abstract The world is becoming increasingly connected and this has begun to affect the political, economic, cultural and societal aspects of our lives. Globalization will push individuals to have sensitivity to foreign cultures, fluency in foreign languages and an understanding of international trade and technology while also having the ability to reshape what people think about nations, boundaries and identities. How people react to globalization will depend heavily on who is viewing it and this complexity brings with it values and tensions from various parts of the world. Consequently, globalization carries tremendous ramifications for education and whether or not globalization is accepted, the forces and trends it is presenting are too strong to ignore. So the questions at hand are now: what are schools doing to address this idea, what are schools doing to educate students about globalization and has the idea of global citizenship been addressed? This study addresses what education in the United States is currently focused on and what education is doing in consideration of globalization

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Asset Metadata

Creator Vigil, Ricardo (author)

Core Title Globalization, curricular elements, organizational structures and perceived student outcomes in California schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 04/26/2011

Defense Date 02/11/2011

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

Tag California,curricular elements,global curriculum,global education,Globalization,international baccalaureate,OAI-PMH Harvest,student outcomes

Place Name California (states), USA (countries)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Hocevar, Dennis J. (committee member), Love, Laurie (committee member)

Creator Email ricardjv@usc.edu,tracer1150@aol.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m3777

Unique identifier UC1191959

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Legacy Identifier etd-Vigil-4389.pdf

Dmrecord 466580

Document Type Dissertation

Rights Vigil, Ricardo

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