Global Awareness in High schools 29
IMPLEMENTING GLOBAL AWARENESS CURRICULUM IN HIGH SCHOOLS: THE USE OF INTERNATIONAL TEACHING METHODS TO IMPROVE AWARENESS AND COMPREHENSION OF World ISSUES
Except where reference is made to the work of others, the work described in this thesis is my own or was done in collaboration with my Advisor. This thesis does not include propriety or classified information
Keita Lloyd Placide
_____________________________
Dr. Sharon Livingston
Assistant Professor and Project Advisor
___________________________
Donald Livingston
Associate Professor and Project Advisor
Education
RAISING GLOBAL AWARENESS IN HIGH SCHOOLS: THE USE OF JAPANESE TEACHING METHODS TO IMPROVE AWARENESS AND COMPREHENSION OF World Issues project submitted
by
Keita Lloyd Placide
To
LaGrange College
In partial fulfillment of the requirement for the degree of
SPECIALIST IN EDUCATION
in
Curriculum and Instruction
LaGrange, Georgia
December 31, 2010
iii
Abstract:
This research will focus on international teaching methods that will improve high school students Global Awareness. The current Georgia Professional Standards does not emphasize the importance of a global education. In order for the twenty-first century high school student to stay competitive with international community, they must be introduced to global perspectives rather than locally accepted norms and values, on world issues. This study will explore international teaching methods which will improve students’ global awareness and create new perspectives.
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Table of Contents
Abstract………………………………………………………………………………….iii
Table of Contents………………………………………………………………………..iv
List of tables and figures
Chapter 1: Introduction…………………………………………………………………..1
Statement of the Problem…………………………………………………..….…1
Significance of the Problem………………………………………………………2
Theoretical and Conceptual Frameworks………………………………………...3 Focus Questions……………………………………………………………….…5
Overview of Methodology…………………………………..……………….......6
Human as Researcher…………………………………………………………….6
Chapter 2: Review of Literature………………………………….………………………7-13
Chapter 3: Methodology…………………………………………………………….……13
Research Design……………………………..……………………………….……13
Sample / Subjects / Participants………………………….......................................13-15
Procedures and Data Collection Methods……………………………….………...15-16
Validity and Reliability Measures………………………………………………...# Analysis of Data…………………………………….……………………….…….#
Chapter 4: Results………………………………………………………………………...#
Chapter 5: Analysis and Discussion of Results
Analysis……………………………………………………………………………#
Discussion…………………………………………………………………………#
Implications………………………………………………………………………..#
Impact on Student Learning……………………………………………………….#
Recommendations for Future Research…………………………………………...#
References…………………………………………………………………………………#
Appendices……………………………………………………………………………..…#
List of Tables
CHAPTER ONE: INTRODUCTION
Statement of the Problem
American students do not exhibit a global perspective; they lack an appreciation, awareness, and acceptance of different cultures and people in our ever changing world (Demovsky & Niemuth, 1999). Georgia high school students are not being prepared at the secondary level of education to meet the criteria of successful twenty-first century student. The criteria for global awareness can be broken down in three vital content areas: geography, culture and economics. The Committee of Economic Development (2000) wrote “state high school graduate requirements include only minimal course work in international studies, such as world history, geography political and science area studies, and some states require none at all” (CED, 2000, p .1).
To graduate from high school in Georgia, most students must take and pass the Georgia High School Graduation Test (GHSGT) which assesses five core academic content areas. The social studies portion has a shortage of global and international questions placed on the test. The majority of the questions on the GHSGT in this section are based on knowledge of American history. The Georgia High School Graduation Social Studies section has a shortage of global and international questions placed on the test. The GHSGT bases most of its questions about American History. Proponents of Global Education argue that American students tend to focus on the United States’ role in other nations as a whole, but lack awareness, understanding, and acceptance of diversity (Demovsky & Niemuh, 2000). Demovsky and Niemuh (2000) also believe the lack of awareness has a negative impact on students’ acceptance of other nations and their cultures. In the twenty-first century, nations can no longer concentrate on only national business or trade. More emphasis has to be placed on global trade if countries want to remain economically viable in twenty-first century.
In an era of AYP and standardized testing, the limited number of world history questions has left teachers to exclusively focus most of their teaching on United States history questions in order to best prepare their students. The test is made up of thirty-five United States history questions, thirteen United States government questions, thirteen world history questions, and nine geography questions that may concentrate on the United States (GHGT, 2010). Georgia students are taught according to the Georgia Professional Standards [GPS] which only introduces students to world history in the sixth and seventh grades. At the secondary level, students in the ninth grade have only two semesters of world history. In the last three years, LaGrange High school world history domain, on the social studies section has never surpassed 68% (GDOE, 2010).
Unfortunately, the extreme focus of United States history has confined students to model their learning and cognitive styles. Social studies teachers should incorporate more world history content with a social constructivist method to improve students’ understanding. Constructivists maintain that learning is, fundamentally, a socially mediated activity, (Cleborne, Johnson, & Willis, 1997). The purpose of this study will examine social constructive teaching strategies in social studies (world history) and formulate an answer to the research question on how social constructive teaching strategies can increase the global awareness of Georgia students.
Significance of the Problem
There are endless disadvantages and repercussions for students not being globally aware. The first disadvantage to being globally illiterate is economic. In the economic arena, the world is seen as a “potential market” and in order for American students to compete effectively and efficiently, global knowledge must be attained. There is a serious educational gap between high school students’ curriculum and the business community in America. In a 2006 report, the Committee for Economic Development (CED) reported, “It may come as a surprise then, that a 2002 survey of large U.S. corporations found that nearly 30 percent of the companies believed they had failed to exploit fully their international business opportunities due to personnel with international skills” (CED, 2006 p. 6). The United States economy in its present condition cannot afford to lose international markets especially due to a lack of global education in the high school curriculum. The CED contends that United States corporations lack of global education exists in international business miscalculations when it reported that “Microsoft Corporation developed a time zone gap for Windows 95 operating system; it inadvertently showed the region of Kashmir lying outside the boundaries of India. India banned the software, and Microsoft was forced to recall 200,000 copies of the offending software” (CED, 2006 p. 7). The second repercussion is cultural sensitivity. Many American students are regimented in their ways of thought and problem-solving skills. Most teachers would agree that students’ attitudes and perspectives towards the introduction of topics dealing with different societies, customs, and rituals (outside the U.S.) are mostly negative. In order for America to lead the world into the next millennium, the education of students must become culturally sensitive and responsive to other nations. Another disadvantage of American students not being globally aware is a weaker national security. To understand the threats of terrorism in the world and solutions to prevent it from reaching the shores of America is of national importance. It is important for educators to keep students current with today’s world events. It is also important that educators themselves do not fall prey to the old habits and teaching strategies. By educators taking a closer look at world history, they will be challenged to find new ways of engaging their students. Social constructivists believe educators should be an active participant and guide for students (Cleborne, Johnson, & Willis, 1997).
The goal of this study is to improve the student’s global awareness by helping them look at other countries’ current events and to help their thinking process by communicating solutions to their problems. Advocates of social constructivist teaching maintain “Social Studies incorporates rich opportunities to involve students in active investigation of issues, problems, consequences, and successes people encounter in the social world” (Sunal & Haas, 2007 p. XIV). Creating an environment that helps students to be more globally aware will, in turn, help students to not only understand a global events that affects global relationships to the United States, but also help them to develop cultural sensitivity.
Theoretical and Conceptual Frameworks
This research is directly linked to social constructivism. Beck and Kosnik (2006) cite Dewey as saying in 1916, “education is not an affair of ‘telling’ and being told, but an active and constructive process” (p. 9). This constructive perspective is directly linked to the theory that students must have involved critical thinking but essentially reinforces the learning by experiences. “At the school level, social constructivism implies a form of learning in which students are fully engaged, find the process meaningful, and relate ideas to the real world to a considerable extent” (Beck and Kosnik, 2006 p. 2). Using the social cognitive theory in social studies, Sunal and Hass (2005) would support the idea of each student having interactive experiences which will play a part in an improved learner’s understanding of and perspectives on global awareness.
The introduction of more global studies into social studies curriculum relates strongly to the second tenet of the Lagrange College Education Department’s (LCED) (2008) Conceptual Framework exemplary professional teaching practices (p. 5). Tenet Two emphasizes the professional development of the teacher in order to be competent in the classroom. The LCED Conceptual Framework (2008), has three competency clusters, but this research will examine only Competency Cluster 2.2 which focuses on the instructional skills such as “use of effective verbal, nonverbal, media communication techniques to encourage students’ development of critical thinking, problem-solving and performance skills” (p.7). The Cluster also examines effective and appropriate management. The main idea of a student-centered classroom is supported by the theoretical concepts of Sunal and Hass (2008) in which they contend that the teacher creates an environment where the student is faced with a problem with four conditions: concepts, generalizations, higher level thinking skills and attitudes and disposition about the social world (p. 31).
This research is directly linked to the National Board of Professional Teaching Standards [NBTS] Proposition Two. Proposition Two states that the teachers know the subjects they teach and how to teach those subjects to students. This proposition encourages teachers to excel in their content area and interrelate it with other subjects. The NBTS is a strong proponent of teachers having an “understanding of the history, structure, and real-world applications of the subject” (LaGrange College Educational Department 2009). The National Council for Accreditation of Teacher Education Standard 1C and 1D are also aligned with this research. Standard 1C states “Teacher candidates can apply the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning” (LaGrange College Educational Department, 2009). NCATE’s Standard 1D emphasizes that teachers assess and analyze students and make adjustments. This research also aligns with Interstate New Teacher Assessment and Consortium’s (INTASC) domain 4 and 7 (LaGrange College Educational Department k, 2009, p.12). Domain 4 advocates multiple instructional strategies and domain 7 instructional planning. When teachers become facilitators and allow students to socially construct their perspectives to their problems, higher order thinking skills come to the forefront.
In this study, lessons were student-centered, and students were to ask to find solutions on four different global problems. Creating an environment where there is classroom interaction, concepts, generalizations, higher level thinking skills and attitudes and disposition are core teaching methods that are encouraged by the Conceptual Framework .
Focus Questions
There are three focus questions guiding this research. The first is, “How does the teacher develop a curriculum with social constructive teaching strategies in social studies (world history) to improve global awareness in that content?” The second question is, “What are students’ attitudes towards the introduction of global issues to social studies and constructive teaching strategies used to improve their global knowledge?” The third question asks “Is there evidence from teachers and administrators that supports the implementation of global awareness strategies into social studies?”
Overview of Methodology
The research will be both qualitative and quantitative. The location of this research will be a South-Eastern high school in the United States. The blacks and white demography of this school is proportionate. There are less than 2% percent of Latino and Korean students. The number of participants in the research will be 70 to 80 ninth grade world history students.
A pre and post test on global education will be used to unpack focus question one. The assessments will be analyzed for significant gains or losses by using independent and dependent T tests, ANOVA, Correlation and effect size tests. The qualitative data will be analyzed for categorical and repeating data. On focus question two, a survey will be used to collect data on participants’ attitudes and concerns about global education. The Chi Squared test will be used analyzed the quantitative data. On Focus question three, evidence of department and administrators’ endorsement of the global education will be collected in the form of an interview with the principal and a survey to social studies department members. This qualitative data will be analyzed and coded for themes.
Human Researcher
This is my third year teaching social studies in the ninth through twelfth grade classrooms. I strongly believe in creating an environment where students are socially involved with the content; this provides better learning experiences which enhances knowledge and their perspectives. From my experiences, students who are globally aware of issues in the world are more apt in answering questions and culturally sensitive to other cultures and nations. It is my belief that it is a necessity that a twenty-first century teacher should teach from a global perspective not only to pass a standardized test, but to also enhance their perspectives, their cultural identity, their cultural sensitivity, and their aptness for economic community, which is no longer national but international.
CHAPTER TWO: LITERATURE REVIEW
How does the introduction of student-centered, global awareness curriculum in social studies (world history) increase ninth graders assessment test scores? The main focus of the researcher is to help students to understand history’s key concepts with a global perspective in a student-centered environment. The international community is becoming smaller and teachers need to move away from traditional styles of teaching. The twenty-first century education demands the United States’ students to be globally educated to compete in the international community. In order to foster an environment for students to apply critical thinking and problem solving skills, the teacher must not dictate the classroom but provide guided instruction (Demovsky & Niemuth, 1999).