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The difference between the articulat...

Robinson, Maurecia Lee.

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The difference between the articulation of globalization based upon global education implementation as measured by global competence of secondary principals in the United States.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The difference between the articulation of globalization based upon global education implementation as measured by global competence of secondary principals in the United States./
作者:	Robinson, Maurecia Lee.
面頁冊數:	296 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465703
ISBN:	9781124779591

The difference between the articulation of globalization based upon global education implementation as measured by global competence of secondary principals in the United States.
Robinson, Maurecia Lee.

The difference between the articulation of globalization based upon global education implementation as measured by global competence of secondary principals in the United States. - 296 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ed.D.)--University of Arkansas at Little Rock, 2011.

Controversy surrounding the nature and purpose of globalization, global education, and global competency in the K-12 education system remains a contested debate in the literature. Regardless of the reverberant alarm which has been sounded in recent years advocating students in the United States must be educated with a global perspective in order to be successful in an increasingly globalized society (Banks, 2003; Suarez-Orozco, 2005; Reimers, 2009), current education policy, standards, and frameworks generally do not prioritize global education.

ISBN: 9781124779591Subjects--Topical Terms:

1035576
Education, Leadership.

The difference between the articulation of globalization based upon global education implementation as measured by global competence of secondary principals in the United States.
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245 1 4 $a The difference between the articulation of globalization based upon global education implementation as measured by global competence of secondary principals in the United States.
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500 $a Adviser: Elizabeth I. Vaughn-Neely.
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520 $a Controversy surrounding the nature and purpose of globalization, global education, and global competency in the K-12 education system remains a contested debate in the literature. Regardless of the reverberant alarm which has been sounded in recent years advocating students in the United States must be educated with a global perspective in order to be successful in an increasingly globalized society (Banks, 2003; Suarez-Orozco, 2005; Reimers, 2009), current education policy, standards, and frameworks generally do not prioritize global education.
520 $a To collect salient evidence from each of the high school principals in urban, rural, and suburban areas of the United States, a qualitative and quantitative methodology of data collection and analysis were employed. Twenty-five principals responded to the survey measuring global competency. The Global Competence Self-Assessment questionnaire requested information about the high school principals' global competency in the areas of: global knowledge, attitudes, skills, and campus. To investigate the first research question a one-way ANOVA (analysis of variance) was conducted to determine whether any differences occurred among high school principals global competency: global knowledge, global attitude, global skills, and global campus on the combined dependent variable locale (urban, rural, and suburban). The results revealed no significant difference in scores among the high school principals' global knowledge, global attitude, global skills, and a global campus in rural, urban, and suburban schools.
520 $a The second phase of the research involved a qualitative method to determine the perceived difference among high school principals in the articulation of global education in curriculum development, design, and implementation in the United States. The second phase also involved perceived factors which support or impede the implementation of curricula for global education. Five principals were selected to participate in follow-up interviews from the sample of 25 participants who completed the questionnaire. From the data analysis five themes emerged from a structured seven-part framework designed to elicit information critical to understanding the research question. Findings from this study indicated high school principals in different locales (urban, rural, and suburban) believe global competency and global education are worthwhile to integrate into the curriculum; however, actual practice and training are not supported at the district and state level. Further data revealed the articulation of global competency and the implementation of global education remained limited in the high school curriculum. Budgetary limitations proved to be a significant factor in the implementation process. Findings from this research highlighted the importance of why all educators will have to work differently in order to implement a global education curriculum, even though such movement is complicated by lack of knowledge, curriculum, time, professional development, curriculum overload, and budgetary limitations.
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