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A model curriculum for high school i...

Watkins, Mary Harper.

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A model curriculum for high school international studies/global education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A model curriculum for high school international studies/global education./
Author:	Watkins, Mary Harper.
Description:	212 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-10, Section: A, page: 4253.
Contained By:	Dissertation Abstracts International57-10A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9707708
ISBN:	0591147807

A model curriculum for high school international studies/global education.
Watkins, Mary Harper.

A model curriculum for high school international studies/global education. - 212 p.

Source: Dissertation Abstracts International, Volume: 57-10, Section: A, page: 4253.

Thesis (Ph.D.)--Ohio University, 1996.

The purpose of this study is to identify a curriculum that re-orients the general high school program toward international studies. The resulting curriculum framework employs concept infusion and interdisciplinary approaches to develop global perspective throughout an unrestricted population.

ISBN: 0591147807Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A model curriculum for high school international studies/global education.
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020 $a 0591147807
035 $a (UnM)AAI9707708
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040 $a UnM $c UnM
100 1 $a Watkins, Mary Harper. $3 1929238
245 1 2 $a A model curriculum for high school international studies/global education.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-10, Section: A, page: 4253.
500 $a Director: Conrad W. Snyder Jr.
502 $a Thesis (Ph.D.)--Ohio University, 1996.
520 $a The purpose of this study is to identify a curriculum that re-orients the general high school program toward international studies. The resulting curriculum framework employs concept infusion and interdisciplinary approaches to develop global perspective throughout an unrestricted population.
520 $a International studies (IS) programs in eight cities were studied as potential sources of curriculum models. A combination of site visits and telephone interviews was used to collect program data which was processed by successively comparing the implicit and explicit values underlying the local program with the actual practices reported by the programs under review. This process exposed significant discrepancies between the local expectations and confirmed practice. Locally, an entire high school is committed to international studies; a heterogeneous population is projected; both academic and technical subjects are affected; and global concept infusion is expected. Elsewhere, IS is either a small, specialty center or a program of limited scope within a school; participation is restricted to high ability students; programs are usually academically oriented; and the IS curriculum is identified through unique courses. It was concluded that the composition of subject curricula does not conform to the policy requirements established for the local program.
520 $a A closer correspondence was found between the values and expectations of six states in which international studies/global education is mandated. An analysis of established guidelines revealed a preoccupation with global perspective, cultural diversity, interdependence and other global constructs. The infusion of global concepts throughout the regular program was favored over discrete subjects because it unifies the curriculum, reaches all students, and distributes responsibility for the development of global/international education among all staff.
520 $a A curriculum overlay is presented in the body of the study to demonstrate how an entire school can approach a global concept or issue without adding new courses. Three global concepts--hunger, environments, and human relations are linked to key subject matter concepts and these are thread throughout the school program. A school can substitute other global concepts such as population, change, interdependence, technology, or cultural diversity.
520 $a In its present form, the overlay is a point of departure that requires fuller development by content specialists until a full school syllabus is recorded.
590 $a School code: 0167.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
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690 $a 0533
690 $a 0534
710 2 0 $a Ohio University. $3 626637
773 0 $t Dissertation Abstracts International $g 57-10A.
790 1 0 $a Jr., Conrad W. Snyder, $e advisor
790 $a 0167
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9707708