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ERIC Number: ED513072
Record Type: Non-Journal
Publication Date: 2009
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1092-6023-6
Globalization in Education Counts: A Comparative Study of Selected International School Associations and Selected Charter High Schools
Johnson-Dunn, Tina N.
ProQuest LLC, Ed.D. Dissertation, Pepperdine University
The purpose of this study was to identify, examine, and compare the way globalization was perceived by 4 international school associations, 4 non-profit (corporate managed) charter high schools, and 4 independent (individually managed) charter high schools from Southern California. Selected school associations, non-profit, and independent charter high schools were identified within a population of school associations and public charter high schools utilizing commonly employed measures of performance and analysis. Standards, frameworks, evaluations, guidelines, and elements, as well as approved charter school petitions were obtained and content analyzed to identify evidence of various perceptions of global characteristics. Specific aims were to: (a) compare various global concepts that had been adapted by the international schools associations, (b) explore various global terminology and understandings that have been identified in the 8 charter high school proposals, and (c) identify the perceived necessity of globalization from artifacts, archival data and other relevant data such as historical as well as current references to globalization in education. A content analysis revealed that selected international school associations were stronger than both selected non-profit and independent charter high schools in evidence of globalization in education. Also, the researcher found that although their overall percentages were the same, non-profits were stronger than independent charter high schools in the characteristics of support of globalization, developing international partnerships, offering foreign languages, and engaging teacher and student exchanges evident in the literature. The range of the extent to which evidence of globalization was addressed by the associations was broad and adaptable to the particular needs of students. On the average, a moderate amount of evidence of responsibility for globalization was apparent in the approved charter petitions toward teachers and students from both non-profit and independent charter schools. Foreign language, history, and social studies courses were the main venue used to address globalization by most of the charter schools included in this study. This study's findings suggest several conclusions. First, globalization in high school charter education process should not have been limited to history, foreign language, and social studies courses. Second, global education was more effective when there was more integration between theory and hands-on approaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California