IMPLEMENTING GLOBAL AWARENESS CURRICULUM IN HIGH …
IMPLEMENTING GLOBAL AWARENESS CURRICULUM IN HIGH SCHOOLS: THE USE OF GLOBAL AWARENESS INSTRUCTION TO IMPROVE ACADEMIC ACHIEVEMENT AMONG HIGH SCHOOL STUDENTS
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
Certificate of Approval:
__________________________________ ______________________________
Dr. Donald Livingston, Ed. D Dr. Sharon Livingston, Ph. D
Associate Professor & Project Advisor Assistant Professor & Project Advisor Education Department Education Department
IMPLEMENTING GLOBAL AWARENESS CURRICULUM IN HIGH SCHOOLS: THE USE OF GLOBAL AWARENESS INSTRUCTION TO IMPROVE ACADEMIC ACHIEVEMENT AMONG HIGH SCHOOL STUDENTS
A 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
July 14, 2011
Abstract
The purpose of this research was to assess the effectiveness of global awareness instruction in social studies. This method of instruction was designed not only to improve high school students’ global literacy but aid students in the mastery of the social studies content. The current Georgia Professional Standards do not emphasize the importance of a global education. This study employed action research which used both qualitative and quantitative data collection methods. This study showed that global awareness instruction increases students global literacy and was an effective teaching strategy for mastery of the social studies content.
TABLE OF CONTENTS
Approval Page i
Abstract iii
Table of Contents iv
List of Tables v
Chapter 1: Introduction 1
Statement of the Problem 1
Significance of the Problem 2
Theoretical and Conceptual Frameworks 4
Focus Questions 6
Overview of Methodology 6
Human Researcher 7
Chapter 2: Review of the Literature 9
Definition of Global Awareness 9
Global Education’s affect on students’ grades 10
Teachers’ and students attitudes towards global Awareness 12
Organizational Change 14
Chapter 3: Methodology 20
Research Design 20
Setting 20
Subjects and Participants 22
Procedures and Data Collection Methods 22
Validity and Reliability Measures 25
Analysis of Data 29
Chapter 4: Results 34
Chapter 5: Analysis and Discussion of Results 44
Analysis 44
Discussion 51
Implications 52
Impact on School Improvement 53
Recommendations for Future Research 54
References 55
Appendices 61
LIST OF TABLES
Tables
Table 3.1 Data Shell 23
Table 4.1 ANOVA: Single Factor Pre test 36
Table 4.2 ANOVA: Single Factor Post test ...36
Table 4.3 Dependent t-test Results for Post tests 37
Table 4.4 Independent t-test on gender 38
Table 4.5 Independent t-test Results of African Americans tests 38
Table 4.6 Independent t-test on African America and non African students’ tests …39
Table 4.7 Chi Square student survey 40
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” (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. 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 & Niemuth, 1999). Demovsky and Niemuth (1999) also wrote that 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 the twenty-first century.
In an era of Adequate Yearly Progress (AYP) and standardized testing, the limited numbers of world history questions have left teachers to exclusively focus most of their instruction and teaching on United States history 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 (Georgia Department of Education [GADOE], 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 students have not surpassed 68% on the world history domain portion of the GHSGT (GADOE, 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 was to examine social constructive teaching strategies in social studies (world history) and formulate an answer to the research question; does a global awareness curriculum increase the Georgia students’ level of achievement?
Significance of the Problem
There are endless disadvantages and repercussions for students not being globally aware. Some of the disadvantages and repercussions of not being a globally apt student are lack of job opportunities, cultural sensitivity and environmental problems. 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 report, the Committee for Economic Development [CED] (2006) 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, 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 in education into the next decade, 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 them from reaching the shores of America is of national importance, educators should keep students current with today’s world events. Furthermore, educators themselves should not fall prey to the old habits and teaching strategies such as over use of text books and lecturing. 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 et al., 1997).
The goal of this study was 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 global events that affect 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 in 1916 as saying, “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 skills, thus essentially reinforcing the notion of learning by experience. Using the social cognitive theory in social studies, Sunal and Hass (2007) 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] (2010) Conceptual Framework exemplary professional teaching practices. Tenet Two emphasizes the professional development of the teacher in order to be competent in the classroom. The LCED Conceptual Framework, has three tenets with nine corresponding competency clusters, but this research examines 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). Competency Cluster 2.2 also examines effective and appropriate management. The main idea of a student-centered classroom is supported by the theoretical concepts of Sunal and Hass (2007) 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 was 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 a comprehension of the history, structure, and real-world applications of the content (LCED, 2010). 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” (LCED, 2010,). NCATE’s Standard 1D emphasizes that teachers access and analyze students and make adjustments. This research also aligned with Interstate New Teacher Assessment and Consortium’s (INTASC) domain 4 and 7. Domain 4 advocates multiple instructional strategies and domain 7 focuses on 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. Teachers must create 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
The over-arching research question was, does teaching from a global education perspective enhance student achievement and promote global awareness? This essential research question will be unpacked with three focus questions. The three focus questions analyzed student achievement, teachers’ attitude, and organizational changes.
The following questions were used to guide the research of this study:
1. How does the introduction of global awareness curriculum in social studies (world history) increase 9th graders test scores?
2. What are students’ attitudes towards the introduction of global issues to social studies and constructive teaching strategies used to improve their global knowledge?
3. Is there evidence from teachers and administrators that supports the implementation of global awareness strategies into social studies?”
Overview of Methodology
The research was both qualitative and quantitative. The location of this research was a south-eastern high school in the United States. The African American and Caucasian demography of this school was proportionate. There were less than 2% percent of Latino and Korean students. The number of participants in the research was 70 to 80 ninth grade world history students.
A pre and post test on global education was used to unpack focus question one. The students took a pre test on three units in world history. After three and half weeks of global awareness instruction students were given a post test. The pre and post test assessments were quantitative data that were compared and analyzed by using two ANOVAs, dependent and independent t tests and effect size calculator tests. Focus question two, a student survey and a teacher questionnaire was used to collect data reflecting their attitudes and concerns about global education. A focus group was used to analyze the qualitative data. The Chi Square test was used to analyze the quantitative survey data. These qualitative data were analyzed and coded for themes. To address focus question three, evidence of department and administrators’ endorsement of the global education was collected in the form of an interview with the principal and a survey to social studies department faculty members. These qualitative data were analyzed and coded for themes.
Human as 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 to answer questions and are culturally sensitive to other backgrounds and nations. I believe that it is necessary for a twenty-first century teacher to instruct students’ using a global perspective. This teaching method not only helps students to pass a standardized test, but also to enhance their perspectives, their cultural identity, their cultural sensitivity, and their aptness for economic community.
CHAPTER TWO: REVIEW OF THE LITERATURE
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 research was to help students 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 United States’ students 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 instruction, but provide guided practice (Demovsky & Niemuth, 1999). A good example of critical thinking and problem solving skills instruction can be seen when teachers have students discuss real world issues or current events in small groups.
The twenty first century high school student has more access to information with the technological advances. Educators must realize technology has changed the way students learn. One of the strategies used to implement global awareness instruction in the classroom was the use of computers and multimedia technology. Research shows that technology has brought the international community closer, which affects the way we live, work and learns (Global Awareness Society, 1993).
Definition of Global Awareness
There are different interpretations of global awareness, and in order to establish an efficient global education curriculum, a clear and precise definition must be constituted. There are several important variables of Global Awareness education. Proponents of a global education curriculum contend the variables are, “growing economy, ecological, technological, political, and cultural interdependence in the today’s world” (Yunker, 1992, p. 15). It must be noted that the true comprehension of the variables cannot be acquired without a social constructivist perspective. The social constructivist perspective includes values, global issues and problems, global history, cross cultural understanding/interaction, awareness of human choices, the development of analytical and evaluative, and strategies for participation and involvement (Lucas, 2010). The Council of Europe’s Centre North- south’s definition of global education corroborates Lucas’ definition, when they surmised, “Global education is education that opens people’s eyes and minds to the realities of the globalised world and awaken them to bring about greater justice, equity and human rights for all” (Maastricht Global Education, 2002 p. 67).
Global Education’s Effect on Students’ Grades
The main focus of this global awareness curriculum was to improve students’ grades. When a teacher makes the content relevant to their students, the learning experience is also enhanced. Traditional teaching styles have left students with limited knowledge and lack of problem-solving and performance skills to understand the international communities. There is substantial evidence that supports students’ global education curriculum is unavoidable and vital to the United States high school students. In a report conducted in the United States by the Committee for Economic Development (2006), 80 percent of the public believes that American students are not “adequately prepared” to deal with international issues (p. 23). The report conducted by Asia Society in 2001 and by the National Geographic Society in 2002 also revealed that “85 percent of young Americans (between the ages of 18 to 24) could not locate Iraq or Iran on the middle East/Asia map” (CED, p. 23). In social studies, there are historical events and concepts of how other societies behave that students may not comprehend until global perspectives and ideas are introduced. In a 2005 Finnish report, researchers found that teaching geography (leisure, tourism and popular culture) was contemporary, entertaining, stimulated students’ interest, encouraged challenging questions and helped students understand complex concepts (Raento & Hottolla, 2005). Raento and Hottola (2005) concluded that teachers should “find ways to deliver the message in clear, thought-provoking, and engaging ways to which the children of the era of global consumer culture and entertainment can relate and which they find meaningful” (p 18).
The United States of America has one of the most diverse populations in the entire world. In 2003, the United States Census Bureau (2003) estimated that there were 33.5 million foreigners living in the United States. As the immigration rate increases, America’s school population will become increasingly diversified, thereby forcing the U.S. Department of Education to design a curriculum that promotes cultural and social sensitivity among high school students. By providing a global education curriculum in high schools, teachers are able to raise cultural awareness among American high school students. Research shows that when teachers are culturally responsive and proactive, they provide a classroom atmosphere that eliminates barriers to learning and achievements by assisting students to reach their full potential (Ford, 2010). Proponents of global learning state “a global-learning experience is more effective for learners when a high degree of cultural contrast is achieved. Therefore the greater the cultural difference, the greater is the participant’s frequency and intensity of “culture shock” and consequently the learning experience is more vivid and memorable” (Gibson, Rimmington & Landwehr-Brown, 2008, p. 3). Research from Social Studies portion of GHSGT (2010), from the research site school, revealed that the African American students had performed significantly lower than any other ethnic groups (GDOE, 2010). The GHSGT data also revealed that girls’ performance on this test was lower than the boys. A 1969 study on teacher education programs in the United States revealed that teachers were not being adequately prepared to face to teaching in a diverse student population (Smith, 1969). Gibson, Rimmington and Landwehr-Brown (2008) were supported by Zeichner (1992) who believes by becoming a culturally responsive teacher will help to teach poor students and students of colors to be more academically successful.
Teachers’ and Students’ Attitudes towards Global Awareness
In an global education environment both teachers and students interaction and engagement are students are stimulated. Yunker (1992) wrote,
The intrinsic rewards for teachers with a global perspective are persuasive. The global teacher recognizes the importance of preparing students for the 21st century and is aware of the misunderstandings, stereotypes, prejudices, and conflicts that exist among members of the world communities… the global teacher meets the needs of the existing multicultural, and multi-linguistic student population. Thus, teaching with a global perspective is interesting, rewarding, and meaningful. (p.18)
Studies have shown that traditional teaching styles and a lack of global perspective will not provide an equal opportunity learning environment for minority students to maximize the educational potential. Research shows that 45% of the public school student population in the United States is culturally different compared to two decades ago (U.S Department of Education, 2009). In developing a culturally sensitive curriculum, it is necessary that teachers take into consideration ‘all’ students’ opportunities and experiences and ensure that those needs are being met (Ford, 2010). Research has shown there is an increase in culturally different students’ motivation, engagement, and higher achievement levels when teachers introduce a global curriculum, which provides an opportunity for cultural awareness (Ford, 2010).
Global awareness curriculum affords the 21st century high school educators an opportunity to modify their conventional teaching styles. Rather than relying on textbooks, teachers are encouraged to implore a more current, engaging, critical thinking and problem solving skills style of teaching commonly referred to as global education. Grant (2006) contends when a global educational approach is implemented, American high school students will be open to new ideas and perspectives, which will reduce the negative behaviors and stereotyping. Educational theorists argue a global education teaching style increases the non-English learners ‘social comfort zones’ and ‘cultural awareness’ when they participate in global and cultural assignments (Grant, 2006). As students’ social comfort zones increase, the students’ educational attainment and interaction with their classmates and the teacher also increase. Grant (2006) wrote that Bronfenbrenners’ theory of “a systematic process of interaction, by which children acquire global awareness through a systematic movement from their parental cultural influences into a reality more closely defined by their peers on outside influences (Grant, 2006, p. 104).
When educators teach from a global awareness perspective, they create an environment that fosters critical thinking. In order for U.S high school students to stay highly competitive and be future world leaders, teachers need to challenge students to be critical thinkers. Gibson et al. (2008) conducted research involving gifted students, they contended that globalization affects every aspect of our lives and by educators using globalize learning students develop leadership skills (communication, collaboration, multiple perspectives and critical thinking). Gibson et al., (2008) research concluded that teachers needed to be educated on global learning in order to facilitate gifted students. As teachers become more globally connected their teaching styles change. As reported, teachers who become more globally literate are inclined to have positive learning, changes and insights from international teaching experiences (as cited by Easterly, 1994).
Sudbury wrote that teachers can bridge the gap between themselves and their students by offering the opportunity to explore their interests by using the world as a strategy (as cited by Easterly, 1994). It can be said that a well developed global curriculum is important for any country’s educational development but teachers’ attitudes towards global education will determine its success (Easterly, 1994). In Schooling for a Global Age, Leestma wrote that teachers must grasp the opportunity to become globally apt so schools can make significant difference in our emerging generations (as cited by Easterly, 1994).
Organizational Change
The implementation of global education in the classroom will produce organizational changes. These organizational changes will help answer focus question three, “Is there evidence by teachers and administrators that supports the implementation of global awareness strategies were effective?” Social Studies teachers and administrators analyzed the procedures, attitudes and tests scores to determine effectiveness of global education. In the United States, there are educators who believe that an effective organizational change in school has to be implemented by state or national authorities. In examining the organizational changes within the school, administrators will analyze departmental attitudes or behaviors, the quality of the instruction, relationships between school and international community, and predictions. The research done for this study used a student survey, questionnaire and an interview to measure organizational change at the study site school.
What type of organizational changes brought on by global education is a fundamental aspect of this research? Is there evidence from teachers and administrators that supports the implementation of global awareness strategies into social studies? The initial success of the global education research rests on the students’, teachers’, administrators’, principals’ and communities’ attitudes. The global education study has to take into consideration the stereotypes, norms, and values that exist in the culture. As noted earlier, educators may have different perspectives and approaches in applying global education. Proponents of global education, who conducted a global education research with eleven high and middle schools, concluded there were two major problems in the implementing of global education: “(a) the meaning that different teachers meanings attribute to global education affect the behavior in adapting to the change, and (b) the competing demands on teachers’ time” (Tye & Tye, 1993, p. 58).
When implementing new teaching styles or curriculum within the school, most teachers would agree there are internal and external factors that may prevent the inclusion of new teaching styles or perspectives in their classrooms. In the United States, educational decisions at state and national levels are motivated by business and political pressures. Although these external factors affect what is being taught in the classroom, teachers should not neglect students’ educational experience and opportunities by placing too much emphasis on internal factors such as pacing guides, grading polices and standardized tests. Dewey (1966) substantiates this point when he concludes that the education process provides, “(1) Experiences which are an active-passive affair; it is not cognitive; (2) and the measure of the value of an experiences lies in the perception of relationships or continuities to which it leads up” (p. 140).
In an international survey, Tye (2003) revealed that, “14 nations suggest that global education is a requisite in factoring schooling” (p. 166). A global education curriculum is in such high demand that countries are forced to change their national curriculum and collaborate with non-governmental organizations to raise funds and global awareness. Research has shown that both well and low developed countries are responding to the need for a global educational curriculum for their students. In New South Wales, Australia students in the eleventh and twelfth grade were introduced to specific global education curriculum called Coming of Age in Today’s World, which includes topics such as intercultural communication, religion and beliefs, laws, and ends with student focus on the future (Tye & Kniep, 1991). Teachers and administrators must realize that high school students’ education cannot take a regional or national perspective, but a global approach. Although the United States and the international community realize there is a need for global curriculum, universities are providing opportunities for teacher candidates to explore global education. Global awareness research found that teacher candidates who were not exposed to global awareness activities and discussions showed a lack of confidence in their ability to implement global education strategies’ in their future classrooms (as cited by Reimer & McLean, 2009). Global education has led organizations such as North American Association of Collegiate Schools of Planning (ASCP) to commission studies in high schools, colleges, and universities.
Presently, Americans are faced with recurring critical issues which are at the top of the U.S. government and political leaders’ agendas. These include such critical issues as national security, terrorism, immigration, economic recession, outsourcing, a vanishing ozone layer, civil rights, and environmentally safe products. In the last decade, these critical issues have challenged the international community to reform their education systems, teaching styles and overall curriculum. Yunker (1992) substantiates this point when he surmised that teachers who teach from a global education perspective will aid in their administrators’, school, and community’s ability to adapt to unavoidable changes.
The research uncovered attitudes towards global education by students, teachers and the school that were directly linked to organizational change. However, some researchers believe that the definition of global education may vary from teacher to teacher; their attribution to global education affects their behavior in adapting to the change, as well as the problem of competing demands on teachers’ time (Tye & Tye, 1993). Tye and Tye’s (1993) research concluded that a global curriculum may create two problems: teachers’ definition of global education and adaptation to change in new global education curriculum. However, teachers were generally receptive to new programs they found ‘worthwhile’ (Tye & Tye). If this sentiment is felt by the educators, then what can be expected from their students?
Administrators did analyze the relationships manufactured by a global education approach between the school and community. Although this small southern city of is not as diverse as New York and California, there are signs that LaGrange’s population is slowly becoming diversified and educators should be proactive and create an atmosphere that encourages cultural exploration and expression of diversity among students. National assessment studies have been conducted that suggest when students were open to learning about other people’s culture between the ages of seven and twelve, puberty sets in, and students become ethnocentrical and stereotypical in their thinking (Yunker, 1992).
A combination of political interest and state standardized testing with the additions of No Child Left Behind (NLCB) and (AYP) have left an overwhelming pressure on principals to meet these standards. This research did consider these factors which had negative effects on the third focus question. There are some opponents of global education who believe that the idea of ‘think globally, act locally’ or to facilitate ‘advance multiculturalism, live your culture’ is easier said than done (Amirahmadi, 1992). The twenty first century high school educator is faced with time constraints and the pressures of producing high student scores on standardized testing. In light of this, the teacher may view the introduction of a global education teaching perspective as more work and unnecessary, thus having a negative affect on the educators’ attitude towards global awareness. If teachers do not take into consideration that the world is constantly changing and by not adapting to changes, they will directly undermine the quality of education the student receives. It is not only important that the teacher develops their teaching strategies, but do so “….in the globalized world of labour where broad general knowledge and understanding of local, regional, national, and global geographies open doors in the labour” (Raento & Hottola, 2005, p. 19). It is essential that teachers understand the impact of global education on their students and community and also the world at large. According to the Program for International Student Assessment (PISA), Finland’s fifteen year old students’ scores in reading, mathematics and science are second to none (Tjeldvoll, 2009). The Finnish ministry of Education is not satisfied with their students being number one; instead they have recognized a need for globalized curriculum implemented not only in their students’ curriculum but also as a requirement for aspiring teachers. Tjeldvoll (2009) once wrote “globalization was assumed to lead to new division of labor between nations. Therefore, the government’s overall ambition was to develop the best innovation system in the world” (p. 94). To corroborate Tjeldvolls’s findings, Yunker’s (1992) research has shown principals will empower their staff and school community to a clear vision of the importance of global education curriculum.
CHAPTER THREE: METHODOLOGY
Research Design
The primary research design for this study was program evaluation. Action and evaluation research were used to lead this study to find specific reasons why students are not mastering the content. This research used action research to help generate questions, make recommendations for improvement, test existing hypotheses, models and methods. This research method starts with three focus questions and each focus question is analyzed either qualitatively or quantitatively. The method used in focus question one to gather data was an assessment (pre and post test). The data collected from the assessment was analyzed quantitatively using dependent and independent-t test to determine if there are significant differences. The method used in focus question two to gather data was surveys (teacher and student). The data collected from the survey was analyzed qualitatively using Chi Squared. The questionnaire was analyzed by focus group to look for coded themes. Action research generally involves collection of data/evidence through the use of traditional research approaches such as ethnography, community descriptive studies and key informant interviews” (McNiff & Whitehead, 2006, p.1). The method used in focus question three to gather data was an interview with my principal. The data collected from the focus group were analyzed qualitatively by looking for themes. This research will also use evaluation research to aid in gathering and analyzing of data to help determine the effectiveness of global education (Charles & Mertler, 2002).
Setting
The research used three different social studies ninth grade classes at a Title I school in Georgia. The study took three weeks and half to complete. Looking at the high school students’ academic performance from 2008 to 2010 on the GHSGT, the research school realizes that the scores in the world history section have been subpar. The research school population consists of 1379 students. The population percentage ratio of males to females was about even. The ratio of blacks to whites attending the research school was 46% to 53%.
The census in 2000 of the community in which the study site school was located, had of 25,998 people, 10,022 households, and 6,504 families residing in the city. The population density was 346.6/km² (897.8/mi²). There were 11,000 housing units at an average density of 146.7/km² (379.9/mi²). The racial makeup of the city was 47.5% African American, 49.2% White, 0.18% Native American, 0.82% Asian, 0.10% Pacific Islander, 1.23% from other races, and 0.94% from two or more races. The combination of Hispanic or Latino race of the population was 2.44%. (Troup County Board of Education, 2010).
Faculty and staff’s educational attainment at the research school compared to Georgia state standards are relatively high. About 70% of the research school’s staff holds advanced degrees beyond their Bachelor’s (Troup County Board of Education, 2010). Our Faculty is well respected and are exemplary members of their professional community. Each department is led by a chairperson who was selected for their educational innovation and excellence. The faculty and staff are dedicated to making the research school experience a positive and successful experience for the students. The research school has 5% first year teachers. The average years experience is 16. At the school 30% teachers at the research school hold a T-4 Certificate Bachelor's Degree. Also, 55% of the teachers hold a T-5 Certificate Master's Degree. Teachers Holding a T-6 Certificate Specialist’s Degree are 13%. Teachers Holding a T-7 Certificate Doctorate Degree are 2%. The research school social studies department consists of 14 teachers. There are seven administrators and one principal (Troup County Board of Education, 2010).
The research school population consists of 1379 students. There 690 males and 689 females. The research school socio-economic student populations who qualify for free and reduce lunch and breakfast is 53% (Troup County Board of Education, 2010).
Subjects and Participants
The samples used in this research are three ninth grade world history classes. The three ninth grade world classes are called Class one, Class two and Class three respectively. The sample size of all three classes is 57 students. Class one had 20 students. Class one consists of 10 males, eleven females and three gifted student. The racial makeup of Class one is 11 Blacks and 10 Whites. Class two consisted of 20 students. The male to female student ratio in this class are 11 to 14. There are 11 Blacks, 13 White and one Latino student that comprise of Class two. There are two gifted students in this class. Class three consists of seventeen students. The males to female student ratio in this class are 10 to 12. There are 12 white, 10 black, and ten gifted students in class three. Students are not placed in subgroups. All three classes were selected from this researchers ninth grade world history classes.
There are three world history teachers participating in the study. The use of world history teachers was relevant to this global education study. The principal of the high school participated in an interview and helped analyze the data.
Procedures and Data Collection Methods
This section addresses the procedures in which data were collected and analyzed. This research utilized a data shell (see Table 3.1) to outline the focus questions, procedures, data-gathering methods and instruments used to analyze the data. The purpose of this study was to improve ninth grade students’ grades in world history by using a global educational teaching style. Both qualitative and quantitative data were collected to analyze the effectiveness of global education teaching methods in social studies. The three focus questions were used to guide the research as far as the literature review, the methods of collecting data and how the data was analyzed.
To determine the effectiveness of focus question number one, how does the introduction of a global education curriculum in social studies increase ninth graders test scores, a pre-test was administered to three ninth grade world history classes on day one. One of the global awareness instruction strategies implemented in my classroom is “Country Study” (see Appendices A & B). The participants discussed world issues via magazines, videos, books, pictures or current news in the media and aligning it with the appropriate Georgia Professional Standards (GPS). The second focus question, what are students’ and teachers’ attitudes towards the introduction of a global curriculum, was assessed by surveys and focus groups. The data shell in Table 3.1 illustrates how each method of data collection method was aligned with each focus question.
Table 3.1 Data Shell
|Focus Question |Literature Sources |Type: Method, Data Validity |How these data | Rationale |
| | | |are analyzed | |
|How does the |Yunker (1992) |Type of Method: |Quantitative: |Quantitative: |
|introduction of | | | | |
|global awareness |Raento & |pre and post test |Dependent t and dependent t |determine if there |
|curriculum in social |Hottola(2005) |Teacher made-tests | |are significant |
|studies (world | | |Effect size r |differences |
|history) increase 9th|Gibson, Rimmington & |Type of Data: |calculation | |
|graders test scores? |Landwehr-Brown (2008)|Interval data | |Differences from |
| | | |ANOVA |Beginning and end |
| | |Type of validity: | |to explain the |
| | |Content | |quantitative data |
|What are students’ |Ford (2004) |Type of Method: |Quantitative: |Quantitative: |
|and teachers’ | | |Student survey on global |To determine if |
|attitudes towards the|Grant (2006) |Teacher assessment |awareness instruction |there are significant |
|introduction of | |survey/rubric | |differences |
|global education |Grant (2006) | |Analyzed: | |
|curriculum? | |Student survey |Student survey will |Qualitative: |
| | | |analyzed |look for categorical |
| | |Type of Data: |by Chi square |and repeating data |
| | |Ordinal and Quantitative | | |
| | | |Qualitative and Quantitative: | |
| | |Type of Validity | | |
| | |Construct |Teacher questionnaire on global| |
| | | |awareness instruction | |
|Is there evidence by |Tye & Tye (1993) |Type of Method: |Qualitative : |Qualitative: |
|teachers and | |Interview | |look for categorical |
|administrators that |Tjeldvoll (2009) | |Coded for themes |and repeating data |
|supports the | |Type of Data: | | |
|implementation of |Reimer, K & McLean L.|Qualitative | | |
|global awareness |R. (2009) | | | |
|strategies were | |Type of Validity | | |
|effective? | |Construct | | |
First, participating students were given a survey to reflect their attitudes towards global education curriculum. Also participating teachers were given a questionnaire to indicate their level of interest, support and attitudes global education curriculum. After the three and a half weeks of the global education teaching curriculum (see Appendix C). Second, participating social studies teachers viewed videotaped global classroom instruction in a focus group setting to analyze the qualitative data to look for categorical and repeating data (see Appendix D).
The third focus question, is there evidence by the teachers and administrators which supports that the implementation of global education teaching strategies were effective? was assess organizational changes related to the global education curriculum. The method used to assess organizational changes was a video recorded interview with the principal (see Appendix E). The data collected from the interview is qualitative data.
Validity, Reliability, Dependability, Bias, and Equity Measures
This study has taken great care and consideration in the data gathering methods. Each focus question had specific data gathering methods to ensure validity, reliability, dependability bias and equity. In establishing validity and reliability, this study used strategic procedures to eliminate different types of biases.
The method used to gather data in focus question number one, how does the introduction of global awareness curriculum in social studies (world history) increase 9th graders test scores?, were teacher-made pre and post tests. The type of data collected from the pre and posts test is interval data. The scale was set from zero to one hundred on these instruments. The type of validity established in focus question one was content validity. Creswell and Miller (2000) define procedures for validity as strategies used by researchers to establish credibility in their research. To ensure content validity on the assessments used in focus question one, each test items on the pre and post tests were closely examined for adequacy and representation of the content area. Carmines and Zeller (1991) suggests content validity is based on a measurement which reflects the specific intended domain of content.
This research is reliable because it can be repeated with consistency. In focus question number one the interval data from the pre test scores was examined parallel to the post test scores. This method is called the test-retest correlation and is used for dependent t-test (pre-posts tests). Charles (1995), a proponent of test-retest states that “consistency with which questionnaire [test] items are answered or individual’s scores remain relatively the same can be determined through the test-retest method at two different times, thus the instrument is referred as stable” (as cited by Golafshani, 2003, pp.598-99). The reliability statistic is Pearson’s Correlation found on the dependent T output table.
This research has taken the necessary steps in limiting unfair, offense and disparate biasness. “Bias is the presence of some characteristic of an item that result in differential performance for individuals of the same ability but from different ethnic, sex, cultural, or religious groups” (Hambleton & Rodgers, 1995, p. 6). In focus question one, test questions were examined by other participating faculty there were no biasness. To ensure that there was no unfair bias in this research students participating in were equally expose to the same global awareness content and instruction. Also, participating teachers reviewed the global awareness test items were non-offensive to any particular student or sub groups.
The method used to gather data in focus question number two, what are students’ and teachers’ attitudes towards the introduction of global education curriculum?, were teachers and students surveys. The types of data collect from these surveys were ordinal and quantitative. The type of validity established in focus question number two was construct validity. Two surveys were analyzed to establish this validity. The reliability in focus question number two was establish when the quantitative data were analyzed in a focus group. A Cronbach alpha analysis was used to achieve internal consistency when the individual test items correlated with the total test scores. Carmines and Zeller’s (1991) three step process was used to achieve internal consistency and reliability. The first step is “Theoretical relationships must be specified; Second, empirical relationships between the measure of the concepts must be examined; and third, empirical evidence must be interpreted in term of how it clarifies the construct validity of the particular measure being tested” (Carmines & Zeller, p. 23). The participants (students) will have one categorical choice per survey question. Participants’ choices are “excellent”, “satisfactory”, “unsatisfactory”, “poor” and “not applicable.”
The data collected in focus question number two is quantitative data. The assessments used in focus question number two met the first criteria of reliability when the measurements given repeatedly remained the same. The assessments met the second criteria of reliability when it the global awareness instruction measurements were stable over time. The third criteria was met when the assessments used in focus question number two when similarity of measurements within the four weeks.
The method used to gather data in focus question number three, is there evidence by teachers and administrators that supports the implementation of global awareness strategies were effective?, was a recorded interview with the principal. The data collected from the interview is qualitative. The protocol used to collect conduct the interview was a videotaping. The type of validity established in focus question three is construct validity. A videotaped interview analyzed to establish criterion validity. This study of global awareness in the curriculum achieved criterion validity when the interviewee (principal) responded to the questions corroborates the predication that global awareness strategies are essential to the twentieth century high school class.
The data collected in focus question number three was qualitative data. Eisner (1991) states “A good qualitative research can help us understand a situation that would otherwise be enigmatic or confusing” (Eisner, 1991, p.58). To establish reliability in focus question three an examination of trustworthiness was crucial (Golafshani, 2003). Trustworthiness was established in this research when teachers participating in the research examine the recorded interview and substantiated that the data.
To ensure dependability on focus questions’ two and three certain precautionary steps were taken. To ensure dependability on focus question two the data collection and treatment were kept consistent. The selection of an adequate number of subjects and participants was used. To strengthen the dependability on this focus question, the length of time for data collection was persistent and prolonged.
On the third focus question dependability was achieved when the data are accurately recorded with the use of protocols and videotaping. The interviewees checked transcripts for accuracy. To strengthen the dependability this study maintains well organized raw data. Dependability was the also achieved in this study when it provided a complete and accurate supporting data as well as it was able to connect research question to theory to focus questions and conclusion.
Interview question were submitted, reviewed and approved by local school officials in the county. Each item on the interview questionnaire was pre-screen and discussed by the interviewer and interviewee to provide clarity.
In order to achieve equity in this research each focus question was analyzed to promote teacher quality, programmatic equity, achievement equity, equity at district level and to eliminate equity traps. Skrla, McKenzie and Scheurich (2009) states equity in education as students are provided with adequate instructional and support system to give each student the opportunity to learn and master the highest content (Skrla et al., 2009).
In focus question number one, programmatic equity was established when each student in participating in the study had equal access to content and instruction and technology. The participants in my classes who were identified as special education or disabled students, gifted or talented, bilingual or had disciplinary problems all had access to this study. This study took great care in not categorizing or stereotyping any subgroups that participated.
In focus question number two, teacher quality equity was achieved in this research when participating world history teachers examined the protocol in gathering, analyzing and interpretation and approved the global awareness teacher instruction. Teacher quality equity is defined as “the contribution each teacher makes to students’ standardized test performance” (Skrla, Scheurich, Garcia & Nolly, 2002, p.7). The global awareness teacher assessment used in focus question two, substantiates a high teacher quality was constant in this study.
This research took necessary steps to avoid equity traps such as (1) deficit view, (2) racial erasure, (3) rationalizing bad behavior and successful practices, and (4) norming the negative (Skrla et al., 2009). It is essential to this study that teachers participating are objective and do not see certain students as genetically inferior. Skrla et al. (2009) call this a deficit view. To avoid the equity trap of ‘racial erasure’ all procedures or methods were examined for unfair classroom instruction to any particular race. There are problems with regards to students’ educational experience and teachers need a deeper understanding that race, class, and gender relate to everyday practices of teaching and to schooling (Reed & Oppong, 2005). Also participating teachers participated in focus group to eliminate bad practices and negative behavior by the teachers involved in this study.
Analysis of Data
The analyses of data are the descriptive explanations of the steps taken to examine the data. This study employed two methods of analysis: by focus question and a holistic approach. By analyzing each focus question individually, the data can be examined separately. In analyzing qualitative data the research is examined for themes coded such as “recurring” “dominant” or “emerging” themes. The rationale for this is to uncover categorical and repeating data that form patterns of behaviors. This research also examined quantitative data, to determine if there are significant differences and for difference from beginning to end to explain the qualitative data. The focus question analysis is a good approach but combining it with a holistic analysis will increase this study effectiveness by giving an overall perspective. According Stainback and Stainback (1998), analyzing the data from a holistic perspective it gives a description of events, procedures, and philosophies in the natural settings to aid in making situational decisions.
The method used in focus question one to gather data was a pre and post test assessment. The data collected from the assessment was analyzed quantitatively using dependent to determine if there were significant differences. According to Salkind (2007) using a dependent t test means that one single group is being test in the same subject under different conditions. The rationale of using a dependent T was to determine if the global awareness instruction had significant differences in scores between means from one group tested twice. The null hypothesis states that if there is no difference between the means for pretest and posttest scores then reject the null hypothesis. The alpha level for the global awareness instruction for ninth graders test scores has been set p < .05 (Salkind, 2007).
The effect size is another method used to analyze the three sample groups in focus question. The effect size (ES) is “a measure of how different two groups are from one another- it’s a measure of the magnitude of the treatment, kind of like how big is big” (Salkind, 2007, p. 231). The effect size can be analyzed in two ways. The study will use the effect size r (see table 4.10) for paired data such as a dependent t-test or a correlation. If the study ES size falls in the range from 0.1 to .23, it is a small effect size, .24 to 36 it is medium, and any value above .37 is large (Salkind, 2007). Also an analysis of variance will be implemented using the ANOVA. The ANOVA will be used examine the gender and ethnicity on the three classes. This analysis will be used to determine if there are significant differences among the means from three or more independent groups. The decision to reject the null hypotheses has been set at p < .05.
The method used in focus question number two to gather data were teacher and student surveys. To measure the effectiveness of the global awareness instruction, different social studies teachers at different times, observed the class teacher and participants. The observer (social studies teacher) evaluated the quality of the global awareness instruction and the students’. This survey was also used to measure the observing teachers’ attitudes towards the research. The data collected from teachers’ evaluations were analyzed using Chi square and Cronbach’s alpha to find what items are significant and which ones are not. The significance level is reported at the p < .05, p < .01 and the p .05, the null hypothesis is accepted (see Table 4.1). The result of the first ANOVA shows that there was no significant difference in the level of achievement among all three classes pre global awareness instruction.
Table 4.1 ANOVA: Single Factor Pre test (all three classes)
|Groups |Count |Sum |Average |Variance | | |
|CL #1 |19 |922 |48.52632 |199.0409 | | |
|CL# 2 |20 |967 |48.35 |126.7658 | | |
|CL #3 |17 |970 |57.05882 |231.8088 | | |
|ANOVA | | | | | | |
|Source of Variation |SS |df |MS |F |P-value |F crit |
|Between Groups |880.6113 |2 |440.3056 |2.405737 |0.099986 |3.171626 |
|Within Groups |9700.228 |53 |183.0232 | | | |
| | | | | | | |
|Total |10580.84 |55 | | | | |
f (2, 53) = 2.40, p > .05
The second ANOVA used to analyze all three classes’ post test scores. This test revealed f (2.53) = 3.94, p ................
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