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Global Awareness in High schools 1
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
Global Awareness in High schools 2
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
Global Awareness in High schools 3
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.
iv
Global Awareness in High schools 4
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……………………………………………………………………………..…#
Global Awareness in High schools 5
List of Tables
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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
Global Awareness in High schools 7
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
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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
Global Awareness in High schools 9
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
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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
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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
Global Awareness in High schools 12
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.
Global Awareness in High schools 13
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 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 but provide guided instruction
(Demovsky & Niemuth, 1999).
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” (Jones, 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
Global Awareness in High schools 14
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 Declaration, 2002 p. 67).
Global Education’s aeffect on students’ grades
The main focus of this global awareness curriculum is to improve students’ grades. Also,
when a teachers makes the content relevant to their students, the learning experience is
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 Department of Education. In a report conducted in the United States by the
Committee for Economic Development (2000), 80 percent of the public believes that American
students are not “adequately prepared” to deal with international issues (CED, 2000). 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) is contemporary, entertaining, stimulated
students’ interest, encouraged challenging questions and helped students understand complex
concepts (Raento & Hottola, 2005). Hottolla and Raento (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).
Global Awareness in High schools 15
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 becomes 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, it provides a classroom atmosphere that eliminates barriers
to learning and achievements by assisting students reach their full potential (Ford, 2010).
Teachers’ and students’ attitudes towards Global Awareness
“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 multilinguistic student population. Thus, teaching with a global perspective is interesting, rewarding,
and meaningful” (Yunker, 1992, p.18).
Studies have shown that traditional teaching styles and 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 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 are being met (Ford, 2010). Research
Global Awareness in High schools 16
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 cultural awareness (Ford, 2010).
Global awareness curriculum affords the 21st century high school educator an opportunity
to modify their conventional teaching styles (over relying on textbooks), to more current,
engaging, critical thinking and problem solving skills style of teaching (global education), for
the 21st century American high school student. Research shows that classroom teachers agree
‘international peer collaborations’ is a great resource for learning about global and other cultures
Grant (2006). 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. This
global approach is supported by 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).
Global Awareness in High schools 17
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 will analyze the procedures, attitudes
and tests scores to determine effectiveness of global education. In the United States, there are
educators who believe that effective organizational changes in school have 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.
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
community’s attitudes. The global education study research 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 are Tye & Tye (1993), who a conducted a global education research with eleven high
and middle schools, concluded there are 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).
Global Awareness in High schools 18
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 pacing
guides, grading polices and standardize tests (internal factors). 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 “14 nations that suggest that global
education is a requisite in factoring schooling” (p 166). Global education is in high demand and
countries are forced to change their national curriculum and collaborate with non-governmental
organizations to raise funds and global awareness. Research has shown that 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 (Coming of Age in Today’s world) which
includes topics such as intercultural communication, religion and beliefs, laws, and ends with a
student focus on the future (Tye & Kniep, 1991). Teachers and administrators must realize the
high school students’ education cannot take a regional or national perspective but a global
approach. Although 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. Mclean, Cook & Crowe (2006) suggest that teacher candidates who were
Global Awareness in High schools 19
NOT exposed to global awareness activities and discussions show a lack of confidence in their
ability to implement global education strategies’ in their future classrooms. 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 downfall (recession), outsourcing, a vanishing ozone
layer, civil rights, and environmentally safe products to name a few. 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
teachers who teach from a global education perspective will aid in their administrators’, school,
and community’s ability to adapt to unavoidable changes.
Organizational changes are directly related to focus question two, that the research will
uncover attitudes of the students, teachers and school, but some researchers believe “the
problem of how the meanings that different teachers attribute to global education affect their
behavior in adapting to the change,” as well as “the problem of competing demands on teachers’
time” (Tye & Tye, 1993, p3). Although their research presented two problems this study may
encounter, Tye and Tye contended that teachers were generally receptive to new programs they
(teachers) found ‘worthwhile.’ If this is true about the educators then what can be expected from
their students?
Administrators will analyze the relationships manufactured by a global education approach
between the school and community. Although the city of Lagrange is not as diverse as New York
Global Awareness in High schools 20
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 are 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 Adequate Yearly Progress (AYP) have left an overwhelming
pressure on principals to meet these standards. This research will consider these factors which
have 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). It is a strong
notion that constraints on time and the pressures of standardize testing seems to affect 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, p 19). It is important that teachers understand the impact of global education
on their students and community, but 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 student being number one; instead they have recognized a
Global Awareness in High schools 21
need for globalized curriculum implemented not only in their students’ curriculum but a
requirement for aspiring teachers. Tjeldvoll’s research is relevant to this research on global
curriculum for students because he states universities are the most important in public
innovation. He argues “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” (Tjeldvoll, 2009 p. 94). To corroborate Tjeldvolls’s findings, Yunker’s (1992)
research has shown, principals will empower his staff and school community to a clear vision of
the importance of global education curriculum.
Global Awareness in High schools 22
CHAPTER THREE: METHODOLOGY
Research Design
The purpose of this study is to improve ninth grade students’ grades in world history by
using a global educational teaching style .Action research and evaluation research will be used to
lead this study to find specific reasons why students are not mastering the content. Action
research “is an important multidisciplinary form of inquiry aimed at improving practice. Action
research can be used for (a) generating questions, models, and make recommendations for
improvement; (b)assessment; (c) testing existing or new hypotheses, models, and
methods; and (d)contributing to theoretical development. 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). 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 will used three different social studies ninth grade classes at a Title I
school in Georgia. The study will take three weeks to complete. Looking at LaGrange High
School students in the last three years and academic performance on the Georgia High School
Graduation Test (GHSGT), the school realizes that the scores in the world history section have
been subpar. Both qualitative and quantitative data will be collected to analyze the effectiveness
of global issues and social constructive teaching methods in social studies. Lagrange High’s
population consists of thirteen hundred and seventy-nine students. The population percentage
ratio of males to females is even. The ratio of blacks to whites attending LaGrange High is thirty
Global Awareness in High schools 23
nine to fifty three percent.
The Lagrange Community, as of the census of 2000, consists 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. Hispanic or Latino of any race were 2.44% of the population. (Troup Board of
Education, 2010 n. d).
Faculty and staff’s educational attainment at Lagrange High compared to Georgia state
standards are relatively high. About 70% of Lagrange High School’s staff holds advanced
degrees beyond their Bachelor’s (Troup 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 LaGrange High School experience a positive and successful
experience for the students.
Lagrange High has 5% first year Teachers. The average years experience is 16. At
Lagrange, there are 30% teachers at LaGrange 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
LaGrange High School social studies department consists of 14 teachers. There are 7
administrators and 1 principal (Troup board of Education, 2010).
Lagrange High School population consists of 1379 students. There 690 males and 689
Global Awareness in High schools 24
females. Blacks to white ratio at LaGrange High are 39% to 53%. The Lagrange High school
socio-economic student populations who qualify for free and reduce lunch and breakfast is 53%
(Troup board of Education, 2010).
Sample, Subjects and /or Participants
Procedures and Data Collection Methods
The first focus question is how does the introduction of a global awareness curriculum in
social studies (world history) increase ninth graders test scores? This focus question will be
assessed using pre and post tests. Participants will be given a pre-test on world history derived
from the Georgia Professional Standards (GPS). Participants will be introduced international
teaching strategies (Finland) for three weeks. One of the strategies that I will be using to
implement in my classroom is “Country Study”. The participants will discuss world issues via
magazines, videos, books, pictures or current news in the media and aligning it with the
appropriate Georgia Professional Standards (GPS). Participants will be given a post test
assessment after three weeks of Finnish teaching strategies have been administered. The pre-test
and the pos- test assessments will be analyzed for coded themes. Firstly, the Dependent-T will be
used to measure any significant gains between the pre and post groups’ results. Secondly, an
Independent-T will be used to measure the standard deviation
The second focus question, “What are students’ attitudes towards the introduction of global
curriculum? will be assessed by a pre and post surveys. The likert scale will be used to measure
student views on Finnish teaching strategies. The groups will participate in a focus group coded
for themes. Participants will be required to take an exit interview. The results of the participants’
interviews will be analyzed using Chi squared and a focus group.
Global Awareness in High schools 25
The third focus question is, is there evidence by the teachers and administrators which
supports that the implementation of global education teaching strategies were effective? This
focus question will be assessed using the interviews and surveys with social studies teachers,
supervisor, and principal. The post teacher surveys will be analyzed using chi square to compare
frequencies or proportions on the data collected from the social studies teachers and supervisor.
Next, exit interviews with the social studies supervisor and the LaGrange High School principal
will be conducted. These interviews will be analyzed by a Crombach Alpha test.
Table 3.1 Data Shell
Focus
Question
Literature
Sources
How does the
introduction of
global
awareness
curriculum in
social studies
Sunal, S.C.
and Hass, E.H.
(2008)
Type of Method
and Data
Why these data
provide valid data
How these data
are analyzed
Rationale
Strengths/
Weakness
es
Method:
Content
Quantitative:
Quantitative:
Validity
Validity:
Descriptive and
inferential
Statistics
determine if
there are
significant
Reliability
assessment
Dependab
ility
Global Awareness in High schools 26
(world history)
increase 9th
graders test
scores?
Demovsky, S
and Niemuth, J
(1995)
pre and post test
differences
Chi square
Data:
Tollefson, K
and Osborn,
M.K (2008)
Henson, T. K
(2007)
Bias
Qualitative:
Interval
Focus group
Dependent and
Independent T,
look for
categorical
and
repeating
data
ANOVA,
Correlation, and
effect size
What are
students’
attitudes
towards the
introduction of
global
curriculum?
Brophy, J.E
(2009) Fisher,
D (2007)
Method:
Survey
Construct Validity
Quantitative:
Descriptive and
inferential
Statistics
To
determine if
there are
significant
differences
Marzano, R. J.
(2006)
Keeley
P.(2007)
Mary, S.
Rosemary, M.
Harlin, R.
(2005)
Reliability
Dependab
ility
Bias
Chi squared
Marzano, R.J.
and Haystead,
M.W.(2008)
Validity
Data:
nominal
Qualitative:
Coded for
themes
Qualitative:
look for
categorical
and
repeating
data
Global Awareness in High schools 27
Is there
evidence by
teachers and
administrators
that supports
the
implementatio
n of global
awareness
strategies were
effective?
Mangin, M.M
(2006)
Method:
Interview and
survey
Construct Validity
Quantitative:
Quantitative:
Validity
Chi Squared
determine if
there are
significant
differences
Reliability
Focus group
Andrade, H.
L. (2010)
Data:
Bias
correlation
Qualitative
Boudett, K.
P.(2005)
Holcomb, Edie
L.(2004)
Teddlie, C.
(2000)
Dependab
ility
Qualitative:
Coded for
themes
Qualitative:
look for
categorical
and
repeating
data
*Seeking content validity is required for this focus question
**Required data gathering method for this focus question
Global Awareness in High schools 28
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