implementing global awareness curriculum in high schools

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

Global Awareness in High Schools ii

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

Global Awareness in High Schools iii

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

Global Awareness in High Schools iv

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

Global Awareness in High Schools v

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

Global Awareness in High Schools 1

Statement of the Problem

CHAPTER ONE: INTRODUCTION

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

Global Awareness in High Schools 2 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 problemsolving 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’

Global Awareness in High Schools 5 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 studentcentered 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

Global Awareness in High Schools 6 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 9 th

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

Global Awareness in High Schools 7 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

Global Awareness in High Schools 9 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

Global Awareness in High Schools 10 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

Global Awareness in High Schools 11 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 21 st

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

Global Awareness in High Schools 13 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

Global Awareness in High Schools 16 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

Global Awareness in High Schools 17 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, datagathering 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 does the introduction of global awareness curriculum in social studies

(world history) increase 9 th graders test scores?

Yunker (1992)

Raento &

Hottola(2005)

Type of Method: pre and post test

Teacher made-tests

Gibson, Type of Data:

Rimmington &

Landwehr-Brown

(2008)

Interval data

Type of validity:

Content

What are students’ and teachers’ attitudes towards the introduction of global

Ford (2004)

Grant (2006)

Grant (2006) education curriculum?

How these data are analyzed

Quantitative:

Dependent t and dependent t

Effect size r calculation

ANOVA

Rationale

Quantitative: determine if there

are significant differences

Differences from

Beginning and end to explain the quantitative data

Type of Method:

Teacher assessment survey/rubric

Student survey

Quantitative:

Student survey on global awareness instruction

Analyzed:

Student survey will

Type of Data:

Ordinal and Quantitative analyzed

by Chi square

Type of Validity

Qualitative and

Quantitative:

Construct

Teacher questionnaire on global awareness instruction

Quantitative:

To determine if

there are significant

differences

Qualitative: look for categorical and repeating data

Is there evidence Tye & Tye by teachers and (1993) administrators that supports the implementation of global

Tjeldvoll (2009)

Reimer, K & awareness strategies were effective?

McLean L. R.

Type of Method:

Interview

Type of Data:

Qualitative

Type of Validity


Qualitative :

Coded for themes

Qualitative: look for categorical

and repeating data

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 9 th graders test scores?, were teacher-made pre and post tests. The type of data collected from the pre and posts test is

Global Awareness in High Schools 23 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

Global Awareness in High Schools 25 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

Global Awareness in High Schools 27 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

Global Awareness in High Schools 28 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 <.001. After the global awareness instruction was completed, the participants were required to evaluate the effectiveness of the global awareness instruction.


According to Denzin and Lincoln (2005) the study used and collected of a variety of empirical materials such as observations, interactions, surveys and interviews, describes the routine and problematic moments and gives meaning to individual lives. The data collected from the surveys was analyzed quantitatively using Chi squared to find what questions (items) are significant (and which ones are not). The significance level is reported at the p < .05, p < .01 and the p < .001 levels.

The rationale of using Chi squared is that in any set of occurrences, you can easily compute what you would by chance (Salkind, 2007).

The method used in focus question number three to gather data was a recorded interview with an administrator (principal). The interview was used to measure the administrator’s attitude toward the global awareness instruction. The data collected from the interview was analyzed qualitatively for dominant, recurring, and emerging themes. The rationale for analyzing the data was to uncover categorical and repeating data that formed patterns of behavior for coded themes

(Denzin & Lincoln, 2005).

As previously stated, there are two methods in which the data were analyzed. The second method used in this action research to analyze data was holistic. By using a holistic analysis approach (looking at the entire study) and not just by focus questions the research ensures validation, credibility, transferability and transformational trustworthiness.

Validation

The first approach is faculty review and Eisner (1991) defines this process as consensual validation. In a proposal on global awareness instruction in ninth graders curriculum was submitted, approved, and validated by the LaGrange College educational faculty. The faculty and the analysis of this study determined that the description, interpretation, and evaluation and thematic aspects are right.


Another approach used in focus questions two and three to establish dependability was

‘cycling back’. ‘Cycling back’ is the method of reviewing the study’s literature and theoretical perspectives was compared to results to determined consistency. Denzin and Lincoln (1998) call this approach epistemological validation.

Credibility

Throughout this research the multiples sources of data was used to support the hypothesis. Eisner (1991) calls this process the structural corroboration. The credibility of this research, there are perspectives of opponents stated in this research’s literature review. Eisner

(1991) calls this ‘fairness’. This action research was precise and carefully contrived when it aligned the research theory, the methodology, detailed explanation of procedures, interpretation statistics and data collected, and results of the study in terms. Eisner (1991) calls this rightness of fit.

Transferability

This study has established ‘transferability’ because the calculated measures, procedures and detailed explanations, can be understood, and replicated by other researchers. Eisner (1991) calls this process ‘referential adequacy’.

Transformational

Although this research centers on the improving student grades with a global awareness approach, there is the question were there positive changes brought about by the study? By looking at the surveys and interview the study revealed positive changes in the school environment. This concept is called transformational or ‘catalytic validity’ (Lather as cited by

Kinchloe & McLaren, 1998).


CHAPTER FOUR: RESULTS

This chapter is where the data collected from the global awareness instructions is presented. The outcome of the findings explains without interpretation and subjective comment.

The results of the study will be organized and presented by focus question. This study was conducted over a three and a half week period. The samples used in this research are three ninth grade world history classes. The three ninth grade world classes are called Class A, Class B and

Class C respectively. The sample size of all three classes combined is sixty-eight students. All three classes were selected from this researcher’s ninth grade world history classes. The

Procedures and Data Collection methods section addresses the procedures in which data were collected and analyzed. This research utilizes a data shell to outline the focus questions, procedures, data-gathering methods and instruments used to analyze the data.

This study’s first focus question was, how does the introduction of global awareness curriculum in social studies (world history) increase ninth graders test scores? The method used to gather data on focus question was a pre and post test assessment. The data collected from the assessments was quantitative data. Firstly, two ANOVA tests were used to analyze focus question number one. The first ANOVA test was used compare all three classes’ pre test scores.

This ANOVA test revealed f

(2, 53)

= 2.40, 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)

CL #1

CL# 2

CL #3

Groups

ANOVA

Source of Variation

Between Groups

Within Groups

Count

19

20

17

SS

880.6113

9700.228

Total f

(2, 53)

= 2.40, p > .05

10580.84

Sum Average Variance

922 48.52632 199.0409

967 48.35 126.7658

970 57.05882 231.8088 df MS F P-value F crit

2 440.3056 2.405737 0.099986 3.171626

53 183.0232

55

The second ANOVA used to analyze all three classes’ post test scores. This test revealed f

(2.53)

=

3.94, p <.05), the null hypothesis is rejected (see Table 4.2). The result of the first ANOVA shows that there was significant difference in the level of achievement among all three classes before global awareness instruction was implemented.

Table 4.2 ANOVA: Single Factor Post Test

CL#1

Groups

CL #2

CL #3

ANOVA

Source of

Variation

Between Groups

Within Groups

Count

19

20

17

SS

1953.352

13127.49

Total 15080.84 f (2, 53) =3.94, p < .05

Sum Average Variance

1258 66.21053 233.8421

1352 67.6 315.5158

1355 79.70588 182.7206 df MS F P-value F crit

2 976.676 3.943163 0.025324 3.171626

53 247.6884

55

A dependent T test (a t-test paired with two samples for means) was the next test used to analyze the pre and post test of all three classes’ aggregated scores. The dependent T test revealed t

(55)

=


14.58, p < .05, so the null hypothesis is rejected (see Table 4.3). The result of the t-test shows that there was a significant difference in the level of achievement among all three classes when global awareness instruction was implemented. Using the dependent t test’s means and variance, the effect size r was calculated to be .54 which determined that the effect size was large . The

Pearson’s coefficient used for reliability of this dependent t-test, was reported as .79

Table 4.3--Dependent t-Test: (All three classes)

Mean

Variance

Observations

Pearson Correlation

Hypothesized Mean

Difference df t Stat

P(T<=t) one-tail t Critical one-tail

P(T<=t) two-tail t Critical two-tail t

(55)

= 14.58, p < .05

pre-T

51.05357143

192.3788961

56

0.792081476

0

55

14.58139311

7.58768E-21

1.673033966

1.51754E-20

2.004044769

pos-T

70.80357143

274.1970779

56

On focus question number one, two separate independent T- tests (two –sample assuming unequal variances) were also used. The first independent t was used to analyze boys and girls means in the all three classes. This independent T test revealed t

(51)

= 1.21, p > .05, so the null hypothesis is accepted (see Table 4.4). The result of the t-test shows that there was no significant difference in the level of achievement among boys and girls in all three classes when global awareness instruction was implemented. Using the independent t test’s means and variance, the

Cohen’s d was calculated to be .32 which determined that the effect size was medium.


Table 4.4--Independent T on gender (all three classes)

Mean

Variance

Observations

Hypothesized Mean Difference

Df t Stat


P(T<=t) two-tail

Girls pos-T

68.97058824

331.8475936

34

0

51

-1.211532576

0.115637543

1.675284951

0.231275086

Boys pos-T

74.19047619

184.8619048

21 t Critical two-tail 2.007583728 t

(51)

= 1.21, p > .05

The second independent t was used to analyze African Americans pre and post test means in the all three classes. This independent t reveals t

(20)

= 6.12, p < .05, the null hypothesis was rejected (see Table 4.5). The result of the t-test shows that there was a significant difference in the level of achievement among all African American students in all three classes, when global awareness instruction was implemented. Using the independent t test’s means and variance, the Cohen’s d was calculated to be .55

which determined that the magnitude of the treatment was large.

Table 4.5--African Americans pre and post

Mean

Variance

Observations

Pearson Correlation

Hypothesized Mean Difference df t Stat


P(T<=t) two-tail t Critical two-tail t (20) = 6.12, p < .05

pre-T

44.0952381

68.89047619

21

0.576350059

0

20

-6.122763261

2.76894E-06

1.724718218

5.53788E-06

2.085963441

pos-T

61.66666667

257.6333333

21


The third independent t was used to analyze African Americans and non-African

American means in the all three classes. This independent t reveals t

(39)

= 3.30, p < .05, the null hypothesis was rejected (see Table 4.6). The result of the t-test shows that there was a significant difference in the level of achievement among all African American students in all three classes, when global awareness instruction was implemented. Using the independent t test’s means and variance, the Cohen’s d was calculated to be .92

which determined that the effect size was large.

Table 4.6--Independent t on African American compared to non African students

African American pos-T

Non African

American pos-T

Mean

Variance

Observations

Hypothesized Mean Difference df t Stat


P(T<=t) two-tail t Critical two-tail t

(39)

= 3.30, p < .05

61.66666667

257.6333333

21

0

39

-3.305555868

0.001020318

1.684875122

0.002040636

2.022690901

75.85294118

209.0989305

34

The second focus question in this study, what are students’ and teachers’ attitudes towards the introduction of global education curriculum? The method used to gather the data were two surveys. The data collected from the surveys were qualitative and quantitative. The first survey was given to students who participated in this global awareness study. The student survey was used to measure the students’ attitudes about implementation of global awareness instruction. This survey was analyzed by a Chi squared test. A Chi Squared is analyzing the distribution of frequencies that is expected to occur by chance (Salkind, 2007). The survey revealed that majority of students who participated in the study felt that the global instruction awareness was helpful, engaging and enhanced their educational experience. The survey also

Global Awareness in High Schools 36 reveals that students believed the global awareness instruction helped in their mastery of social studies content. Another result of that was uncovered in the student survey was that students believed that the introduction of global awareness materials was useful to their education experience. The consensus of all students was that the quality of the lectures, the global awareness instruction and the classroom environment was conducive to their attainment of the content. A Cronbach’s alpha test was used to analyze the survey for internal consistency reliability. The survey revealed each item was

 2

was *** p < .001 (see Table 4.7). The

Cronbach alpha revealed the internal reliability coefficient .89.

Table 4.7--Chi Square (Student Survey)



2 Post Test n=57

1) Please rate this class in terms of meeting your Global awareness needs or expectations.

41 ***

2) Did the Global awareness content help you understand new ideas

38 ***

3) The global awareness class materials (book, videos and magazines, etc) provided was appropriate and helpful.

38 ***

4) The teacher was knowledgeable in the world History 76 ***

32 *** 5) The number of participants in each group activity was

6) The length of most of the teacher lectures global awareness sessions were:

7) How would you rate the overall quality of the global awareness information presented?

8) Overall, how would you rate the quality of this class?

35

43

40

***

***

***

*** p <. 001

A questionnaire was given to teachers who participated in global awareness study. The first teacher had over eight years of teaching experience. The second teacher had approximately twenty years and the third teacher had approximately four years of experience. The teacher survey was used to measure the teachers’ attitudes about implementation of global awareness

Global Awareness in High Schools 37 instruction. The teacher survey revealed the collaboration meetings were productive in making decisions and assigning duties to each teacher with regards to the global awareness instruction.

The majority of teachers agreed that the researcher’s time frame, staff communications and legitimate time and energy spent on the global awareness instruction was evident. The questionnaire also uncovered that there was a total agreement by all participating teachers that the researcher knowledge, ideas and collaborative decisions with regards to the study was well respected. Most of the teachers concluded that the research was a valuable experience. A

Cronbach’s alpha test was used to analyze the questionnaire for internal consistency reliability of the global awareness instruction. The Cronbach alpha revealed the questionnaire was reliable when the internal reliability coefficient was.72. The questionnaire revealed that teachers who participated in the study felt that the global instruction was effective and improved the students’ mastery of social studies content.

The third focus question used to measure evidence by teachers and administrators support for the implementation of global awareness strategies was effective? The method used to gather data on measure this focus question was an interview with the principal video recorded and analyzed for coded for dominant, recurring, and emerging themes . The interviewer (principal) has had over ten years as a teacher and as an administrator thirty years. The data collected from the assessment was qualitative data. The first prompt given to the interviewer (principal) was, do you believe global education is important to high school students’ education? The principal stated “There is a need for global awareness instruction, especially where influences of technology and world issues have made the global community closer together.” The next prompt was, do you think your staff will welcome global awareness instruction in their curriculum? The interviewee responded by saying “I believe, the staff at this school is receptive to curriculum that

Global Awareness in High Schools 38 is viable to the education of students, in this case global education.” He also added that “I am advocate of Robert Marzano’s idea of curriculum in-depth and detailed instruction is necessary to students. He admitted that “teachers will examine the curriculum instruction and evaluate to see if it is addition duties and time sensitive.” The third prompt do you believe the global education awareness instruction was successful? The principal’s said “From what I have seen the global awareness instruction had students fully engaged.” He added “when students conduct their own research, they are forced to be more investigative in their study.” The principal added “this type of instruction gives students a unique opportunity to share what they learned, learning to the point to teach. The forth prompt was, in your opinion, do you think of the implementation of the global awareness instruction throughout the school will increase students’ grades? The interviewee said, “yes, it has potential because involves students in their own learning. And with the proper curriculum and the correct global awareness instruction can definitely help scores.”

Before moving on to the next question the principal stated “winning teachers over is a huge factor in implementing this approach.” The next prompt asked what do you think will be the biggest challenge in implementing global awareness instruction in the social studies or the school? The interviewee responded “convincing teachers that this approach is beneficial.

Teachers may believe new teaching strategies may need additional task. Some teachers become set in their teaching strategies they may not welcome a new challenge. The new prompt was do you believe your staff is committed to making the change to global awareness curriculum? The interviewee stated “at this school we are fortunate to have teachers who are accepting to innovation changes and challenges. Our social studies department has made tremendous gains in recent years. The social studies department is committed to new approaches but convincing the teachers it is successful is very important. Data must be presented to convince teachers.” In

Global Awareness in High Schools 39 response to the last prompt, are there any recommendations or suggestions for future research on global awareness instruction? The principal replied “continue to expose your students to the global awareness instruction. Collect data because it is important. Share your results with your staff. Get reflections from students. Continue to expose the students to the global awareness instruction so you can create good habits”.

In the analyzing of the videotaped interview with the principal, there were several recurring dominant and emerging themes. The first dominant theme uncovered in the interview was the need for global education in high school. The principal expressed his opinion this when he stated there is a “need for global education” and “world issues have the global community closer.” Another dominant theme uncovered in the answering of the second prompt was that global curriculum was receptive because it proved its usefulness when teachers had time to evaluate the curriculum. Another recurring theme was that the principal base the success of the global curriculum instruction on teachers’ feedback and students’ engagement their work as well as they reported their findings to the class. This recurring theme was apparent in prompts forth, five and six. An emerging theme uncovered in review of the video was that teachers may believe that implementation of new strategies may be seen additional work or discrediting of their teaching instruction. Therefore it is necessary to collect and the present the global curriculum instruction results to co-workers, faculty and administrators is a vital component in implementing change.

The results of the global awareness instruction did show that the ninth grade students’ scores improved when global awareness curriculum was implemented. The statistical test tests used to establish this study finding had a high level of internal consistency reliability. The pre test scores showed that their shows that there was no significant difference in the level of

Global Awareness in High Schools 40 achievement among all three classes pre global awareness instruction. The post test scores shows that there was significant difference in the level of achievement among all three classes before global awareness instruction was implemented. The post scores show that there was no significant difference in the level of achievement among boys and girls in all three classes when global awareness instruction was implemented. The result of the t-test shows that there was a significant difference in the level of achievement among all African American students in all three classes, when global awareness instruction was implemented. The data collected showed that there were significant gains with the implementation of the global awareness curriculum.


CHAPTER FIVE: ANALYSIS AND DISCUSSION OF RESULTS

Analysis of Results

The analysis of results was structured on the three focus questions. Each focus question had specific data gathered methods and were analyzed individually. The first focus question a pre and post test was used to show implementation of global awareness curriculum in social studies (world history) increase ninth graders test scores. The data collected from the assessments was quantitative data. There were six different tests were used to analyze the pre and post test. The first test was an ANOVA was used to show that there were all he participating students had relatively same level of achievement pre global awareness instruction. The first

ANOVA test was used compare all three classes pre test. This ANOVA test revealed f

(2, 53)

=

2.40, p > .05, the null hypothesis is accepted (see Table 4.1). The result of the first ANOVA shows that class number one average was 48.5 and class number two’s average 48.3 were almost identical in the level of achievement. However the average of class number three was slightly higher. This data indicates that all the participants’ scores in all three classes were relatively the same. This was important to the study because the scores showed no participating student had an advantage pre global awareness instruction. The second test used to analyze focus question one

ANOVA. This test post test scores to show that the implementation of global awareness instruction increases ninth graders scores. This test revealed f

(2.53)

= 3.94, p <.05, the null hypothesis is rejected (see Table 4.2). The second ANOVA’s data indicated that all three classes post scores showed significant gains. The gains can be attributed to the global awareness instruction. In a parallel examination of both pre and post ANOVAs, all three classes’ average increased. The data from the post tests is evidence that implementation global awareness instruction (treatment) was effective and successful students in understanding social studies

Global Awareness in High Schools 42 content. This proves Raento and Hottola’s (2005) theory that when teachers find new ways to deliver, have thought-provoking discussions, and engage students in a global consumer culture students will be able to relate to the content.

The third test used to analyze focus question one was a dependent T test (a t-test paired with two samples for means) was the next test used to analyze the pre and post test of all three classes in focus question one. The dependent t test revealed t

(55)

= 14.58, p < .05, so the null hypothesis is rejected (see Table 4.3). The result of the dependent t-test corroborates the significant gains in found in the post ANOVA data. The dependent t test pre and post test means and variance were used to calculated effect size r . Salkind (2007) states the effect size “is a measure of magnitude (and not necessarily the size) of the difference between two statistics such as group means.” The calculated effect size r for this dependent t was .54, which determined that the magnitude of the treatment was a large effect size. The dependent t test also calculated the

Pearson’s coefficient as.79, which indicates the test was reliability.

The fourth was test independent t which was used to analyze boys and girls means in the all three classes. This independent t test revealed t

(51)

= 1.21, p > .05, so the null hypothesis is accepted (see Table 4.4). The result of the t-test shows that there was no significant difference in the level of achievement among boys and girls in all three classes when global awareness instruction was implemented. However the independent test showed the boys post scores were slightly higher. The results of the gender independent t test did corroborate the 2010 GHSGT

(social studies) findings that boys’ level of achievement and mastery of the social studies content were higher. The results of the independent The Using the independent t test’s means and variance, the Cohen’s d was calculated to be .32 which determined the magnitude of the treatment was medium. This is a medium effect size indicates that there was some overlap. The

Global Awareness in High Schools 43 fifth test was an independent t test which was used to analyze African Americans pre and post test means in the all three classes. This dependent t reveals t

(20)

= 6.12, p < .05, the null hypothesis was rejected (see Table 4.5). The result of the t-test shows that there was a significant difference in the level of achievement among all African American students in all three classes, when global awareness instruction was implemented. The results of the independent t test corroborates Gibson, Rimmington and Landwehr-Brown (2008) theory that a global learning experience is more effective because it creates an environment that is more vivid and memorable. Using the independent t test’s means and variance, the effect size’ r was calculated to be .55 which determined that the magnitude of the treatment was large. This effect size indicates there was an overlap.

The sixth test was an independent t was used to analyze African Americans and non-

African American means in the all three classes. This independent t reveals t

(39)

= 3.30, p < .05, the null hypothesis was rejected (see Table 4.6). The test was implemented to examine the

African American gains to non African Americans. The result of the t-test shows that there was a significant difference in the level of achievement for non African American was higher than

African Americans when global awareness instruction was implemented. Although the African

American participants’ means were lower than their counterparts, Ford (2010) would attribute

African American students’ increase in the levels of achievement to global awareness instruction which created a classroom atmosphere that eliminated of barriers to learning and achievements by helping them reach their full potential. Gibson et al (2008) theory of ‘culture shock’ along with Raento and Hottola’s (2005) engaging new ways to relate to students had an impact on the

African American gains. Using the independent t test’s means and variance, the Cohen’s d was

Global Awareness in High Schools 44 calculated to be .92 which determined that the magnitude of the treatment was large. The effect size of the test indicates that there was a huge overlap.

The second focus question was used to canvass students’ and teachers’ attitudes towards the introduction of global awareness instruction. The method used to gather the data were two surveys. The data collected from the surveys were qualitative and quantitative. The first survey was given to students who participated in this global awareness study. The student survey was used to measure the students’ attitudes about implementation of global awareness instruction.

This survey was analyzed by a Chi squared test. The Chi squared test determination of the value needed for rejection of the null hypothesis in this research was set at

 2

(2)

= 5.99, p

< .05

(Salkind, 2007). The Chi test revealed that each items’ obtained value was more extreme than set critical value (see Table 4.7), so the null hypothesis cannot be accepted. According to Salkind

(2007) the obtained value is so extreme that we can say that the distribution of respondents across the three groups is not equal.

A student survey was used to measure the students’ perspective on the effectiveness of the global awareness instruction. Students felt the instruction met their needs and expectations in being academically successful which supports Yunker (1992) theory of teaching from a global perspective is interesting, rewarding and meaningful. The students’ survey revealed that the students believed the classroom environment was conducive and appropriate for global awareness learning. The majority of students’ responses to this item endorse Ford (2010) that ‘all students’ educational opportunities and experiences were being met. The students’ response on the survey confirmed that the classroom materials were appropriate and helpfulness which supports Ford (2010) that global learning increases culturally different students’ motivation, engagement, and higher achievement levels. The students response also endorses global

Global Awareness in High Schools 45 education provides more current and engaging, critical thinking and problem skills rather than relying on text books (Grant, 2006). The students’ response to that the teacher’s global awareness knowledge was excellent or satisfactory. The students’ responses align with Gibson et al. (2008) findings suggest which teachers must be globally educated to be affective. Students responded that the group activities were excellent or satisfactory. The result of this data indorses

Grant (2006) theory participating students’ ‘social comfort zones,’ educational attainment and interaction with their classmates and the teacher increases. This argument is strengthen by

Bronfenbrenners’ (1986) argument that global awareness helps students helps students create their own realities more closely defined by their peers. Students responded that the global teacher lecture were either excellent or appropriate. The lectures of the global awareness were studentcentered lectures which strengthens Grant (2006) argument that global awareness instruction uses peer interaction to increase educational attainment. Students felt the information presented was satisfactory or excellent. The student survey revealed the use computers, internet, multimedia and digital technology really interested and engaged them. The response of the students reasserts the Global Awareness Society (1993) that technology has changed the way we learn. Item eight, reveal 89% students rated the class was either excellent or satisfactory. The students’ response confirms that achievement levels and engagement (Grant, 2006). A

Cronbach’s alpha test was used to analyze the survey for internal consistency reliability. The survey revealed each item was

 2

was *** p < .001(see Table 4.7). The Cronbach alpha test revealed the internal reliability coefficient. An internal reliability coefficient of .89 is high meaning that the items on the survey were reliable.

A questionnaire was given to teachers who participated in global awareness study to canvass the teachers’ attitudes towards the effectiveness of the global awareness instruction.


During the three and half weeks of global instruction the teachers visited the classroom while the global awareness instruction was being implemented. The teacher survey revealed the collaboration meetings were productive in making decisions and assigning duties to each teacher with regards to the global awareness instruction. The majority of teachers agreed that the researcher’s time frame, staff communications and legitimate time and energy spent on the global awareness instruction was evident. The questionnaire also uncovered that there was a total agreement by all participating teachers that the researcher knowledge, ideas and collaborative decisions with regards to the study was well respected. The questionnaire findings reassert Yunker’s (1992) theory that teaching with a global perspective is interesting, rewarding and meaning. Most of the teachers concluded that the research was a valuable experience. The questionnaire revealed that teachers who participated in the study felt that the global instruction was effective and improved the students’ mastery of social studies content which substantiates

Easterly (1994) theory that be globally literate will make a difference in the future generations.

The overall findings of the teachers’ questionnaire revealed that the teachers believed the global awareness instruction was a success. Easterly (1994) stated success of any curriculum is determined by the teachers.

The third focus question used to measure teachers and administrators support for the implementation of global awareness instruction was an interview with the principal of the research school . The interview with the principal was video recorded and analyzed and coded for dominant, recurring, and emerging themes. The data collected from the assessment was qualitative data. The first dominant theme discovered was that the interviewer (principal) established the fact that there is a need for global awareness instruction. The principal’s response that there was a need for a global awareness curriculum supports Tye (2003) and Tjeldvoll


(2009) who found that the international view global education is a requisite in the education system. A recurring theme found in the interview was technology and world issues have change the way we educate students. This recurring theme is verifies by Yunker (1992) research that to teach from a global education perspective will aid the administration, school, and community adapt to these changes. The interview discovered that the teachers were positively changed by the global awareness research the staff at this school are receptive to curriculum that is viable to the education of students (Tye & Tye, 1993). Another recurring theme was that the global awareness instruction had students were fully engaged and interested with their classroom activities (Ford, 2010). A dominant theme uncovered was that the principal believed global awareness instruction can definitely help students’ academic success, but convincing the entire school this instruction is effective biggest challenge in implementing global awareness (Tye &

Tye, 1993). An emerging theme was discovered was that the ‘correct’ global awareness curriculum was need in order to successfully convinced teachers of its effectiveness (Woyach,

1983). Another emerging theme uncovered was the successful global education implementation throughout the school depended on the continuation of the instruction and informing co-workers, faculty and administrators was vital in implementing change.

Discussion

At the beginning of this research some of the results discovered were predicted and as the study progressed there were other results that were not anticipated. The results of ninth grade students in all three classes on the post test were impressive. However class number three outperforming the two other classes was anticipated because the numbers of gifted students in class number three. The removal of all gifted students’ post scores from the study surprisingly reveal class number three level of achievement was still considerable higher. One reason that

Global Awareness in High Schools 48 could account for class number three’s higher level of achievement on the post test was the quality global instruction improved as the teacher became familiar and comfortable with the global curriculum materials.

The results of the genders level of achievement was not expected but it provide a key incentive to continue the global awareness instruction. It was expected that boys would outperform the girls but results revealed the there were no significant difference between boys and girls. Although the boys levels of achievement are slightly higher the girls levels of achievement, it must be stated that the gains by girls and boys can be attributed to the global awareness instruction providing an environment that met each student individually and as a group collectively.

The results of the African American level of achievement were insightful and rewarding.

The African American students’ gains were not as large as the non-African American students.

The results of the test did corroborate the 2010 GHSGT (Troup County Board of Education,

2010) social studies results that African American students’ performances were lower than non-

African American. The results of the global awareness instruction proved to be effective when both African American and non-African American levels of attainment were increased. The gains of each student can be attributed to the global instruction which provided a classroom environment that engages, develop leadership skills, challenges critical thinking and problem solving skills.

The results of this action research are credible. The types of data used in this research were both qualitative and quantitative, and multiple data sources were used to provide evidence and support for each focus question. There was opposing views presented in the study. Rightness

Global Awareness in High Schools 49 of fit is evident in the research. The evidence collected is adequate to make strong assert judgments.

Implications

The study looked at how the Global awareness curriculum would increase students’ academic achievement among ninth graders in social studies. Referential adequacy is evident in this study. The results can be generalized to a larger population and can be easily replicated if researched. The study also maintains catalytic validity which is vital for change in schools.

One of the major themes discovered in the study was there is a need for a global curriculum by both national and international community. As international communities become increasingly closer because of technology and global issues, national and local education systems are forced to the correct global education curriculum. Another theme uncovered in the research was teachers based the effectiveness on global awareness instruction on whether the instruction was applicable to their content area, the time and resources required and students’ level of achievement.

Impact on School Improvement

In my deduction, the study shaped and transformed my students, fellow colleagues and administrators. The first group of participants who were transformed in a positive way was my students. The teacher’s role in the study was one more of a facilitator than a traditional leader of the class. At first cultivating an environment that challenges students to think globally was challenging. As students became comfortable or familiar with their activities were more than happy to help with their classmates; becoming somewhat of ‘expert’ in instructing their peers.

The students in the study transformed the class from a teacher centered to a student centered one.

Students seemed more engaged and enthused when they were able to relate their project or

Global Awareness in High Schools 50 activities with the content. As the global awareness class was being implemented, strategic class discussions led student to be more of a leader or an expert in their content area. Students’ interaction, motivation and engagement with their ‘specific activities’; which in turn provided a productive classroom with little or no reprimand from the teacher. When the three weeks had come to an end, each student had to present his research and findings in a small and large group setting.

The study had a significant impact on my participating fellow colleagues. At the research school, there was little emphasis placed on world history; much less global awareness instruction. The study revealed that participating teachers and administrator that global awareness was important, but what type of instruction would prove to be valuable to the school.

Teachers were interested in how accessible was global instruction materials and the time frame.

Genuine interest was shown when teachers brought researched materials and resources to the collaborated meetings. The announcement of the study in faculty meetings by the department administrator who participated in the research, generated interest staff members and transformed my participating colleagues from being a teachers to an innovator willing to challenge the teachers and students to be better.

The study has helped shape and transformed my goals and attitudes as a teacher. The study has opened my eyes to international, national, local and district level perspectives of global instruction. The study has transformed me to be a global educator. My job as a global educator is to continue my educational growth; I believe as I increase my global knowledge so will my students. The study has transformed my classroom instruction to be more students centered. Prior to this study, my classroom was teacher-oriented, but after the study, I have come to the realization that a global educator (facilitator) can place more emphasis academic accountability

Global Awareness in High Schools 51 on the students. The study has also transformed me from nonchalant teacher accepting traditional instruction to an assertive and instructional risk taker. The study has challenged me to not conform to mediocre traditional instruction but to explore new approaches to the teaching profession.

Recommendations for Future Research

The first recommendation for future researcher would be to increase the number of participants (students) to increase the reliability of the study. Another recommendation for future research would be to extend the time period of the research. If the data is collected over a longer period of time more themes and assertions can be deducted. Although this study examined

African Americans, non-African American, gifted and both genders, in future research more subgroups my provide more decisive answers on whether the global awareness approach is effective.


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Appendix A

Country Study

1.

Procedure for country study. Students will pick a country to study of their choice.

2.

Students will be given a country study rubric see appendix (see Appendix ).

3.

During regular class students are given time to go to the computer lab and create an avatar.

4.

Students will study specific characteristics on their country (e.g. language, ethnic groups, country flag, population, climate, natural resources, environmental issues, government, economy, natural hazards and part of any international organization, culture and educational background.

5.

Student must present geographical map of their country.

6.

Students will look for relationship(s) or global issues (economical, cultural, environment, geographic, relief organizations, etc) between USA and their country of study.

7.

Student create a power point using the specific characteristics mentioned above

8.

Student will research their country of interest for issues (biological, cultural, religious, biological and environmental and present it to the class.


Appendix B

Yunker’s global education topics

Yunker’s global education topics

1.

Terrorism

2.

Impact of a diverse America

3.

Drugs

4.

Global environment

5.

Religion

6.

Economy

7.

Education


Appendix C

Students Surveys on global Education Evaluation I

1) Please rate this class in terms of meeting your Global awareness needs or expectations.

Excellent Satisfactory Unsatisfactory Poor

2) Did the Global awareness content help you understand new ideas?

Unsatisfactory N/A

Excellent Satisfactory Unsatisfactory Poor Unsatisfactory N/A

3) The global awareness class materials (book, videos and magazines, etc) provided was appropriate and helpful.

Excellent Satisfactory Unsatisfactory

4) The teacher was knowledgeable in the world history.

Poor Unsatisfactory N/A


5) The number of participants in each group activity was:

Poor Unsatisfactory No

Excellent Satisfactory Unsatisfactory Poor Unsatisfactory

6) The length of most of the teacher lectures global awareness sessions were:

No

Excellent Satisfactory Unsatisfactory Poor Unsatisfactory

7) How would you rate the overall quality of the global awareness information presented?

No


8) Overall, how would you rate the quality of this class?

Poor Unsatisfactory No

Excellent Satisfactory Unsatisfactory Poor Unsatisfactory No


Appendix D

Global education curriculum teacher Assessment

1) How often did your social studies (SS) department meet to discuss the global awareness instruction?

Daily More than Once a Week Once a Week Once a Month Don't Know

2) How productive did you find the department meetings in regards to the global awareness instruction?

Very Productive

Don't Know

Somewhat Productive Not Very Productive Not at all Productive

3) How often was your SS department able to reach consensus on project decisions?

Often Sometimes Rarely Never Don't Know

4) Did the head (?) teacher assign duties for the project in the established time frame?

Often Sometimes Rarely Never Don't Know

5) How effective was the researcher in communicating ideas about the study?

Very Effective

Know

Somewhat Effective Not too Effective

6) The SS department gave the pilot study a fair chance to develop.

Not at all Effective Don't

Strongly Disagree Disagree Undecided Agree

7) The SS department treated the researcher and the study with respect.

Strongly Agree

Strongly Disagree Disagree Undecided

8) All SS teachers' ideas were valued by the researcher.

Agree Strongly Agree

Strongly Disagree Disagree Undecided Agree Strongly Agree

9) In general there was consensus on the procedures to meet the goals of the project.



10) Working on the pilot study was a valuable experience for you.



Appendix E

Administration Evaluation of Global Education Curriculum

Interview Questions

Do you believe global education is important to high school students ‘education?

Do you think your staff will welcome global awareness instruction in their curriculum?

Do you believe the global education awareness instruction was successful?

Do you think of the implementation of the global awareness instruction throughout the school will increase students’ grades?

What do you think will be the biggest challenge in implementing global awareness instruction in the social studies or the school?

Do you believe your staff is committed to making the change to global awareness curriculum?

Are there any recommendations or suggestions for future research on global awareness instruction?

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