IMPLEMENTING GLOBAL AWARENESS CURRICULUM IN HIGH SCHOOLS: THE USE
OF INTERNATIONAL TEACHING METHODS TO IMPROVE AWARENESS AND
COMPREHENSION OF World Issues
Except where reference is made to the work of others, the work described in this thesis is my
own or was done in collaboration with my Advisor. This thesis does not include propriety or
classified information
Keita Lloyd Placide
Certificate of Approval:
___________________________
Donald Livingston
Associate Professor and Project Advisor
Education
RAISING GLOBAL AWARENESS IN HIGH SCHOOLS: THE USE OF JAPANESE
TEACHING METHODS TO IMPROVE AWARENESS AND COMPREHENSION OF World
IssuesA 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 1, 2010
iii
Abstract:
This research will focus on international teaching methods that will improve high school students
Global Awareness. The current Georgia Professional Standards does not emphasize the
importance of a global education. In order for the twenty-first century high school student to stay
competitive with international community, they must be introduced to global perspectives rather
than locally accepted norms and values, on world issues. This study will explore international
teaching methods which will improve students’ global awareness and create new perspectives.
iv
Table of Contents
Abstract………………………………………………………………………………….iii
Table of Contents………………………………………………………………………..iv
Chapter 1: Introduction…………………………………………………………………..1
Statement of the Problem…………………………………………………..….…1
Significance of the Problem………………………………………………………2
Theoretical and Conceptual Frameworks………………………………………...3
Focus Questions……………………………………………………………….…5
Overview of Methodology…………………………………..……………….......6
Human as Researcher…………………………………………………………….6
Chapter 2: Review of Literature………………………………….………………………7-13
Chapter 3: Methodology…………………………………………………………….……13
Research Design……………………………..……………………………….……13
Sample / Subjects / Participants………………………….......................................13-15
Procedures and Data Collection Methods……………………………….………...15-16
Validity and Reliability Measures………………………………………………...#
Analysis of Data…………………………………….……………………….…….#
Chapter 4: Results………………………………………………………………………...#
Chapter 5: Analysis and Discussion of Results
Analysis……………………………………………………………………………#
Discussion…………………………………………………………………………#
Implications………………………………………………………………………..#
Impact on Student Learning……………………………………………………….#
Recommendations for Future Research…………………………………………...#
References…………………………………………………………………………………#
Appendices……………………………………………………………………………..…#
List of Tables
CHAPTER ONE: INTRODUCTION
Statement of the Problem
American students do not exhibit a global perspective; they lack an appreciation,
awareness, and acceptance of different cultures and people in our ever changing world
(Demovsky & Niemuth, 1999). Georgia high school students are not being prepared at the
secondary level of education to meet the criteria of successful twenty-first century student. The
criteria for global awareness can be broken down in three vital content areas: geography, culture
and economic. The Committee of Economic Development (2000) wrote “state high school
graduate requirements include only minimal course work in international studies, such as world
history, geography political and science area studies, and some states require none at all” (CED,
2000, p .1).
The Georgia High School Graduation Social Studies (GHGT) has a shortage of global and
international questions placed on the test. The GHSGT bases most of its questions about
American History. Two proponents of Global Education, Sandra Demovsky and Judy Niemuh,
wrote 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 and Niemuh
also believe the lack of awareness has a negative impact on students’ acceptance of other nations
and their cultures. In the twenty-first century, nations can no longer concentrate on only national
business or trade. More emphasis has to be placed on global trade if countries want to remain
economically viable in twenty-first century
Georgia High School Social Studies Graduation test’s limited world history questions have
compelled teachers to exclusively focus most of their teaching on United States history
questions. The test is made-up of thirty-five United States questions, thirteen United States
government questions, thirteen world history questions and nine geography questions that may
concentrate on the United States (GHGT, 2010). Georgia students are taught according to the
Georgia Professional Standards [GPS] which only introduces students to world history in the 6th
and 7th grades. At the secondary level, students in the 9th grade have only two semesters of world
history. In the last three years, Georgia’s proficiency has never surpassed 68% (GDOE, 2010).
The extreme focus of United States history has confined students to model their learning and
cognitive styles. Social studies teachers should incorporate more world history content with a
social constructivist method to improve students’ understanding. Constructivists maintain that
learning is, fundamentally, a socially mediated activity, (Cleborne, Johnson, & Willis, 1997).
The purpose of this study will examine social constructive teaching strategies in social studies
(world history) and formulate an answer to the research question on how social constructive
teaching strategies can increase the global awareness of Georgia students.
Significance of the Problem
There are endless disadvantages and repercussions for students not being globally aware.
The first disadvantage to being globally illiterate is economic. In the economic arena, the world
is seen as a “potential market” and in order for American students to compete effectively and
efficiently, global knowledge must be attained. “It may com come as a surprised 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). Also, “Microsoft Corporation developed a time zone gap
for Windows 95 operating system; it inadvertently showed the region of Kashmir lying outside
the boundaries of India. India banned the software, and Microsoft was forced to recall 200,000
copies of the offending software” (CED, 2006 p. 7). The second repercussion is cultural
sensitivity. Many American students are regimented in their ways of thought and problemsolving. Most teachers would agree that students’ attitudes and perspectives towards the
introduction of topic dealing with different societies, customs, and rituals (outside the U.S.) are
mostly negative. In order for America to lead the world into the next millennium, the education
of students must become culturally sensitive and responsive to other nations. Another
disadvantage of American students not being globally aware is a weaker national security. To
understand the threats and terrorism in the world and solutions to prevent it reaching the shores
of America is of national importance. It is important for educators to keep students current with
today’s world events. It is also important that educators themselves do not fall prey to the old
habits of teaching strategies. By educators taking a closer look at the world history, they will be
challenged to find new ways in engaging their students. Social constructivists believe educators
should be an active participant and guide for students (Cleborne, Johnson, & Willis, 1997).
The goal of this study is to improve the student’s global awareness by helping them look
at other countries current events and help their thinking process by communicating solutions to
their problems. Sunal and Hass (2007 p. XIV ) stated, “Social Studies incorporates rich
opportunities to involve students in active investigation of issues, problems, consequences, and
successes people encounter in the social world” (p.#?). Creating an environment that helps
students to be more globally aware will, in turn, help students to not only understand global
events that affects in relation to United States, but also help them to develop cultural sensitivity.
Theoretical and Conceptual Frameworks
This research is directly linked to social constructivism. Beck and Kosnik (2006) cite
Dewey as saying in 1916, “education is not an affair of ‘telling’ and being told, but an active and
constructive process” (p. 9). This constructive perspective is directly linked to the theory that
students must have involved critical thinking but essentially reinforces the learning by
experiences. “At the school level, social constructivism implies a form of learning in which
students are fully engaged, find the process meaningful, and relate ideas to the real world to a
considerable extent” (Beck and Kosnik (2006 p.2). Using the social cognitive theory in Social
Studies, Sunal and Hass (2005) would support the idea of each student interactive experiences
will play an improve learner’s understanding and perspectives on global awareness.
The introduction of more global studies into social studies curriculum relates strongly to
the second tenet of the Lagrange College Education Department’s (LCED) (2008) Conceptual
Framework exemplary professional teaching practices (p. 5). Tenet Two emphasizes the
professional development of the teacher in order to be competent in the classroom. The LCED
Conceptual Framework (2008), has three competency clusters but this research will examine
only Competency Cluster 2.2 Competency Cluster 2.2 focuses on the instructional skills such as
“use of effective verbal, nonverbal, media communication techniques to encourage students’
development of critical thinking, problem-solving and performance skills” (p.7). The Cluster
also examines effective and appropriate management. The main idea of a student-centered
classroom is supported by the theoretical concepts of Sunal and Hass (2008) in which they
contend that the teacher creates an environment that the student is faced with a problem with four
conditions: concepts, generalizations, higher level thinking skills and attitudes and disposition
about the social world (p. 31).
This research is directly linked to the National Board of Professional Teaching Standards
[NBTS] Proposition Two. Proposition Two states that the teachers know the subjects they teach
and how to teach those subjects to students. This proposition encourages teachers to excel in
their content area and interrelate it with other subjects. The NBTS is a strong proponent of
teachers has an “understanding of the history, structure, and real-world applications of the
subject” (LaGrange College Educational Department 2009). The National Council for
Accreditation of Teacher Education Standard 1C and 1D is also aligned with this research.
Standard 1C states “Teacher candidates can apply the professional and pedagogical knowledge
and skills delineated in professional, state, and institutional standards to facilitate learning”
(LaGrange College Educational Department, 2009). NCATE’s Standard 1D emphasizes that
teachers assess and analyze students and make adjustments. This research also aligns with
Interstate New Teacher Assessment and Consortium’s (INTASC) domain 4 and 7 (LaGrange
College Educational Department k, 2009, p.12). Domain 4 advocates multiple instructional
strategies and domain 7 instructional planning. When teachers become facilitators and allow
students to socially construct their perspectives to their problems higher order thinking skills
comes to the forefront.
In this study, lessons were student-centered, and students were to ask to find solutions on
for different global problems. Creating an environment where there is classroom interaction,
concepts, and generalizations, higher level thinking skills and attitudes and disposition are core
teaching methods that are encouraged by the Conceptual Framework .
Focus Questions
There are three focus questions guiding this research. The first is, “how does the teacher
develop a curriculum with social constructive teaching strategies in social studies (world history)
to improve global awareness in social studies?” The second question is, “what are students’
attitudes towards the introduction of global issues to social studies and constructive strategies
teaching strategies is used to improve their global knowledge?” The third question “is there
evidence from teachers and administrators that supports the implementation of global awareness
strategies into social studies.
Overview of Methodology
The research will be both qualitative and quantitative. The location of this research will
be a south-eastern high school, in the United States. The Blacks and White demography of this
school is proportionate. There are less than 2% percent of Latino and Korean students. The
number of participants in the research will be 70 to 80 ninth grade world history students.
A pre and post test on global education will be used to unpack focus question one. The
assessments will be analyzed for significant gains or losses, by using Independent and dependent
T tests, ANOVA, Correlation and effect size tests. The Qualitative data will be analyzed for
categorical and repeating data. On focus question two, a survey will be used to collect data on
participants’ attitudes and concerns about global education. The Chi Squared test will be used
analyzed the quantitative data,. Focus question three, evidence of department and administrators
endorsement of the global education will collect in the form of an interview with the principal
and a survey to social studies department. This qualitative data will be analyzed and coded for
themes.
Human Researcher
This is my third year teaching the 9th through 12th grade classrooms. I strongly believe in
creating an environment where students are socially involved with the content; this provides
better learning experiences which enhances knowledge and their perspectives. From my
experiences, students who are globally aware of issues in the world are more apt in answering
questions and culturally sensitive to other cultures and nations. It is my belief that it is a
necessity that a twenty-first century teachers should teach from a global perspective not only to
pass a standardized test, but to also enhance their perspectives, their cultural identity, their
cultural sensitivity, their aptness for economic community which is no longer national but
international.
CHAPTER TWO: LITERATURE REVIEW
How does the introduction of student-centered, global awareness curriculum in social
studies (world history) increase 9th graders test scores? The main focus of the researcher is to
help student to understand the history key concepts with a global perspective in a studentcentered environment. The international community is becoming small and teachers need to
move away from traditional styles of teaching. The twenty first century education demands
United States student to be globally educated to compete in the international community. In
order to foster an environment for students to apply critical thinking and problem thinking skills,
the teacher must not dictate the classroom but provide guided instruction (Demovsky &
Niemuth, 1999). A global awareness curriculum will provide five essential characteristics for
U.S student.
1. Cultural and social consciousness
2. Development National and International business relations
3. A better citizen
4. Academic improvement
5. Problem solving and critically thinking about issues
Global Education has many definitions:
“Merryfield’s (1997) definition of GE is commonly referenced because, according to Kirkwood
(2001), itis an all-inclusive definition. Merryfield outlines GE as the study of human beliefs and
values, global systems, global issues and problems, global history, cross cultural
understanding/interaction, awareness of human choices, the development of analytical and
evaluative skills, and strategies for participation and involvement”(Lucas, 2010 p212).
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 Right for all
(Maastricht Global Education Declaration, 2002).
“Global education involves learning about those problems and issues which cut across national
boundaries and about the interconnectedness of systems — cultural, ecological, economic,
political, and technological. Global education also involves learning to understand and appreciate
our neighbors who have different cultural backgrounds from ours; to see the world through the
eyes and minds of others; and to realize that other peoples of the world need and want much the
same things” (Tye, 1991, p 165).
The primary focus of this global awareness curriculum is to improve students’ grades
and when teacher a makes the content relevant to their students the learning experience is
enhanced. Traditional learning styles have left students with limited knowledge of international
communities. There is substantial evidence that supports students’ global education curriculum is
a unavoidable and vital to the United States Department of Education. In a report conducted in
the United States by the Committee for Economic Development (2000), 80 percent of the public
believes that American Students are not “adequately prepared” to deal with international issues
(CED, 2000). The report conducted by Asia Society in 2001 and by the National Geographic
Society in 2002 also revealed that “85 percent of young Americans (between the ages of 18 to
24) could not locate Iraq or Iran on the middle East/Asia map (CED, p 23).
One of the strategies that I will be using to implement in my classroom is “Country
Study”. The participants will discuss world issues via magazines, videos, books, pictures or
current news in the media and aligning it with the appropriate Georgia Professional Standards
(GPS). There are certain historical events that every student needs to discuss or debate in order to
find their comprehension meaning of how other societies behave. In a 2005 Finnish report,
researchers found that teaching geography (leisure, tourism and popular culture) is
contemporary, entertaining, stimulated students’ interest, encouraged challenging questions and
helped students understand complex concepts (Raento & Hottola, 2005). Hottolla and Raento
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” (Raento & Hottola, p 18). Another advocator on
Global Education Curriculum (GEC) fostering critical thinking is Jones Jonel Yunker. Yunker
quotes Tye stating,
“The intrinsic rewards for teachers with a global perspective are persuasive. The global teacher
recognizes the importance of preparing students for the 21st century and is aware of the
misunderstandings, stereotypes, prejudices, and conflicts that exist among members of the world
communities… the global teacher meets the needs of the existing multicultural, and
multilinguistic student population,. Thus teaching with a global perspective is interesting,
rewarding, and meaningful” (Yunker, 1992, p.18).
Presently, Americans are faced with recurring critical issues which are at the top of the
U.S. government and political leaders’ agendas. Critical issues such as national security,
terrorism, immigration, economic downfall (recession), outsourcing, a vanishing ozone layer and
civil rights, environmentally safe products to name a few. But what has been challenging U.S.
has been also forced the international community to transform education teaching methods and
curriculum. To corroborate the international community’s transformation, Kenneth Tye’s 2003
study, ‘Global Education as A Worldwide Movement’ states “responses from 14 nations that
suggest that global education is a significant factoring schooling” (Tye,2003, p 166). Tye also
reveals in the study that places such as Australia, Canada, United Kingdom, U.S., China, Japan,
South Korea and the Asian Pacific are all at the advocates of a global education. In related study,
countries did with very specific in the development of their global education. In New South
Wales, Australia students in the 11th and 12th grade were introduced to global curriculum
“Coming of Age in Today’s world” which includes topics such as intercultural communication,
religion and beliefs, laws and end with a student focusing on the future (Tye and Kniep, 1991 p
48). Teachers are classroom curriculum should not consist of standardize test and grading but
should be linked to the development of an upstanding citizen.
Another benefit to a global curriculum is a culturally and socially inept population. As the
demography population of the Unites States so must our school curriculum and our teaching
methods. The approach by that should be taken by present and future educators to develop
students intellectually and emotionally, has to be holistic one (Yunker, 1992). In Seattle,
Washington an independent study done on high school students involved “Global Studies”
revealed that students involved in the global studies, showed significant increase in their grades
(Yunker, 1992, p 38). In the last five years, international companies, such KIA have changed the
demographics of LaGrange, Georgia community. As Lagrange racial make-up evolves, educators
should create an atmosphere that encourages cultural exploration and expression diversity among
students. National assessment studies have been conducted that suggests when students are open
to learning to about other people’s culture between the ages of seven and twelve, and puberty
sets in and students become ethnocentrical and international companies stereotypical, in their
thinking (Yunker, 1992, p 30). In understanding the international community is relevant not only
for student but promoting better relationships with Less developed countries. Amirahmadi writes
lack of communication of problems, between Low Developed Countries (LDC) with Developed
Countries (DC), such as U.S., and “lack of awareness of common perspectives led to serious
obstacles for the improvement of cross-cultural and international understanding and local
practice” (Amirahmadi, 1992, p 2). Because of this phenomenon of global education has led
organizations such as North American Association of Collegiate Schools of Planning (ASCP)
commission studies in high schools, colleges and Universities. To solidify the theory of global
education curriculum is a necessity to U.S., researcher, Leticia Rodriguez-Talavera concluded
that “ It (global education) offers a valuable foundation for the entire way in which
communication becomes a tool to promote social, economical expansion and an awareness of
multiple international cultural realties” (Talvavera, 93, p 16).
Change is an important question that Global education will try to explore. Is there
evidence from teachers and administrators that supports the implementation of global awareness
strategies into social studies? The school environment (students, teachers, administrators,
principals and community attitudes) that will have affect successes of a new program. The
research has to take into consideration the stereotypes, norms and values that exist in the culture.
As noted earlier educators may have different perspectives and approaches in applying global
education. To proponents global educations are Kenneth A. Tye and Barbara Benham Tye who a
conducted a Global education research with 11high and middles schools concluded there are two
major problems in the implementing of global education:
In focus question two, the research will uncover attitudes of the students, teachers and
school but some researchers believe “The problem of how the meanings that different teachers
attribute to global education affect their behavior in adapting to the change,” and “the problem of
competing demands on teachers’ time”(Tye & Tye, 1993, p3). Although their research presented
two problems this study may encounter, Tye and Tye contended that teachers were generally
receptive to new programs they (teachers) found ‘worthwhile.’ If this is true about the educators
then what can be expected their students?
A combination political interest, state standardize testing with the additions of No Child
Left Behind (NLCB) and Adequate Year Progress (AYP) has left an overwhelming pressure on
principals to met these standards. This research will consider these factors which to have
negative effects on third focus question. There are some opponents of global education who
believe that the idea of ‘think globally, act locally’ or to facilitate ‘advance multiculturalism, live
your culture’ is easier said than done (Amirahmadi, 1992). It is a strong notion that due to
constraints on time and the pressures of standardize testing seems to affect educators’ attitude
towards Global awareness. Teachers must take into consideration that world is constantly
changing and by not adapting to changes will directly undermine quality of education the student
receives. It is not only important that the teacher develops their teaching strategies but by doing
so “….in the globalized world of labour where broad general knowledge and understanding of
local , regional, national, and global geographies open doors in the labour (Raento & Hottola, p
19). It is important that teachers understand the impact of the global education has on their
students and community but also the world at large. According to Program for International
Student Assessment (PISA), Finland’s fifteen year old students’ scores in reading, mathematics
and science are second to none (Tjeldvoll, 2009). The Finnish ministry of Education is not
satisfied with their student being number one; instead they have recognized a need for globalized
curriculum implemented not only their students’ curriculum and a requirement for aspiring
teachers. Tjeldvoll’s research is coherent to this research on global curriculum for students
because he states universities are the most important in public innovation. He argues
“globalization was assumed to lead to new division of labor between nations. Therefore, the
government’s overall ambition was to develop the best innovation system in the world”
(Tjeldvoll, 2009 p 94). To substantiate Tjeldvolls findings, on principals’ attitude towards
change in GE, will empower his staff and school community to a clear vision of the importance
of this curriculum (Yunker, 92).
CHAPTER THREE: METHODOLOGY
Research Design
This study will be conducted using action research with three different social studies
classes at a Title I school in Georgia. The study will done in the fall semester and take three
weeks to complete. Lagrange High school students in the last three years at academic
performance on the Georgia High School Graduation Test (GHSGT), world history section have
been subpar. Both qualitative and quantitative data will be collected to analyze the effectiveness
of global issues and social constructive teaching methods in social studies. Lagrange High
population consists of thirteen hundred and seventy-nine students. The population percentage
ratio of males to females is even. The ratio of blacks to whites attending LaGrange High is thirty
nine to fifty three percent.
Lagrange Community, as of the census of 2000, there were 25,998 people, 10,022
households, and 6,504 families residing in the city. The population density was 346.6/km²
(897.8/mi²). There were 11,000 housing units at an average density of 146.7/km² (379.9/mi²).
The racial makeup of the city was 47.5% African American, 49.2% White, 0.18% Native
American, 0.82% Asian, 0.10% Pacific Islander, 1.23% from other races, and 0.94% from two or
more races. Hispanic or Latino of any race were 2.44% of the population. There were 10,022
households out of which 32.4% had children under the age of 18 living with them, 36.6% were
married couples living together, 23.5% had a female householder with no husband present, and
35.1% were non-families. 30.1% of all households were made up of individuals and 12.2% had
someone living alone who was 65 years of age or older. The average household size was 2.50
and the average family size was 3.12.
In the city the population was spread out with 28.4% under the age of 18, 11.0% from 18
to 24, 26.9% from 25 to 44, 19.2% from 45 to 64, and 14.5% who were 65 years of age or older.
The median age was 33 years. For every 100 females there were 85.4 males. For every 100
females age 18 and over, there were 78.5 males. The median income for a household in the city
was $29,719, and the median income for a family was $36,438. Males had a median income of
$29,082 versus $21,790 for females. The per capita income for the city was $16,640. About
18.2% of families and 21.4% of the population were below the poverty line, including 30.9% of
those under age 18 and 18.4% of those age 65 or over.
Faculty and staff are well trained, with 70% holding advanced degrees beyond their
Bachelor. Our Faculty are well respected and exemplary members of their professional
community. Each department is led by a chair who was selected for their educational innovation
and excellence. The faculty and staff are dedicated to making the LaGrange High School
experience a positive and successful experience for the students.
At Lagrange there are 5% first year Teachers. The average years experience is 16%. At Lagrange
there are 30% Teachers at LaGrange holding a T-4 Certificate Bachelor's Degree. Also, teachers
holding a T-5 Certificate Master's Degree are 55%. Teachers Holding a T-6 Certificate
Specialist’s Degree are 13%. Teachers Holding a T-7 Certificate Doctorate Degree are 2%.
Social studies Department consist of 14 teachers. There are 7 administrators and 1 principal
Lagrange high School Lagrange high School population consists of 1379. There 690
males and 689 females. Blacks to white ratio at LaGrange High is 39% to 53% .53% of the
Socio-economic status population at LaGrange High school receive free and reduce lunch and
breakfast (Troup board of Education, 2010).
Procedures and Data Collection Methods
The first focus question how does the introduction of global awareness curriculum in
social studies (world history) increase 9th graders test scores? This focus question will be
assessed using pre and post tests. Participants will be given a pre-test on world history Georgia
Professional Standards (GPS). Participants will be introduced international teaching strategies
(Finland) for three weeks. Participants will be given a post test assessment after three weeks of
Finnish teaching strategies have been administered. The pre-test and the pos- test assessments
will be analyzed for coded themes. Firstly, the Dependent-T will be used to measure any
significant gains between the pre and post groups’ results. Secondly, an Independent-T will be
used to measure the standard deviation. Thirdly, an ANOVA will be used to measure
significance among the groups. Fourthly, a correlation study is will be used to determine what
relationship between the variables? The Chi Squared test will be used for comparing frequencies
or proportions on the data collected from the groups.
This location was chosen because the participants are a part of the candidate’ s
research world history classes. The research was given permission from the principal of
LaGrange High school, and then from Troup Board of Education and lastly from the Lagrange
College Board of Educators.
The second focus, what are students’ attitudes towards the introduction of global
curriculum? This focus question will be assessed by a pre and post surveys. The likert scale will
be used to measure student views on Finnish teaching strategies. The groups will participate in a
focus group coded for themes. Participants will be required to take an exit interview. The results
of the participants’ interviews will be analyzed using Chi squared and a focus group.
The third focus question is, Is there evidence by the teachers and administrators that
supports the implementation of Global awareness strategies were effective? This focus question
will be assessed using the interviews and surveys with social studies teachers, supervisor and
principal. The post teacher surveys will be analyzed using chi square to will be used for
comparing frequencies or proportions on the data collected from the social studies teachers and
supervisor. Next exit interviews with the social studies supervisor and the LaGrange High school
principal will be conducted. These interviews will be analyzed by a Crombach Alpha test.
Table 3.1 Data Shell
Focus
Question
Literature
Sources
How does
the
introduction
of global
awareness
curriculum
Sunal, S.C.
and Hass,
E.H. (2008)
Type of
Method and
Data
Why these data How these
provide valid
data are
data
analyzed
Rationale
Strengths/
Weaknesses
Method:
Content
Quantitative:
Validity
Validity:
Quantitati
ve:
Descriptive
and inferential determine
Statistics
if there are
significant
assessment
Demovsky,
pre and post
Reliability
Dependability
in social
studies
(world
history)
increase 9th
graders test
scores?
S and
Niemuth, J
(1995)
test
differences Bias
Chi square
Data:
Tollefson, K Interval
and Osborn,
M.K (2008)
Henson, T.
K (2007)
Focus group
Dependent
and
Independent
T,
Qualitative
:
look for
categorical
and
repeating
data
ANOVA,
Correlation,
and effect size
What are
students’
attitudes
towards the
introduction
of global
curriculum?
Brophy, J.E
(2009)
Fisher, D
(2007)
Method:
Survey
Construct
Validity
Quantitative:
To
Validity
determine
Descriptive
if there are Reliability
and inferential significant
Dependability
Statistics
differences
Bias
Marzano, R.
J. (2006)
Chi squared
Data:
Marzano,
nominal
R.J. and
Haystead,
M.W.(2008)
Qualitative
:
Qualitative:
look for
categorical
and
repeating
data
Keeley
P.(2007)
Mary, S.
Rosemary,
M. Harlin,
R. (2005)
Coded for
themes
Is there
evidence by
teachers and
administrato
rs that
supports the
implementat
ion of global
awareness
strategies
were
effective?
Mangin,
M.M (2006)
Andrade,
H. L. (2010)
Method:
Interview and
survey
Data:
Qualitative
Boudett, K.
P.(2005)
Holcomb,
Edie
L.(2004)
Teddlie, C.
(2000)
Construct
Validity
Quantitative:
Chi Squared
Focus group
Quantitati
ve:
Reliability
determine
if there are Dependability
significant Bias
differences
correlation
Qualitative:
Coded for
themes
Validity
Qualitative
:
look for
categorical
and
repeating
data
*Seeking content validity is required for this focus question
**Required data gathering method for this focus question
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