Keita Placide Proposal Resubmitted REV DRL 010511

Global Awareness in High schools IMPLEMENTING GLOBAL AWARENESS CURRICULUM IN HIGH SCHOOLS: THE USE OF INTERNATIONAL TEACHING METHODS TO IMPROVE AWARENESS AND COMPREHENSION OF World ISSUES Except where reference is made to the work of others, the work described in this thesis is my own or was done in collaboration with my Advisor This thesis does not include propriety or classified information Keita Lloyd Placide _ Dr Sharon Livingston Assistant Professor and Project Advisor _ Donald Livingston Associate Professor and Project Advisor Education Global Awareness in High schools RAISING GLOBAL AWARENESS IN HIGH SCHOOLS: THE USE OF JAPANESE TEACHING METHODS TO IMPROVE AWARENESS AND COMPREHENSION OF World Issues project submitted by Keita Lloyd Placide To LaGrange College In partial fulfillment of the requirement for the degree of SPECIALIST IN EDUCATION in Curriculum and Instruction LaGrange, Georgia December 31, 2010 iii Global Awareness in High schools Abstract: This research will focus on international teaching methods that will improve high school students Global Awareness The current Georgia Professional Standards does not emphasize the importance of a global education In order for the twenty-first century high school student to stay competitive with international community, they must be introduced to global perspectives rather than locally accepted norms and values, on world issues This study will explore international teaching methods which will improve students’ global awareness and create new perspectives iv Global Awareness in High schools Table of Contents Abstract………………………………………………………………………………….iii Table of Contents……………………………………………………………………… iv List of tables and figures Chapter 1: Introduction………………………………………………………………… Statement of the Problem………………………………………………… ….…1 Significance of the Problem………………………………………………………2 Theoretical and Conceptual Frameworks……………………………………… Focus Questions……………………………………………………………….…5 Overview of Methodology………………………………… ……………… .6 Human as Researcher…………………………………………………………….6 Chapter 2: Review of Literature………………………………….………………………7-13 Chapter 3: Methodology…………………………………………………………….……13 Research Design…………………………… ……………………………….……13 Sample / Subjects / Participants………………………… .13-15 Procedures and Data Collection Methods……………………………….……… 15-16 Validity and Reliability Measures……………………………………………… # Analysis of Data…………………………………….……………………….…….# Chapter 4: Results……………………………………………………………………… # Chapter 5: Analysis and Discussion of Results Analysis……………………………………………………………………………# Discussion…………………………………………………………………………# Implications……………………………………………………………………… # Impact on Student Learning……………………………………………………….# Recommendations for Future Research………………………………………… # References…………………………………………………………………………………# Appendices…………………………………………………………………………… …# Global Awareness in High schools List of Tables Global Awareness in High schools CHAPTER ONE: INTRODUCTION Statement of the Problem American students not exhibit a global perspective; they lack an appreciation, awareness, and acceptance of different cultures and people in our ever changing world (Demovsky & Niemuth, 1999) Georgia high school students are not being prepared at the secondary level of education to meet the criteria of successful twenty-first century student The criteria for global awareness can be broken down in three vital content areas: geography, culture and economics The Committee of Economic Development (2000) wrote “state high school graduate requirements include only minimal course work in international studies, such as world history, geography political and science area studies, and some states require none at all” (CED, 2000, p 1) To graduate from high school in Georgia, most students must take and pass the Georgia High School Graduation Test (GHSGT) which assesses five core academic content areas The social studies portion has a shortage of global and international questions placed on the test The majority of the questions on the GHSGT in this section are based on knowledge of American history The Georgia High School Graduation Social Studies section has a shortage of global and international questions placed on the test The GHSGT bases most of its questions about American History Proponents of Global Education argue that American students tend to focus on the United States’ role in other nations as a whole, but lack awareness, understanding, and acceptance of diversity (Demovsky & Niemuh, 2000) Demovsky and Niemuh (2000) also believe the lack of awareness has a negative impact on students’ acceptance of other nations and their cultures In the twenty-first century, nations can no longer concentrate on only national Global Awareness in High schools business or trade More emphasis has to be placed on global trade if countries want to remain economically viable in twenty-first century In an era of AYP and standardized testing, the limited number of world history questions has left teachers to exclusively focus most of their teaching on United States history questions in order to best prepare their students The test is made up of thirty-five United States history questions, thirteen United States government questions, thirteen world history questions, and nine geography questions that may concentrate on the United States (GHGT, 2010) Georgia students are taught according to the Georgia Professional Standards [GPS] which only introduces students to world history in the sixth and seventh grades At the secondary level, students in the ninth grade have only two semesters of world history In the last three years, LaGrange High school world history domain, on the social studies section has never surpassed 68% (GDOE, 2010) Unfortunately, the extreme focus of United States history has confined students to model their learning and cognitive styles Social studies teachers should incorporate more world history content with a social constructivist method to improve students’ understanding Constructivists maintain that learning is, fundamentally, a socially mediated activity, (Cleborne, Johnson, & Willis, 1997) The purpose of this study will examine social constructive teaching strategies in social studies (world history) and formulate an answer to the research question on how social constructive teaching strategies can increase the global awareness of Georgia students Significance of the Problem There are endless disadvantages and repercussions for students not being globally aware The first disadvantage to being globally illiterate is economic In the economic arena, the world is seen as a “potential market” and in order for American students to compete effectively and Global Awareness in High schools efficiently, global knowledge must be attained There is a serious educational gap between high school students’ curriculum and the business community in America In a 2006 report, the Committee for Economic Development (CED) reported, “It may come as a surprise then, that a 2002 survey of large U.S corporations found that nearly 30 percent of the companies believed they had failed to exploit fully their international business opportunities due to personnel with international skills” (CED, 2006 p 6) The United States economy in its present condition cannot afford to lose international markets especially due to a lack of global education in the high school curriculum The CED contends that United States corporations lack of global education exists in international business miscalculations when it reported that “Microsoft Corporation developed a time zone gap for Windows 95 operating system; it inadvertently showed the region of Kashmir lying outside the boundaries of India India banned the software, and Microsoft was forced to recall 200,000 copies of the offending software” (CED, 2006 p 7) The second repercussion is cultural sensitivity Many American students are regimented in their ways of thought and problem-solving skills Most teachers would agree that students’ attitudes and perspectives towards the introduction of topics dealing with different societies, customs, and rituals (outside the U.S.) are mostly negative In order for America to lead the world into the next millennium, the education of students must become culturally sensitive and responsive to other nations Another disadvantage of American students not being globally aware is a weaker national security To understand the threats of terrorism in the world and solutions to prevent it from reaching the shores of America is of national importance It is important for educators to keep students current with today’s world events It is also important that educators themselves not fall prey to the old habits and teaching strategies By educators taking a closer look at world history, they will be challenged to find new ways of engaging their students Social Global Awareness in High schools constructivists believe educators should be an active participant and guide for students (Cleborne, Johnson, & Willis, 1997) The goal of this study is to improve the student’s global awareness by helping them look at other countries’ current events and to help their thinking process by communicating solutions to their problems Advocates of social constructivist teaching maintain “Social Studies incorporates rich opportunities to involve students in active investigation of issues, problems, consequences, and successes people encounter in the social world” (Sunal & Haas, 2007 p XIV) Creating an environment that helps students to be more globally aware will, in turn, help students to not only understand a global events that affects global relationships to the United States, but also help them to develop cultural sensitivity Theoretical and Conceptual Frameworks This research is directly linked to social constructivism Beck and Kosnik (2006) cite Dewey as saying in 1916, “education is not an affair of ‘telling’ and being told, but an active and constructive process” (p 9) This constructive perspective is directly linked to the theory that students must have involved critical thinking but essentially reinforces the learning by experiences “At the school level, social constructivism implies a form of learning in which students are fully engaged, find the process meaningful, and relate ideas to the real world to a considerable extent” (Beck and Kosnik, 2006 p 2) Using the social cognitive theory in social studies, Sunal and Hass (2005) would support the idea of each student having interactive experiences which will play a part in an improved learner’s understanding of and perspectives on global awareness The introduction of more global studies into social studies curriculum relates strongly to the second tenet of the Lagrange College Education Department’s (LCED) (2008) Conceptual Global Awareness in High schools 10 Framework exemplary professional teaching practices (p 5) Tenet Two emphasizes the professional development of the teacher in order to be competent in the classroom The LCED Conceptual Framework (2008), has three competency clusters, but this research will examine only Competency Cluster 2.2 which focuses on the instructional skills such as “use of effective verbal, nonverbal, media communication techniques to encourage students’ development of critical thinking, problem-solving and performance skills” (p.7) The Cluster also examines effective and appropriate management The main idea of a student-centered classroom is supported by the theoretical concepts of Sunal and Hass (2008) in which they contend that the teacher creates an environment where the student is faced with a problem with four conditions: concepts, generalizations, higher level thinking skills and attitudes and disposition about the social world (p 31) This research is directly linked to the National Board of Professional Teaching Standards [NBTS] Proposition Two Proposition Two states that the teachers know the subjects they teach and how to teach those subjects to students This proposition encourages teachers to excel in their content area and interrelate it with other subjects The NBTS is a strong proponent of teachers having an “understanding of the history, structure, and real-world applications of the subject” (LaGrange College Educational Department 2009) The National Council for Accreditation of Teacher Education Standard 1C and 1D are also aligned with this research Standard 1C states “Teacher candidates can apply the professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning” (LaGrange College Educational Department, 2009) NCATE’s Standard 1D emphasizes that teachers assess and analyze students and make adjustments This research also aligns with Interstate New Teacher Assessment and Consortium’s (INTASC) domain and (LaGrange Global Awareness in High schools 16 has shown there is an increase in culturally different students’ motivation, engagement, and higher achievement levels when teachers introduce a global curriculum, which provides an opportunity cultural awareness (Ford, 2010) Global awareness curriculum affords the 21st century high school educator an opportunity to modify their conventional teaching styles (over relying on textbooks), to more current, engaging, critical thinking and problem solving skills style of teaching (global education), for the 21st century American high school student Research shows that classroom teachers agree ‘international peer collaborations’ is a great resource for learning about global and other cultures Grant (2006) Grant (2006) contends when a global educational approach is implemented, American high school students will be open to new ideas and perspectives, which will reduce the negative behaviors and stereotyping Educational theorists argue a global education teaching style increases the non-English learners ‘social comfort zones’ and ‘cultural awareness’ when they participate in global and cultural assignments (Grant, 2006) As students’ social comfort zones increase, the students’ educational attainment and interaction with their classmates and the teacher also increase This global approach is supported by Bronfenbrenners’ (1995) theory of “a systematic process of interaction, by which children acquire global awareness through a systematic movement from their parental cultural influences into a reality more closely defined by their peers on outside influences (Grant, 2006 p 104) Global Awareness in High schools 17 Organizational Change The implementation of Global education in the classroom will produce organizational changes These organizational changes will help answer focus question three, “Is there evidence by teachers and administrators that supports the implementation of global awareness strategies were effective?” Social Studies teachers and administrators will analyze the procedures, attitudes and tests scores to determine effectiveness of global education In the United States, there are educators who believe that effective organizational changes in school have to be implemented by state or national authorities In examining the organizational changes within the school, administrators will analyze departmental attitudes or behaviors, the quality of the instruction, relationships between school and international community, and predictions What type of organizational changes brought on by global education is a fundamental aspect of this research Is there evidence from teachers and administrators that supports the implementation of global awareness strategies into social studies? The initial success of the global education research rests on the students’, teachers’, administrators’, principals’ and community’s attitudes The global education study research has to take into consideration the stereotypes, norms and values that exist in the culture As noted earlier, educators may have different perspectives and approaches in applying global education Proponents of global education are Tye & Tye (1993), who a conducted a global education research with eleven high and middle schools, concluded there are two major problems in the implementing of global education: “(a) the meaning that different teachers meanings attribute to global education affect the behavior in adapting to the change, and (b) the competing demands on teachers’ time” (Tye & Tye, 1993 p.58) Global Awareness in High schools 18 When implementing new teaching styles or curriculum within the school, most teachers would agree there are internal and external factors that may prevent the inclusion of new teaching styles or perspectives in their classrooms In the United States, educational decisions at state and national levels are motivated by business and political pressures Although these external factors affect what is being taught in the classroom, teachers should not neglect students’ educational experience and opportunities by placing too much emphasis on pacing guides, grading polices and standardize tests (internal factors) Dewey (1966) substantiates this point when he concludes that the education process provides “(1) Experiences which are an activepassive 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” (Dewey, 1966 p 140) In an international survey, Tye (2003) revealed “14 nations that suggest that global education is a requisite in factoring schooling” (Tye, 2003, p 166) Global education is in high demand and countries are forced to change their national curriculum and collaborate with nongovernmental organizations to raise funds and global awareness Research has shown that well and low developed countries are responding to the need for a global educational curriculum for their students In New South Wales, Australia students in the eleventh and twelfth grade were introduced to specific global education curriculum (Coming of Age in Today’s world) which includes topics such as intercultural communication, religion and beliefs, laws, and ends with a student focus on the future (Tye & Kniep, 1991) Teachers and administrators must realize the high school students’ education cannot take a regional or national perspective but a global approach Although United States and the international community realize there is a need for global curriculum, universities are providing opportunities for teacher candidates to explore global education Mclean, Cook & Crowe (2006) suggest that teacher candidates who were Global Awareness in High schools 19 NOT exposed to global awareness activities and discussions show a lack of confidence in their ability to implement global education strategies’ in their future classrooms Global education has led organizations such as North American Association of Collegiate Schools of Planning (ASCP) to commission studies in high schools, colleges and Universities Presently, Americans are faced with recurring critical issues which are at the top of the U.S government and political leaders’ agendas These include such critical issues as national security, terrorism, immigration, economic downfall (recession), outsourcing, a vanishing ozone layer, civil rights, and environmentally safe products to name a few In the last decade, these critical issues have challenged the international community to reform their education systems, teaching styles and overall curriculum Yunker (1992) substantiates this point when he surmised teachers who teach from a global education perspective will aid in their administrators’, school, and community’s ability to adapt to unavoidable changes Organizational changes are directly related to focus question two, that the research will uncover attitudes of the students, teachers and school, but some researchers believe “the problem of how the meanings that different teachers attribute to global education affect their behavior in adapting to the change,” as well as “the problem of competing demands on teachers’ time” (Tye & Tye, 1993, p3) Although their research presented two problems this study may encounter, Tye and Tye contended that teachers were generally receptive to new programs they (teachers) found ‘worthwhile.’ If this is true about the educators then what can be expected from their students? Administrators will analyze the relationships manufactured by a global education approach between the school and community Although the city of Lagrange is not as diverse as New York Global Awareness in High schools 20 and California, there are signs that LaGrange’s population is slowly becoming diversified and educators should be proactive and create an atmosphere that encourages cultural exploration and expression of diversity among students National assessment studies have been conducted that suggest when students are open to learning about other people’s culture between the ages of seven and twelve, puberty sets in and students become ethnocentrical and stereotypical in their thinking (Yunker, 1992) A combination of political interest and state standardized testing with the additions of No Child Left Behind (NLCB) and Adequate Yearly Progress (AYP) have left an overwhelming pressure on principals to meet these standards This research will consider these factors which have negative effects on the third focus question There are some opponents of global education who believe that the idea of ‘think globally, act locally’ or to facilitate ‘advance multiculturalism, live your culture’ is easier said than done (Amirahmadi, 1992) It is a strong notion that constraints on time and the pressures of standardize testing seems to affect educators’ attitude towards global awareness If Tteachers not must 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 so “….in the globalized world of labour where broad general knowledge and understanding of local , regional, national, and global geographies open doors in the labour” (Raento & Hottola, p 19) It is important that teachers understand the impact of global education on their students and community, but also the world at large According to the Program for International Student Assessment (PISA), Finland’s fifteen year old students’ scores in reading, mathematics and science are second to none (Tjeldvoll, 2009) The Finnish ministry of Education is not satisfied with their student being number one; instead they have recognized a need for Global Awareness in High schools 21 globalized curriculum implemented not only in their students’ curriculum but a requirement for aspiring teachers Tjeldvoll’s research is coherent relevant to this research on global curriculum for students because he states universities are the most important in public innovation He argues “globalization was assumed to lead to new division of labor between nations Therefore, the government’s overall ambition was to develop the best innovation system in the world” (Tjeldvoll, 2009 p 94) To corroborate Tjeldvolls’s findings, Yunker’s (1992) research has shown, principals will empower his staff and school community to a clear vision of the importance of global education curriculum (Yunker, 92) Global Awareness in High schools 22 CHAPTER THREE: METHODOLOGY Research Design The purpose of this study is to improve ninth grades students’ grades in world history by using a global educational teaching style Action research and evaluation research will be used to lead this study to find specific reasons why students are not mastering the content Action research “is an important multidisciplinary form of inquiry aimed at improving practice Action research can be used for (a) generating questions, models, and make recommendations for improvement; (b)assessment; (c) testing existing or new hypotheses, models, and methods; and (d)contributing to theoretical development Action research generally involves collection of data/evidence through the use of traditional research approaches such as ethnography, community descriptive studies and key informant interviews” (McNiff & Whitehead, 2006, p.1) This research will also use evaluation research to aid in gathering and analyzing of data to help determine the effectiveness of global education (Charles &Mertler, 2002) Setting The research will used three different social studies ninth grade classes at a Title I school in Georgia The study will be done in the fall semester and take three weeks to complete Looking at LaGrange High School students in the last three years and academic performance on the Georgia High School Graduation Test (GHSGT), the school realizes that the scores in the world history section have been subpar Both qualitative and quantitative data will be collected to analyze the effectiveness of global issues and social constructive teaching methods in social studies Lagrange High’s population consists of thirteen hundred and seventy-nine students The Global Awareness in High schools 23 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 The Lagrange Community, as of the census of 2000, consists of 25,998 people, 10,022 households, and 6,504 families residing in the city The population density was 346.6/km² (897.8/mi²) There were 11,000 housing units at an average density of 146.7/km² (379.9/mi²) The racial makeup of the city was 47.5% African American, 49.2% White, 0.18% Native American, 0.82% Asian, 0.10% Pacific Islander, 1.23% from other races, and 0.94% from two or more races Hispanic or Latino of any race were 2.44% of the population (Troup Board of Education, 2010 n d) Faculty and staff’s educational attainment at Lagrange High compared to Georgia state’ standards are relatively high About 70% of Lagrange High School’s staff holds advanced degrees beyond their Bachelor’s (Troup board of Education, 2010) Our Faculty is well respected and are exemplary members of their professional community Each department is led by a chairperson who was selected for their educational innovation and excellence The faculty and staff are dedicated to making the LaGrange High School experience a positive and successful experience for the students Lagrange High has 5% first year Teachers The average years experience is 16 At Lagrange, there are 30% teachers at LaGrange hold a T-4 Certificate Bachelor's Degree Also, 55% of the teachers hold a T-5 Certificate Master's Degree Teachers Holding a T-6 Certificate Specialist’s Degree are 13% Teachers Holding a T-7 Certificate Doctorate Degree are 2% The LaGrange High School social studies department consists of 14 teachers There are administrators and principal (Troup board of Education, 2010) Global Awareness in High schools 24 Lagrange High School population consists of 1379 students There 690 males and 689 females Blacks to white ratio at LaGrange High are 39% to 53% The Lagrange High school socio-economic student populations who qualify for free and reduce lunch and breakfast is 53% (Troup board of Education, 2010) Sample, Subjects and /or Participants Procedures and Data Collection Methods The first focus question is how does the introduction of a global awareness curriculum in social studies (world history) increase ninth graders test scores? This focus question will be assessed using pre and post tests Participants will be given a pre-test on world history derived from the Georgia Professional Standards (GPS) Participants will be introduced international teaching strategies (Finland) for three weeks One of the strategies that I will be using to implement in my classroom is “Country Study” The participants will discuss world issues via magazines, videos, books, pictures or current news in the media and aligning it with the appropriate Georgia Professional Standards (GPS) Participants will be given a post test assessment after three weeks of Finnish teaching strategies have been administered The pre-test and the pos- test assessments will be analyzed for coded themes Firstly, the Dependent-T will be used to measure any significant gains between the pre and post groups’ results Secondly, an Independent-T will be used to measure the standard deviation The second focus question, “What are students’ attitudes towards the introduction of global curriculum? will be assessed by a pre and post surveys The likert scale will be used to measure student views on Finnish teaching strategies The groups will participate in a focus group coded for themes Participants will be required to take an exit interview The results of the participants’ interviews will be analyzed using Chi squared and a focus group Global Awareness in High schools 25 The third focus question is, is there evidence by the teachers and administrators which supports that the implementation of global education teaching strategies were effective? This focus question will be assessed using the interviews and surveys with social studies teachers, supervisor, and principal The post teacher surveys will be analyzed using chi square to compare frequencies or proportions on the data collected from the social studies teachers and supervisor Next, exit interviews with the social studies supervisor and the LaGrange High School principal will be conducted These interviews will be analyzed by a Crombach Alpha test Table 3.1 Data Shell Focus Question Literature Sources How does the introduction of global awareness curriculum in social studies (world history) increase 9th graders test Sunal, S.C and Hass, E.H (2008) Type of Method and Data Why these data provide valid data How these data are analyzed Rationale Strengths/ Weakness es Method: Content Quantitative: Quantitative: Validity Validity: Descriptive and inferential Statistics determine if there are significant differences Reliability assessment Demovsky, S and Niemuth, J (1995) pre and post test Dependab ility Bias Chi square Global Awareness in High schools 26 scores? Data: Tollefson, K and Osborn, M.K (2008) Henson, T K (2007) Qualitative: Interval Focus group Dependent and Independent T, look for categorical and repeating data ANOVA, Correlation, and effect size What are students’ attitudes towards the introduction of global curriculum? Brophy, J.E (2009) Fisher, D (2007) Method: Construct Validity Descriptive and inferential Statistics Survey Marzano, R J (2006) Marzano, R.J and Haystead, M.W.(2008) Quantitative: Chi squared Data: nominal Qualitative: Keeley P (2007) Coded for themes To determine if there are significant differences Validity Qualitative: Bias Reliability Dependab ility look for categorical and repeating data Mary, S Rosemary, M Harlin, R (2005) Is there evidence by teachers and administrators that supports the implementatio n 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: Quantitative: Validity Chi Squared determine if there are significant differences Reliability Focus group Bias correlation Qualitative: Coded for themes *Seeking content validity is required for this focus question Dependab ility Qualitative: look for categorical and repeating data Global Awareness in High schools 27 **Required data gathering method for this focus question Global Awareness in High schools 28 REFERENCES Amirahmadi, H.(1992) Urban Planning and Policy Department, Lucy Stone Hall, Livingston Campus, Rutgers University New Brunswick, NJ 08903, USA Beck, Clive, & Kosnik, C M (2006) Innovations in teacher education: A social constructivist approach Albany:NY, Albany State University of New York Press Bronfenbrenner, U (1986) Ecology of the Family as a Context for Human Development:Research Perspectives Developmental Psychology, 22(6) 723-42.Retrieved [October 19, 2010] from online http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf Committee for Economic Development (2000) Education for global Leadership: The importance of international studies and foreign language education for U.S economic and national security Retrieved [June 23, 2010] from ERIC Ebscohost online http://web.ebscohost.com.relay.lagrange.edu/ehost/ Demovsky, S., & Niemuth, J (2000) The global classroom: A study in appreciation, awareness, and acceptance of different cultures and people in our ever changing Retrieved [June 23, 2010] from Ebscohost online http://proxygsulag1.galileo.usg.edu/login? url=http://search.ebscohost.com/login.aspx?direct=tru &db=eric&AN=ED440901&site=ehost-live Dewey, J (1966) Democracy and Education New York: Free Press Grant, A (2006) The development of global awareness in elementary students throughout participation in an online cross-cultural project [Retrieved November 23] from Ebscohost Http://etd.lsu.edu/docs/available/etd-10252006-134555/unrestricted/grant_dis.pdf Ford Y F (2010) Culturally Responsive Classrooms: Affirming Culturally Different Gifted Students Retrieved from ecohost online http://web.ebscohost.com.relay.lagrange.edu/ehost/ pdfviewer/pdfviewer?hid=14&sid=cc49a3f8-b1e2-41c2-8575- b7d5cebcaa46%40 sessionmgr13&vid=15 Henson, K T (2010) Curriculum planning: Integrating multiculturalism, constructivism and education reform Long Grove: Illinois, Waveland Press Inc Jefferson, J (2010) Interdisciplinary activities using "Census in schools: Social studies and the young Learner.” Retrieved [ June 23, 2010] from Ebscohost online http://proxygsulag1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ878511&site=ehost-liveLaGrange College Education Department (2008) Conceptual framework LaGrange, GA: LaGrange College Lucas, A (2010) Distinguishing between Multicultural and Global Education: The Challenge of Conceptualizing and Addressing the Two Fields from Ebscohost online Global Awareness in High schools 29 http://web.ebscohost.com.relay.lagrange.edu/ehost/results? vid=7&hid=122&sid=3e90e6c0-4f42-49ad923029cd670c4586%40sessionmgr110&bquery=%28finnish +education+ %22global+education%22+%22in%22+secondary+schools %29&bdata=JmRiPWVyaWMmdHlwZT0wJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d Maastricht Global Education (2002) Declaration European Strategy Framework For Improving and Increasing Global Education In Europe to the Year 2015 Retrieved [November 6, 2010]http://www.coe.int/t/dg4/nscentre/GE/GE-Guidelines/GEgs-app1.pdf Charles, C M., & Mertler, C A (2002) Introduction to educational research (4th ed.) Boston, MA: Allyn and Bacon Margonis, Frank John Dewey's Racialized Visions of the Student and Classroom CommunityEducationalTheory v59 n1 p17-39 Feb 2009 23 pp McJimsey, M (1997) Teaching world history: A resource book Armonk: NY National Council for the Social Studies, (n.d) What are global and international education? Retrieved [June 6, 2010] from National Council for the Social Studies online http://www.socialstudies.org/positions/global/whatisglobaled McNiff, J & J Whitehead (2006) All you need to know about action research London: Sage Publications Raento, P & Hottola, P (2005) Where is New York? Pedagogical lessons from Finnish geography students’ Knowledge of the United States V.14 n1 p5-27 Reimer, K & L R McLean (2009) Conceptual clarity and connections: global education and teacher candidates Canadian Journal of education v32 n4 p903 – 926 Retrieved from online Ebschoost http://www.eric.ed.gov/PDFS/EJ883524.pdf Sunal, C S., & Hass, M E (2008) Social studies for the elementary and middle grades : A constructivist approach 3rd ed Boston : Pearson Allyn & Bacon Yunker, J J (1992) A Global Education Program for the High Schools of Adams County, Ohio Applied Project Morehead, Kentucky Retrieved from Ebscohost http://www.eric.ed.gov/PDFS/ED404238.pdf Tjeldvoll, Arild (2009) Finnish Higher Education Reforms : Responding to Globalization European Education from retrieved Ebscohost online http://web.ebscohost.com relay.lagrange.edu/ehost/results?vid=2&hid=122&sid=3e90e6c04f4249ad923029cd670c4586%40sessionmg r110&bquery=%28finnish+education+%22global +education%22+%22in%22+secondary+schools%29&bdata=JmRiPWV yaWMmdHlwZT0wJnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d Global Awareness in High schools 30 Troup County School System ( 2010) LaGrange High School faculty overview http://www.lagrangehighschool.org/faculty/faculty-overview Tye, A K., & Tye, B B.(1993) The Realities of Schooling: Overcoming Teacher Resistance to Global Education Theory into Practice, v32 n1 p58-63 Win 1993 Tye, K (1980).Global Education: A Study of Schooling in the United States Technical Report Series, No 20 Tye, K (2003) Global Education as a Worldwide Movement A Phi Delta Kappan, v85 n2 p165-68 Tye, A.K.& Kniep, W M.(1991) Global Education around the World Educational Leadership, v48 n7 p47-49 U.S Census Bureau (2003) The Foreign-Born Population in the United States: 2003 Retrieved December 16 2010 from http://www.census.gov/prod/2004pubs/p20-551.pdf U.S Department of Education (2009) The condition of education 2009 Washington, DC: http://nces.ed.gov/programs/coe/ ... TEACHING METHODS TO IMPROVE AWARENESS AND COMPREHENSION OF World Issues project submitted by Keita Lloyd Placide To LaGrange College In partial fulfillment of the requirement for the degree of SPECIALIST... Overview of Methodology………………………………… ……………… .6 Human as Researcher…………………………………………………………….6 Chapter 2: Review of Literature………………………………….………………………7-13 Chapter 3: Methodology…………………………………………………………….……13... weaker national security To understand the threats of terrorism in the world and solutions to prevent it from reaching the shores of America is of national importance It is important for educators