Globalization in Education Counts

The purpose of this study was to identify, examine, and compare the way globalization was perceived by 4 international school associations, 4 non-profit charter high schools, and 4 independent charter high schools from Southern California. Selected school associations, non-profit, and independent charter high schools were identified and their data analyzed. Standards, frameworks, evaluations, guidelines, and elements, as well as approved charter school petitions were obtained and content analyzed to identify evidence of various perceptions of global characteristics. Specific aims were to: (a) compare various global concepts that had been adapted by the international schools associations, (b) explore various global terminology and understandings that have been identified in the 8 charter high school proposals, and (c) identify the perceived necessity of globalization from artifacts, archival data and other relevant data. A content analysis revealed that selected international school associations were stronger than both selected non-profit and independent charter high schools in evidence of globalization in education.

Autorentext

Dr. Tina Johnson-Dunn, an Alumni of Pepperdine University as Doctor of Educational Leadership, Administration and Policy, serves as Part-time Professor at Kaplan University in the School of Higher Education and as a California Charter Schools Association Member Council Representative for Charter Developer.