Promoting global competence: Factors that influence the development of an international studies high school.

Format:

Book

Thesis/Dissertation

Author/Creator:

Wiley, Brandon L.

Contributor:

Becker Albright, Shari, committee member.

DeFlaminis, John, committee member.

Kuriloff, Peter J., advisor.

University of Pennsylvania. Educational and Organizational Leadership.

Language:

English

Subjects (All):

Education, Secondary.

Multicultural education.

Educational leadership.

0449.

0455.

0533.

Penn dissertations--Educational and Organizational Leadership.

Educational and Organizational Leadership--Penn dissertations.

Local Subjects:

Penn dissertations--Educational and Organizational Leadership.

Educational and Organizational Leadership--Penn dissertations.

0449.

0455.

0533.

Physical Description:

177 pages

Contained In:

Dissertation Abstracts International 74-12A(E).

System Details:

Mode of access: World Wide Web.

text file

Summary:

Students in the twenty-first century must be prepared to compete and contribute in an interconnected, global world. They must be prepared to interact with the ever-changing environment around them, understand and respect people of different cultures and utilize technology to communicate with diverse audiences. The development of a student's global competence is necessary to help them navigate the world around them and to succeed in an increasingly global society. As such, schools must be responsive to these needs and help ensure the development of the skills and dispositions necessary for students to succeed beyond high school. In an attempt to address this need, particularly in urban communities, and to promote the development of global competence, the international nonprofit Asia Society developed a network of small international studies high schools across the United States.

This qualitative research study was designed to explore the implementation experiences of three schools implementing Asia Society's International Studies Schools Network (ISSN) school design model. The study focused on the internal and external factors that influenced the schools' ability to implement the innovative school model. Through the use of focus group and individual interviews, the study highlights the efforts, successes and challenges of implementing an international study high school. The study reveals six factors (three internal and three external) found across all three sites. The internal factors included the role of the school principal, the role of a clear and broadly understood vision and mission, and the role of site-based autonomies. The external factors included the role of the community expectations, the role of competing initiatives, and the quality of the external support to the school. The study concludes by exploring the need for greater emphasis on distributed leadership practices, initiative coherence, and a tighter implementation approach.

Notes:

Thesis (Ed.D. in Education) -- University of Pennsylvania, 2013.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Adviser: Peter J. Kuriloff.

Local Notes:

School code: 0175.

ISBN:

9781303334276

Access Restriction:

Restricted for use by site license.