Developing Global Citizens: A Case Study on the Influence of Authentic Learning on Global Competence

Autor/in	Laden, Jennifer Doran
Titel	Developing Global Citizens: A Case Study on the Influence of Authentic Learning on Global Competence
Quelle	(2023), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Manhattanville College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-6255-6
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Global Approach; Teacher Attitudes; Authentic Learning; Citizenship Education; Program Development; Program Implementation; Student Surveys; Program Evaluation; Cultural Awareness; Student Centered Learning; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Globales Denken; Lehrerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Programmplanung; Schülerbefragung; Programme evaluation; Programmevaluation; Cultural identity; Kulturelle Identität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	The purpose of this qualitative case study was to describe how one interdisciplinary program that used an authentic learning approach may have developed global competence in students. This study explored how teachers planned and implemented a global competence program and how students perceived their acquisition of global competence. I used an exploratory case study of the Global Scholars Program (GSP), a 3-year, interdisciplinary high school global competence program. I conducted a document review of an outside agency's situation assessment, a regional organization evaluation report, archived student survey data, sample assessment tasks, and sample student work. Additionally, I conducted voluntary semistructured interviews with GSP teachers and a focus group with current GSP students. The global competency framework (Boix Mansilla & Jackson, 2011) served as the lens through which I examined the global competence of the GSP students, and I explored how authentic tasks aligned with Herrington and Oliver's (2000) nine elements of authentic learning and contributed to global competence. The data indicate that when students experience real-world, student-centered learning with a focus on examining multiple perspectives, they perceive their global competence increases. When interdisciplinary teachers collaborate to create global competence-focused instruction using authentic learning principles, students learn to take action to address global issues. Instruction and assessment that uses the principles of authentic learning allows students to deeply explore global content and apply that knowledge and skills in a meaningful way. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01