Global Citizenship Education within a Context of Accountability and 21st Century Skills: The Case of Olympus High School

Autor/in	DiCicco, Marzia Cozzolino
Titel	Global Citizenship Education within a Context of Accountability and 21st Century Skills: The Case of Olympus High School
Quelle	In: Education Policy Analysis Archives, 24 (2016) 57, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
DOI	10.14507/epaa.24.2364
Schlagwörter	Citizenship Education; Global Education; Global Approach; Accountability; High Schools; Case Studies; Integrated Curriculum; Educational Change; Social Justice; Semi Structured Interviews; Teacher Attitudes; Administrator Attitudes; Student Attitudes; Participant Observation; Content Analysis; Qualitative Research; Competition; Program Implementation; Ethnography; Pennsylvania + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Lernen; Globales Denken; Verantwortung; High school; Oberschule; Case study; Fallstudie; Case Study; Bildungsreform; Soziale Gerechtigkeit; Lehrerverhalten; Schülerverhalten; Teilnehmende Beobachtung; Inhaltsanalyse; Qualitative Forschung; Wettkampf; Ethnografie
Abstract	This article addresses the present gap in empirical research on the possibilities and challenges of global citizenship education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high school in Pennsylvania. Beginning in the 2009-2010 school year, Olympus undertook a reform initiative to integrate teaching about the world into its curricular offerings. Although Olympus is just one case, the story of Olympus's reform process reveals the inherent tension between preparing students to be knowledge workers in the global economy and preparing them to be active participants in global civil society. It also illustrates how test-based accountability and alignment to standards can impede efforts to broaden the curriculum in the interest of developing knowledgeable, responsible, and critically minded global citizens. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01