PLANNING AND IMPLEMENTING A GLOBAL CURRICULUM : A CASE STUDY OF ONE NORTH CAROLINA ELEMENTARY SCHOOL

Abstract

Today the world is more interconnected than ever (Stewart, 2012). Students in the 21st century need competent teachers who use technology as a routine way of learning, and who coach student learning that is authentic and relevant to the world today (Atkinson, n.d.; North Carolina Department of Public Instruction, n.d.). Today's world requires an understanding of different cultures, the interrelationships of global issues, and the essential skills of critical thinking, communication, collaboration, creativity, and analysis. Initiatives taken by individuals to infuse or implement global education in the United States' K-12 schools have had a piece meal effect. Few of them have had district or state structure or support from anyone other than the individuals that were implementing the strategy; therefore, sustainability has been a major issue. This descriptive case study through a theory of action approach, explored the intentions of district leaders to provide global education to its students, the design of a model global program, and the implementation of the model global program in a globally-themed elementary school in a large school district in southeastern North Carolina, Cumberland County Schools. The intention of the district leaders to provide a global education to its students followed the goal of the State Board of Education in North Carolina "to graduate globally competitive students" (North Carolina Department of Public Instruction, 2011). The design of the model global program developed initially by district leaders and the staff of the Visiting International Faculty was further developed through the first year of implementation in the globally-themed elementary school. The model global program was characterized by Deardorff's intercultural competence model (2008), Hanvey's five dimensions of a global education (1976), and a school-wide focus on character education monitored by Positive Behavior Intervention Support (PBIS). The implementation of the program was sustained by leaders and teachers of the globally-themed elementary school, district leaders, and outside support from the Visiting International Faculty. Students helped to sustain the model global program by their enthusiasm and motivation for learning. Parents were supportive and learning too, thus, dinner conversations were forever changed.