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8707143

Hultgren, David Lee

GLOBAL EDUCATION AS A TEACHER IN-SERVICE AND CURRICULUM
IMPROVEMENT PROCESS: A STUDY OF ONE K-12 PROGRAM

Ph.D.

Michigan State University

University
Microfilms
International

300 N. Zeeb Road, Ann Arbor, Ml 48106

Copyright 1986
by
Hultgren, David Lee
All Rights Reserved

1986

GLOBAL

EDUCA TIO N

AND

CURRICULUM
A

ST UDY

OF

AS

A

TEACH ER

IMPROVEMENT
ONE

K-12

IN-SERVICE
PROCESS:

PROGRAM .

By
David L. Hultgren

A DIS SE RTATION

Submi tte d to
M i c h i g a n State University
in partial f u lfi llm en t of the requirements
for the degree of

DOCTO R

OF

PH ILOSOPHY

D e p a rtm ent of Teacher Education

1986

Copyr igh t by
DAVID

1986

L.

HULTGREN

ABSTRACT
G LO BAL
AND

E DU C A T I O N
AS
A
TEACHER
IN-SERVICE
CU R R I C U L U M
IMPROVEMENT
PROCESS:
A
STUDY
OF
ONE
K-12
PROGRAM
By
David L. Hultgren

This d i sse rt ati on documents the life of a global
educa tio n p r o gr am from its inception to its conclusion,

and

further documents the immediate and long-term impacts of
this program.

The subject of this study is one K-12 Global

E d uc at ion Project ope r a t i n g through an i nt ermediate school
d i str ict in a re la tiv ely rural part of the State of
Michigan.

For three years,

1977-80 the Project developed

and i mplemented its in-service education and c u r r i cul um
improvement model prov id ing services to teachers
Mi ch iga n county.

A four th year,

1980-81,

in one

was spent

re pl ic a t i n g the Pro je ct in another school di strict and also
pr o v i d i n g as sis tan ce to school districts throughout
Mi ch i g a n by means of in-service worksh op s and materials
dissemination.
This study was car rie d out through the analysis of
the Project's archival data and through pe rs onally
interviewing tw enty-four teachers,

administrators,

and

others involved wit h the Global Education Project during
its existence.

Major findings from this study include:
1.

The program model used by the Project did bring

about changes in individual teachers and the curricula they
taught.
2.

The Project had little impact on school or

district-wide curricula.
3.

The Project's two-week summer seminar format was

effective for raising participating teachers'

awareness and

knowledge of the concepts of global education and for
building commitment to infusing such content into their own
teaching situations.
4. The development of teaching units by individual
teachers was an effective means of transfering global
concepts to practical application.
5.

The combination of teacher in-service and

individual consultation throughout the school year
encouraged the implementation of global units/lessons and
the use of global-oriented resources.
6.

The identification of community resource people

and accurate material resources for use in classrooms were
important components of the Project.
7.

Once the Project ended teachers tended to continue

using those global materials which they had in their own
files or classrooms,
centers.

not those in centralized media

8.

Un der sta nd ing the chan ge acceptance process is

i mportant in h e l p ing teachers move from awar ene ss of global
educat io n to the actual integr ati on into the w a y those
teachers teach.
9.

The Global E duc at ion Project was not c ontinued

once this four-year period was completed.

ACKNOWLEDGEMENTS

The planning and w r i t i n g of this dis se rta ti on was,
no means,

an individual effort.

by

There were several people

w h o were of great hel p to me along the way.
First of all,
Committee,

I thank the Chairman of my Advisory

Dr. Stan Wronski, who first en co ura ged me to

enroll in this doctoral program,

and who suggested that

this was a w or t h w h i l e diss er tat ion topic.
Next,

my deep gratitude goes to the members of my

Ad vi s o r y Committee,

Dr. Janet Alleman,

and Dr. Susan Melnick,

Dr. Ben Bohnhorst,

for insisting on a clear research

desig n before a llowing me to proceed,

and for their help

and enco ur age men t along the way.
Sincere thanks also go to the Global Education
Project staff,

the teachers,

administrators,

and others who

we r e kind e nough to al l o w me to interview them.

Due to

promised anonym it y I regret I can not thank them by name.
Thank y o u also to the a dmi ni stration of the "Dover"
Intermediate School Di strict for access to the Project
archival data.

The boxes of records documenting the life

of this program were indispensable for the completion of
this study.
In this day of modern technology,
fitting that a brief,

but nonetheless

it seems only
large,

thank you goes

to my computer and its makers and my word processing

iii

program and its makers witho ut which I never would have
been able to write,
Finally,

edit, and finalize this dissertation.

heartfelt thanks to my wife, Rachel,

for

allowing me to take over an entire room of our apartment
for this endeavor and for not c omplaining about the mess
therein for almost two years.

In addition,

her and to her brother, Gilbert Rodrigues,
the final draft of this work.

iv

my thanks to
for proofreading

TABLE

OF

CONTENTS

List of T a b l e s ..........................................
List of F i g u r e s ........................................

ix
x

CHA PTE R
ONE:
INTRODUCTION
..........................
The Prob le m
........................................
Purpose of the Study
. .
Need for the S t u d y .................................
Descr ip tio n of the Problem to be Studied
. . . .
Limitat io ns of the S t u d y ..........................
Ov er v i e w of the D i s s e r t a t i o n .....................

1
1
2
5
S
10
12

CHAPTER
TWO:
REVI EW
OF
THE
LI T E R A T U R E
. . . .
13
C o nceptual Roots of Global Educat io n
............
14
Definitions of Global Educa ti on
................
16
Goals of Global Educa ti on
........................
21
Rationales for Global Educ ati on
................
31
Social Cont ex t within wh ich Global E d u cat io n
Has De veloped
...................................
33
C u r r icu lar Dimensions of Global Education . . . .
58
Eisner's Or ien tations to C u r r i c u l u m & Their
Relation to Global Education:
62
Global Educ at ion as C om par ed to the
Wesley- Wr ons ki Cur r i c u l u m Develop me nt Model:
67
Other Views on the Curri cul ar Aspects of
Global Education:
71
Summary of the Curricular Dimensions of
Global Education:
72
Methods of Implementing Global
Education Programs
...............................
74
Global E d uca ti on and the Preparation
of Teachers
......................................
76
Support for and Op pos iti on
to Global Educ at ion .
85
R e v i e w of Lite rat ur e Related to the Methodo log y
of this Study
...................................
93
Li te rat ure Related
to the Use of Archival Data: 93
Lite ra tur e R elated
to S am pling Procedures: .
95
Types of Personal I n t e r v i e w s : ................
96
Selec tin g the Most Appro pri ate Interview Type:
99
Selec tio n and Sequencing of Questions: - . .
101
Triangulation: .................................
102
Summary and Co nclusions
of Literature R e v i e w
..
103

v

CHA PT ER
THREE:
M E TH ODO LOG Y
.......................
Methods of I n q u i r y ..........................
Perspective of the Rese arc he r . . .
. . .
The Research Q u e s t i o n s ............
. .
. . .
Analysis of Archival Data
...................
Co nt ribution of Archival Data to
Personal Interviews
............................
Sampling Procedures
. . .
.....................
Selection of the Interview T y p e ...................
Additional Tools to As sist the
............
Interview Process
Triangula ti on
........................ "............
.........
Pilot Tes ti ng the Interview Instrument
Summary of the M e t h o d o l o g y ........................

............................
CHA PTE R
FOUR:
FINDINGS
......................................
Introduction
Crea ti on of the P r o j e c t ................
.
.
Definition of the Area
..........................
Year O n e — 1977-78
Re cruitment of a Core Group of Teachers:
.
Year One Core Grou p Activities: . . . .
.
.......................
Summary of Year One:
Year T w o — 1978-79
The Summer Seminar: . . . .
. . .
...
Project Activities duri ng the School Year:.
Emergence of the Project Model:
The First Global Festival:
Summary of Year Two:
Year T h r e e — 1979-80
The Second Summer Seminar:
Project Activities duri ng the 1979-80 Year:
Test of Student I m p a c t : .....................
The Second Global Festival: ................
Summary of Year Three:
Year F o u r — 1980-81
The Re plication in the R emington
ISD— Introduction:
. . .
R e pli cat io n— The Summer Seminar:
. . .
.
R e p l i c a t i o n — C o n su lta ti on During the
School Year:
Di ssemination/Technical Assistance to
Other Michigan Districts: ................
Co nt inuation of Global Educ ati on Project
Wor k in Dover C o u n t y : .....................
Termination of the Global Education Project:
Summary/ Year Four, 1980-81:
Summary of the Impacts of the Global
Educa tio n Project 1977-81

vi

106
106
107
107
112
112
113
114
115
116
117
118

120
120
122
125
126
126
129
13 4
134
134
138
144
145
148
137
149
152
154
158
160
162
164
165
168
177
185
187
190
191

CHAPTER

FOUR:

FINDINGS

(Continued)

Residual Impacts
.................................
Residual Impacts of Global Education Project
Tea che r Training: ..........................
Conti nue d C l a s s r o o m Implementation of Global
Educa tio n in Dover County:
Summary of Residual Impacts in Dover County:
Residual Impacts in R em i n g t o n C o u n t y
.........
Summary of Residual Impacts in Dover and
Re m i n g t o n Cou nt ies
............................
P r o g r a m Sugges ti ons from All
Te achers In terviewed ............................
Analysis of the T e a c h e r In-Service and
C u r r i c u l u m Improvement Model D eveloped
by the Global E du c a t i o n Project
..............
Introduction:
E x pla nat io n of the Global Ed ucation
Project Model:
Pe rs pectives on the E duc a t i o n of Teachers:
A Technol og ica l Pe rspective and Its
Re lation to the Project Model:
A De velopmental P erspective and Its
Relation to the Project Model:
A Sociological P erspective and Its
Relation to the Project Model:
Summary of Teac he r Educ at ion Perspectives
as App li ed to the Project Model:
. . . .
Cu r ric ul ar Asp ect s of. the Global E ducation
Proj ec t Model:
The W e s l e y - W r o n s k i Model as Applied to
the Project Model:
Eisner's Five O r i en tat ion s to C u r r i c u l u m
as App lie d to the Proj ec t Model:
. . . .
The Project Model as it Reflects Eisner's
Social A d a p t at ion and Social Recon str uct io n
Orientation:
Eisner's C u r r i cul ar O ri en t a t i o n s as Applied
to the "Student Goals of the Global
Educa tio n Project":
The Project Model as it Reflects Eisner's
C u r r i c u l u m as Tec hno lo gy Orientation: . .
Summary of Project Model Analysis:
. . . .

vii

194
197
209
219
220
225
226

230
230
232
234
234
236
238
240
242
242
248

249

250
254
256

CHAPTER
FIVE:
SUMMARY, CONCLUSIONS,
AND
R E C O MM END ATI ON S
..................
S u m m a r y ..........................................
C o n c l u s i o n s ......................................
Overall Con cl usi ons Regard in g the Global
E d uca tio n P r o j e c t .............. ' . . . . .
C o ncl usi on s R e ga rdi ng the Teacher In-Service
and Cu r r i c u l a r Aspects of the Global
E d uca tio n Proje ct
........................
Co nc lus ion s Related to the Global Educ ati on
Project's Use of the School and Com m u n i t y
E n vi ro nme nts
...............................
Re flections and Implications Leading
to R e c o m m e n d a t i o n s ........................
Re c omm en dat ion s
.................................
Re co mme n d a t i o n s for Future Proj ect D irectors
and A dm ini st rat or s in Charg e of Teacher
In-Service or C u r r i c u l u m Improvement
.................................
Programs
Rec o m m e n d a t i o n s for State Departme nt s of
E d u c a t i o n .................................
R e com men d a t i o n s for Teachers C o ns ide rin g
a Global App ro ach to Educa ti on .........
R e c o mme nda ti ons for Further Res earch . . .
C l o s i n g Remarks
.................................

258
258
260
261

262

263
265
268

2 69
273
274
275
277

A P P E N D I C E S ......................................... >. .

278

BIBLIOGRAPHY

346

...........................................

viii

LIST

1.

OF

FIGURES

The Hexagon of Survival:
The Six
Dimensions of F o o d .............................

..........

2.

World Model with "Unlimited" Resources

3.

A Systems Analysis Model of the Social
Studies Cu rr icu lum
............................

4.

5.

6.

7.

38

48

.

C o o r din at ing Change Agent Activities with
the C l i e n t 's 'Adoption Activities
. .

A Model of the Dover Co unty Intermediate
School District Global Education Project

130

. . . .

A Systems Analysis Model of the Social
Studies Curr ic ulu m '.............................

Student Goals of the Global Education Project

ix

68

233

244

. .

251

LIST

1.

2.

3.

OF

TABLES

Brea kd own of 1977-78 Global Education Core
Teachers by District & Grade Level
............

Core Group Meeting T o p i c s — 1977-78

128

129

Participant Ratings of Wo rkshop
Ev al uat ion Criteria
.................................

137

Summary of Ratings for Summer Seminar
19 79
.......................
on Global Education

150

5.

Percent Students with Positive Gain Scores

155

6.

Mean Scores and Gain Score for Middle School and
High School Experimental and Control Group on
Pre and Post-test of Global Education . . . . . .

156

t-tests of Significance of Global Test Gain Scores.
Experimental/Control Groups by School Levels . . .

156

4.

7.

8.

Percentage Subscores

9.

Breakdown of Dover County Interview
Respondents by Professional Position

. . . .

on Global T e s t .............156

x

..............

197

CHAPTER

ONE

INTRODUCTION

The Problem

In the State of Mic hi gan there is a hist or y of
educational

improvement programs funded through the

E x per imental and D e m o n str at ion Centers

(E & D Centers)

Prog ra m of the M ich ig an Dep ar tme nt of Education.

To a

great degr ee this p r o g r a m of c ompetitive grants offered to
school distr ic ts was run using federal

funds made available

to states through the Ele men ta ry and S e co nda ry Education
Act, Title IV C

{ESEA Title IV C ) .

This d i sse rt ati on examines one such project.*
it may be impossible to select a "typical" project,
each was de sig ned to be unique,
to ask h o w does an educational
into being?
it have?

How does

While
since

it is nonetheless important
improvement project come

it grow and change?

Wh a t impacts did

In essence the prob lem a ddressed in this

d i s s e r t a t i o n is w ha t made this particular project work.
"Work" here is used in a d esc ri pti ve sense rather than in
an eval ua tiv e sense.
steps,

In other words,

what procedures,

and phases did the p r o g r a m go through from its

inception to its conclusion, w h a t impacts did it have,

and

wha t remains several years after its conclusion.

* To as sure anonym ity for the people who were interviewed
during the research for this dissertation, the names of the
intermediate and local school districts as well as the
names of people particip ati ng in the project have been
changed.
In addition, the name of the prog ram being
studied will simply be called the Global Educ ati on Project.

1

Purpose of the Study

The purpose of this study is to describe and explain
the implementation and the immediate and long range impacts
of a four-year K-12 global education project in the State
of Michigan.
The working definition of global education that will
be used in this investigation is the one adopted by the
project being studied:
Global Education in [Dover County] is an attempt at
providing a focus within our present curriculum,
rather than a course or series of courses.
It seeks
to develop within our young people (K-12) an awareness
of, an understanding of, an appreciation of, and a
readiness to participate in the interdependency of the
earth's people and systems— social, economic,
ecological, and technological. (Global Education
Project, 1978)
The study will be guided by the following major
research questions:
A. How, why,

and to what extent did teachers become

involved in and committed to global education?
B. What procedures/techniques
programmatic,

interpersonal)

(bureaucratic,

did the project staff utilize

in implementing the program?
C. What changes occurred in teachers personnally and
professionally as a result of their participation in the
program?
D. In what ways and in what areas did the program
influence curriculum development and use of curriculum
materials?
E. What residual impacts has the project had,

i.e.

wh a t impacts remain several years after funding has ceased?
These r es earch questions are a logical outgrowth of
the stated goals and major objectives of the program.

The

researcher believes that answers to these ques ti ons will be
of interest and sig ni fic an ce to educational theorists and
practitioners,

esp eci al ly those involved in global

education.
These overall r esearch questions are broken down into
su b-questions in the M e t h o do lo gy section where the means of
finding answers to the questions will also be discussed.
At this point a brief e xpl an a t i o n of the importance of each
q u est ion is in order.
The first qu estion
m o tivation

is important in that it addresses

leading to the involvement of individual program

participants.

Furthermore,

leading to their co mm itm ent
educational

innovation,

it addresses the process
(if any)

to this pa rti cul ar

global education.

Answers to this

re search question could have implications for both the
methods of recruiting teachers for programs of this type
and for the methods of in-servicing or other wis e e ducating
teachers

in the field.

The second question is important for u nde rs tan di ng how
the p r o g r a m structure evolved and in what ways this
structure c on tr ibu ted to the program's effectiveness.
Answers to this q ues ti on will be e xtremely useful
desc ri bin g the a cti vities of the Project staff in
implementing the program.

in

The third q ues t i o n is of interest because it relates
to an o n g o ing concern of educa tio n —

the continuing

d e v e l o p m e n t of in-service teachers.

A nswers to this

qu es tio n will d ocu men t the immediate impacts of the Project
on the d ev elo pme nt of partici pa tin g teachers.
The fourth q ue s t i o n conc er nin g cu rri cu lar impacts
a t tempts to d i s cer n wh a t changes in c l a ssr oo m content
oc cu rre d as a result of the Project.

Since the program was

also de sig ne d to influence cu rr icu lum development,
important to unde rs tan d what units,
materials,

people,

lessons,

it is

resource

or ideas teachers used in their

cl as sro oms as a result of the program.
One of the missions of this and other Title IV-C
proje ct s was to dev el op a model which,

if successful,

be adop ted by other school districts.

Thus,

could

relevant to

bo t h the third and fourth research questions,

it is also

important to learn w h a t sort of curr ic ulu m and teacher
in-service model the Project created.

By examining the

c o m ple te d P roject model through the use of existing models
or pe rsp ectives on both curr icu lu m d ev elo pm ent and teacher
education,

the res earcher and r eader can gain a better

u n d e r sta nd ing of the Global Educa tio n Project as a whole
and the lessons to be learned from it.
The fifth e xploratory qu est ion is important from both
a p rog r a m m a t i c and a fiscal management standpoint.
lasting changes,

What

if any, were made by this curriculum

im provement and staff developm en t program?

What kinds of

changes

lived on after the prog ra m ended?

Answers to these

questions could have implications for the devel op men t and
financing of such programs in the future.
The pr oposed study will address these questions
through the analysis of archival data and the use of
personal

interviews.

Ne e d for the Study

At present,

there is a need for the global education

field to take a serious

look at itself —

been and where it is going

(Tucker,

educa tio n con ference held in Easton,

1982).

w h e r e it has
At a global

Maryland in May 1982,

the entire agenda was devo te d to this concern.
con fer en ce title,
Priorities:

The

"National Con fer en ce on Professional

Shaping the Future of Global Education"

demon st rat es the present conce rn w i t h i n this field for a
schol arl y taking stock of p r o g r a m achievements and
shortcomings.

Such action is necess ar y to dete rm ine what

has been learned from these efforts and what implications
can be drawn for future global educ ati on programs.
Jan Tucker

(1982)

addre ss ed this issue w he n he wrote:

Indeed, global education now has a history and, some
wo u l d say, its conventional w is do m and limited vision.
N o w is a good time for the field to take stock and
look to the next level of development.
Global
educa tio n needs to both deepen and broaden its
pe rspective in order to mature into a full-fledged
domain of re search and development.
Deepe ni ng will result from bringing current

6
scholarship to bear on the assumptions and content of
global education... B r o a d eni ng will occur by extending
and enlarging the comm un ity of scholars and br inging
together those wh o are already involved in similar
wo r k around the wo rld into a tighter and more cohesive
network, (p. i)
Ge orge Otero

(1982),

M i d-A mer ic a Pro gra m

(MAP)

in d is c u s s i n g the success of the
at Indiana University states:

The success of the MAP Project lies in wha t the staff
learned about staff dev el opm ent as a process.
These
insights about the process of staff d evelopment should
be con sid ere d by any group or or gan i z a t i o n att empting
staff d e ve lop men t in global education.
1) A major lack in many projects is u nderstanding
schools.
The cult ur e of the school ought to be a
required lesson or course for all project heads.
2) E mpire bu ild in g vs. help ing schools change.
Everyone wants to coordinate, cent ral iz e our
de c e nt ral ize d system, or get control over some part of
it.
Change this way is in our view impossible and
undesirable.
3) There is a fetish for clean, neat, slick-l oo kin g
operations and products.
The world is complex, a
mixed bag, and seldom permits one to stay in touch
wit h reality and still be "slick and clean."
4) You can seldom hel p bring about change and take
credit for it.
You must decide wh ich is more
important.
5) Le a r n to be sensitive to and c api talize on the
natural events in the schools and other educational
agencies —
this affects the timing and tempo of
project efforts and is crucial in de termining whose
needs will be served.
6) Start ev al uat ing your efforts from the b eginning of
of the project.
Ta king these insights to heart woul d result in better
staff de ve lop men t programs.
The success of MAP lies
in what they learned not just in what they did. (p. 5)
There are several reasons why the proposed study has
the potential of ge ne rat in g the kinds of valuable
information to which T uc ker and Otero have alluded:

- A lt h o u g h a vari ety of schoo l- bas ed global education
programs have bee n funded,

these programs have typically

been of short duration with little follo w-u p

(e.g. the one

year federal grants through the Cit iz en Ed ucation for
Cultural Und er sta nd ing program.)

The p ro posed study has

the adva nta ge of do cumenting the process of continuous
pl an nin g and implementation across a four-year period.
- Since the Global E ducation Project of this study was
supported by ESEA Title IV C funds as part of the Michigan
Dep art me nt of Educa ti on' s Experimental and Dem onstration
Centers program,
dra w —

there are ample documents from which to

annual proposals,

mid-year and end-year evaluation

reports pr ep are d by an external evaluator,
vari et y of other archival data such as
agendas, w o r k s h o p evaluation summaries,
post-tests,

slide/tape programs,

as well as a

letters,

p rogram

seminar pre- and

etc.

- Since the teaching population of that area is quite
stable,

a large number of "core teachers" and key

a d m ini st rat ors remain in the area.

Thus the use of

personal interviews w o u l d yield a w e a l t h of valuable
i n formation regarding both the processes and impacts of the
the Project.
-Finally,

this pro gr am claimed to have impacts on both

teacher d e vel opm en t and cur ri cul um development,

two prime

areas of conc er n to educators.
For these reasons,

this study is of importance to the

field of global education and education generally.

De scription of the Prog ram to be Studied

The Dover C o u n t y Intermediate School District
Global Edu c a t i o n Pro je ct

(DCISD)

(GEP) was develo pe d and

im plemented in e l e me nta ry and secondary schools in Dover
County,

Mic higan from July 1977 through June 1981.

The

pro gra m was a d m in ist ere d by a proj ec t staff consisting of a
p roject director,

a resource coordinator,

and a secretary.

The proje ct staff w o r k e d with v o lu nta ry elementary and
secondary teachers to infuse a more global perspective into
regular c l a s s r o o m instruction.

The scope of wo r k of the

Global E d uc ati on Project is summarized in its 1980-81
brochure.

It states that the project is

A m ul ti- d i s c i p l i n a r y professional develo pme nt program
to hel p ele men ta ry and s econdary teachers to better
teach about:
cultural understanding;
global issues;
local links wi t h the rest of the world.
G r o w i n g out of needs

identified in the fall of 1976

and through the ass is tan ce of ESEA Title IV C funding,

the

¥i

Project began' its work d uring the 1977-78 school year.

The

initial core group of twenty-two teachers set project
goals,

received in-service training,

and wrote initial

teaching units i nc orporating global pe rsp ectives
E d uca tio n Project,

(Global

1981).

During the second year,

a more formal in-service

learning program was estab lis hed to expand the core group
of teachers.

Teachers

learned about the c lassroom

i m ple mentation of global perspectives through a thirty-two

hour summer seminar.

As part of the seminar,

each

part ic ipa nt de ve l o p e d a teaching unit in corporating global
concepts for use in his /he r spe cific teaching situation.
F o ll o w - u p was done wit h teachers throughout the year as
units were taught and data we r e collected.

Additional

w o r ksh op s were also presen ted fo cus ing on specific global
topics.

"A Global Festival" was held at the end of the

second school year.
de mo nstrations,
area industries,

It consi ste d of displays,

and pr ese nt ati ons by students,

teachers,

and comm un ity members.

During the third ye a r of the program,
similar format was used.
c u l m i n a t i n g d ocu m e n t

1979-80,

a

Acc o r d i n g to the Project's

(Global E duc ati on Project,

1981),

"Thus the model e m e r g e d — a training and resource
u t ili zat io n p r o gr am for professional d e v e l o p m e n t of
teachers to foster the teachi ng of global per sp ectives

in

e l e m e n t a r y and second ary classrooms."
An e a r l i e r Pro jec t br och ure
1980)

(Global Ed u c a t i o n Project,

su cc inc tl y summarized the project components.
S E M I N A R — An intensive seminar to provide teachers with
in- ser vi ce t raining in areas of global perspectives,
global issues, cross cultural understanding, unit
development, teaching strategies, and resource
identification.
W O R K S H O P S — Foll ow- up w o rks ho ps to provide additional
in-service train ing in teaching methods and global
topics.
C O N S U L T A T I O N — Individual teacher con sul ta tio ns with
project staff to reinforce teacher co mmitment to the
goals of the proje ct and to suggest resources and
strategies.
A G L O B A L F E S T I V A L — A cu lmi na tin g act ivity of global

10
displays and d em ons trations by teachers,
the community.

students and

After three developmental years in Dover County,

the

Mi ch i g a n Department of Educa ti on d e s i g na ted the Project as
a Diss emi na tio n/T ec hni cal A ss i s t a n c e site for the 1980-81
school year to offer its services to school d istricts
throughout the State of Michigan.

The following services

w e r e made avail abl e through the Project

(Global Education

Project broch ure 1980-81):
M I N I - W O R K S H O P S — Work sh ops pro vid e and o ve rv i e w and
specific teaching methods about global topics.
S E M I N A R — A 30-hour seminar combines many of the
individual w o r k s h o p topics into a comprehensive,
practical format en titled "Teaching with a Global
Perspective".
Optional gra du a t e credit available.
C O N S U L T A T I O N — Individual teacher or cur riculum
c o ord ina to r c onsultations wit h project staff acquaint
teachers with the goals of the project and suggest
global resources and teaching strategies.
RE S O U R C E S — A simple c o mmu nit y survey process can be
used to identify people in your area for po ssible
c l a ssr oo m use to foster cultural understanding.
— A process for planning and implementing an
e n d-o f-y ea r Global Festival.
— T ea chi ng units and other p roject developed
c l a s s r o o m aids.

Limitations of the Study

As with any study of this sort,

there is a potential

pro ble m of bu il t - i n bias of the researcher.
researcher,

after all,

subjective,

of w ha t data to include and what to leave out

of the final report.

must make decisions,

The
in some cases

This researcher acknowledges this

11
limitation as endemic to the metho dol og y and weighs it
against the advantages of this method,

which will be

enumerated in chapter three.
The issue of bias in this study is futher complicated
by the previous personal

involvement of the researcher with

the progr am being studied.

The researcher was the Project

Direc to r which cert ain ly is a source of bias.

This,

too,

is recognized at the outset and must be measured against
the researcher's access to the data and people resulting
from his prior involvement with the program.
A further limitation of this study also relates to the
researcher's previous involvement with the p roject studied.
Since the interview respondents knew the researcher,

there

may have been a tendency on the part of some respondents to
tell the researcher only positive things or to tell the
researcher what they thought he wa nted to hear.

This

limitation may be partia lly offset by the counter
vi e w p o i n t — that since the respondents did kno w the
researcher,

a rapport exis te d which may have allowed others

to freely express their opinions both positive and
negative.

Nevertheless,

this source of bias is

acknowledged and also emphasizes the need for the
researcher to weigh the interview information against the
other sources of data.

It also put an increased

respons ib ili ty on the researcher to push for specifics
the interview q uestioning process.

in

12
O v e r v i e w of the Disse rt ati on

The remainder of this d i s ser ta tio n will be presented
in the follow in g manner.

In chap te r two the researcher

will r e vie w the literature related to the field of global
education.

The primary foci of this literature review will

be on the social con tex t w i t hi n wh ich global education has
developed,

the c u r r i cu lar di men si ons of global education,

and global educa ti on and the p r e p a r a t i o n of teachers.
The m eth odo lo gy used in this study will be presented
in chapt er three.

The two selected methods,

of archival data and the use of personal

the analysis

interviews, will

be disc us sed along with the five major research questions.
These ma jo r research q uestions are then divided into
sub-questions w h i c h can be d ire ctl y answered through the
archival data and the personal interviews.
The findings of the researc h will be covered in
chap te r four.
the birth,

This will include a co mplete descri pt ion of

development,

and d i s s e mi nat io n of the global

e ducation progr am whi ch is the focus of this study.
chapter will also d oc ume nt the immediate and

This

long range

impacts of the prog ra m and a nalyze the teacher in-service
and cu r r i c u l u m improvement

"model" pro du ced by the Project.

Based on the findings in chapter four,

the researcher

will d r a w his conclu sio ns and recommenda tio ns of his study
in chapter five.

The findings of this study should be

useful to cu rr icu lum developers,

teacher educators,

as those in the field of Global Education.

as well

CHAPTER
REVIEW

OF

THE

TWO
LITERATURE

This r eview of literature related to global education
will

include:
- A brief e xam in ati on of its conceptual

roots;

- A r e v i e w of de fin it ion s of global education;
- A disc us sio n of global educa tio n goals;
- Vario us rationales for using a global approach;
- A revie w of wh e r e support and op po sit io n to global
educ a t i o n seem to lie;
- An e xa mi nat io n of the social c o n t ext w it hi n which
global e ducation has developed;
- An ov erv iew of the curricular dimensions of global
education;
- An e xa min at ion of global education and the
p r e p a r a t i o n of teachers;
- An o v e r v i e w

of differ en t methods of implementing

global educat io n p rograms at di ff e r e n t levels;

and

- A review of the literature related to the selection
of the m et hod olo gy for this pa rti cul ar study.
Each of these topics are presen te d in a separate heading
and are subdivided whe re necess ar y for further clarity.
Each section will also conclude wit h a statement
summa riz in g or sy nt hesizing the information included
therein.

Throu gh this

literature review,

13

the reader can

14
gai n a greater u nd er s t a n d i n g of the the field of global
educat io n and the con te xt w i t h i n wh i c h the Dover C o unt y
Global E d uca ti on Proj ec t operated.
It must also be m e nt io ned at the outset that this
literature re view includes infor ma tio n up through 1986.
W i t h i n the field of global education this Project was one
of the e ar ly efforts initiated at the school district
level.

The p res en t a t i o n of this

literature is not meant to

judge the Pro jec t outs ide the era in whic h it developed.
Rather it can hel p the res ear ch er and reader to view it
more clea rly and also help the researcher to de scribe and
expl ai n it more effectively.

Conc ep tua l Roots of Global E ducation

Wha t is pr e s e n t l y known as global education has its
conceptual roots in at least three distinct yet
interrelated concerns:
- Foreign language and international

studies as

exem pl ifi ed by the in volvement in the global education work
of the Title VI area studies centers at selected major
universities and more r ece nt ly by the est abl is hme nt of the
National Council
Studies

for Fore ig n Language and International

(NCFLIS);

- En vironmental e duc a t i o n which has taken on more of
a global scope w it h such transnational concerns as the
worl d food supply,

acid rain,

environmental effects of

15
nuc le ar testing,

p ollution of the oceans,

territorial

limits related to the mining of ocean resources,
c o ncerns about the environmental

and

impact of the continued

rapid growth of the wor ld' s human population;

and

- W a r /Pe ac e studies and international relations as
e x emp l i f i e d by the change in name of the major independent
o r g a n i z a t i o n in the field from the Ce nter for W a r/ Pea ce
Studies to the Global P e rs pec tiv es in Education,

Inc.,.

as

well as the strong i nvolvement of the Ce nter for T ea ching
International Relations

(CTIR)

at the University of Denver.

With voices from these dive rse cur ric ul ar areas
call in g for a more global or international focus to
e l e m ent ary and secon dar y education,

it is not surprising

that global educ ati on has taken on a d e c ide dl y
inte rd i s c i p l i n a r y tone.

The rel at ion shi p of these

conceptual roots and to larger social and cur ricular
frameworks will be exp lor ed later in this chapter under
"Social C o n t e x t w i t h i n wh ich Global Educ at ion has
Developed" and under

"Curricular Dimensions of Global

Education."
The conc ep tua l roots from wh ich global education
d e v e l o p e d reflect the d iversity of the foci and thus the
brea dt h of the field.

This d i ve rs ity can also be seen in

the de fin it ion s prese nt ed below.

16
Definitions of Global Education

In dra win g from these div er se conceptual roots,

a

global app roach to e duc a t i o n is an attempt to provide a
more ho li s t i c v i e w of the plane t in r elating it to you ng
people in our schools.

James Becker, who has become known

in the field as the "Father of Global Education" has stated
that global e d uc at ion is b a s i c a l l y des igned

"to find some

sensible educational r esponse to the realities of change
and interd epe nd enc e,"

(Olson,

1981).

To see the

r e l a t i o n s h i p of the above three conceptual areas to global
education,

an e xam ina ti on of global education definitions

is appropriate.
The defi ni tio n used by the Dover County Global
E d uca tio n Proje ct has been pre s e n t e d earlier.
page 2.)

(See

It was adop ted after examin in g a varie ty of

de finitions including some of the following.
The M i c h i g a n D ep a r t m e n t of Educat ion in its
G u i d eli nes for Global Edu c a t i o n

(1978)

offered this

definition:
Gl obal e ducation is the lifelong g rowth in
understanding, through study and participation, of the
w o r l d c o m mu nit y and the interde pe nde nc y of its people
and systems —
social, cultural, racial, economic,
linguistic, technological, and ecological.
Global
educ a t i o n re quires an u n d e rst an din g of the values and
priorities of the many cultures of the world as well
as the acq ui s i t i o n of basic concepts and principles
rel ate d to the w o r l d community.
Global Education
leads to im ple mentation and a ppl ic ati on of the global
p e rsp e c t i v e in striving for just and peaceful
solutions to wo r l d problems.
In the No ve mbe r 1976 issue of Intercom,

David King,

17
Ma rg are t Branson/

and La rry C o n d o n offered the following

definition:
Global perspe ct ive s are ways of looking at the world
and our re la ti o n s h i p to it.
Intrinsic to such
perspectives are: (1) an u nd ers tan di ng of the earth
and its inhabitants as parts of an in ter related
network; (2) an awareness that there are alternatives
facing individuals, nations, and the human species,
and that the choices made will shape our future world;
and (3) an abil it y to recognize that others may have
differ en t perceptions and may prefer diff er ent
choices.
Such understandings, awareness, and
abilities are, among others, essential bui ldi ng blocks
for effective fun cti on ing as individuals and as
citiz en s in a dem ocr at ic society.
A somewhat shorter def ini tio n was adopted by the
Fa rm ing ton Public Schools, which de veloped ano the r of
Mi ch igan's four global educat io n projects funded by the
Mi ch iga n Depar tm ent of Educa tio n from 1977-1981:
Global E d uc ati on is the awareness of the
i n terdependence and interrelat ion sh ip of the world's
p o p u la tio n and the ability to take effective action
through cultural and/or technological com ponents to
insure our present and future survival.
A l tho ugh the term global educat io n has not caught on
in Europe,

it may nevertheless be helpful to broa den our

scope to examine a couple defin it ion s outside U.S.
education.

The Swedish E d uc ati on C omm i t t e e has stated:

International E d u cat io n is an educ ati on whi ch provides
insight into conditions in other countries, the
interdependence among countries and peoples, their
c o mmon problems and the relativity of the values of
one's own country wit h respect to other cultures.
It
should aim at cr ea t i n g u nde r s t a n d i n g for other people
and a feeling of r esp on sib ili ty in the face of wor ld
problems.
In a UNESCO w o r k i n g paper

(1975)

the f ollowing

de fi nit ion was presented:
International educat io n must be educ ati on for

18
international action h aving cit ize n involv em ent in
wo rl d affairs if it is to achieve three of the most
important goals set forth in the UNESCO
Reco mm end ati on s on international education.
These
are:
the de v e l o p m e n t of abilities to c ommunicate with
others; the d eve lo pme nt of an awareness of rights and
duties of individuals, of social groups, and of
nations toward one another; and the d ev elo pm ent of
readi nes s on the part of the individual to participate
in sol vi ng the problems of his community, his country,
and the wo r l d at large.
In addition to the terms "global education" and
"international education",

the term "development education"

is often seen in the literature espe ci all y in C a n a d a and in
Europe.

K.F.Prueter

(1976),

the ed itor of the Canadian

pu b l i c a t i o n D eve lop me nt E d u c a t i o n ; E ducation for a Global
C o m m u n i t y , expres sed the follow in g v i ew po int to the
C o mm i t t e e on Mu l t i c u l t u r a l i s m of the Ontar io Mi ni str y of
Education:
De velopment Education to me implies a recognit io n that
the strength of C a nad a (or any nation) has become
d e p end en t upon an awareness that no n ation can be an
island isolated from a world wh i c h has become a v ery
small planet.
Con di tio ns of civi li zed living for any
national group have b ecome d ep en den t upon a true
conc er n for the att ain men t of con ditions of c i vil iz ed
living for all peoples.
De velopment educat ion then seeks to deve lo p a Canadian
awareness that each p erson as a C ana di an must see
himself as a Ca nad ian cit iz en of the world.
This
requires:
a) an educational a pp roach w h i c h assists in
d e v e lop ing an u n d e rs tan di ng of the world and
p a r t i c u l a r l y of its peoples.
The overall o b j ect iv e is
to seek to devel op an understanding, appreciation,
respect, etc. for peoples from all cultures;
b) a study of c i ti zen sh ip in a d ependent and
interdependent wo r l d w h i c h necessitates an
i d ent ification and an e xamination of wor ld issues upon
wh ic h d e p e nd en cy and interdepen de ncy are based.
We
need to learn of these issues; of how peoples in
d i f f e r e n t cultures are app ro ach in g similar issues; and

19
the d e vel opm en t of awareness that we can learn from
each other in our attempts to find Ca na d i a n approaches
for the m ai nt ena nce of conditions for civilized living
for Canadians.
This statement on de vel o p m e n t education not only
includes a de f i n i t i o n but goals and a rationale as well.
By co mp a r i n g this statement w i r h

the d efinitions of global

e d u c a t i o n offer ed above and the goals and rationales to
follow,

one can see that d e vel opm en t education is indeed

rem ark ab ly similar to global education.
the u se of the term,

When comm en tin g on

Preuter added in an Editor's Note in

the same publication:
The editor is still inclined to favor the term
'development education', simp ly b ecause the term is
more fr equ ent ly used in international circles than any
o t h e r and therefore, presumably, more understood.
The
d e v e l o p m e n t of a national progr am of d eve lo pme nt
educa tio n will r equire consi der abl e discussion with
ot h e r wo rld e ducational groups and it is important
that we find common nomenclature.
Mo r e r ec ently E ugene G i l l i o m

(1986)

disc uss ed w ha t he

sees to be the similarities and differences betw ee n global
ed uc a t i o n and d eve lop me nt education,

and,

in the process,

presents an additional defi ni tio n for each term.
Global education, it seems, is more sweeping, seeking
to develop, by one definition, "...the knowledge,
skills and atti tu des ne eded to live effectiv ely in a
wo r l d po sse ssi ng limited natural resources and
c h a r a cte ri zed by ethnic diversity, cultural pluralism,
and increasing interdependence."
Development
education, wh il e not at odds w i t h these goals, tends
to focus more on specific issues related to economic,
social and political development, par tic ul arl y as the
issues per ta in to less deve lo ped nations.
"It begins
w i t h a r e co gni tio n of global interdependence and the
co n tin ui ng need for justice and equity in the world.
Its programs and processes convey information, promote
hu m a n i t a r i a n values, and stimulate individual and
co mmu nit y action aimed at improving the quality of
life and e lim ina ti ng the root causes of world

20
poverty."

(p. 6)

G i l l i o m goes on to add that global educa tio n has tended to
mirror
the do min ant passive nature of Am eri can education.
D e vel opm en t education, on the other hand, has been
more inclined to extend b e y o n d e ducation and to
encou rag e action, ranging from raising funds to aid
fa mine victims in
Ethiopia to
c ol la b o r a t i n g o n ■action
b a s e d p ro grams with groups
involved in the
en vironmental and the nuclear control movements.
(p. 6)
It is the emphasis w h i c h d e v e l o p m e n t education has placed
on sti mul a t i n g actio n as des c r i b e d in the last four
of the d e f i n i ti ons above which,

G i l l i o m believes,

lines

could

pro vi de the global e d uca ti on mo vem en t with a n ew stimulus
and fresh purpose.

He adds:

Wha t seems clear,
however, is
that both movements will
bene fi t from co op er a t i o n and c o l l ab ora ti on if their
shared goal of impacting on Am er ica n e ducation is to
be attained, (p. 6)
These definitions, wh i l e w o r d e d differently,

reflect

some commo n themes:
1) An emphasi s on u n d e rs tan di ng the people and
cultures making up today's world;
2) An u n d e r st and ing of the reality of int erd ep end en ce
of global systems;
3) The need for responsible p a r t ici pa tio n to help
solve problems facing the planet.
It is this c om p l e x i t y of definitions w h i c h has allowed
many to acknowledge the importance of global education.
the same time,
also

At

the d i v er sit y w i t h i n a single defi ni tio n may

lead to mis un de r s t a n d i n g or partial u nde r s t a n d i n g of

21
the field.

For instance,

advocates a c k n ow led gi ng the

importance of cultural u n d e r st an din g might focus on single
count rie s just as they always did with ou t using the study
as a means to also identify "cultural universals" or other
majo r co ncepts to use as "pegs" on which to "hang" facts
for purposes of com p a r i n g similarities and differences
among people in various cultures.

In other words,

de finitions such as these have left the door open for
we l l - m e a n i n g p eop le to take from them what they see as
important w i t h o u t n ec ess ari ly seeing the w h o l e — i.e.
un d e rs tan din g the earth as a single entity made up of many
inte rdependent pe ople and systems.
H a vin g exp lored various d e fin it ion s of global
educa tio n and altern ati ve or rela ted terms for global
education,

it is now a p pro pr iat e to move b e y o n d definitions

to goals,

rationales,

educa tio n

literature.

and other a spects w i t h i n the global

Goals of Global Education
Movin g from defini tio ns to goals and objectives of
global education,

two early wr it ing s have served as

g r o u ndw ork for future d eve l o p m e n t s in what is now called
global education.
A s s o c iat io n

In the mid- 196 0s the Foreign Policy

(FPA), through a con tr act with the U.S.

of Education,

u n der to ok a study of

"the objectives,

Office
needs

and priorities in international education in Ame rican

22
ele men ta ry a n d secondary schools."

(Leestma,

1968)

A c c o r d i n g to Leestma:
The study was a p i o ne er ing effort to lay before
educat or s in clear and c ha ll eng in g fashion some fresh
approaches to anal yzi ng the nature of the modern wor ld
and some of the implications for education.
In c o n j u n c t i o n wi t h this study,

the Foreign Policy

A s s o c i a t i o n held a conf er enc e in 1967 to draft an
international educat io n d im e n s i o n of a K-12 curriculum.

At

this conf ere nc e Hilda Taba p r e sen te d a list of ob je ctives
wh i c h made a si gnificant c o n t rib uti on to the de ve lo p m e n t of
goals for global education.
have re pr odu ced this

Collins and Za kariya

(1982)

list of obje ct ive s in their entirety.

W e wish to produce,

Taba said, an individual who:

1. Has a certain kin d of knowledge; that is, organized
sets of concepts, ideas, and/or generaliza tio ns that
enabl e him to put masses of data in order.
2. Can process information; that is, analyze data,
for m generalizations, ask perti nen t questions, make
inferences, use data to hypothesize, to predict causal
change, and as a useful model for inquiry, for
analysis, and for probing problems.
3. Has a genuine sense of participation;
that is,
invol ve men t and commitment.
4. Has a capacity to put himself in other peoples' (or
nations') shoes; that is, has equ iv ale nt feelings and
has the sen sib il iti es that are neces sa ry to live in a
p l ura lis ti c world.
5. Has a cap acity to transcend his own ethno cen tr ic
skin; that is, sees e quivalents in values and sees
universals in the human condition.
6. Can keep on learning; that is, is a self-learner
and has the intellectual tools and desire to do his
own data processing.
7. Can face change w i t h o u t trauma; that is, can grasp,
take hol d of, influence, and control in a cons tru cti ve
manner the change processes under way in society.
8- Can ha ndle international situations objectively;
that is, can treat other peoples' (nations') feelings
or value patterns as "facts" or "givens" in a
situation.
9. Has loyalties; that is, realizes that loyalty is
not a finite quali ty and that he can be loyal to a

23
range of institutions simultaneously.
10. Has a sense of the c o m p le xit y of global issues.
The F o r ei gn P olicy A s s o c i a t i o n study was completed in
1968 und er the leadership of James B e c k e r as the project
d i rec tor and Lee A n d e r s o n as the pro jec t coordinator.

The

study w a s the focus of the N o v e m b e r 1968 issue of Social
E d u cat io n and also the 1968 National Council for the Social
Studies Y e a r b o o k .

In the Introduction of the Social

E d u cat io n issue, B e c k e r questions the a p p r opr ia ten es s of
the c o nti nue d use of the term "international".
This conceptual lag evident among many Americans,
inclu din g their schools, is espe cia ll y no tic eab le in
p e r c ept ion of the term "international".
W h ile at the m o m e n t this may seem to be the only term
avail abl e for d e s c ri bin g the whole gamut of relations
that transcend national boundaries, as a concept
"international" is losing its ac cu rac y and utility.
The wor d must eithe r be d i sc ard ed or radica ll y altered
to fit the new realities of rel ationships among
m embers of the hu ma n race.
A l s o in this No ve mbe r 1968 Social Educa tio n issue,
Lee And er s o n wr o t e

"An Ex a m i n a t i n of the Stru ct ure and

O b j e cti ves of International Education".
to the question,

In it he responded

"What Should be the Obj ect iv es of

International Ed ucation?"
And ers on 's

'Objects of International Understanding'

include the foll owi ng main categories:
I. The de v e l o p m e n t of students' u n d e rs ta ndi ng of
global society implies deve lop ing students'
un de r s t a n d i n g of the planet among many entities in
the larger cosm ic system.
11. The de v e l o p m e n t of students' u n d e r sta ndi ng of
global society implies de vel op ing students'
u n d e r sta nd ing of mankind viewed as one species of life
among many forms of life.

III. The de velopment of students' u nde rs tan di ng of
global society implies devel opi ng students'
u n d e rst and in g of the international social system
v i e w e d as one system among many social systems in
whic h they p ar tic ipa te and through whi ch hu m a n values
such as wealth, health, power, safety, respect, and
en l i gh ten men t are created and allocated.
Ande rs on' s

'Dimensions of International

Underst an din g

include the following:
I. The cu r r i c u l u m should dev el op students'
mindedness .

world­

II. The c ur r i c u l u m should de vel op the c ap a c i t y of
students to consume d is cr i m i n a t e l y and process
c r i t ica lly in formation about their wo rld environment.
III. The c u r ric ul um should de ve lop the cap a c i t y of
students i n t ell ect ua lly and em otionally to cope with
continuous change and marked diver sit y in their world
environment.
IV. The c u r r i c u l u m should devel op the capacit y of
students to accept and c o n s t r uct iv ely cope w i t h "the
realities of the human condition."
Since each of the above categories is even further
subdivided and since this is the earliest effort of wh ic h
this w r i t e r is aware to lay out specific global
under st and in gs for students,

it stands as a ve r y important

c o n tri bu tio n to the d e v e l o p m e n t of global education.
Movin g to later goal statements for global education,
one of the simplest and di re ctl y ap pli ca ble statements is
that of John Cogan

(1977):

The ultim ate goal of global education (is) the
d e v e l o p m e n t of an internati on all y informed citizenry.
C o g a n offers a good startin g point.

By focusing on the

information level, he keeps his sights realistic.
in its simplicity it also
goal statements.

However

lacks the specificity of other

25
Other authors expand beyo nd the information level to
attitudinal and decision making levels.

Cogan's goal of

the "development of an internatio nal ly informed citizenry"
c o rresponds to w h a t Rober t H a n v e y

{1976)

calls a "state of

the pl anet awareness," wh i c h is the second of five
dimensions of "An At t a i n a b l e Global Perspective".

Hanvey's

five dimensions include:
D i m e n s i o n One:
Pe rspective C o n s c iou sn ess
The recognition or awareness on the part of the
individual that he or she has a v i e w of the wo rld that
is not u n i v e rs al ly shared, that this v i e w of the world
has been and cont inu es to be shaped by influences that
often escape conscious detection, and that others have
views of the wo r l d that are pr of oun dly diff er ent from
from one's own.
Dimen si on Two:
State of the Planet Awareness
A w ar en ess of p r e v ail in g wo rl d c ond itions and
developments, including e mer ge nt conditions and
trends, e.g. po pu lat ion growth, migrations, economic
conditions, resources and physical environment,
political developments, science and technology, law,
health, inter-nation and intra-nation conflicts, etc.
Dimen sio n Three:
Cross Cultural A wareness
Aware nes s of the diversity of ideas and practices to
be found in human societies around the world, of how
such ideas and pract ice s compare, and including some
limited recogn it ion of how the ideas and ways of one's
own society might be v ie wed from other vantage points.
Di men sio n Four:
Knowledge of Global Dynamics
Some modest com pre he nsi on of key traits and
mech an ism s of the wo r l d system, wit h emphasis on
theories and concepts that may increase intelligent
consciousness of global change.
Dimension Five:
Awareness of Human Choices
Some awareness of the problems of choice confronting
individuals, nations, and the human species as
consciousness and knowledge of the global system
expands.
In dis cus si ng goals of global education,
must be made of the Intercom v olume #84/85

some mention

(1976)

p ublished

26
by Global Pers pec tiv es in Education,

Inc.

This p art icular

v o l ume has served as r eq uir ed reading for courses in global
e d u cat io n and,

in fact, was used by the Dover County Global

Ed uca tio n Proj ect in d e v e lop in g its "Student Goals for the
Gl obal E d uc ati on Project".
things,

Intercom 84/85,

among other

pre sents in chart form a list of four main

'competencies'
'capacities'

whi ch it then breaks

into over twenty

wh i c h are then brok en into over eighty

'abilities'.

Space does not perm it the incl usi on of the

entir e chart.

However, due to the s ign ificance of this

d o c u m e n t the four c o m pet enc ie s and co m p o n e n t capacities are
listed below.
CO M P E T E N C E i n . . .perceiving how one is involved in the
w o r l d s y s t e m . . .requires the C A P A C I T Y to...
1) pe rceive oneself and all other individuals as
members of a single species of life— a species w ho se
members share:
-a common biological status;
-a common w a y of ad ap t i n g to the natural environment;
-a common set of bi ol ogical and ps ychological needs;
-com mo n existential concerns; and
-com mo n social problems...
2) p erc ei ve self and all humans as a part of the
earth's biosphere...
3) see h o w each person, and the groups to wh ic h that
p e r s o n belongs, are pa rti cipants in the world's
s o cio -cultural s y s t e m . ..
4) pe rc e i v e th at .pe op le at all levels of social
o r g a n i z a t i o n — from the individual to the wh ol e
s o c i e t y — are both "cultural borrowers" and "cultural
depositors"; they both dr a w from and cont rib ut e to
a "global bank of h u m a n culture" that has been and
continues to be fed by co ntr ib uti ons from all peoples,
in all geographical regions, and in all periods of
h i s t o r y . ..
5) perceive that p eople have di ff e r i n g perceptions,
beliefs, and attitudes about the world system and its
c o m p o n e n t s . ..
CO M PET EN CE i n .. .ma ki ng d e c i s i o n s ... requires the
C A P A C I T Y to...
1) make "creative" personal decisions regar di ng one's

27
own lifestyles, in adjusting to "imposed and
uncontrollable" c h a n g e s .....
2) perceive and identify the transnational
consequences of one's personal decisions and of the
collective decisions of the groups to which one
b e l o n g s ...
3) "take into consideration" the interests of others
whe n making decisions with transnational
c o n s e q u e n c e s ...
4) perceive and identify long-term consequences of
individual and collective decisions...
5) "take into active consideration" the interests of
future generations when making personal and collective
d e c i s i o n s ...
COMPETENCE i n . ..making j u d g m e n t s ... requires the
CAPACITY to...
1) perceive the choices confronting individuals,
communities, nations, and the human species, with
respect to major world problems...
2) acquire and process information analytically and to
use reflective moral reasoning when making judgments
about world problems...
3) identify, describe, and analyze one's own judgments
about world problems...
4) perceive that human experience, earlier and
elsewhere, may possibly be more useful for dealing
wit h contemporary problems than beliefs dominant
t o d a y ...
5) perceive the world system in a systematic manner...
6) analyze, evaluate, and create models of alternative
f u t u r e s ...
7) analyze controversy surrounding an issue, problem,
or p o l i c y . ..
COMPETENCE i n ... exerting i n f l u e n c e . ..requires the
CAPACITY to...
1)exercise influence through
a) lifestyle decisions...
b) wor k- related activities...
c) social action...
d) political activities...
e) modeling and other forms of education...
This final goal area is significant in that it goes
beyond Cogan's

"informed citizenry",

beyond Anderson's

dimension of "constructively cope with
the human condition'",

'the realities of

and beyond Hanvey's "Awareness of

Human Choices" to actually stating that education should

28
dev elo p co mpe te nce in "exerting influence"

through one's

own personal actions in the vari ous arenas of one's
The Mi ch iga n Guid el ine s for Global E d uc at ion

life.

(1978)

advocates the foll owi ng goals for global e ducation w i t h i n a
school system.

These goal statements are pa rt ic u l a r l y

important to look at not only bec au se Mic hi gan was the
first state to d e v el op such guid eli ne s and bec aus e the
p r o g r a m to be studied also used these goals in d e v el op ing
its own pro jec t goals, but goals E, F, and G b e l o w also
empha si ze personal a ctions as did the Intercom 84/85 goals
me n t i o n e d im mediately above.
Global e d uca ti on in a school s ystem will equip the
student with an u n d e r s t a n d i n g and an awareness of
global in ter dep e n d e n c e by p r o vid in g e nco u r a g e m e n t and
o p por tun it y to:
A. Acq uir e a basic knowl edg e of various aspects of the
world: geographic, cultural, racial, linguistic,
economic, political, historical, artistic,
scientific, and religious.
B. Deve lo p a personal v alu e and b eh a v i o r system based
on a global perspective, p ar ticularly as it relates
to aspects listed above.
C. Und er sta nd problems and potential problems that
have global implications.
D. Explore solutions for global problems.
E. Deve lop a practical w a y of life based on global
perspectives.
F. Plan for a l ter na tiv e futures.
G. P art ic ipa te re spo ns ibl y in an i n te rd epe nd ent world.
In a footnote b e l o w these goals,

the follo wi ng

emphasis is added:
These goals are meant to encour ag e and stimulate
p a r t ici pat io n w i t h emphasis on active experience.
A n in ter di s c i p l i n a r y a ppr oa ch is highly encouraged.
B u ild ing on writings of many people in the field,
Soley

(1980)

Mary

has dev e l o p e d a set of goals s p e cif ic all y

aimed at social

studies with a global perspective.

While

29
social

studies is not the sole c u r r i c u l u m area of concern

in global education,

it certai nl y is a prime area and thus

w o r t h y of some e x ami na tio n at least.
G i v e n the in ter dependent nature of the world, social
studies education wi t h a global pe rs pec ti ve seeks to
hel p students dev elo p the knowledge, skills, and
value s n ec e s s a r y for effective communication,
decision-making, and participation.
Students need to
learn how the world, including its various systems,
works.
They need to dev el op critical thinking skills
that can be used effectively today and in the future.
The y also need opp ortunities to examine and develop
cert ai n critical values.
Thus Soley includes knowledge,
competencies)

skills

(or

and values components in her statement as did

the goal statements in Michigan's Guidelines for Global
Education.

E l abo ra tin g on each of these,

Sole y continues:

The social studies with a global pper sp ect iv e is
marke d by s.everal elements.
Knowledge of the
in te rdependent and c ha nging nature of
the world is important.
Interdependence, a critical
concept, refers to those ex isting political, economic,
physical, and social connections that interrelate
p e ople at various levels...
Knowledge of the c ha nging and c omplex nature of global
issues and conditions is another n ecessary element of
the social studies with a global perspective...
Un de rst and in g mul tiple perspectives is important.
"Domestic" poli cy can no longer be separated from
"foreign" policy.
The two are n ecessarily
interconneted.
The presentation of world realities
that reflect this fact is another ele men t of the
social studies wit h a global perspective...
Basic comp et enc ie s for the social studies with a
global perspective begin with those typically found in
exis ti ng programs.
They include decision-making/
critical thinking, communication, and participation.
In addition, cross-cultural awareness and perspective
cons ci ous nes s skills help students un de rst an d various
points of v i e w based on d ifferent frames of reference.
Va l u e objectives for the social studies wit h a global
p e rspective include being able to identify one's own

30
values and those of others.
The most important values
to be offered to students include a de sire to work
towards conditions that can promote plane t-w id e
survival, and res pec t and d i g n i t y for all people.
These then are some of the goal statements on which
global education stands.

One can see that they range from

simple to comp lex and include a w id e range of topics from
cultural understanding,
survival,

ec ol ogical awareness,

p l a ne tar y

and the role of the individual w i t h i n all of

these.
Y e t they hold in common the goal that individual
people through the A m e r i c a n educational

system must broaden

their knowl ed ge and their pe rspective to be able to see
the wor ld as a single entity made up of various social,
ecological,

and technological systems.

Unfortunately,

this

o v e r a rch in g goal can be lost in the implem ent at ion of the
a f ore men ti one d com p o n e n t parts.
This section on the goals of global education has
e x ami ned w h a t people advo ca tin g global educa ti on believe
should be learned in the schools.

The next section dealing

w ith rationales expla in s w hy those adv oca tin g global
educat io n believe such goals are necessary.

31
Ra ti onales for Global Education
Having identified de finitions and goal statements for
global e d u c a t i o n , it is now a p p r o p r i a t e to examine
ra ti ona les for t ea chi ng with a global perspective.

Rather

than citing a myri ad of ra ti ona le s off er ed by individuals
and groups,

three have been chos en for pres ent at ion here.

The gist of all three of these and many other rationales
for global educa ti on focus on one premise:

American

ed u c a t i o n mu s t c hange because w o r l d conditions have c h a nge d
drastically.

These cond iti on s de mand a change in what we

teach and h o w we teach.

The three rationales whi ch will be

p r e sen te d are those offe re d by James Becker, Lee Anderson,
and the Dover C o u n t y XSD Global E d uca ti on Project.
In his

"Introduction" to "International Educ ati on for

the T w en ty -Fi rs t Century"

(Social E d u c a t i o n , November

1968) , James Becker wrote:
...For the first time since the emergence of our
species, mankind n o w lives in wha t Raymond Areon and
ot hers a p t l y term as an "era of universal or global
h istory."
Robe rt H a rpe r makes the same poi nt in
noting that "throughout most of history, mank in d did
exist in separate, almost isolated cultural islands...
(and) n ow most of h u m a n i t y is part of a single
w o r l d-w ide system."
Today, most of us live in a
physical, p sychological and moral ne ig hb o r h o o d that
has an international color and dimension.
Indeed the
w o r l d seems well along to b ec omi ng a kind of tribal
village, as Marshal M c L u ha n put it, but the natives
are armed w it h nucl ea r w e a p ons instead of spears.
P r e p a r i n g y ou ng people to live crea ti vel y and
co op e r a t i v e l y instead of d e s t r u c t i v e l y in this v illage
is a major re sp o n s i b i l i t y of schools.
This a ssu mption
makes imperative a r e v i e w of developments in
international affairs e ducation and continuous
c l a r i fic at ion of educational goals and objectives.

32
Wh i l e the term "global education"

is not used anywhere

in the above statement since the term was not in use in
1968, Be cker here lays out one of the early rationales on
w h i c h global e ducation rests.
In p r e s e n t i n g .his rationale for global education,
Lee A n d e r s o n

(1981)

also focuses on the tremendous change

o c c u r r i n g in wor ld social,
conditions.

economic,

and political

He utilizes the reality of ge ometric growth

which, w h e n graphed,

resembles a j-shaped curve.

His

"catechism",
Question: Where, my child, do you live in time?
Answer: I live around the ben d of many J curves.
(p. 12)
suc cin ct ly summarizes the state of worl d con ditions whi ch
he b eli eve s dictate changes

in our educational system.

The fo rmat he advocates for e l e m ent ary social studies

is

embodied in the Hou g h t o n - M i f l i n Windows on Our World series
(1976,

1980).

Since the Dover C ou nt y Global Educa tio n Project is the
p r o g r a m to be studied,

it is a pp rop ria te to examine its

r ationale for a global approach to educ ati on as presented
in a Project brochure

(1981) :

Today's wo rld is ch ar a c t e r i z e d by rapid social change,
instant w o r l d- wi de communication, pr ess in g complex
issues to be addressed, and economic interdependence
among nations.
It is there fo re more urgent than ever
before that students un der st and our international
links, the issues facing our p lanet and develop a
respect for and u n d e r s t a n d i n g of the diversity of the
e a r t h ’s people and cultures.
As mentioned,

these three succinct rationales for

global education all focus on the change in wor ld

33
conditions wh ic h these global educators believe demand a
ch ange in Ame ri c a n education.
in w o r l d co nditions?

But what are these changes

In other words,

what is the social

cont ex t w i th in which global education has de veloped?

Let

us now turn our attention to this question.

Social Cont ext W ithin Which Global Education
Has Developed

It is high time our acting as well as our thinking get
founded on p e rt ine nt facts, and not con tinue to be
ruled by p ro pag and is tic reassurances or exhortations.
Piecemeal approaches based on flashlight perceptions
are disastrous.
A broad, relevant education
cl ar ify ing the true survival base of each A mer i c a n in
terms of land, water, food, and energy requirements
needs to be i n c u l c a t e d . . . .A major goal of education
is...to e ngender a broadly conceived a wareness of the
prime pr ere qu isi tes for human survival.
Georg Bo rg s t r o m (1977)
Just as no social or educational m ov ement just
happens

the movement toward a more global approa ch to

e d uc a t i n g our country's young people didn't just happen.
Events,

trends,

and technological changes oc cur in g within

our na tion and wo r l d resulte d in a perceived need for
changes in our e du c a t i o n system.

In order to un derstand

global education as an educational movement,

it is

important to u nd erstand the social context w it hin w h i c h it
developed.

In the previous section,

global education were presented.

various rationales for

Once again,

the gist of

these rationales is that wor ld conditions have changed so
d r ast ica ll y and are con tin uin g to change at. such a rapid

•
pace,

34

that these conditions demand that education reflect

these changes.
quote above,

As is indicated by Professor Borgstrom's

this section will elaborate on the major

substantive issues identified in the rationales just
presented.

Through the following lengthy p r e s ent at ion of

analyses of wo rld conditions,

the reader will understand

more pre c i s e l y the pressing social

issues facing the planet,

wh i c h have aroused the educational response known as global
education.
In 1969,

then Secretary- Gen er al of the United Nations

U Thant declared:
I do not wis h to seem ove rdr am ati c but I can only
conclude from the information that is avai la ble to me
as Secretary-General, that the Members of the United
Nations have perhaps ten years left in which to
subordinate their ancient quarrels and launch a
global p a rtn ers hi p to curb the arms race, to improve
the human environment, to defuse the population
explosion, and to supply the required m ome nt um to
d e vel opm en t efforts.
If such a global pa rtnership is
not forged wi thin the next decade, then I very much
fear that the problems I have mentioned will have
reached such staggering proportions that they will be
beyond our capacity to control.
(Meadows, et al,
1974, p . 17)
While the ten years to whic h U Thant referred have now come
and gone,

the problems he outlined are as real

so than in 1969.

if not more

These problems and those m entioned by

B o r g s t r o m are some of those pre ss ing global concerns which
are arousing teachers and scholars to seek an ap propriate
educational

response.

One method of examining

the social context within

which global education has developed would be to identify
and elaborate on specific global

issues facing the planet

35
such as:
1) world population growth;
2) world food supply and global hunger;
3) poll uti on of the environment;
4) the deple tio n of both renewable and nonrenewable
resources;
5)

the growing threat of nuclear war;

6)

the issue of geometric growth rates pertaining to
many of these issues.

However,

and

a global perspective purports to vie w the wo rl d as

a single entity made up of many interdependent systems.
seems,

therefore,

more appropriate to examine these

in the context of interdependent systems.
following dis cu ssi on will

Thus,

It

issues

the

focus mainly on the w ri tings of

those w h o have presented analyses of world conditions in a
holistic manner.

Two such major analyses,

both of wh ic h

involve actual models of the interdependence of systems,
are those of Professor Georg B o rgs tr om

(1969,

1973,

1978)

and the Club of Rome's Project on the Predicament of
Mankind conducted by Donella H. Meadows,
Jorgen Randers and W i l l i a m W. Behrens

III

Dennis L. Meadows,
(1972).

These

models have been selected not only for their intellectual
integrity but also for their graphic nature which makes
them useful even in junior and senior high schools.
The B o rg str om model demonstrates the global
interdependence of world food
economic,
al.

issues including ecological,

and political aspects.

examines the earth's natural

The model by Meadows,

et

limitations to co ntinued

36
industrial,

agricultural,

and p op ulation growth.

Other

wr itings to be ex amined in this section include the w ork of
L e ster Brown
President:

(1978),

and the Global

2000 Report to the

En ter ing the Twe nt y-F ir st Cen tur y

(1980).

Together these works cover a w ide range of ecological and
social

issues currently facing the pl anet w h i c h constitute

the social con tex t wi thin which global educa tio n has
developed.
The first analysis of world conditions and the
interaction thereof to be p r es ent ed here was develo pe d by
Professor Emeritus Ge org Borgstrom,

a food scientist and

geographer formerly of M ich i g a n State U ni versity now
serving on the Nobel Board.

W hi le he had presented an

analysis of the w o r l d food prob lem in his book The Hungry
Planet:

The Moder n Wo rld at the Edge of Famine

another analysis of the earth's
Many:

(1965)

and

limitations in his book Too

A Study of the Earth's B io logical Li mitations

(1969) ,

he has more recently devised a useful model for examining
the interdependent aspects of the world food system.
calls this model

"The He xag on of Survival".

Before examining Borgstrom's
may be enli ght eni ng to examine

He

(1979)

"Hexagon of Survival",

"Four Mighty Forces" which,

Bo r g s t r o m states in the videotape of the same name,

set the

"scene w i t h i n wh ich we should vie w the food issue."
(Borgstrom,

1978)

it

*

* All quotes related to the "Four Mighty Forces" or "The
Hexagon of Survival" unless otherwise noted are taken
from the vide ota pe recording of Georg B orgstrom entitled
"The Four Mighty Forces". (Borgstrom, 1978)

37
There are four mighty forces whi ch are domi na tin g the
worl d scene and c o m p le tel y reshaping the wor ld society
alr ead y today but increasingly in the future.
The first force is the rising population of the
earth's p e o p l e — "more than seventy-five million per year
w h i c h means every three years we add a new United States"
to the w or ld population.
The second mighty force is the growing affluence of
the "satisfied world" w h i c h c onstitutes one-third of the
wor ld' s people.

"This growing affluence is a pri vi led ge of

a d wi n d l i n g minority" of the w o r ld 's population.
The third force is the growing number of destit ut e
people in the world.-

"This army of one and one-half

billion is growing at a greater rate and largely affecting
the w o r l d scene with regard to the economy and the plight
of these numbers."
Finally,

the fourth mighty force is the "growing

number of people,

the avalanche,

moving to the cities."
urbanization..."
history..
food,

I would say, which are

This movement

"which we call

is "the biggest migration in human

" and is "not under control."

housing,

sewage facilities,

Provisions for

and water are sorely

lacking.
As we examine Borgst rom 's

"Hexagon of Survival"

let us

consider that the six dimensions of the issue are
comp ou nde d by the above
Borgstr om 's

"four mighty forces".

"Hexagon of Survival"

incorporates the six

most important dimensions of the world food prob le m and

38
interrelationships of these dimensions to each other as
well as to the hub of the hexagonal w h e e l — ecology and
economy.

An analysis w hic h ignores any of these aspects

is

incomplete.
Slorotf*

ECOLOGY
|V

) N u tritio n

Man
knlllMl

ECONOMY

Q atlc
fU to u rc* *

Crapa

H M lih
D itto * * *

Lm*

Man

Ctlmain
Walt*
Mintrpl*

llmlget
Crapt

twu

Figure 1. The Hexag on of Survival
The Six Dimensions of Food
Note. From "The Hex ag on of Survival", a color transparency
pr epared by Ge o r g Borgstrom, Mi ch iga n State University,
1979.
Reprinted by permission.

Let us examine each of B o r g s t o m ’s "Six Dimensions of
Food".

First of all,

the seemingly logical response to

h u nge r in the world is to produce more food.

However,

increased food production w i t h o u t an equally strong effort
toward p opu lation control has h ist or i c a l l y yiel de d more
people.

Thus food prod uct io n and population control can be

vi ewed as twin issues.
considered.

However,

Waste and spoilage

other aspects must also be
is an "enormous d imension

which never has been added into the planning until

39
re c e n t l y ” .

iBorgstrom,

1978)

Borgstrom calculates that

waste and spoilage ranges from thirty to fifty percent
between harvesting and consumption.

"Without producing one

single more ton of food, we can feed millions more people"
by better taking care of what is produced.
In terms of nutrition,

the question again is not gross

tonnage of food but getting the right kind of food.

In

some countries it has been "more profitable to produce high
tonnage with disregard to nutritive content."

The issue of

feed crops for animals versus food crops for people has
also come up.

In many cases "malnutrition has been a

consequence of more production."
Poor nutrition paves the way for diseases in man,
animals, and crops.

This disease dimension is not only

related to nutrition but to all other dimensions also.
Crowding increases the opportunities for diseases.
addition,

In

"More food production has actually meant more

diseases indirectly through irrigation."
schistosomiasis,

Malaria,

and river blindness are three diseases

which Borgstrom points to as being indirectly related to
attempts to produce more food through greater damming of
rivers and irrigation practices.
Revolution,

Similarly,

the raising of fish in ponds,

actually led, both in Africa and India,

the "Blue

etc., has

to the spread of

gastrointestinal diseases."
Finally
land, climate,

the sixth dimension,
water,

minerals,

the basic resources of

and energy,

need to be

40
taken into consideration when considering the aspects of
the world food situation.
agricultural history,

For instance,

recent

especially in the More Developed

Countries,
has been predicated on the greater input of
non-renewable r e s o u r c e s ... to get greater return from
the renewable resources.
In fact, this is itself a
limiting factor.
All the energy in the world today
would not suffice to allow those countries outside
ourselves to copy this because it would take all
energy available.
Attempts at increased food production have also led to the
erosion of topsoil and depletion of groundwater supplies.
Borgstrom goes on to conclude that no food program
could be considered efficient unless all six areas are
considered simultaneously.

With this conclusion,

he then

raises the questions of how the dimensions of the food
issue should be coordinated and what should be the
criteria.

Borgstrom points to the hub of the wheel of his

model— to ecology and economy.
Systems we create have to -be functional and have to
pay attention to rules governing the living world, the
b i o s h p e r e . ..and can not be allowed to jeopardize that.
The traditional view of ecology as a conservation
measure must be changed to include giving guidelines for
balancing the system.
Regarding the economy,

Borgstrom indicates that you

have to have the right kind of economic analysis,
"not merely registering the number of tons produced
and how much land you are using and energy you are
producing.
The question is seeing that the accounts
are being paid.
In most of our discussions, we've
listed only the credit accounts and...have chosen to
disregard the costs in terms of lost land and lost

41
water.
When you get a complete accounting taking into
account the debits... you see we need to make
tremendous adjustments. (Borgstrom, 1978)
This insistence on a "true" cost a cc ounting
basic resources

(land, water,

minerals,

in terms of

energy)

for the

food that is produced is one of the most en lig htening
aspects of Borgstrom's analysis and is an issue wh ich he
discussed at greater length in earlier works.
above,

As indicated

B o r gst ro m has said that economists have for too long

presented only the credit accounts,

that is, how much is

produced in terms of weigh t and mo netary worth,
ack now le dgi ng the debit accounts,

without

that is, the economic and

ecological costs.
For instance, con sider the importance of water:
At a temperature of 76 degrees F. an adult man
consumes on the average around 1,100 pounds of water
conta in ed in his "solid" food per year.
He drinks an
additional 900 pounds of wat er in its liquid form and
in beverages in order to maintain the liquid balance
of the body.
This adds up to a water r equirement of
2,000 pounds an nually (around 5.5 pounds, or 2.5
quarts, daily).
The metabolic water formed
constitutes 200 pounds per year.
Behind our da il y need of water, about 2.5 quarts
(2.5 liters), regardless of whether it is taken
di re ctl y from the faucet or in the food we eat, there
is for food a chain wh e r e water is required at every
stage: on the field, in the cattle barn, in h ar vesting
and hauling, in storage, in slaughterhouses, dairies,
and pr oc ess ing plants, in the large food distribution
network, and also at the prepara ti on in the kitchen,
whe the r at home or in institutions.
This indirect
water account is staggering... (Borgstrom, 1969, p.
132)
...The fo llowing data give an idea
taxation that takes place in water
food.
(The figures also take into
needed to make the feed going into
one e g g - — 120-150 gallons

of the heavy
to provide our
account the water
animal production.)

42
one quart of m i l k
1,000 gallons
one pound of b e e f —
3,500 gallons
one 16-once loaf of b r e a d
300 gallons
Once again, please remember that this wa t e r is lost to
the hydrological cycle and cannot be subject to reuse!
Only when man clea rly realizes these ominous
relationships, and part icu la rly wh e n we in the rich
wasteful w o r l d recognize that our daily life has
similar tremendous cost accounts, can we expect a more
realistic, meaningful, and const ru cti ve approach to
world food issues.
We will then better und ers ta nd the
imperative need for cr eating balance.
We cannot
continue to live on dwin dli ng bank accounts, heading
for catastrophe.
The w a t e r crisis, co nse quently is
far more than a c a l a m i t y — it is the birth pains of a
new civilization. {Borgstrom, 1969, pp 148-49}
In addit ion to Borgstrom's

insistence on "true cost

accounting" and u nderstanding the interrelationships among
the various dimensions of his model, he also examines the
term "overpopulated" and insists that we Americans
others

in the more d eveloped countries)

respo ns ibi li ty for our own actions.

(and

take on

Dr. B o r gst rom

(1977,

p . 11) has stated:
The most critical aspect is that we label this other
world o ve rpopulated which in major parts is undeniably
true— but in many regards we are the overpopulated,
due to or excessive worl dw ide consumption of
resources.
Look at the U.S. in Indian gauges.
What
the U.S. takes from the world household would suffice
to provide for the following number of Indians:
Food
950 million
Water (in food production)
Resources (excluding water)
Energy
15 billion

1.5 billion
10.5 billion

Some elaboration on this point may be useful by
quoting from a study which this writ er did under the
direction of Dr. Borgstrom:
In a recent conve rs ati on with Dr. Borgstrom, he noted
that in terms of "resources excluding water", this

43
means that the average American consumes 50
resources of an Indian.
Updating the above
with today's U.S. p opu lation (220.8 mill ion
11,490 m i l l i o n ) , we see that we consume the
equi va len t to 11.49 bil li on Indians.

times the
figures
x 50 =
resources

If we further note that there are curre nt ly just under
4.5 b i l li on people on the entire planet, we can
easily see the sheer folly of the hopes of bringing
the rest of the wor ld up to our standard of living (or
should we call it "standard of wasting"?)
Those hopes
are neither e c o no mic all y nor e co logically viable.
(Hultgren, 1981, p . 38)
To co nclude arguments related to the interdependent
nature of the world food issue,
is really quite simple.

Bo rgstrom's b o tt om line

He asserts:

The politics of food needs to be based on the
qu estion of p roviding the survival basis for each
individual. (Borgstrom, 1978)
Borgs tro m' s analysis of the interdependent nature of
the w orl d food system ties together many issues which are
often viewed in dependently of one another.

To high lig ht a

few of the most salient points:
- Increased food pr od uction alone will not solve the
prob le m of wo rld hunger.

It must be

linked to p op ulation

controls.
- E co nomic analyses of food production must account
for the true cost of food production in terms of water,
land,

and resources.
- Reducing waste and spoilage through better care of

what is produced could feed millions more people.
- Proper nutrition is a key element in the food system
and can be addressed through the production of nutritious
foods for people rather than the production of feed or cash

44
crops.
- Systems c r e ate d by humans must be harmonious with
"rules g o ve rni ng the living world,

the biosphere."

A d d e d to the co nclusions drawn from the six dimensions
of the wo rld food issue are the following four mighty
forces w h i c h further co mpl ic ate the problem:
- The growing hu man population;
- The grow ing afflu enc e of the "satisfied" one-third
of mankind.
- The gro win g n umb er of destitute people in the world;
- U r b a n i z a t i o n — the growing numbers moving to the
cities.
These argume nt s

taken together have implications for

gov ern me nt dom es tic and foreign policies.
for this dissertation,

More importantly

they have implications for the

ed u c a t i o n of A mer ic an youth so that education can, as
B o r g s t r o m suggests,

"engender a broadly conceived awareness

of the prime prereq uis ite s for human survival."

(Borgstrom,

1977)

It is at this point, whe n one begins to question the
"prerequisites for human survival"
food,

en ergy and other resources,

in terms of land, water,
that the q ue stion arises

re gar din g the limits to growth which our planet may
possess.

Here the second model by Meadows,

extr e m e l y useful.

et al. becomes

Let us now turn to a di scu ssi on of this

45
model,

the comprehension of which will also contribute to

an understanding of the social context within which global
education has developed.
To address issues such as those raised by U Thant,
Borgstrom and others,

the Club of Rome,

in 1970,

commissioned a study called the Project on the Predicament
of Mankind.

The study, which has become a classic in the

field and seems to be cited continually in the literature,
utilized a world model developed by Professor Jay W.
Forrester of Massachusetts Institute of Technology.
It [the model] constitutes a preliminary attempt to
improve our mental models of long-term, global
problems by combining the large amount of information
that is already in human minds and in written records
with the new information-processing tools that
mankind's increasing knowledge has p ro d u c e d — the
scientific method, systems analysis, and the modern
computer.
Our world model was built specifically to investigate
five major trends of global conc er n— accelerating
industrialization, rapid population growth, widespread
malnutrition, depletion of nonrenewable resources, and
a deteriorating environment.
These trends are all
interconnected in many ways, and their development is
measured in decades or centuries, rather than in
months or years.
With the model we are seeking to
understand the causes of these trends, their
interrelationships, and their implications as much as
one hundred years in the future. (Meadows, et al,
p . 21)
This study will be examined here at some length
because it raises many of the issues with which global
educators are now grappling— food, population,
nonrenewable resources,
of all of these.

pollution,

Furthermore,

depletion of

and the geometric growth

it is indeed a holistic

study in that it raised to the forefront the need to view

46
these issues c o l le ct ive ly rather than individually.
The results of this study were first publi she d in 1972
in a book entitled The Limits to G r o w t h .

The conclusions

drawn from the study are three:
1. If the present growth trends in wor ld population,
industrialization, pollution, food production, and
resource deple ti on continue unchanged, the limits to
growth on this planet will be reached sometime within
the next one hundred years.
The most pr obable result
will be a rather sudden and unc on trollable decline in
both po pul ati on and industrial capacity.
2. It is possible to alter these growth trends and to
establish a condi tio n of ecological and economic
stability that is sustai nab le far into the future.
The state of global e q ui lib riu m could be designed so
that the basic material needs of each person on earth
are satisfied and each person has an equal oppor tun it y
to realize his individual human potential.
3.
If the world's people decide to strive for this
second outcome rather than the first, the sooner they
begin work in g to atta in it, the greater will be their
chances of success. (Meadows, et al, p . 24)
One of the most interesting and alarming aspects of
the study was the g r aph ic all y portrayed power of
exponential growth.
— population,
pollution,

All five of the elements of the study

food production,

industrialization,

and consum pti on of nonrenewable natural

resources are increasing at exponential
data on these five factors

rates.

By feeding

into the global co mputer model,

the research team was then able to test the reaction of the
model to various sets of assumptions to obtain alternative
patterns for mankind's future.
o v e rwh el min gly clear.

One result was

There was no technological

"fix"

which would s ubstantially alter the results of the data.

47
The basic b ehavior mode of the wo r l d syste m is
exponential growth of population and capital, followed
by collapse. (Meadows, et al, p . 142)
For example,

even in a s ituation as suming "unlimited"

resources such as that in Figure 2, growth is ev entually
stopped by risin g population.
The reader will note that in this figure there are no
labels on the horizontal or vertical axes.
Each of these vari abl es is plotted on a different
vertical scale.
We have d el ibe r a t e l y omi tte d the
vertical scales and we have made the horizontal time
scale somewhat va g u e because we w ant to emphasize the
general be ha vio r modes of these c omp ut er outputs, not
the numerical values, wh ic h are only a ppr oxi ma tel y
known. (Meadows, et al., 19 74, p. 123)
The authors also offer the following caut io n regarding
their findings.
...technological o pti mis m is the most c o m m o n and the
most dangerous reaction to our findings from the the
wor ld model.
Tec hno lo gy can relieve the symptoms of a
pro ble m with ou t a f fec ti ng the un de rly ing causes.
Faith in technology as the ultimate solution to all
problems can thus divert our attention from the most
fundamental p r o b l e m — the probl em of growth in a finite
sy stem— and prevent us from taking effe cti ve action to
solve it.
On the other hand, our intent is certainly
not to brand technology as evil or futile or
u n n e c e s s a r y . . . .We strongly b e l i e v e . ..that m any of the
technological dev elo pme nt s mentioned h e r e — recycling,
pollu tio n control devices, c o n t r a c e p t i v e s — will be
abs olu te ly vital to the future of human society if
they are co mbined wit h deliberate checks on growth.
We would deplore an unre aso ne d reje ct ion of the
benefits of technology as strongly as w e argue here
against an unreasoned acceptance of them.
Perhaps the
best summary of our p osition is the motto of the
Sierra Club: "Not blind opposition to progress, but
opp osi ti on to b l i n d progress." (Meadows, et al, p.
154)
Clearly,

according to these researchers,

changes in

human values and priorities are necessary if a global
calamity is to be averted.

They go on to suggest that

48
• O

^

rnourcti

1

tfi A

food ptr eipUi

Induitrlil output
p*r ctptu
.

The problem of resource depletion In the world model system is elimi­
nated by two assumptions: tlrst. that "unlimited" nuclear power will
double the resource reserves that can be exploited and, second, that
nuclear energy will make extensive programs of recycling and substitu­
tion possible. It these changes ere the only ones Introduced In the
system, growth Is slopped by rising pollution.

Figure 2.

Wo r l d Model with

"Unlimited" Resources

Note. From Limits to Growt h {p. 132) by D. Meadows, et al.,
1974- N e w York: Universe Books. Copy ri ght 1974 by Dennis
Meadows. R e p r i n t e d by permission.

Ex p l a n a t i o n of A bbr e v i a t i o n s Used in Figure 2.
B = Crude Birth Rate; births per 1000 persons per year
D = Crude Death Rate; deaths per 1000 persons per year
S = S erv ic es Per Capita; dollar equi va len t per person
per ye a r
resources = N o n - r e n e w a b l e Resources; fraction of 1900
reser ve s rema ini ng
popu la tio n = total numbe r of persons
industrial output per c apita = dollar eq ui val ent per
person per year
pollution = m ultiple of 1970 level

49
a "state of global equilibrium"

is possible.

...the most basic def in iti on of the state of global
e q uil ibr iu m is that popu la tio n and capital [service,
industrial, and agricultural c a p i t a l .combined] are
e s sen tia ll y stable, w ith the forces tending to
increase or de crease them in a caref ull y controlled
balance. (Meadows, et al, p. 171)
The minim um set of requirements for the state of
global e q u i l i bri um to arrive include:
1. The capital plant and the pop ul ati on are constant
in size.
The birth rate equals the death rate and the
capital investment rate equals the d e pre ci ati on rate.
2. All input and output r a t e s — births, deaths,
investment, and d e p r e c i a t i o n — are kept to a minimum.
3. The levels of capital and population and the ratio
of the two are set in accordance wi t h the values of
the society.
They may be d e l i be rat ely revised and
slowly adjusted as the advance of technology creates
new options. (Meadows, et al, p. 173-74.)
How then could technological advances be useful
e q u i l i b r i u m state?

Meadows,

et al.

(p. 177)

in the

point out

several examples:
new methods of w a s t e collection, to d ecrease pollution
and make d iscarded material available for recycling;
more efficient techniques of recycling,
rates of resource depletion;

to reduce

bette r product d esign to increase product lifetime and
promote easy repair, so that the capital d e pre cia ti on
rate would be minimized;
harn essing of incident solar energy,
poll ution-free power source;

the most

methods of natural pest control, based on more
complete und er sta ndi ng of ecological
interrelationships;
medical advances that w o u l d decrease the death rate;
cont ra cep tiv e adv ances that would facilitate the
eq ua lization of the birth rate w ith the d ec reasing
death rate.

50
Some critics pa rt ic u l a r l y economists have argued that
the model used by Meadows,

et al. was b asi ca lly flawed.

In fact the authors some ten years after their original
c o mputer model runs,

admitted that if they did it over,

they would do it differently,
point is still valid.

but argue that their basic

By w h a t e v e r model

w h a t e v e r v ari a b l e is examined,

is used or

eventual collapse in the

s y stem results unless changes in human values and
prio ri tie s are made.
As noted above,
model

one may take issue with the basic

itself or w ith specific arguments or re commendations

of this research team.

At the very least, however,

their

conclusions point the need for a greater understa nd ing of
the problems facing our planet and the synerg is tic nature
of the problems

in combination.

A piecemeal or b andaid

approach to pr obl em solving will not be e ffective in the
long run.

A holistic or global approach is necessary.

While the focus w i t h i n this section thus far has been
on the works of B or g s t r o m and Meadows et.

a l ., other

wri te rs have also c o n t r i b u t e d to the prese nt u n d e r st an din g
of worl d conditions whi ch have caused people to see the
need for global pers pe cti ves in education.
con cep t of geom et ric growth,

To get at the

Le ster Brown begins his book

wit h a riddle o ri ginally shared by M. Robert Lattes with
Meadows et al.

in The Limits to Growth

{1972):

A lily pond, so the riddle goes, contains a single
leaf.
Each day the number of leaves d o u b l e s — two
leaves the second day, four the third, eight the
fourth, and so on.
"If the pond is full on the

51
thirtieth day," the q ues t i o n goes, "at what point is
it half full?"
Answer: On the twenty-ninth day.
{Brown, 1978, p 1)
A p p a r e n t l y Bro wn be lie ved that the concepts of geometric
growth and d oub lin g time are so crucial

to the

u n d e r sta nd ing of w or ld systems that he en titled his book
The T w e nt y- Nin th D a y .

He continues:

A careful reading of the signals indicates that
pressures on the e arth's principal biological systems
and energy resources are mounting.
Stress is evident
in each of the four major biological s y s t e m s — oceanic
fisheries, grasslands, forests, and c r o p l a n d s — that
humanity depends on for food and industrial raw
m a t e r i a l s . ..
Di scussions of long-term economic growth prosp ec ts in
recent years have c onc en t r a t e d on nonrenewable
resources, e s p e c ial ly minerals and fossil fuels.
They
have been underg ir ded by the implicit a ssu mption that
bec aus e biological resources wer e r enewable they
were of little concern.
In fact, both the
nonre new ab le and rene wab le re so u r c e bases have been
shrinking. (Brown, 1978, p 2)
Brown's analy sis then focuses on these four principal
bi ol ogical systems on wh i c h we all d e p e n d — fisheries,,
forests,

grasslands,

and c r o p l a n d s — and shows that the

press ure s on these systems produced by our present
popu la tio n and curre nt

levels of per capita c o nsu mp tio n

often exceed the long-term carrying capacity of these
systems.

With careful d o c u m e nta ti on he presents his

analysis.

He then goes on to suggest the "inevitable".

A c c o m o d a t i n g our needs and numbers to the earth's
natural ca pa cit ie s and resources will affect virtu al ly
every facet of hu m a n existence.
In terms of its
effect on h u m a n values and institutions, the coming
trans for ma tio n could ulti ma tel y approach the
Agric ult ur al and the Industrial Revolutions.
Like
these earlier mome nto us changes, it will surely give
rise to new social structures and to an economic

52
sy stem ma te ria lly different from any we kn o w today.
(Brown, p 272}
He includes

in his d isc ussion of these

accom od ati on s"

"inevitable

the following topics:

S t aba liz in g Wo r l d Population
The Energy Tra ns iti on
Recyc li ng Raw Materials
Re f o r m in the Co unt rys id e
The Ch an g i n g Roles of Women
Redefining National Security
Coping wit h the C om p l e x i t y of Global

Interdependence

Once again we see from Brown's analyses the need for
un de r s t a n d i n g the interdependent nature of the world's
biological and social systems to fully comprehend the
cur re nt state of the planet.
On May 23,

1977,

President Carter in his Environmental

Mes sag e to the C on gress dir ected the Council on
En vironmental Qua li ty and the Department of State working
in c oop er a t i o n wi t h other appropr iat e agencies
another such study,

to conduct

this one dealing with

the probable changes in the world 's population,
natural resources, and envir on men t through the end of
the century. This study will serve as the foundation
of our longer-term planning.
(Global 2000 R e p o r t ,
1980, p. vii)
The result of this directive was The Global
the P r e s i d e n t :

2000 Report to

Entering the Twe nt y-First Cen tu ry

(1980)

c o mp le ted by a staff under the leadership of Dr. Gerald 0.
Barney.

The major findings and concl us ion s of the study

h ig hli gh ted bel ow are quite similar to those pr esented by
Meadows et
Brown

al.(1972),

(1978).

B o rgs tr om

(1969,

1972,

Since this was an official

1978),

and

U.S. Gov ernment

study cal lin g on the resources of the various U.S.

53
go ve rnm ent agencies,

it is important to examine its

findings and conclusions to con fi rm or refute those already
presented.

It will also help the reader to more fully

appreciate the context within w hi ch global educat io n has
developed.
Our c o n c l u s i o n s . . .are disturbing.
They indicate the
potential for global problems of alarming proportions
by the year 2000.
Environmental, resource, and
po pu lation stresses are intensifying and will
increasingly d etermine the quality of human life on
our planet.
These stresses are already severe enough
to deny many millions of people basic needs for food,
shelter, health, and jobs, or any hope for betterment.
At the same time, the earth's carrying c a p a c i t y — the
abi lit y of biological systems to provide resources for
human n e e d s — is eroding.
The trends reflected in the
Global 2000 Study suggest strongly a progressive
de gr ada tio n and impoverishment of the earth's natural
resource base.
If these trends are to be altered and the problems
diminished, vigorous determined new initiatives will
be required wor l d w i d e to meet human needs while
prot ec tin g and rest ori ng the earth's capac it y to
support life.
Basic natural res o u r c e s — farmlands,
fisheries, forests, minerals, energy, air, and water
must be conser ved and better managed.
Changes in
public po licy are needed around the world before
problems wo rsen and options for effective action are
reduced.
. . .given the urgency, scope, and complexity of the
challenges befor e us, the efforts now un derway around
the world fall far short of what is needed.
An era of
unpr ec ede nte d global cooper at ion and com mit men t is
essential. (Global 2000 R e p o r t , pp. iii-iv)
Look in g at individual

findings wi thin the report,

of the population growth will occur in less developed
countries.

A com pa ris on of population growth rates

indicate that developed countries'

rates will drop from

0.7% in 1975 to 0.5% by 2000, while the LDC population
growth rates will d ecline from 2.2% to 2% over the same

92%

54
period.

This means that the L D C 's share of world

population will have increased from 66% in 1950,
1975,

to a projected 79% by 2000.

(Global

to 72% in

2000 R e p o r t , p . 9)

In addition to rapid population growth, the LDCs will
experience dramatic movements of rural populations to
cities and adjacent settlements.
If present trends
continue, many LDC cities will become almost
in conceivably large and crowded...
Rapid urban growth will put extreme pressures on
sanitation, wa t e r supplies, health care, food,
shelter, and jobs...The majority of people in large
LDC cities are likely to live in "uncontrolled
sett le m e n t s " — slums and shantytowns where sanitation
and other public services are minimal at best. (Global
2000 R e p o r t , p. 12)
The report further forcasts that income disparities
bet we en the poorest and we a l t h i e s t nations will w i d e n with
the industrialized countries
in 2000 having a per capita
*
GNP of nearly $8,500

(in 1975 dollars),

the wea lth ie st

industrialized countries averaging more than $11,000,
the LDCs a veraging less than $600.
in GNP per capita in the LDCs,

"For every $1 increase

a $20 increase

for the industrialized countries."

(Global

2000

13)

In terms of resource projections,
Report included food,
water,

is p rojected

Thus the rich are

projected to get richer and the poor poorer.
R e p o r t , p.

and

and energy.

fisheries,

the Global

forests,

2000

nonfuel minerals,

A capsule summary of each is included

below.
Food:
On average, wo rld food production is projected
to increase more rapidly than world p o p u l a t i o n . ..In
LDCs, however, rising food output will bare ly keep
ahead of pop ulation growth...

55
...In...LDC regions— South, East, and Southeast Asia,
poor areas of North Africa and the Middle East, and
especially Central Africa, where a calamitous drop in
food per capita is projected— the quantity of food
available to the poorest groups of people will simply
be insufficient to permit children to reach normal
body weight and intelligence and to permit normal
activity and good health in adults, (p.17)
Fisheries:
Unfortunately, the world harvest of fish is expected
to rise little, if at all, by the year 2 0 0 0 . . .Harvests
of traditional fisheries are not likely to increase on
a sustained basis, and indeed to maintain them will
take good management and improved protection of the
marine environment, (pp. 21-23)
Forests:
If present trends continue, both forest cover and
growing stocks of commercial-size wood in the less
developed regions (Latin America, Africa, Asia, and
Oceania) will decline 40 percent by 2000.
In the
industrialized r e g i o n s ... forests will decline only 0.5
percent and growing stock about 5 percent, (pp.25-26)
In the LDCs 90% of wood consumption goes for heating
and cooking.

Thus,

loss of woodlands would force people to

either pay much higher prices for wood and charcoal or
simply do without,

(p.26)

Perhaps the most encouraging developments are those
associated with heightened internatational awareness
of the seriousness of current trends in world forests,
(p. 26)
Water:
The study forcasts rapidly increasing demands for
fresh water up through the year 2000.
Regional water shortages and deterioration of water
quality, already serious in many parts of the world,
are likely to become worse by 2000...
Much of the increased demand for water will be in the
LDCs of Africa, Souh Asia, the Middle East, and Latin
America, where in many areas fresh water for human
consumption and irrigation is already in short
supply... In the industrialized countries competition
among different uses of wa t e r — for increasing food
production, new energy s y s t e m s i n c r e a s i n g power

56
g e n e r a t i o n . . .and increasing needs of other
i n dustry— will aggra va te w a t e r shortages in many
areas, (p. 26)
Nonfuel Minerals:
The pr ojections suggest that the LD C' s share of
nonfuel mineral use will increase only m o d e s t l y . . .The
three-quarters of the world 's popu lat ion living in
these regions in 2000 are pr oj e c t e d to use only 8
per cen t of alu mi num production, 13 perc ent of copper
production, and 17 percent of iron ore production.
The one-qu ar ter of the wor ld' s pop ul ati on that
inhabits industrial countries is proj ec ted to continue
a bsorbing more than three-fourths of the world's
nonfuel mineral s production, (p. 27)
Energy:
Per capita e nergy c o nsu mpt io n is proj ec ted to increase
everywhere.
The largest in cr e a s e — 72 p ercent over the
1975-90 p e r i o d — is in ind ust rialized c ountries other
than the United States.
The smallest increase, 12
percent, is in the centr al ly planned economies of
Eastern Europe.
The perce nt age increases for the
United States and for the LDCs are the s am e — 27
p e r c e n t — but actual per c apita energy c on sum pti on is
very different.
By 2000, U.S. per capita energy
c on sum pt ion is projec te d to be about 422 million Bt.u
(British thermal units) annually.
In the LDCs, it
will be only 14 mil lio n Btu, up from 11 million in
1975. . . (pp. 27-29)
These are indeed d i s h e a r t e n i n g forcasts,
nonetheless,

but they are,

in general agreem ent with pr oje ct ion s based on

other m od eling procedures.

To make matters worse,

Global

2000 study warns that its projections may,

cases,

be too optimistic.

the
in some

It should also be noted at this point that the Global
2000 Report is based on three major assumptions:
1. Pres ent public policies in relation to population,
environmental protection,

and natural

resource

c o nse rvation will continue.
2. Rapid technological d e ve lop men t will con tinue and
that the rate of technological de vel op men t will be further

57
inspired by efforts to deal with problems identified in the
study.
3.

There will be no major disruptions in international

trade due to war, political disruption, or problems in the
international monetary system,

(pp. 7-8)

Thus the findings and conclusions need to be
considered with these three assumptions in mind.

World

conditions in the year 2000 could be substantially better
or substantially worse based on changes in the above three
factors.

However,

given the amount of agreement with five

other global studies with which the Global 2000 Report
compared itself, one is led to conclude that the
projections are quite accurate.

As the Global

2000 Report

states:
Up to the turn of the century, all of the analyses,
including the Government's, indicate more or less
similar trends: continued economic growth in most
areas, continued population growth everywhere, reduced
energy growth, an increasingly tight and expensive
food situation, increasing water problems, and growing
environmental stress, (p. 43)
It is interesting to also note that the Global 2000
study uncovered a significant limitation in the
Government's ability to conduct long-term global analyses
using the models which were currently in use in the various
agencies.

Since the agencies'

created at different times,

forcasting models were

for different purposes,

with limited geographical scope,

and

they were not

"interactive".
Little thought has been given to how the various
sectoral models— and the institutions of which they

58
are a p a r t — can be related to each other to project a
comprehensive, consistent image of the world, (p. 6)
Thus,

the federal gov er nme nt and the agencies thereof

were themselves

lacking a global pe rs pec ti ve on whic h to

base the policies of this country.
Havin g examined the substantive issues facing the
wo rl d today and in the years to come,

it is, hopefully,

more clear to the r eader w h y some educators b e l i e v e that it
is in the best interests of our e lem entary and secondary
schools, our c om m u n i t y colleges and universities

including

those involved with the preparation of teachers,

our

nation as a whole,

and indeed our world,

atten tio n be given w i t h i n educational

that greater

systems to helping

students understand the in te rdependence of the world's
people and systems.

The educational response w h i c h has

resulted from such an awareness has come to be known as
global education.

Cur ric ul ar Dimensions of Global Education

Under such dra ma tically changed circum sta nc es which
deeply affect our lives there is an urgent need for
more global education.
This is very important for the
future of mankind.
H o w can our children go to school
and learn so much detail about the past, the geography
and the a dm ini st rat ion of their cou nt ry and so little
about the world, its global problems, its
interdependencies, its future, and its international
i n s t i t u t i o n s ? . . .A child born today will be faced as an
adult, almost daily, wi t h problems of a global
interdependent nature, be it peace, food, the quality
of life, inflation, or scarcity of natural resources.
He will be both an actor and a benef ici ar y or a v ic tim
in the total world fabric, and he may rightly ask:

59
"Why was I not w a r n e d ?
Why was I not better educated?
Why did my teachers not tell me about these problems
and indicate my be ha v i o u r as a member of an
interdependent human race?" {Muller, circa 1979, p . 7)
Robert Muller, Secretary
Econo mi c and Social Council
United Nations
Mulle r captures the sense of urgency which matches the
urgency of the global
studies.

Furthermore,

situation addressed in the above
he outlines some of the global

problems which today's students will need to address

in

their lifetime.
It is this reali za tio n that students need to be
prepared to make the kinds of d ecisions required to deal
with issues such as those enu mer ate d by Muller and by the
analyses of global conditions just presented,

as well as to

be able'to unde rst and the values and priorities of the
various cultures of the world that have prompted educators
to turn to more global approaches to education.

These

educational responses attempt to address some of the basic
questions which can be inferred from the above studies.
How can schools help students to see the world as a single
entity with finite resources?

How can schools help

students understand the systems
biological,

etc.)

(social, economic,

w it hi n which they live and the

interdependence among these systems?

How can schools help

students to ap preciate the d i ver si ty of cultures among the
earth's people and the need for international cooperation
to solve existing global issues?

What are the

responsibilities of the teacher in relation to school

GO
curri cul a for global awareness and und erstanding?
Prank Rosengren,

a hi g h school teacher and former

pr esident of the Institute for Global Edu c a t i o n
Gran d Rapids,

Michigan,

(IGE)

in

emph as ize d the importance of

systemic analysis and pointed out w ha t he consid er s to be
his responsi bil it ies as a global educator in a speech at
the National Council

for the Social Studies Annual

Co n f e r e n c e in Nov emb er 1980:
The global educa tor should be conc er ned with helping
students become liberated from misleading perceptions
through a student dir ected systemic inquiry
a p p r o a c h . ..
My job is to expose my students to the realities of
the world, beca us e they are cont rol le d by those
realities.
Through exposure to wo rld realities, the
student will gain information w h i c h can start a
liberating process.
Students should have the
o p por tun it y to b eco me p e r s ona ll y empowered, selfactualizing, and self-sufficient.
They should be
given the o ppo rt uni ty to have experiences, gain skills
and deve lo p a perspe ct ive w h i c h will help them to
understand and e f fe cti vel y deal with their world.
I w o u l d like to focus on the student's acquisi tio n
process of a liberating wo rl d perspective.
An
important elem en t in this process is an anational
appro ac h to the subject matte r.. .A s an educator, the
proper approach is to expose our students to as many
diffe ren t pers pe cti ves as p o s s i b l e . ..If we are
successful in our effort to do the above, our students
will surely b e co me aware that there are many
perceptions of the w or ld and ask, "Which is the real
world?"
The answer to this que s t i o n requires that teachers
have an un der sta nd ing of analytical skills needed to
examine the interdependent wo r l d systems.
It is not
our job to define the real world for our students, but
to empower them by o ff eri ng skills which they can use
to find a n s w e r s .
Students must be exposed at this time to methods of
systemic analysis.
They will not find the answer to a
systemic p r o b le m by analy zi ng only individuals and
s i t u a t i o n s ...

61
Individual and situational analysis will help us
disco ve r that a h unger situation exists and who it is
that is h u n g r y ... Students wi t h an awareness of systems
and the ability to do systemic analysis will discover
that we need to deal w it h systems if the hunger
prob le m is ever to be solved.
At this point a student wit h the a b i li ty to do
systemic analysis is faced with ethical and moral
problems.
If peopl e are not hung ry because they are
lazy or because there isn't enough food, but instead
bec aus e of a food system, a new a pplication of
m o ra l i t y is in order.
Through systemic analysis
appl ie d in a scientific manner, the student is asked
to discover who or what c reated this system, and who
or wha t and h ow the system is perpetuated.
Real
global education demands that we examine even our most
sacred systems and make moral and ethical decisions
about t h e m . ..
...For those students w h o feel the need to act on
their knowl edg e we must provide even more skills.
The y have a right to expect us to help them develop
the skills to act effectively and to alert them to the
possible consequences of their a c t i o n s . . . .They should
be exposed to change and how it occurs and what could
happen to those who attempt to effect change.
They
also have the right to learn about confli ct because
they surely will ex per ie nce it.
They will need
conflict resolution skills so they can c hoose a course
of action which is con sis ten t wit h their level of
c o n s c i o u s n e s s — not their teacher's. (IGE N e w s l e t t e r ,
1980, p. 1)
While not all educators w o u l d agree with Rosengren's
approach,

he points out the scope of res p o n s i b i l i t y whic h a

teacher dedic ate d to helping students und er sta nd global
systems might take on.

R osengren also reinforces the

interdisci pli na ry nature of global educat io n mentioned
earlier and elaborates on some of the major concepts
involved.
quote

Furthermore,

a careful reading of the above

leads one to recog niz e and app rec ia te the c ontroversy

which may be inherent in accepting the respo ns ibi lit y of
teaching about global

systems.

Wh atever analytical

tools

62
are used in exam ini ng w o r l d systems,

some people may

d i sag ree with the results of such analysis,
such a nalysis is being carried out.

or even that

This potential for

c o n t r o v e r s y will be discus se d again in this chapter under
"Support for and Op p o s i t i o n to Global Education".
Thus,

to e f f e c tiv el y engage in global education,

w hat one teaches
are important.

(content)

and how one teaches

both

(process)

This section on cur ric ula r consi der at ion s

of global educ ati on and the next section on global
ed ucation and teacher educat io n will deal w ith both content
and processes.

Let us n ow further explore some of these

curr ic ula r di men si ons of global education.
Whe n c ons ide ri ng the appropria ten es s of a global
o r i e n t at ion w ith in the precolle gi ate curriculum,

one might

take into c o n s id er ati on various views on the purposes of
the public schools and thus the conceptions of cu rr iculum
wh ic h follow.

Ei sner's Orie nta ti ons to C u r r i cu lum and Their Relation to
Global Education:

Elliot E isner
to the curriculum.

(1979)

presents five basic orientations

He believes that by un derstanding the

various orien tat io ns to schooling,

one's options in

c u r r i c u l u m planning are expanded.

The first of the five

orientations

is the De velopment of Cognit iv e Processes.

In this view, the major functions of the school are
(1) to help ch ild re n learn how to learn and (2) to
provide them with the op portunities to use and

63
strengthen the variety of intellectual faculties that
they possess, (p. 51)
The second is Academic Rationalism,

one of the oldest

orientations to curriculum.
This orientation argues that the major function of the
school is to foster the intellectual growth of the
student in those subject matters most worthy of study,
(p. 54)
Academic Rationalism emphasizes careful study of
traditional or even classical academic disciplines with
importance placed on enduring concepts such as justice,
wisdom,

truth, beauty,

and duty.

(pp. 54-57)

The third orientation to curriculum described by
Eisner is Personal Relevance.

This orientation

is one that emphasizes the primacy of personal meaning
and the school's responsibility to develop programs
that make such meaning p o s s i b l e ...The curriculum is to
emerge out of the sympathetic interaction of teachers
and students within a process called teacher-pupil
planning, (p. 57)
The fourth orientation is called Social Adaptation and
Social Reconstruction which
derives its aims and content from an analysis of the
society the school is designed to serve.
In this
orientation it is argued that schools are essentially
institutions created to serve the interests of the
society.
As such their mission is to locate social
needs, or at least to be sensitive to those needs, and
to provide the kinds of programs that are relevant for
meeting the needs that have been identified.
Upon further examination,

one can see that this category

really includes two orientations within this one category.
The Social Adaptation side is an attempt to help the
student acquire the skills to fit into the existing
society.

Career education,

for example,

seeks to raise the

64
consciousness of students to the types of jobs and the
whole world of work as it exists.
Reconstructionist viewpoint#

The Social

however,

is

basically aimed at developing levels of critical
conciousness among children and youth so that they
become aware of the kinds of ills that the society has
and become motivated to learn how to alleviate
them...The aim of such programs is not primarily to
help students adapt to a society that is in need of
fundamental change but rather to help them to
recognize the real problems and do something about
them. (p. 63-64)
The fifth orientation, Curriculum as Technology,

is

different from the others in that it
...conceives of curriculum planning as being
essentially a technical undertaking, a question of
relating means to ends once the ends have been
f o r m u l a t e d . ..The curriculum of the school is to be so
designed and evaluated that teachers will be able to
provide evidence of educational effectiveness.
(pp. 67-68)
In this orientation the expectations operating in industry
are transferred to the schools.
schools'

It is believed that the

product— learning— can be improved through

procedures used in industry to increase efficiency and
effectiveness,

(p. 68)

So which among these five conceptions of curriculum
does global education reflect?

Ron Schukar

(1983)

offers some answers to this question through an article
entitled "Curriculum Development and Global Perspectives:
Challenges and Responses".

First of all, he reminds us

that "the purpose and direction of formal education in
every society is a function of the ideals, values,
behaviors that each society seeks to perpetuate."

and
(p. 91}

65
Schukar goes on to argue that the global education
represents a reconstructionist view toward curriculum and
the schools in general.

Since, as we have seen above,

social reconstructionists believe that the purpose of
schools is not to reproduce the present society but to
correct the social ills and thus transform it into a new
social order,

the

... curriculum, according to this view, must be geared
to the transformation of the rising generation so that
it may embrace the contemporary national and global
problems of war, poverty amidst affluence, crime,
racial conflict, political oppression, environmental
pollution, disease, and hunger. (Schukar, 1983, p. 93)
Not everyone, however,

agrees what should constitute

this new social order or even that society is in need of
change.

Schukar points out:

Schools and curricula do change, but generally only in
response to a major values shift in the society at
large.
Education is a reactive system, dependent upon
external forces and events to guide it.
It is for
these reasons, more than any others, that global
perspectives education has had only minimal impact on
the schools.
(p. 92)
Thus,

this social reconstructionist orientation of global

perspectives education and its resulting proactive stance
in relation to knowledge,

skills,

and attitudes necessary

for life in the twenty-first century may indeed have worked
against its adoption in American school curricula.
While it is useful for global education advocates to
be aware of the problems they may face in introducing
global education into school curricula,
that they need be deterred.

it does not follow

Society is not stagnant and

schools are not simply involved in social reproduction/

66
social adaptation.

After all,

the word

" ed u c a t e ” comes

from the La tin verb " d u c o ” m e a nin g to "lead".

Should not

the schools take on some leadership in helping students
prepare for the future?

Schukar continues:

We canot ignore the changes that global
interdepe nd enc e has wr ou ght nor does it appear that we
can control such change.
We can, however, attempt to
respond and prepare for it.
To this end we must enter
into a d ialogue wi t h our community, our colleagues,
and our students to determine the purposes and
di re cti ons of the schools.
If, as has often been my
experience, we hear a call for a cur ri cul um that
develops student w or ld mindedness, that helps students
c r i t ica lly to process information about the
international system, that helps students to cope
w ith change and diversity, and that helps students to
ac cept and cope c on st r u c t i v e l y wit h the realities of
the human condition, we as educators must respond.
(pp. 93-94)
Thus,

Schukar acknowledges the political realities of

school curricula.

Educators alone can not make lasting

cu rr icu lar changes.

These changes must be perceived by the

public as being good and necessary.
Perhaps,

then,

the role of the global educator in

c u r r i c u l u m d ev elo pme nt is threefold:
awareness of global realities;
educational goal

setting;

arousing public

involving the public in

and then responding to these

goals wit h approp ria te curricula.

By doing so,

the

pe r c e p t i o n of global educators may also begin to change
from that of radical Social Rec on structionists to somewhere
closer to those espousing Social A da ptation since the
public w oul d have chang ed their pe rspective at least to the
point of requesting this type of education to more
e f fec tiv el y adapt to p resent world

(not just local)

67
realities and to more effect ive ly adapt to ch an gin g
conditions in the future.
The cont ent io n above begins to outline a process for
school curr icu la d e v e l o p m e n t with a global perspective.
Ha ving exami ne d global education in r el ation to Eisner's
five orientations#

let us now examine global e d u ca tio n

in rel ation to an exi sting cur ric ul um de v e l o p m e n t model.

Global Ed uc a t i o n as Co mp are d to the W e s l e y - Wro ns ki
C u r r i c u l u m D eve lo pme nt Model:

One such cu r r i c u l a r model,

presen ted in Figure 3, is

"A Systems Ana lysis Model of the Social Studies Curriculum"
devel ope d by Edgar W e s l e y and Stanley Wron ski

(1973).

of the most i ntr iguing elements of this model

is its

fundamental premise.

One

W e s l e y and Wron ski asser t that before

objectives are w r i t t e n or materials selected or the
teaching process determined,
first take place.

an analysis of s ociety must

This analysis of society is necessary

because societies c hange over time and c u r r i c u l u m must
change w ith them.

The authors point out a nu mber of

si gnificant social changes that have affected Am erican
society over the years.

(Wesley & Wronski,

1973, p.

35)

Taking into co nsi d e r a t i o n these s ignificant social changes
is an important part of this analysis.
part of this analysis
of the society.

Ano the r important

is the con si d e r a t i o n of basic values

Three whic h W e s l e y and Wrons ki point out

as examples of fundamental American values are:

68

Society
Student
Needs

Values

Objective*

Societal

Selection

Sequence

Learning and Teaching Process

METHODS

TRENDS
Structure, Inquiry, & Discovery
Developing Concepts Si Generalizations
Problems: Methodological & Normative
Education for World Perspectives

Communicating in the Classroom
Using Historical Data
Improving Geographic Understanding
Developing Civic Competence
Promoting Economic Literacy
■Behavioral Sciences in the Classroom

MEDIA

Rcadihg-Matwjafer.
Instructional:;Todmoktgoi

Role in
Social Studies

Figure 3.
A Systems Analysis Model of the Social Studies C u r r i c u l u m

Note.
This figure is a com pi lat io n by the researcher of
several of the figures pres ent ed in W e s l e y and Wronski,
Teaching Seco nda ry Social Studies in a World S o c i e t y , 6th
edition, 1973. Lexington, MA: D.C. Heath and Co.
Used with
permission of Stanley P. Wronski.

69
1. The dignity of the individual;
2. Maximum individual freedom consistent with the
general welfare.
3. Equality before the law. (p. 39)
Finally, student needs contribute to this analysis of
society.

The authors point out:

The objective of
the social studies isto prepare
students for intelligent membership in society, (p.42)
The authors add that this is a double-edged objective.
Both individual needs

and societal needs are served.

Student needs are not

seen only in terms of their

relationship to one's membership in society or soley in
terms of
...adult expectations of the young.
The teacher is
also obligated to view these needs as seen by the
student, (p. 42)
This assertion re-sts on the basic principles of respect for
the views of others as well as understanding the nature of
the learner.
Since the Wesley-Wronski model begins with an analysis
of society,

it could easily be classified into the Social

Adaptation and Social Reconstructionist orientation as
defined above.

However,

one must also note the emphasis

placed on the needs of the student just mentioned above,
which indicates at least some Personal Relevance
orientation as well.
This model, by the way,
a social studies model.

should not be seen strictly as

Stanley Wronski himself has used

the model for curriculum construction in general,
particularly when considering curriculum construction from

70
a global perspective.
There is no doubt that the emphasis by Wesley and
Wronski on the need for an analysis of society as the
first step in curriculum development coincides very well
with the notion of global education.

The very title of the

book, Teaching Secondary Social Studies in a World Society
is indicative of their concern with world or global
perspectives.

There are numerous statements throughout the

book emphasizing the need to focus on issues facing the
planet,

cultural understanding,

and world systems,

all of

which are key concepts in today's global education.
Examining the development of global education in
relation to the Wesley-Wronski model,
the definitions,

goals,

it becomes clear that

and especially the rationales for

global education examined earlier are based on analyses of
society such as those of Becker,

Anderson,

Borgstrom,

Meadows et al., and the Global 2000 Report to the
President.

It is thus important to recognize the value of

such upfront analysis of society in the curriculum
development process.

By utilizing this analysis before

constructing or reconstructing a curriculum,

objectives

could be developed and curriculum materials selected which
would most accurately reflect global realities and thus be
most relevant and useful to the society.

By doing so, a

scenario of the continued use of outdated curriculum such
as that pointed out in The Saber-Tooth Curriculum could be
avoided.

(Benjamin,

1939)

71
Ha ving introduced the W es ley -W ron sk i model and having
examined its relevance to glo ba l-o ri ent ed c u r r i cu lum
development,

this model will be used again in chapter four

as a tool to analyze the c u r r i c u l u m d ev elo pm ent aspects of
the pro je ct model developed by the Dover C o u n t y Global

‘

E d u cat io n Project.

Other Views on the Curr ic ula r Aspects of Global
Education:

V i e w i n g the relat io nsh ip of global edu c a t i o n to change
w i thi n school curr icu la from a somewhat d if f e r e n t angle,
George Otero

(1983)

makes several good points regarding

school improvement through global education as opposed to
strictly c ur r i c u l u m improvement.
Helping schools improve will mean a ssisting the local
school in responding to changes that have yet to
occur.
For global educators such a goal means a new
definition of school improvement in that schools will
understand the nature of change and utilize existing
human resources to manage that change.
Schools will
come to know that improvement is not simply a matter
of adding a new p r o gr am or adopting a par ticular
innovation.
Rather, improvement is a process of
becoming sensitive and responsive to the individual
school's culture and condition.
A school with the capa bi lit y and cap aci ty to manage
the change process by assessing itself and determi nin g
its own process will be come a school w h i c h is
self-renewing, one which is r e spo ns ibl y receptive to
change, one whi ch is truly involved w ith school
improvement.
Such schools are the only places where
the message of global education can hope to be
realized, (p. 99)
While Otero's general ad vo cac y of global education
agrees wi t h those above,
through a total school

it seems to indicate that

"only”

improvement process can global

72
ed ucation be implemented.
highly desir ab le and,

W h i l e such an a ppr oa ch may be

indeed,

necessary for lasting

sc ho olwide or d i s t r i c t w i d e change, global e ducation
programs c e rt ai nly have been implemented on other bases as
wel 1.
One approach similar to that advocated by O ter o was
developed by the Kettering Foundation in c oop era ti on with
the North Central Association.
Thro ug h Global E d uca tio n

(1979),

C a ll ed School

Improvement

this prog ra m included "A

Step-b y- Ste p Guide for C o n d uc tin g a

'Consensus and

Diversity' W o r k s h o p in Global Education" des ig n e d for
schools to use when und ergoing their North Central
As so cia tio n acc re dit ati on process.

This part ic ula r

program, while seemi ng ly well conceived,

has had very

limited acceptance amon g school districts.

Sum mar y of the C u r r i cul ar Dimensions of Global
Education:

This section has examined curricular aspects of global
education.

The i n te rdi sc ipl ina ry nature of the field

es tablished earlier was rein fo rce d by Rosengren's comments.
Rosengren also emp ha siz ed the importance of systemic
inquiry and analysis in a global approach to curricula and
the res pon sibilities of the teacher in this process.

By

then examining global educa ti on in relation to Eisner's
five basic orient at ion s to curriculum,

it was shown that

global education s tr ongly reflects a Social Ad ap tat io n and

73
Social Reconstruction orientation.

The field also reflects

a Development of Cognitive Processes orientation which
Rosengren's arguments also strongly support.
By then viewing global education in relation
to an existing curriculum development model, we see
that,

like the Wesley-Wronski model,

the field of global

education began with an analysis of society.

The thrust of

the rationales for global education is that world society
has changed and continues to change so rapidly that
education must change to reflect the global reality in
which we live.

Global education rests on analyses such as

those of Becker,

Anderson,

Borgstrom, Meadows et al.,

and

the Global 2000 Report to the P r e s i d e n t .
From this discussion we can see that the major
curricular dimensions of global education are:
1. Proactive by preparing students to live in an
ever-changing world through the development of their
cognitive processes;
2. Concerned with helping students both to cope with
such a world

(Social Adaptation)

and also to act as

responsible citizens to make the world a better place in
which to live

(Social R ec o n s t r u c t i o n ) ; and

3. Holistic in that global systems are to be analyzed
and understood and also in the interdisciplinary nature of
the field.
Whether such curricular concerns are implemented
through the use of curriculum development models such as

• 74
the W e s l e y - W r o n s k i model or through staff d e v e l opm en t
processes such as those advo cat ed by O t e r o or the Kettering
Fo un dat ion or by other means are matters to be d e t e rm ine d
by individual school districts.

Methods of imple me nti ng

global e d uc ati on pr og ram s are d i scu sse d in the following
section.

Methods of Imp lem ent in g Global E du ca tio n Programs

To address the concer ns and needs of peopl e in
diffe ren t geo graphical

areas and acedemic settings,

many

methods have been used to implement pr ograms in global
education.

The

list b e l o w is not exhaustive.

Rather it is

d e signed to give the reader an idea of the v a r iet y and
scope of responses w h i c h address the concerns and
c h allenges of global education.

R e sp ons es include:

- A single course or series of courses in Global
Affairs at the high school

level;

- The add it ion of gl o b a l - o r i e n t e d teaching

lessons or

units to e xi sti ng c ourses by individual teachers;
- A magnet e l e m e nta ry school such as the Potter Global
Vill ag e in Flint, Michigan;
- An a l t e r n ati ve high s c ho ol- wit hi n-a -s cho ol
the School of Global E ducation in Livonia,

such as

Michigan,

wh ich

is a
te am-taught a lt ern at ive educational plan [which]
involves students in an i n t e r d isc ip lin ar y 10th-12th
grade c u r r i c u l u m focused on the i n t e rre la tio ns hip s of

75
nations, their people and their problems. (Michigan
Projects in Global E d uc ati on brochure, 1980)
- A K-12 cu r r i c u l u m c o o r d i n a t i o n effort to infuse
global co ncepts in various c u r r i c u l u m areas across grade
levels;
- A pr ofe ssional d e v e l o p m e n t and c u r r i c u l u m
i m provement p r o gr am such as the Global Ed uc a t i o n Project
studied in this dissertation;
- The e s t a b l i s h m e n t of an International Colle ge such
as that at Ro ckl an d C o m m u n i t y Col leg e in New York State
wh os e major ch arge is to stimulate all aspects of
cur r i c u l u m and c o - c u r r i c u l u m studies, pro grams and
activities related to i n t e rn ati on al/ int er cul tu r al
developments.
Under its a dmi n i s t r a t i o n come Foreign
Languages and Literature, Engl ish as a Second
Language, A d m i s s i o n of International Students, and
Intercultural Prog ram development.
Its basic function
is to bring these elements together into an
a rt icu la ted and i nteracting totality, all owing
inte rn ati ona l/ int erc ul tur al o fferings to be a visible
and ongoing part of the campus and community. (Berry,
1984, pp. 176-77)
- A conc er ted ef fort at c u r r i c u l u m d e v e l o p m e n t to
deve lo p new courses of an international nature or revise
ex isting courses to include more international and
non-wes te rn material

such as that done through the Brow ard

Comm u n i t y Coll eg e International Educ ati on Prog ram in
C o c o n u t Creek,
pp.

Florida,

from 1981-83;

(Greene,

1984,

226-232)
- A p r o g ram to str eng th en global/

international

aspects of teacher education programs such as those
c u rre ntl y underway at Florida International Univ er sit y and
Mich ig an State University;

76
- University outreach programs including the
deve lo pme nt of and d i s s em ina ti on of instructional materials
such as the Stanf ord P r o g r a m on International and Cross
Cultural E d uc ati on

(SPICE).

(Kennedy,

1984)

Each of these methods has its own advantages and
limitations.

It is b e y o n d the scope of this study to

e laborate on each of these or to evaluate the relative
ef fectiveness of one over the other.
potential

to be effective.

Any of these has the

A few factors wh ic h those

c on sid er ing a pro gra m in global educa ti on w oul d need to
keep in mind are the ease of implementation,
ad mi nis tra ti ve and staff commitment,

degree of

and costs.

Global Ed u c a t i o n and the Prepar ati on of Teachers

Since the p r o g r a m to be studied was conce rn ed with the
growth of teachers,

it is approp ri ate to pose the question,

"Are teachers prepa re d to teach from a global p e r s p e c t i v e ? 11
H. Thoma s Collins

(1981)

in answ eri ng this q ues t i o n has

stated:
This is a p r o b l e m that should not be d ismissed
casually.
Many teachers —
like all adults — were
ed ucated in an e nti re ly differ ent age, and
c o n s e q u e n t l y they do not feel entirel y at ease with
some of the con ten t being emp has iz ed in global
studies.
Furthermore,
previous studies,

acco rdi ng to Jan Tucker

(1982)

citing

less than five percent of teachers

trained today have had any expos ur e to internationally

77
oriented courses.

Thus, there exists a gap in knowledge of

teachers about the world beyond the borders of the United
States.
Is this situation likely to improve without some
intervention as new teachers leave our undergraduate
teacher education programs?
study by Barrows,
optimistic.

The results of the often-cited

Klein, and Clark

(1981)

are not

They show that education majors scored lowest

of all majors on the 101 item test about global affairs.
In 1981 the Council on Learning published the Task
Force Statement on Education and the World V i e w which was
the result of a two-year study "by a national task force on
American responsibilities as a global power and appropriate
educational directions."

(Council on Learning,

1981,

p. 1)

This statement and recommendations cover a variety of areas
including recommendations to college and university
faculty,

to trustees and college administrations,

scholarly societies,

teacher education,

philanthropic donors,
government.

Of these,

to

to corporate and

to the States, and to the federal
the most relevant here are those

recommendations regarding teacher education,

(p. 3)

The

three are included below in the entirety.
1. There is an urgent need for colleges of education
and teacher training institutes to give high priority
to a more appropriate preparation of teachers.
According to an American Council on Education study,
only five percent of all certified teachers in the
United States have received education or training in
international subjects.
College faculty who have been
exposed to global issues through study, foreign
travel, and international exchanges also need to be
given broader opportunities to review their

78
professional
issues.

interests in light of now do min an t global

2. The rel at ive ly poor qua lit y of student know led ge of
global affairs inheres in part in the limitations of
p r i m ar y and secon da ry school curricula, and the lack
of teachers' international exposure or experiences.
The el imi nat io n of foreign language arts and basic
social studies from many ele me nta ry school curricula
must be reversed;
In the s econdary school curriculum,
a reemphasis on social studies, history, geography,
and foreign language arts, as well as an infusion of
cultural information, insights into language
instruction, and the i mparting of crosscultural
awareness in social studies instruction, becomes
necessary.
3. These o p p o rtu nit ie s to enrich teacher e ducation
w i t h global persp ect ive s come at a p a r t i c u l a r l y good
moment.
A new gene ra tio n of ap pre nt ice teachers will
enter educat io n p ro grams with in a few years when
teacher shortages are likely to d e v e lo p in many areas
of the country.
It is important to begin curricular
plans now, so that revised course offerings are in
place before these teacher cohorts enter their
un de rgr adu at e experience.
In this process, the
states' teacher e ducation requirements should be
u p graded to include requirements on global
per spe ct ive s in education.
In c on sid eri ng this third point,

it is important to note

that these recom me nda tio ns wer e made in 1981.

The influx

of new students into teacher education programs has already
begun.

One won der s h o w many teacher educ at ion programs

or state d epartments of education have moved to implement
the above re commended changes in their teacher education
requirements.
Using data such as the above to bolster its appeal
for federal funding for "Strategies for S tr engthening
International Aspects of Teacher Education"

(1984) , the

Michigan State Uni ve rsi ty funding proposal concludes
Accordingly, it seems appropriate as part of our
overall effort to revitalize teacher educa tio n to give

79
more attention to international studies so that
increasing numbers of teachers will have the
understanding of international affairs that is so
desirable in our culturally diverse and increasingly
interdependent world.
As this two year project draws to a close in July 1986,
the following accomplishments were reported by one of the
co-directors of the project.

An analysis of

University-wide courses for international content has been
completed.

The purpose of this undertaking was to use the

results as a resource for teacher education students when
considering courses for the liberal arts component of their
course of study.

Faculty development seminars were held

within the College of Education.

Several teacher education

courses were revised to include more
international content.
Department-wide courses,
and School and Society,

Two of these were Teacher Education
Introduction to Teacher Education
usually the first and last Teacher

Education courses a student takes.

The other revised

courses are included within the Heterogeneous Classroom
Program,

an alternative program within the Department.

Courses revised to include more international content
within this program include the social studies methods
course,

the children's literature course,

pro-seminar.

and the teacher

In addition an assessment of international

knowledge was created and continues to be administered.
The dissemination product of this project,

a teacher

educator's handbook, will be available in October 1986.
This will include a report about the project documenting

80
the successes and problems en countered in a t t e m pti ng to
in ternationalize a teacher educa ti on pro gra m at a large
university.

(Richard Navarro,

personal communication,

July

2, 1986)
One aspect in the ac qui si tio n of such an international
un de r s t a n d i n g is el aborated on b y Maxwell King and Seymour
Fersh

(1984, p. 49)

c o mm u n i t y college

in relation to general educat io n at the

level.

It is c ertainly even more

appl ic abl e for w o u l d - b e teachers.
...our w i s d o m and actions must now include an
awareness of h o w we affect others and are affected in
turn.
A b etter u n d e rst and in g and r e co gni tio n of the
i n ter relatedness of the human family and ecolo gy are
no w essential.
What is urg e n t l y c alled for is an "adstructuring" of
our p e r s p e c t i v e s — "ad" rather than "re".
We can
b e n e f i t from the H i n d u way of thinking that allows one
to add p ers pectives w i t h o u t substituting them for
earl ie r ones.
And this ads tru ct uri ng need not be an
"agonizing reappraisal" but a joyful one.
We can be
elated beca us e our worl d is so rich in talents and
materials.
To add to our p er spe c t i v e s is not as d if f i c u l t as is
may seem at first.
The ways in w h i c h we v i e w the
world, other people, and
ourselves are, after all,
the result of training and education, formal and
informal.
Humans are not born wit h perceptions; we
learn them.
O p p o r tun it ies to gain more global or international
u n der sta nd ing s at the und ergraduate
increasing,

level appear to be

perhaps as a result of some of the

af or e m e n t i o n e d studies indicating the lack of knowledge
among U.S. college students.

This may also be a result of

a general r ealization that the rest of the world does
matter and, as C o n g r e s s m a n Paul Simon

(1980)

points out

B1
with numerous examples,

it is in our own national self

interest to extend our knowledge and language abilities
beyond the borders of the United States.
In this regard,

David S. Hoopes

(1986)

reports:

While current studies show a decline or at best
leveling off in the funding support for international
area studies, these statistics and other
impressionistic d a t a . . .indicate that international
studies— as represented by certificate, degree, or
departmental major programs at institutions of higher
education in the U.S.— is healthy and probably
growing.
Another area of growth appears to be in outreach,
consulting, and resource organizations serving
elementary, secondary, and undergraduate education.
...When it comes to institutional concentration of
international studies programs and research centers,
Columbia, Cornell, Indiana University, the University
of California/Berkeley, Harvard, the University of
Wisconsin/Madison, and the Ohio State University stand
out. (p. 2)
While course opportunities on university campuses may well
exist outside colleges of education,

a question to consider

is how many teacher education students are now selecting
such courses or are being required to select such courses.
Furthermore, what is really being done within colleges of
education to modify existing teacher education courses to
include more global perspectives?
While preservice opportunities for more global
perspectives in the education teachers receive may be
limited depending on the institution from which one
graduates,

inservice opportunities abound for the

interested teacher.

Seminars, workshops at conferences of

professional organizations,

travel opportunities,

graduate

82
courses all are available.

The publication Access,

publis he d eight times per year by Global Per spe ct ive s
Education,

Inc.

information.

in

is one of the best sources of such

The rub,

of course,

is that teachers

themselves must seek out this kind of information.

Few

school distri cts themselves provide or require programs to
br o ade n their teachers u n d e r sta nd ing of or abil it y to teach
from a global perspective.
R e al i z i n g the de cre as e in federal support for programs
in global and i nternational education,
{1986)

Rose L. Hayden

has devel ope d a new proposal to regain federal

support for international educa tio n based on the assumption
that
enhan cin g A m e r i c a n com pet enc e in world affairs
requires an ambi ti ous and innovative in itiative to
ensure long-term, stable and b r o a d e r-b as ed federal
funding of international educa ti on efforts at all
levels, (p. 4)
She proposes the e s t a b l i s h m e n t of a new federal entity,
National F oun dation for International Education,

a

which

woul d be a priva te institution wit h a federal charter,
analogous to the S m i t h s o n i a n Institution or the National
Aca de my of Science.

In enu mer at ing the proposed functions

of this Na tional Foundation,

one can easily see the

oppo rt uni tie s and ass ist an ce it could provide for teacher
educa tio n w i t h a global perspective.
In ad dit io n to absor bi ng and securely funding extant
Title VI and F u lb rig ht- Ha ys (102) (b) (6) functions, the
new federal F ou ndation w o u l d expand p ro gra m m i n g to
support: (1) fore ign language research, service and
teaching centers; {2) p r o f e s s i o nal /fu nc tio na l as well
as academic fellowships; (3) teacher pre- and

83
in-service institutes; (4) state ed ucation agency
planning and selected project activity w i t h local
educat io n authorities; (5) short-term innovative
undergr ad uat e projects (including those in junior and
commu nit y c o l l e g e s ) ; (6) selected national association
and citizen education efforts; and (7) research,
pl an nin g and asses sm ent activities, (pp. 4-5)
One of the most interesting and innovative aspects of
Hayden's proposal

is the funding of such a foundation.

Re ali zin g that financ ing this Foundation from tax dollar
appro pr iat io ns with curre nt federal cutbacks and
G r a h a m - R u d m a n - H o l l i n g s , Hayden proposes an "off budget"
alternative.
Over $4 billion dollars reflows to the U.S. Treasury
from the PL 480 Food for Peace Program, AID soft loan
repayments and foreign military sales.
The Congress
could authorize and make appropriations for a National
Trust for International Education or National Defense
Education Trust Fund....A set aside of 3% of military
sales would guara nte e $90 million per annum in support
of the National Foundation.
Once again, the unique
virtue of this strategy, in addition to its appeal of
"swords into ploughshares" and national defense and
ec onomic security is that no n-a pp ropriated dollars are
involved.
This exempts the Trust from current
Congressional budg eta ry ceilings, and c on cei va bly from
any Gr aha m- R u d m a n - H o l l i n g s automatic reduction
mechanisms.
...if the Congress is convi nce d of the w i s d o m of, and
national need for, educ at ing Americans about the world
and en sur ing a high-level supply of experts and
professionals, then the creation of a federal trust
fund is an ap pro pri at e response, (p. 5)
While this is a d m i tt edl y an ambitious plan,
potential of p r ov id ing the financing,
services to American educators,

it has the

national

leadership,

and national exposure to

further the nation's co mmi tm ent to providing a
g l oba l/i nternational orienta tio n to American educ at ion at
all

levels.

84
This section has demonstrated the lack of preparation
of teachers and would-be teachers to teach about global or
international affairs and has documented recommendations by
a Council on Learning task force as to how to improve the
situation.
efforts.

The remainder of the discussion focused on such
Both pre-service and in-service actions appear to

be necessary to affect both future and present teachers if
more global-oriented teaching is to evolve.
Finally,

this section has documented another means of

improving teacher competencies in global/international
education through a proposal by Rose Hayden for the
establishment of a National Foundation for International
Education.
So far in this review of literature, we have examined
a variety of aspects of global education— conceptual roots,
definitions,

goals,

rationales,

social context within which

it has developed, curricular dimensions,
implementation,
teachers.

methods of

and global education and the preparation of

It is now appropriate to examine the bases of

support for and opposition to global education,

for it is

these forces which can help to sway individual teachers,
school districts,

the public,

agencies to promote,
programs.

obstruct,

and state and federal
continue or abandon such

85
Support for and O p p o si tio n to Global E ducation

Global educ at ion has a long list of supporters.
D i s t i ngu is hed social studies educators have been advocating
its key c oncepts for years,

e.g.

Leo na rd Kenworthy,

of Social Studies for the E ighties

(1979), James Becker,

editor of School in g for a Global Age
and Stanley Wronski,

author

(1979),

Edgar Wesley

authors of Teaching Sec o n d a r y Social

Studies in a World Society

(1973), and Lee Anderson,

of Sc h o o l i n g and C iti ze nsh ip in a Global Age

author

(1979).

Numerous articles and studies have also been writ te n
which support global education.
Council

In 1980 the National

for the Social Studies publi sh ed a po sit ion paper

in support and even before that 'devoted an entire
of its monthly p u bli cat io n

issue

(Social E d u c a t i o n , Janu ary 1977)

to the topic of global education.
Council of Teachers of English

Likewise,

(NCTE)

the National

has issued a position

statement in support of global pers pe cti ves in education.
The Ohio Council of NCTE devoted its Winter 1982 issue of
its journal

to this topic as well.

Further support

statements have come from the C ouncil of Chief State School
Officers,
Principals

National A s so cia ti on of S econdary School
(NASSP), and the National As s o c i a t i o n of

El em ent ary School Principals

( N A ESP J.

Recent doctoral

d i ssertations such as those by Wa y n e Olson
Wieber

(1982) , and J onathan Swift

additional

(1983)

(1981),

Donald

have contributed

insights.

M o v ing from written works to actual projects

86
implemented in schools,
in the field when,

the State of Michigan was a pioneer

in conjun cti on with its publication of

the Gui del ine s for Global Educa ti on

(1978) , it funded four

model projects in local and intermediate school districts
to address these concerns.
[Dover)

The pr ojects

in Farmington and

provided extensive in-service training for K-12

teachers des iri ng to become involved.

The Livonia project

d e ve l o p e d a school- wi thi n-a -h igh -s cho o l called the School
of Global Education.

The fourth project in Gr a n d Rapids

focused on the d ev elo pme nt of teaching units.
Other states have also begun to fund projects
school districts,
Wisconsin.

e.g. Ohio,

Indiana,

Ne w York,

in local

and

The federal government prior to the 1980 budget

cuts had funded projects through a p r o gr am known as
"Citizen Educa tio n for Cultural
VI,

Understanding",

under Title

Section 603 of the El em ent ary and Secon dar y Education

Act.
Several states have taken the initiative of mandating
programs

in global education at the ele me nta ry and/or

secon dar y level.

Oregon,

New York,

and Florida have met

w ith mixed reaction in this top-down method of promoting
change in schools.
Re cently the federal government awarded a Title VI grant
to the College of Educa ti on at Mi ch i g a n State University to
d evelop

"Strategies for Strengthe nin g International Aspects

of Tea che r Education"

(1984). This progr am is of particular

interest because it shows a concern by both the federal

87
gove rnment and a major u ni versity to make internal changes
to improve un der gra du ate teacher education to reflect
international

issues and wo r l d conditions/

rather than

trying to ch ange teachers once they are already in the
classroom.
Several centers have been set up around the United
States s pec ifically to assis t educators through in-service
education,

c u r ric ul um development,

Perspectives

in Education,

Inc.

etc.

Global

in N e w York and the Center

for T eac hin g International Relations at the U niv ersity of
Denver are two of the most well known and effective
organizations.

Their materials are used by many of the

state and local programs addre ss sin g global concerns.
A l t h o u g h there appears to be a broad base of support
for global education,
is in favor of it.

one should not assume that everyone

Thomas Popkewitz

global educ at ion as a slogan system,

(1980)

has referred to

e ss ent ial ly arguing

that it is sys te matically ambiguous and can have
m u ltiple meanings.
In particular, I sought to
c o nsi der d ifferent and possible social interests that
might be legitimated in a global education or m u l t i ­
cultural c u r r i c u l u m . ..Three possible interests that
might be refl ect ed in global educ ati on are
(1) political pluralism, (2) manifest destiny, and
(3) scientific rationality.
He goes on to define each of these three possible
interests:
(1) (Regarding political pluralism) the discussion is
to suggest that wh i l e applauding multiculturalism,
global e ducation may provide a pedagogical device to
accept uncr iti ca lly par tic ul ar political assumptions,
rules, and biases.
(2) The idea of manifest destiny has assumed a

88
di fferent meaning in c o nte mpo ra ry society.
No longer
co ncerned wi t h territorial expansion, the term refers
to the belief that the cultural and economic
developments in the United States and Europe are
na turally superior and provide the norm by which other
societies are judged as being " d e v e l o p e d ” .
(3) A third possible interest in global education is
related to the ideal of rational, "scientific
discourse"
There is a con te m p o r a r y belief that
methods of scientific inquiry enable people to
identify, analyze, and offer possible solutions in the
struggles confronted in daily life.
There is, however,

a much stronger oppo si tio n to the

notion of global perspectives in educa ti on and for
diffe ren t reasons than those just mentioned.

This

opp osi ti on comes f rom some conse rv ati ve political and
fund am entalist religious groups.

To them global education

smacks of o n e - w o r l d i s m , world government,
an ti - A m e r i c a n propagnda.

and

This kind of opp osi tio n is

more diff icu lt to deal wit h than the intellectually
st imulating arguments of Popkewitz for example,

since the

arguments of these groups are often based on emotion rather
than logic.
small.

This group while vocal has tended to be

However,

documents such as that by the conservative

think-tank the Heritage Foundation

(1980)

recommended a

cut-off of federal funding to programs in global or
international education.
followed,

These r eco mmendations were

at least for a time,

by the Reagan

administration.
As a recent example of political opposition to global
education,

a 29-page report

"Blowing the Whi stl e on

'Global

Education'" was w r i t t e n by Gregg L. C u n n in gha m of the

89
Denver office of the U.S. Educ at ion Department.
this report in Education W e e k , James C raw for d

Discussing

(1986)

states:
[ C u n n ing ha m’s report] criticizes "globalist"
cu r r i c u l u m materials as " p a c i f i s t i c , capitulationist"
and bias ed toward"radical political change."
It
accuses global educators of "parroting the Soviet
prop ag and a line" and of e n c o u ra gin g students to
be co me"liberal political activists."... (Crawford,
1986, p.l)
The main target of this attack was the Ce nter for Teaching
International Relations

(C.T.I.R.)

at the University of

Denver w hic h has produced many global-o rie nt ed teaching
materials and conducted extensive teacher in-service
training over the past eighteen years.
The report has been d is tri bu ted throughout the Rocky
Mo un t a i n region by the E ducation Department's regional
director,

Thomas G. Tancredo.

In response to this action,

U.S. R e pr ese nt ati ve Patricia Schroeder who represents
Denver

"called on Secretary of Educa ti on W i l l i a m J. Bennett

and a House education subcommittee to investigate the
[Education D ep artment regional]

director's activities."

Secre ta ry Bennett's office stated that C un n i n g h a m was
pr e s e n t i n g his personal o pinion and this report was not
Educa tio n Department policy.
Secre tar y Bennett has taken no public position on
global education, according to his spokesman.
Unde rs ecretary of Education Gary Bauer and Assistant
Secretary Chester E. Finn Jr., however, writ in g in the
current issue of The American Spectator, echo one of
Mr. C unn ingham's themes: "the maudlin one-w orl di sm
that has seized the social-studies establishment."
They criticize textbooks for a stance of "moral
e q u i v a l e n c y " — to the d etriment of American values.

90
By contrast, former Secre tar y of Education Terrel H.
Bell was an o utspoken propo nen t of global education
who a ppointed a panel to devel op standards for
international studies in the United States. (Crawford,
1986, p. 11)
These charges, of course have been disputed by several
people including the director of the Center for Teaching
International Relations,

Barry D. Simmons.

The idea that we're pro -Soviet or advocate a
'one-world government' is patently false... Phyllis
S c hlafly has accused global educators of being 'the
new authoritarians.'
The reality is, we're
anti-doctrinaire. (Crawford, 1986, p . 11)
Simmons added that C T I R continues to flourish and that its
materials and work sho ps are as popular as ever,

if not more

soi
A n d r e w F. Smith;
Education,

Inc.

director of Global Perspectives

in N e w York,

in

speaking about the co ntroversy

in Denver noted that some global educators deserve some
cr it i c i s m for having a liberal bias.
"But he [Cunningham] w a s n ' t very clever in choosing
his target, Mr. Smith said, arguing that the C.T.I.R.
has "bent over backward" to maintain balance.
Global e ducation "hasn't been a Democratic or a
Re p u b l i c a n issue," he added.
"It has transcended
Administrations. (Crawford, 1986, p . 11)
W h ile part of the reason for critic is m by these groups
and individuals could be attributed to misunderstanding,
the no tion of education,
education,

espe cia ll y social studies

wit h a global p e rsp ec tiv e does carry with it

certain assumptions and objectives which may conflict with
those of the a f or em ent io ned groups.
di sc uss ing substantive social

Olson

(1981) when

issues related to global

91
education focuses on the concept of international
u n d e rst and in g and p ar ticularly the concept of avoiding
violence.

He argues that global ed ucation's concern with

the United Nations as a forum for the resolution of
co nf lic t may,

in the eyes of con se rvative political groups,

be asso cia te d with
...a 'one-world' approac h that env isioned preparing
the next gene ra tio n to go beyond na t i o n a l i s m and
p r o c l a i m loyalty to a w o r l d or gan ization or
government.
At various times, the United Nations and
even NATO were suggested as being the foundation for
such an organization.
It can be contended that the
reaction ag ai nst this concept has been a part of a
c o n s erv ati ve ch allenge and rejection of the United
Nations.
It is seen as an o r g ani za tio n which
threatens Am eri ca n national interests and whi ch is
sus pec t because it permits too much o pp ort uni ty for
c o m mun is t and th ird-world nations to express their
views and to take part in dec is ion - m a k i n g that
ulti ma tel y affects the United States, (p. 21)
Leonard
c o nfl ict in g

Kenworthy

(1970)

addressed this issue of

loyalties when he wrote:

Lo y a l t y to the international community should not
supplant loyalty to the nation.
It should supplement
it.
Loyal ty to the international commu nit y should not
co nt rad ict loyalty to the nation.
It should
c o m p l e m e n t it.
All of us have multiple loyalties.
(Kenworthy, as cited in Olson, 1981, p. 21)
Ke nworthy's statement is very similar to Hilda Taba's ninth
object iv e cited earlier.
multiple

(See page 22.)

This notion of

loyalties continues to be either misund er sto od or

rejected by cons erv ati ve political groups.
Several global education publications,

in part to

a lleviate concerns of co ns er v a t i v e political groups,
address

this

issue in a str ai ght -fo rw ard manner.

Collins

(1981)

H. Thomas

in add re ssi ng questi on s and answers about

92
global educa tio n cites an excerpt from a speech Thomas
Shannon,

executive d ir ector of the National School Boards

Association:
Global educ at ion is not a thinly d is g u i s e d attempt to
sell some vague form of "one-worldism" or "world
citizenship" to A mer i c a n schools. On the contrary, its
pur po se is to assure that our citizens are adequately
pr ep a r e d to function int el lig ent ly as d eci s i o n makers
in the marketp la ce and at the ball ot box in their
local communities, in their own states, and as
citiz en s of the United States of America.
Good
c i tiz ens hi p has always been a major goal of the
schools. Recent polls of both the general public, as
well as professional educators, indicate that this is
still a central purpose of public education.
Addin g a
global d i me ns ion to a solid b a c k g r o u n d of local,
state, and national c i tiz ens hi p can only enhance, not
detr ac t in any way from, a major mission of our
schools, (p. 18)
These then are some of the groups and forces working
for and against the i mplementation of global
in Ame r i c a n education.

In conclusion,

perspectives

one might also take

note at this point that the implementation of global
e ducation within a c l a ssr oom or dis trict may indeed bring
controversy.

This

is not to dis co ura ge its implementation,

but rather to enco ura ge solid rationales for its
im pl ementation along with clear d e f i n it ion s and goals of
what is to be accomplished,

and an underst an din g of global

and local contexts w ith in w h i c h one is operating.

93
R e v i e w of Li ter atu re Rela te d to the Method olo gy
of This Study

Globa l educ ato rs face a dilemma.
Our field is
expanding; n e w materials and projects are co nti n u a l l y
emerging, evolving or disappearing.
What are we
learning from our e xpe ri enc es that can facilitate
future de ve l o p m e n t s ?
Ho w can we judge the effects of
our ef forts? (Merryfield, 1982)
M e r r y f i e l d ' s statement n ot only docum ent s the dilemma
faced by global educators today,

but her q uestions

a p p r o p r i a t e l y lead one to focus on what type of metho dol ogy
will yi eld the most useful results in ex a m i n i n g various
efforts to incorp ora te global p er spectives

in school

programs.
Wh i l e the specific research methods selec ted for this
study

(the analysis of archival dat a and the use of

personal

interviews)

will be ex plo re d in the following

chapter,

it may be useful for the reader to examine the

literature from wh i c h these methods wer e chosen,

thus

p r ovi din g the reader w i t h a great er insight into the
ra tionale for their selection.
the re levant

This section will

identify

literature and also the th inking of the

r e s e ar che r as he a t t em pte d to match his research methods to
the na ture of the topic at hand.

Li t e r a t u r e R elated to the Use of Archival Data:

Pa tton

(1980)

supports the use of archival data

wh e n he states:
One parti cu lar ly rich source of information about many

94
programs is progr am records and d o c u m e n t s . The nature
of pro gra m records and documents will vary from
p r o g r a m to program, but in c o n tem po rar y society all
programs leave a trail of paper that the evaluator can
follow and use to increase knowl edg e and understa nd ing
about the program.
Furthermore,

Glas er and Strauss

(1967)

in discussing

"New Sources for Qu al ita tiv e Data" argue:
But sociologists need to be as skilled and ingenious
in using d o cum ent ar y materials as in doing field work.
These materials are as pot ent ia lly valuable in
ge ne rat ing theory as our o bs erv at ion and interviews.
There are also d ist in ct advantages of using archival
records and of c o mbi ni ng the use of archival records with
personal

interviews.

Se chrest

(1972)

Webb,

Campbell,

Schwartz,

and

point out:

Besides the low cost of acquiring a massive amount of
p ertinent data, one common advantage of archival
material is its nonreactivity.
Although there may be
substantial errors in the material, it is not usual to
find m a s k ing or sensitivity because the producer of
the data knows he is being studied by some social
scientist.
This gain by itself makes the use of
archives a ttr active if one wants to c omp ensate for the
re ac tivity wh i c h riddles the interview and the
questionnaire.
The risks of error implicit in
archival sources are not trivial, but, to repeat our
litany, if they are recognized and accou nte d for by
multiple m e a s u rem ent techniques, their errors need not
preculde use of the data. (p.53)
The above statement elo que nt ly lends further
ju st ifi cat io n to the c hosen research m e t h o d s — the analysis
of archival data and the use of personal

interviews.

The

two methods co mp lem ent each other in that archival data is
non-r ea cti ve whereas personal

interview is reactive.

The fact that archival records are non-reactive is not
to say that they are free from bias.

Pitt

(1972)

discusses

95
two types of bias w h e n dealing wit h archival
first is

"observer bias",

of the do cument itself.

i.e.

data.

The

the viewpoint of the

author

Pitt notes:

There is always a viewpoint.
In repor tin g there is
always a bias, a priority in the order in which
details are noted, a selec ti vit y in impressions
recorded, the choice of words, the tone of the
writing, and a hun dre d other subtle points, (p.50)
The second is "interpretational bias",

i.e. bias in

the res earcher's in te rpretation and analysis of the
documents.

Pitt defines this type of bias as:

the point at wh ic h the wri t e r ' s total interests spoil
the ob j e c t i v i t y of his analysis, (p.51)
In deali ng w it h "observer bias" Pitt recommends
knowing the context in wh ich the document was written,

the

author and h i s /h er bac kgr ou nd as being "...essential
p r erequisites for ac curate interpretation."
Regard in g "interpretational bias",

(p.52)

Pitt suggests that

...the best the research w orker can do is be aware of
the bias, and cons tan tl y adjust theoretical
approaches as new empirical material emerges, (p.52)
In seeking answers to his research questions through
the analysis of archival records in the present study,

this

researcher woul d do well to keep in mind the information
and suggestions o f f e red by these researchers.

Li te rat ure Re lat ed to Sampling Procedures:

In selecting people to interview, McCall and Simmons
(1969)

suggest three types of s ampling procedures

appropriate for field r e s e a r c h — "quota sampling",

"snowball

96
sampling" and "deviant cases".

Quota samples include

persons rep res e n t i n g all d i f fer en t par ti c i p a t i o n
categories.

Snowball samples g ro w as each interviewee

suggests others to be interviewed.

The use of deviant

cases often helps the re sea rc her to further his/her
un d e rs tan din g of r egular patterns by e x am ini ng cases whi ch
do not fit the regular pattern.
suggests an additional
sampling",

i.e.

(Babbie,

type of sampling,

1979)

Babbie

"purposive

selec ti ng persons for interviewing w h o m the

researcher be lieves

"will yi e l d the most comprehe ns ive

understa ndi ng of the subject of study,

bas ed on the

intuitive feel for the subject that comes from extended
ob se rva tio n and reflection."
reviewed,

(Babbie,

1979)

Of those

purp ose samplin g was selected for this study.

Types of Personal

Interviews;

In add iti on to select ing the most appro pr iat e people
to interview,

the res ea rch er must also c on s i d e r and select

the most a pp ro pri ate type of interview to use to yield the
kinds of information rel evant to the study at hand.
One type of i n ter vie w a r i s ing from the field of
et hn ogr aph y is descri bed by Spradley
Et hno gra ph ic I n t e r v i e w .

(1979)

in The

Des cri bi ng ethnography,

Spradley

states:
Et h n o g r a p h y is the work of de scribing a culture.
The
essential core of this activity aims to u nde rstand
another way of life from the native point of view...

97
Field work, then, involves the d isc ip lin ed study of
w h a t the w o r l d is like to people wh o have learned
to see, hear, speak, think, and act in ways that are
different. {P.3)
Thus,

an eth nog ra phi c inter vie w is used to help the

re se arc her d is cov er the cult ur e or w or ld of a given group
of people.

The purpo se of the pro pos ed research is not to

di sc o v e r the w o r l d of the teacher or even the world of the
global e ducation teacher.

The purpose of the proposed

r e sea rch is to d o c u m e n t the d e v e l o p m e n t and impacts of a
global educ ati on proj ect wh ich has comple te d its work.

It

involves recons tr uct in g a past series of events and
d e s c r i b i n g past impacts and residual

impacts.

Thus the

purpose of this type of research is inconsistent with the
purpose of the e t h nog rap hi c interview.
Co n s i d e r i n g another type of interview,

Denzin

(1978)

offers a d e f in it ion of an i nterview and then goes on to
de sc rib e three general

types of sociological

interviews.

Quot in g the d e f i n i t i o n of M a c c o b y and Macc oby
p . 499),

(1954,

an interview is "a face to face verbal

in whi ch one person,

the interviewer,

interchange

attempts to elicit

infor ma tio n or e x pr ess ion s of opinions or belief from
another p erson or persons."

This type of interview is

c o n s ist ent with the pu rpo se of the proposed r esearch and,
therefore,

de ser ves furt he r elaboration.

De nzin goes on to d esc ri be three types of interviews
a c c o r d i n g to the degree of their struc tur in g or
s t a n dar diz at ion o r i g in all y classified by Richardson,
Dohrenwend,

and Klein in 1965.

98
The "schedule standardized interview

(SSI)" is the

most structured of the three and consists of questions
given in exactly the same order and wording to all
respondents.

This type of interview rests on four

assumptions:
- It is assumed that all respondents share the same
vocabulary so that the same question will mean the same
thing to each respondent;
- It is assumed that it is indeed possible to find a
uniform wording which will be equally meaningful to all
those interviewed;
- It is assumed that if identical meaning for each
respondent is to be achieved that the sequence of the
questions must be identical;
- Finally,

it assumes that careful pretesting of the

developed instrument will result in a final

instrument

which can meet the requirements of the above three
assumptions.
Denzen

(1978)

cautions that,

"These four assumptions

of the schedule standardized interview are largely untested
articles of faith."

(p. 114)

The second type of interview described by Denzen is
the "nonschedule standardized interview,
schedule interview

(USI)",

or unstructured

in which certain kinds of

information are desired but the exact phrasing of the
questions and their order are arranged to fit the
characteristics of each respondent.

The assumptions

99
un de rly ing this type of inte rvi ew are:
- If the m e a n ing of the qu es tio n is to be the same for
each respondent,

it must be asked in words famil iar to

those interviewed;
- The most e f fec ti ve sequence for any res pon den t is
de te rmi ned by the respondent's readi nes s and w i l l i ngn ess
to deal w i t h a topic as it comes up;
- Each respondent,
uni for m set of stimuli

nevertheless,

is exposed to a

(i.e. questions)

though the order

and exact w o r d i n g may have changed.
A third type of inte rvi ew m e n ti one d by Denzen is the
"nonsta nd ard iz ed interview,

or- u n s t r u c t u r e d interview

(UT)", whe re no p re -ar r a n g e d set of ques tio ns is used,
quest ion s are not asked in a specific order,
schedule used.

nor is any

An outg ro wth of the nonschedule

s t a nda rd ize d interview,

it rests on several of the same

a s sum pti on s except that there is no intention of
s t a n d ard iz ing the interview.

Thus each interview is

unique.
Denzen adds,

"These three app roa ch es to the interview

rest on assumpt ion s that are

largely unverified."

(p. 117)

S e l ect in g the M ost A p p r o pri at e Interview Type:

Of the three interview types suggested by Denzen
above,

clea rly the third one,

the n on s t a n d a r d i z e d interview

is inappro pr iat e for this research.

The researcher in the

100
proposed study is looking for specific information and thus
much more structure is necessary.
The schedule s ta ndardized i n te rv iew has several
c h a r ac ter ist ic s which make it d es ir abl e to use in the
pr op ose d research.

It forces the researcher to be

ex tre mel y precise in the w o r d i n g and order of his questions
thus removing,

as much as possible,

opportu ni tie s for

v a r i e d interpretations of the que s t i o n by the respondent.
As c o m p a r e d with the n o n sta nd ard ize d interview,

it insists

that the re sea rch er be e x t rem el y clear on exactly what he
is looking for.

However,

it does not cater at all for

va ri ations in the c h a ra cte ri sti cs of the respondents.

For

instance the w o r d i n g of the questions for the proposed
study will be aimed at teachers since they are the majority
of those w h o will be interviewed.

The schedule

stand ard iz ed interview does not allow for variations due to
grade

level or subject area.

More importantly,

it does not

a l l o w for adap tat io n of the ques tio ns to fit school
ad mi nistrators,

librarians, or Project staff members whose

insights are also important to the propo sed research.
Finally,

let us co nsider the nonschedule standardized
V

interview.

W hi le the specific kinds of information

required for the re search are a rr anged beforehand,

this

type of interview allows the researcher to var y the order
de pending on the respondent.
useful

for the study at hand.

This appears to be the most

101
Selec tio n and Sequencing of Questions:

Once the overall research questions have been
determined,

the inter vie w type has been selected,

i n ter vie w target audience has been selected,

and the

it is time to

cons i d e r the w o r d i n g and se quencing of the interview
questions.

Denzen

this regard.

(1978)

offers co nsi derable advice in

He notes that typically ques tio ns that

capture the interest and mood of the re sp ondent come first,
followed by those which may be less interesting.

Questions

likely to be highly emotional wo u l d come near the end,

so

that if the resp ond en t were to d isc ont in ue the interview
the rese arc he r w o u l d have alr ead y completed most of the
interview,

(p.114)

Interviews should not include

ambiguous questions?

the questions should be w o r d e d in ways

that have meaning for the respondent,

(p.119)

The

inter vie w should be a pp roached as a conversation,

the main

focus of which comes from the i n ter vi ew questions,

(p.120)

The res pon de nt "should have the upper hand in deter min in g
wh e n and wh e r e the inte rv iew shall take place."
Denzen

(1978)

(p.120)

also suggests six criteria for

e v a l u ati ng the three i n te rvi ew types w hi ch can also be
applied to the devel op ed interview schedule.
convey meaning,

(2)

secure respondents'

ensure clarity to the interviewer,
precise,
and

It must

interest,

(1)

(3)

(4) make intentions

(5) relate each q ues tio n to the overall

(6) handle the prob le m of fabrication.

intent,

102
Triangulation:

Th er e are four types of t r i a n g ul ati on described and
re c o m m e n d e d by Denzen

(1978)

as a means of obtaining

g r e a te r v a l i d i t y in one's research.

These four basic types

of t r i a ngu lat io n are:
Data t r i a n g u l a t i o n — the use of a v a r ie ty of data
sources in a study;
Investigator t r i a n g u l a t i o n — the use of several
di f f e r e n t resear ch ers or evaluators;
Th e o r y t r i a n g u l a t i o n — the use of multiple perspectives
to inter pr et a single set of data;
Meth od ological

and

t r i a n g u l a t i o n — the use of multiple

methods to study a single p r o b l e m or program.
Pit t
data,

(1972),

in his di s c u s s i o n of the use of archival

also supports the use of triangulation.

to the an alysis of archival data,

As applied

Pitt indicates that the

three points of the triangle w o u l d be the r esearch worker,
the historical observer,

and the objects which he

describes.
A d i s c u s s i o n of the selected types of triangula ti on
used in this study along with a com plete d i s c u s s i o n of the
se lected res earch methods are presented in Cha pte r Three.

103
S u m m a r y and Con cl usi ons of Lit era tu re R e v i e w

This review of the literature has drawn from a wide
vari et y of wri tings to document key elements, concepts,
issues related to global education.
field,

and

In exam ini ng this

it has do cum ent ed the conceptual roots of global

education,

as well as the definitions,

rationales on whi ch it is based.

goals,

and

Furthermore,

it has

examined the social con te xt w i t h i n which global e ducation
developed,

its cur ri cul ar dimensions,

implementation,

methods of

and issues related to the p r epa ra tio n of

teachers to teach from a global perspective.

Finally,

this

revie w of literature has discu ss ed areas of support for and
oppo si tio n to global educa ti on and the literature related
to the m et ho dol og y of the study at hand.
Fr o m this revi ew of literature this write r has drawn
the fo llowing co nclusions about the educational priorities
of global education.
- A global approach to educ ati on places a high
pr iority on the a cquisition of a global perspective,

i.e.

seeing the w o r l d as a single entit y w i t h limited resources
and made up of many i nte rdependent systems.

It is

es se nti all y a holistic v iew of the planet.
- A second pr ior ity is on knowledge.

There are

cer ta in things about the wo rld that students in the United
States need to k n o w — information about people,
conditions,
However,

and systems wh ic h affect all of our

issues,
lives.

knowledge in isolation of other knowledge is not

104
sufficient.

Global education stresses the further

importance understanding the interdependence of the world's
people,

issues, conditions,

and systems.

-There are also attitudinal d im ensions— the
development of an ecological ethic,
ambiguity,

a tolerance for

and an acceptance and appreciation of different

beliefs, attitudes,

and ways of doing things.

These are

seen as essential for life today and in the future.
- Finally,

a global approach to education places a

high priority on the development of critical thinking
skills.

With the explosion of knowledge in recent years,

teachers can not hope to teach kids all they need to know.
However,

they can help students develop the skills

necessary to learn independently and thus make informed
decisions and reasoned judgments as consumers,
their own life styles,

in deciding

as responsible citizens of the

United States, and as members of the world community.
This review of literature and the above conclusions
suggest the importance of global education in American
elementary and secondary education and in the preparation
of teachers.

The study at hand focuses on one such

program and describes the processes by which the Dover
County Global Education Project sought to address global
concerns such as those mentioned above and how effective it
was in doing so.

While this literature review included an

overview of the literature related to the methodology this
study,

let us now turn to the Methodology chapter to gain a

105
greater insight into the specific methods of inquiry chosen
for this study.

CHAPTER

THREE

METHO DOL OG Y

M ethods of Inquiry

The methods of inquiry, selected for this study were
the analysis of archival data and personal

interview.

These methods w ere pa rti c u l a r l y ap propriate since the
purpose of the study was to de scribe and expla in the
process through wh i c h the Global Educat ion Pro je ct
devel op ed and chan ged and to docum en t the immediate and
long range impacts that it has had.

The an alysis of

archival records and the use of personal

interviews yielded

the kinds of rich de s c r i p t i o n necessary to ac com pl ish the
purpose of this research.
Not on l y wer e these research methods a p pr opr iat e for
yi el din g the kinds of d es cr ipt ion desired in this study,
these methods are also com pat abl e wit h global
itself.

Ex a m i n i n g some c h a rac te ris tic s- of global education,

Me r ryf ie ld
defined,

education

(1982)

noted that the field was not well

that projects varied widely,

that global ed ucation

was holistic thus re ac h i n g into all discipl in es and grade
levels,

that it conce rn ed a perspe ct ive that influenced a

person's thinking,

that perceptions about global education

wer e w i d e l y diverse,

and that global educa tio n is complex.

It is this sort of diversity,

complexity,

and holistic

nature that these r esearch methods used in c omb ina ti on are
capable of unco ver ing and elucidating.

106

107
Pe rspective of the Researcher

The researcher was in an adva nta geo us pos ition of
b e i n g both an insider arid an outsider.

The researcher was

in te gra lly involved in the four year life of the Global
E d uc at ion Project.

(The limitations

p o sition were discussed under
Cha pte r One.)

inherent in this

"Limitations of the Study"

in

Thus the re sea rc her as an insider had a feel

for the P r o j e c t , easy access to the records,
rapport with the participants,

an established

as well as the knowledge,

insights and biases that go al o n g with being an insider.

At

the same time the researcher needed to remember that his
pe rc ept ion of the Project and its dev el opm en t is only one
of m a n y .
The researcher is now an outsider in that he has been
p h y s i c a l l y removed from the ge ographic area for over three
years.

Thus he was more able to return to the area and

through ex amination of documents and through personal
interviews with Project particpants piece together the
various perceptions and un de rstandings of the progr am to
tell

the story of the d eve lo pme nt and impacts of the Global

Ed uc a t i o n Project.

The Research Questions

In the "Purpose of the Study"

(pages 1-3),

the five

major resea rch questions were presented and the importance

108
of each was discussed.

To answer these questions it was

necessary to break them down into more specific questions
which could be answered through the analysis of the
archival data and questions which could be answered through
the personal interviews.

The major research questions are

thus listed below with the sub-questions
research question.

listed under each

Note that these are divided according

to which can be answered from the archival data and which
can be answered through the personal

interviews.

Both the

archival and interview questions are listed here in this
form to give the reader a complete overview of how each of
the major research questions would be answered.
The complete "Interview Schedule" appears in
Appendix A.

There the interview questions will be found in

the order in which they actually were asked during the
interviews.
The major research questions and corresponding
sub-questions appear below.
A. How# why# and to w hat extent did teachers become
involved in and committed to global education?
Archival Data:
What recruitment strategies did the Project staff
use?
What data# if any# exist to show that teachers
moved from the stage of awareness of global
education to integration of global education?
Personal

Interviews:

What prompted you to become involved with the
program?
Did you ever reach the point of feeling committed to

109
using a global app roa ch in your cla ssroom?
B. What pro ce dur e s / t e c h n i q u e s (bureaucratic, programmatic,
interpersonal) did the Project staff utili ze in
im pl ementing the program?
Archival Data:
Wha t were the major inservice activities carried
out by the Project?
H o w was c o m m u n i c a t i o n mai ntained w it h pa rti c i p a t i n g
teachers, ad ministrators, and community?
W hat was the c h r o nol og y of events in the d eve lo pme nt
of the Project?
Personal

Interviews:

In wha t ways did the Proj ec t staff w o r k with you
pe rsonally?
C. What changes oc curred in teachers pe rs ona lly and
p r o f e s si ona ll y as a re sult of their p a r t ic ipa ti on in the
program?
Archival Data:
W h a t q ua lit ati ve and qua nt i t a t i v e data exist
regar din g the impacts of the Project on teacher
dev elo pm ent ?
Personal

Interviews:

Some educa to rs be lie ve that one of the goals of
global educ ati on is the d e v e l o p m e n t of a global
perspective.
C o u l d you describe ways, if any, that
your p a r t i cip ati on in the Project helpe d you to see
the world any dif fe r e n t l y ?
Do you rem ember any teaching technique wh i c h you
learned as a result of the Project?
If so, could you
de sc rib e h o w y ou used this technique in your
classroom?
Besides the in-service sessions, wha t other
opportuni ti es did the Pro jec t provide for your
personal or professional growth?

110
D. In wh a t ways and in w h a t areas did the p r o g ram influence
c u r r icu lum de v e l o p m e n t and use of gl ob al- o r i e n t e d
resources?
Archival Data:
Wh a t q ual it ati ve and q u a n t i t a t i v e data exist
re g a r d i n g the impacts of the Project on c u r r i c u l u m
dev el opm en t?
What impacts did the Project have on the c l ass ro om
use of global m at erials?
Ho w did the Pro jec t affect the cl as s r o o m use of
g l o b al -or ien te d re source peop le?
Personal

Interviews:

Durin g the years the Proj ect existed, did you involve
global p e rs pec ti ves in your teaching?
If so, how?
In which subject areas did y o u include these global
teachings?
Were any of these i n t erd isc ip lin ar y
lessons or units?
Were there any new sources of information or
cur r i c u l u m materi als that y o u learned about through
the Project?
(If yes) Wha t were they?
Could you des cri be now any ways that you used
resource people in your c l a s s r o o m to foster global
persp ec tiv es durin g the life of the Project?
H o w well did a global app roa ch fit into your regular
cu r r i c u l u m at that time?
E. Wha t residual impacts has the Project had, i.e. what
impacts remain three and one half years after funding has
ceased?
Archival Data:
What materi al s p ur c h a s e d or created by the Project
contin ue d to be used once the Project ended?
Personal

Interviews:

What does the term "global education" mean to you?
Do you feel it is important to teach from a global
p e r spe ct ive ?
W h y or w h y not?
(Referring to the "Participation Checklist"
Ap pendix A]) Do you recall any worksh ops or

[See

Ill
pre sen te rs who were of par tic ul ar educational
signi fic an ce to you?
Wha t kinds of global or international "things"
(activities, units, etc.) do y o u n o w do in your
c l a s s r o o m or school?
Are you aware of any influence you might have had
on any other teachers re ga r d i n g the use of global
pers pectives in their classro om s?
Have y o u c ontinued to use these [global materials]
since the Proj ect ended?
If so, please give
examples.
Have y o u identified any new global materials you'd
like to re c o m m e n d to others?
Have y o u used any resource peop le to foster global
p e rs pe cti ves in your c l a s s r o o m since the Project
e n ded?
Who have you used and for what topic(s)?
W h a t prevents you from d oi ng more global or
international a cti vities in your c la s s r o o m and/or
school?
What, do you think, could h ave been done to continue
and s tre ngthen any mom ent um or impact of the Project
had begun?
Has what you have done in yo u r cl as s r o o m to
foster global awareness had any impact on the
c u r r i c u l u m of y ou r school or d istrict?
Besi de s the effects we've alr ea dy discussed,
aware of any u n a n tic ip ate d or su rprising
spin-offs of the Project?

are you

It must also be pointed out that "Findings" of the
research

(chapter four)

is not s imply a listing of the

q u e sti on s with their answers.

Rathe r these questions were

designed to be focal points for w r i t i n g the des cri pt ion and
e x pla nat io n of the d e v e l opm en t and impacts of the Global
E d u c a t i o n Pro jec t wh ic h gene ral ly will be pres en ted in a
ch ronological order.

The answers to these questions both

individually and c o l l e c t i v e l y provide the kind of rich

desc ri pti on necessary to tell the story of the Global
E d uc a t i o n Project.

Analysis of Archival Data

It is essential to this study that the archival
records be rev iewed at the outset.
proposals,

These include

e va luation reports, w o r k s h o p agendas,

teaching units,

field notes,

and s ub -questions

etc.

speeches,

The research questions

listed above related to archival data

will be used as the foci of the analysis of documents.

The

researcher also remai ned open to other pertinent facts,
trends,

or inconsistencies he saw in the data.

C o n t r i b u t i o n of Archival Data to Personal

Interviews

The analysis of archival data descr ibe d above not only
c o ntr ibu te d to the a nswering of the research questions,

but

also provided i nformation useful for the personal
interviews.

For example,

these documents unveiled

i n formation useful to the researcher in refining his
i n t e r v i e w questions.

The analysis of the archival data

also as sis ted the researcher in identifying the most
a p propriate people to select for in-depth personal
interviews.

Finally,

an analysis of the archival data was

essential to dev el opi ng the "Participation Checklist",

a

113
chronological

list of all Project-sponsored inservices and

other events from 1977-81.

The use of this checklist is

explained further in an upcoming section of this chapter
entitled "Additional Tools to Assist the Interview Process"
on page 115.

Sampling Procedures

The researcher engaged in purposive sampling, which,
as discussed in Chapter Two,

is a sampling procedure

whereby the researcher selects persons for interviewing
who he believes

"will yield the most comprehensive

understanding of the subject of the study

based on the

intuitive feel for the subject that comes from extended
observation and reflection."

(Babbie,

1979)

Achieving the "comprehensive understanding" of
which Babbie
elementary,

(1979)
middle,

speaks necessitated interviews with
and high school teachers who

partcipated in the Project,

along with some building

administrators, Michigan Department of Education contact
people,

Project staff and external evaluators.

Twenty-five

interviews were conducted focusing mainly on those people
who were directly involved with the Project.

The primary

data collection site was the Dover County ISD.
The dissemination year

(1980-81)

was documented

through both the analysis of archival data and some
personal interviews.

Personal

interviews were conducted

114
with participants at the Remington County ISD, the
replication site,

since a complete summer seminar was

conducted there and followup contact was maintained with
participating teachers throughout the 1980-81 school year.
Although the Project did engage in dissemination
throughout the State of Michigan during this 1980-81 year,
much of this dissemination was in the form of "one-shot"
awareness sessions at various school districts.

This

dissemination effort was reviewed mainly through the
archival data although a few of the interviews added
further information about possible impacts of this effort.

Selection of the Interview Type'
Of the three types of sociological interviews
discussed in the Review of Literature,

the type selected

for this study was the "nonschedule standardized
in t erv ie w".
In this type of interview,

the specific kinds of

information required for the research are arranged
beforehand.

However,

this type of interview allows the

researcher to vary the order of the questions depending on
the respondent.

Applying this to the proposed study,

if a

teacher in answering one question elaborated so as to begin
answering another question,

the researcher could continue

with the respondent's train of thought and move on that
other question.

It also enabled this interviewer to adapt

115
his q uestions for ad mi n i s t r a t o r s or Project staff.

Such a

format also al lo wed the rese arc he r to r ephrase the qu estion
if the resp ond en t seemed confused.

It also allo we d the

intervi ew er to add f o l l o w u p pro mpt s to elicit additional
in formation to brie fly a nsw ere d questions.

By rephrasing

qu estions and re q u e s t i n g additional elaboration,
re se arc her was able to uncover useful

the

information whi ch

might not have been unc o v e r e d in a strictly formalized
sc hedule s tan dardized interview.
It was with the above cons ide rat io ns in mind that the
" I nterview Schedule" was developed.

It appears

in its

en ti ret y wi t h supporting docu me nts in Ap pen di x A.

Additional Tools to Assis t the Interv ie w Process

At the beg i n n i n g of each interview,

the researcher

asked each re spo nd ent to complete a "Participation
Checklist"

{See A pp e n d i x A ) , which is a chronological

recor d of all

in-service a ct ivities and other events

c o ndu cte d by the Pro je ct fr o m 1977-81.

By having each

resp on den t fill this out prior to asking the i nterview
questions,

the resu lti ng in formation could be used both on

its own for de s c r i p t i o n and as a springboard for further
d i s c u s s i o n durin g the interview.

It also served to

r e -ac qua in t the r e s p on den t w i t h the Project and the degree
of his/her involvement.
Each respondent was also asked to c om plete a short

116
"Personal Data Sheet"

(See App en dix A ) , w h i c h provided

additional des cri p t i v e information about that progr am
participant.

Wh i l e the extent of the use of this data

sheet was small,

it w as useful to the researcher in

a n aly zin g the data before w r i t i n g up the "Findings".
All respondents,

of course,

have remained anonymous

in the

dissertation.

Triangu lat io n

As can be seen,

the r es earcher used both a

co m b i n a t i o n of research methods and a variety of data
sources in cond uct ing his research.

These are two of the

four types of triangul ati on descr ibe d and recommended by
Denzen

(1978)

as a means of obtaining greater validity in

o n e ’s research.

These two types of tri angulation selected

for this study are:
Data t ria n g u l a t i o n — the use of a variety of data
sources in a study;
Me th odological t r i a n g u l a t i o n — the use of multiple
methods to study a single pro ble m or program.
Two research methods were used in the st u d y — the
analysis of archival data and the use of personal
interviews.

M et hodological triangu lat io n was used in that

information ga thered using each of these methods was
w e i g h e d a gainst the information gathered using the other
method.

Both consistencies and dis crepancies have been

included in the

"Findings".

117
The review of the archival documents included a
vari et y of data s o u r c e s — P roject proposals,
teaching units,

correspondence,

brochures,

and ev aluation reports.

Data triangu lat io n occur ed when data from these various
sources were checked against each other for ac curacy and
consistency.
By comp ari ng and c on tr ast ing the results from the
various methods
sources

(methodological triangulation)

and data

Idata t r i a n g u l a t i o n ) , this researcher hopes he has

prese nte d a more comple te picture of the processes and
impacts of the pr ogr am under study than could have been
done using only one data source or method.

Pilot Testi ng the Inte rv iew Instrument

To lend a grea ter degree of val id i t y to the
instruments,

the interview process and the "Interview

Schedule" were reviewed by several people in. addition to
the researcher's d is sertation committee.
the rese ar che r used a draft of the
i nterview two participants

In Jan uar y 1985

"Interview Schedule"

in the Global Educ at ion Project,

one teacher and one Project staff person.

Several

changes and additions were suggested and incorporated
the next draft.
instrument,

to

in

To lend further validity to the interview

three experts then individually reviewed the

instrument wi t h the researcher.

The director of another of

Michigan's global education projects was extremely helpful

118
with organization,

wor di ng as well as content.

The former

director of all Michigan Title IVC programs provided
helpful

insights from the pe rspective of the overall Title

IV C process as p racticed in Mi ch i g a n and also made
va lu abl e suggestions regarding the admini str at ion of the
instrument.

A university professor who is also well versed

in global educat io n also reviewed the docum en t and provided
additional helpful suggestions.

All three were supportive

of the overall m e t h o d olo gy and approved of the "Interview
Schedule".

Summary of the Metho dol og y

The Methodology of this study included data gathering
using the analysis of archival data and the use of personal
interviews.
proposals,
speeches,

Archival documents included Project funding
evaluation reports,

teaching units,

w or ksh op agendas,

field notes,

etc.

notes

from

Twenty-five

interviews wer e conducted u tilizing a nonschedule
standa rd ize d interview format.

Personal

interviews were

conduc te d with people who w ere involved with the Project.
The Dover County area was the primary data co lle cti on site
with interviews be ing condu ct ed mainly wit h par tic ip ati ng
teachers,

though some interviews were conducted with

no n- teaching people who wer e also involved wit h the
Project.

In addition,

interviews w e r e condu

..^d with

119
part ic ipa tin g teachers at the r eplication site in Remington
County.
To ensure the gr eat est possible accuracy,

both data

tr iangulation and me tho dological tr iangulation were used.

t

CHAPTER

FOUR

FINDINGS

Introduction

The subject of this research is one educational
proj ec t spanning a four-y ea r time period.
of this researcher are,

The

"Findings"

therefore orga ni zed c h r o n o l o g i c a l l y

for the most part to give the reader a sense of the
d e vel opm en t and impacts of the Dover Global E d u c a t i o n
Project over time.
parts.

This chap te r consists of three main

It begins w i t h a d i s cu ss ion of the cre at ion of the

Project and a yea r by y ea r account of the program's three
developmental years and the one d i s s e min ati on year.
essence this portion,

the

longest portion,

In

of the

"Findings" tells the story of the Global E d uca ti on Project
from begi nni ng to end.
chapter,

As mentioned in the M eth od o l o g y

this information has been drawn from the Project's

archival data and from the personal

interviews c onducted by

the rese ar che r wi t h former Pro jec t participants.

This

chronological account is then followed by a d is c u s s i o n of
the residual or rema ini ng impacts of the Project wh i c h the
rese archer found through the personal
several years after the p r o g r a m ended.

interviews conducted
The third and

co n clu di ng part of this chapt er is an analysis of the
teacher in-service and cu r r i c u l u m improvement model created
by the Project over its four y ear existence.

120

This chapter

is intended to de scr ibe what the researcher found through
his research.

C on cl usi ons and r e c o mme nd ati ons based on

these findings are then p re s e n t e d in c h a pt er five.
To remind the re ader of the five major r es earch
quest ion s whi ch are addres sed through the p r e se nt ati on of
the "Findings",

they are:

A. How, why,

and to w h a t extent did tea chers become

involved in and c o mm itt ed to global education?
B. What p r o c e d u r e s / t e c h n i q u e s
programmatic,

interpersonal)

(bureaucratic,

did the Project Staff utilize

in implementing the program?
C. What c hanges oc cu rre d in teachers p e r s o n a l l y and
pr of e s s i o n a l l y as a result of their p a r t i ci pat io n in the
program?
D. In what ways and in what areas did the p r o g r a m
influence c u r ri cul um d e v e l o p m e n t and use of cur r i c u l u m
materials?
E. W hat residual

impacts has the Project had,

i.e.

wha t impacts remai n several years after f unding has ceased
However,

this chapt er will not be a qu es tio n by

qu estion account of answers to these questions.
these

"Findings",

as m entioned above,

give a chronological

account of Proj ect and its immediate and residual
In the process of telling this story,
research questions are answered.

Rather

impacts.

the above major

122
Creation of the Project

The Global Education Project was created in response
to a preliminary set of guidelines set forth by the
Michigan Department of Education in 1976.

To better

understand the growth of this particular project/

a brief

examination of the development of these guidelines may be
h e l p f u l .*
Under the leadership of then Superintendent John W.
Porter, the Michigan Department of Education identified
global education as a priority area for funding of
competitive projects utilizing federal funds available to
the States under Title IV C of the Elementary and Secondary
Education Act

(ESEA).

These projects were to begin in July

1977 under the administration of the Evaluation and
Dissemination

(E & D) Centers Program of the Michigan

Department of Education.

Through this program local and

intermediate school districts were invited to submit
proposals for projects in global education as well as in
other areas identified as priority areas for funding.
Before funding began,
guidelines to be written.

it was necessary for some
The Michigan Global Education

Guidelines Committee was created to respond to this need.
This task force was headed by co-chairpersons,

Stanley

Wronski of Michigan State University and Nadal Dostal
* For an in-depth look at the historical development of
the Michigan Guidelines for Global E d u c a t i o n , see The
Development of Global Education in M i c h i g a n , a doctoral
dissertation by Wayne David Olson, Michigan State
University, 1981.

123
of Detroit who retired soon after the committee began its
work.

In the process of writing and review,

the guidelines

received input from a broad range of interests and
viewpoints. The results of the work of this committee
received final approval of the Michigan State Board of
Education on December 7, 1977.

(Olson,

1981)

Although the Guidelines for Global Education did not
receive final approval until December 1977,

the request for

proposals was issued in 1976 along with some preliminary
guidelines.

Informational meetings were held during the

fall of 1976 to further explain the funding priorities for
the 1977-78 year.

It was at one such meeting in Marquette

where the future director of the Global Education Project
became more familiar with the guidelines and the
possibility of funding for a global education program.
There were several steps leading to the development of
the original Dover County project proposal.

According to

this proposal:
At a meeting of the Dover County School Administrators
on November 9, 1976, the matter of global education
and the need therefore was raised.
In the discussion
that followed, the administrators raised issues which
pointed out the needs of teachers and students in the
area of global understanding as well as the paucity of
global materials within individual school districts.
Unanimously, the group acknowledged a problem in the
area and offered their encouragement and backing to
pursue the matter further.
(Global Education Project
Proposal, 1977)
In subsequent discussions with teachers and
administrators and through a meeting of area teachers to
assist in the development of the funding proposal the

124
p r o b lem was further elaborated.

Perceived needs centered

around:
(a) The p r o bl em of co or dination of area resources
(human and material) with global implications for
c l as sr oom use.
(b) The need for teacher in-service tr aining in
deal in g with global concepts.
(c) The need to increase student interest and basic
skill levels for p ro cessing global concepts.
(Global
Educa tio n Project Proposal, 1977)
It was in response to these needs that the original project
proposal was developed.

The two ov er ar c h i n g goals set

forth in that proposal w h i c h contin ue d throughout the three
developmental years were:
1. To build a co operative model among the school
districts served by the [Dover] Co unty I.S.D. that
will enhance the global knowl edg e and skills of
p a r t i cip at ing school staff members.
2. To dev el op local comm un ity human and material
resources to be u tilized by pa rti ci pat in g staffs in
the integration of global concepts into the
curriculum. (Global Educa ti on Project Proposal, 1977)
The emphasis of the Project d uring the first year was
to be on increasing the awareness,

knowledge,

and

co mm itm ent of a "core group" of twenty to thirty volunteer
K-12 teachers from school districts throughout the county.
These teachers would receive inservice training coordinated
by the Project staff cons ist in g of a Project Director,
C o m mun it y Resour ce Agent,

and a Secretary.

The

a

"core

teachers" would then wr ite sample global ori ented teaching
units for use in their own classrooms.
oriented teaching,

To support global

the Com m u n i t y Resource Agent would

develop a "Global Re source Catalog" of materials available

125
in area school

libraries and media centers.

He/She would

further deve lo p a "Resource Sharing Plan" w h e r e b y teachers
throughout the county could b orr ow materials from other
school districts w i t h i n the county.
Project Proposal,

(Global Education

1977)

The original proposal was submitted on Ja nua ry 12,
1977.

In April the distri ct was notified that the proposal

had been te ntatively accepted.

The Global Education

Project began o peration on July 1, 1977.

Definin ti on of the Area

Dover Co unty is located in a rural area in the State
of Michigan.

The Dover C ounty Intermediate School District

serves four public school districts and two parochial
school districts across an area of 900 square miles.

The

largest school di str ic t is located in the City of Brewster,
a city of a p p r o xim at ely 11,000 people with four elementary
schools, one middle school, and one high school.

Brewster

is also served by the Brewster Ca tholic Central School,
K -8 school cons ist in g of two school buildings.

The second

largest school d istrict in Dover Co unty is the B ethlehem
C o ns ol ida ted School Di strict which consists of three
el e m e n t a r y schools,

one in each of three small villages,

and one combination junior high and high school.

a

The

R o ber tsville Public School District consists of one K-12
build in g for the village of Ro be rtsville and surrounding

126
area.

Fin al ly at the north end of the Count y lies the

N o r t h w e s t e r n Publi c Schools serving the communities of
L e o n a r d s t o w n and G la dl y wit h one K -8 school and one K-12
school.

There is also one K -8 Pr otestant religious school

near L e o n a r d s t o w n whi ch chose not to p art ic ipa te in any way
w i t h the Global Ed u c a t i o n Project.

All other school

distr ict s chose to particpate.

Year O n e — 1977-78

R ec rui tm ent of a Cor e Gr o u p of Teachers:

From the outset,

it was the firm belief of the Project

Staff that teacher p a r t i ci pat ion in the Global Education
Project wo ul d be strictly voluntary.

Therefore,

providing

awareness among the five p a r t i cip ati ng districts and
th irteen school buil din gs was an important early
consideration.
A wareness brochures,

personal contacts wit h

a dm ini st rat ors and teachers,

and buildi ng meetings were

used to recruit teachers f rom various grade
subject areas.

levels and

Much of the first four months,

July through

October, was devoted to this recrui tme nt effort.
Director's Log,

1977-78)

(Project

The fact that the Project

Dire ct or was a native of Brewster,

the

largest district,

and had his contacts w ith in that district,

and the

Co m m u n i t y Resource Agent was a native of B e t hl ehe m and had

127
many contacts throughout the northern part of the county
helped in the recruitment of initial "core teachers",
though several difficulties needed to be faced.
Information from the researcher's personal interviews
indicate occasional skepticism or even resentment toward
funding for special projects "when my district hardly has
money for pencils and dittos."

(S.C., personal interview,

March 20, 1986)

*

Others expressed concern about extra

work involved.

Several people had been involved previously

with other projects, which set certain negative
expectations about what this program might be like.
Of the 25 people interviewed,
the Project during the first year.

seven were involved with
How did people first

hear about the Global Education Project?
interviews with these seven people,

From the

two indicated that they

remember first learning about the existence of the Project
from the awareness brochures,

two recall personal contacts

with the Project Coordinator or Community Resource Agent,
while the other three remember formal presentations either
at their schools or to the county administrators as their
first awareness of the Project's existence.

* Note regarding interview citations:
To protect the
anonymity of the twenty-five educators interviewed and yet
allow the researcher to easily identify an individual
respondent, coded initials have been used instead of giving
each one a fictious name.
The same initials are used for
the same person throughout the dissertation.
The dates
cited are the actual interview dates.
The term "personal
interview" is used instead of the standard term "personal
communication" to distinguish the interviews from other
forms of personal communication cited elsewhere in the
dissertation.

128
All in all twenty-three teachers were identified as
"core teachers" that year.

Table 1 shows a breakdown

of participating teachers by school district.

Table 1.
Breakdown of 1977-78 Global Education
Teachers' by District and Grade Levels.
K-5

6-8

Brewster Public Schools

3

3

Brewster Catholic Central

1

1

Bethlehem Consolidated Sch.

2

3

Robertsville Public Schools

1

1

Northwestern Public Schools

1

1

TOTALS

8

9

District

'Core

'- 9 4

1

One administrator in the Brewster Public Schools noted
that teacher recruitment and involvement in the Brewster
Public Schools was complicated by a teacher contract
dispute in the largest school district.

The teachers

adopted a "work to rule" policy whereby they would do only
what the contract called for and no more.
interview, March 20,

1986)

This contention was supported

by a teacher in the same district
interview, March 29,

1986)

(N.M, personal

{T.A., personal

and the 1977-78 Evaluation

Report which states:
Also, it should be noted that teachers in the largest
of the four school districts served by the [Dover] ISD
were involved in a Board/Union dispute that focused
attention away from Global Education.
The dispute
ended in a strike, which nearly brought global
education to a standstill in that district.
(1977-78

129
E SEA Title IV-C Eva lua tio n Report,
1978, p. 10)
This

[Dover]

labor dispute a p p a re ntl y contributed,

C ounty ISD,

to some degree,

to the limited number of teachers fro m this dis trict
part ic ipa tin g in the pro je ct during the first year,

ten in

all wh ic h is still much larger than any other district.
Perhaps more so,
participate.

it af fe cte d the d egree to which they did

Thus the Project relied on greater

p a rti cip at ion from the parochial dis t r i c t and the three
outly in g school dist ric ts du ring this first year.

Year One Core Gr o u p Activities:

The initial core group served several

functions.

Core

group members were involved in planning p r o gra m goals,
methods of implementation,

further activities,

r e cru itm en t of additional teachers.

and

These functions were

carried out through individual confe ren ce s wi t h these
f

teachers and through a series of meetings of core group
members during the 1977-78 school year.

Table 2.
October
No ve mbe r
F e bruary
March
April
May

Core Group M e e t ing T o p i c s — 1977-78
"Exploring Alternatives"
"Cultural Awareness"
"Global E d uc at ion Goal Ratin g Process"
"Global Interdependence: An African
Perspective"
"A B icycle Trip Aroun d the World"
No meeting- "Sun Fair" (alternative
energy display and celebration)

130
Thro ug h these meetings and individual contacts,

the

P r o j ec t Staff c ons cio us ly attempted to hel p these core
teachers through the steps of the change acceptance process
as ou tl i n e d by H av elo ck

{1973, p.

115)

The use of

Ha ve loc k's change ac ce ptance process was a formal part of
the Project in that activities as re corded in the

logs of

the P r o j ec t Direc tor and Co m m u n i t y Resource Agent were
c a teg ori ze d as to w h i c h stage a pa rti cul ar activity applied
toward.

These logs w e r e

later an alyzed by the Project

Evalua to r as part of the formal ev alu ati on process for the
first year.

While the Project Director found the

Ch ange Agent Act ivi ti es

Awareness

Promote

Inform, Tell

Demonstrate,

Show

Service

Nurture

Figure 4.

Interest,
I n for mat io n-S eek in g

Eval ua tio n

Trial,

Train

Help,

Client Activities

Test

Ad option

Integration

C o o rdi na tin g C hange Agent Activities with the
Client's Adoption Activities

131
do cu men tat io n of activities

in such a manner a bit

c u m b e r s o m e # it nonetheless d em onstrates the importance
placed by the Project Staff on hel pi ng teachers move
through the adoption process.
Since this change acceptance model

served as a main

factor in the devel op men t of the project model,

the

follo wi ng statement from the 1978 Project Eval ua tio n Report
is quoted at length.

It dem onstrates how Havelock's model

was implemented by the Global Education Project.

(1977-78

ESEA Title IV-C Eva luation Report)
The model includes b uil d i n g awareness among a core
gr ou p of teachers, w ho would in turn seek information
upon w h i c h to evaluate the relevancy of Global
E ducation for their classrooms.
Upon reaching a
positive reaction to the innovation, teachers would be
enco ur age d to try the con ce pt out by p r od uci ng and
teaching a unit.
Finally, the teacher who decides to
integrate the concepts of Global Educa ti on into
his/her class ro om' s p la nni ng and ac tivities must be
identified and given further support.
So, in order to
dev elo p awareness of the need for and the nature of
Global Education, the early "core" group meetings
h i ghl igh te d resour ce people who could give the group
fir st- ha nd presentations wi t h a global perspective.
During this time, the CRA [Community Resource Agent]
was gath eri ng information concerning commercial and
local media that could be used to further enlighten
teachers co nc ern ing Global Educa ti on concepts.
A
n e w s let ter hig hl i g h t i n g their resources was started.
To deve lo p con ti nui ty for the trial stage, a
d e f i nit ion of Global Educ ati on for M en omi ne e C ounty
was reached, as well as a set of goals [See "Student
Goals of the Global E d u cat io n Project" on page 2
].
Through individual and group work, the project staff
allowed and en cou rag ed the core teachers to evaluate
the concepts of Global Educat ion and think about the
most appropriate ways to try out the ideas.
A
formalized lesson plan outline was deve lop pe d to
facilitate co mmu nic at ion once the lessons were
written.
At this point, teachers were enco ur age d to
field test their units and record the results on a
reaction form.
The CRA distrib ut ed a Global Education
Resources catalogue that lists the av ail ability and

132
nature of global resources throughout the county.
Also a means of sharing the resources was set up to
insure the co ope ra tiv e use of resources.
Local human
and material resources we r e also recruited and
devel ope d by the CRA. In addition, the C RA sought
support and p u b li cit y for the project through the
local news media.
The Pro jec t Co o r d i n a t o r and CRA made visits to
classrooms to enco ur age or support the teachers using
global units.
Teachers w h o wer e ready to integrate
the innovation w e r e given the support and resources to
do so while others w h o moved through the process more
slowly were suppor ted at the ap propriate levels.
Over
30 units were developed, and all but six wer e field
tested by the end of the year.
In summary, the [Dover] C o u n t y Global Education
Project is using an in-service model that seeks to
support teachers w h o wis h to innovate by integrating
Global Educa tio n con cepts in their c l as sr oom
curriculum.
P r o je ct staff seeks to support the
teacher with human and material resources that are
appropriate to their progress through the change
process, (pp. 2-4)
One que st ion asked of each teacher interviewed, which
relates clos el y wit h this change a cc eptance process, was
"Did you ever reach the point of feeling committed to
teaching with a global perspective?"

Seven of the Dover

Co unty teachers in terviewed wer e core group members
first year.

All seven resp on ded

"yes",

that

although three of

the seven indicated that they were "already committed"
(X.R. and T.A.,
29,

personal

1986 respectively)

interview,

March 18,

Project began.

interviews,

March 18,

or "semi-committed"

1986)

1985 & March

{N.J., personal

to the concepts be fore the

Several teachers pointed to specific

speakers who influenced them.

One fourth grade teacher

shared the following r e co lle cti on of how her original
commitment to teaching with a global pe rspective came

133
about.
...I think it w a s . . .hearing the re ac tio n of the kids
wh e n you w o u l d ha v e all these d i ffe re nt people, like
Dr. Akinola [of the Afr ic an Studies C e n t e r at Michigan
State U n i v e r s i t y ] . . .and these kids just sat
spellbound, and most of them had never seen a black
man b e f o re. .. .he b r o u g h t in some real ly neat things
and showed slides of Africa and made sure that they
kne w that it just w a s n ' t lions and tigers running
around.
I saw the reaction there.
Then we had
s o mebody from Prance that had come and [the students)
asked such strange quest ion s to these people that I
just felt that we really have not done enough of this.
(S.D., personal interview, March 21, 1985)
This example also demonstrates how the Proje ct used
outs id e c o n s u l tan ts during the d evelopmental years both for
teacher in-services and, while they were in the area,
used them to speak to classrooms of students.

also

Project

Staff often shuttled an outside co nsu lta nt from one school
to ano the r to make several presentations

in one day.

c o n s u lta nt s in this way was not only cost effective,

Using
but

c on tri bu ted to student knowle dge and also c on tr ibu ted to
the r e cru itm en t of f uture core teachers and infusion
teachers by g i v i n g v is i b i l i t y to the Project.

For example,

wh e n a Project teacher such as the w o m a n quoted above was
scheduled to have a person such as Joshua Akinola come into
her classroom,

she w o u l d

to join them.

Occasionally,

Thus,

invite one or two other classrooms
a small au d i t o r i u m was used.

provid ing high qua lit y speakers for teacher workshops

and student presentations,

es pe cia lly duri ng the first

coupl e years helped b u i l d the Project's visibility,
cr ed ibi lit y and also helpe d in the r ecruitment of
additional teachers.

134
Summary of Year One:
During the first year of the Project,
23 teachers was recruited,

a core group of

student goals were set, core

group in-service sessions were held featuring presentations
by outside consultants,

a teaching unit plan format was

developed, global-oriented teaching units were written and
field-tested by core teachers,

and human and material

resources were identified.

Year T w o — 1978-79

The Summer Seminar:

Building on the work that was done by and with the
core group teachers the first year,

the Project Staff

sought to concentrate its in-service education component on
a two-week

(thirty hour)

summer seminar for area teachers.

The seminar was designed to reach out to more teachers,

to

provide more in-depth information over a shorter period of
time than was possible in monthly meetings,

and to address

teacher concerns about other time commitments during the
school year.

The idea for such a seminar was originally

suggested to the Project Director in a telephone
conversation by the Director of one of the other three
global education projects funded during those years.
Through the cooperation of Michigan State University,
the University of Wisconsin at Green B a y — Marinette County

135
Campus,

and N ort he rn Mic hi gan Uni ver sit y such a seminar was

arranged.

Pr ofessor Stanley P. Wro ns ki of M ic hig an State

University served as the instructor of record w h i l e the
Project D ir ector and the C o mm uni ty Resource A gen t handled
the local arrangements.

To get he r they det erm in ed the

seminar speakers d r a w i n g on v a r i ety of local,

regional,

and

national p eople including several major names

in the field

of global e d uc ati on to address the various topics of
concern.

A copy of the s eminar agenda including topics and

speakers is located in A ppe n d i x B.

In all eleven speakers

were used including the Project D irector and Commu nit y
Resou rc e Agent.

Of these,

six were brou gh t in from outside

the local area.

Such a r eliance on outside consul ta nts in

the pr ese n t a t i o n of cont en t was expensive,
useful

in two ways.

A successful

but it proved

seminar was p resented

(See Table 3 and su bse que nt documentation.)

wh ich helped

build teacher c o m m it men t and further the Project's
credibility.

The seminar was also a learning experience

for the Proj ec t Staff since they wo u l d be taking on a
gre ate r share of the teaching in subsequent seminars.
While the Pro jec t Staff took on g r e a te r teaching
r e spo nsi bi lit ies in su bs equ ent seminars in 1979 and 1980,
the major topics to be addre sse d remained quite similar.
Since the summer seminar became the major inservice
training veh ic le for the Project,

the foll owi ng information

is presented regarding the seminar and its effectiveness.
Twenty participants at tended the 1978 summer seminar

136
e n titled "Developing C u r r i c u l u m in a Global Age",

fifteen

of w h o m wer e teachers in schools served by the Dover County
ISD.

("Developing C u r r i c u l u m in a Global Age"

p a rti c i p a n t list)

seminar

All of these teachers indicated an

interest in co n t i n u i n g to work with the Global Education
Project during the school year.
Post Seminar Survey,

1977)

([Dover]

C oun ty Teachers

Since only three of these

teachers had be e n members of the 1977-78 core group,

the

Project added twelve new teachers to work with d uring the
following school year.
Seven of the t wenty people interviewed in Dover County
had attended this summer seminar.

While three of these

seven participants had been core teachers the previous
year,

three of the four new pa rti cipants indicated that the

op portunity to earn g ra duate credits

locally was the most

important factor in p r om pti ng them to become involved with
the Global Ed u c a t i o n Project.

The Global Educ at ion Project

subsidized the course fees of p art ic ipa ti ng Dover County
teachers in the sum of $50 w h i c h meant that the
partici pa tin g teacher wou ld be responsible for between $26
to $37 d ep e n d i n g on the institution w ith w h i c h the teacher
was registering,

either No rthern M ic higan University,

U n iversity of W i s c o n s i n — Green Bay,
University.

or M ic h i g a n State

("Developing Cur r i c u l u m in a Global Age"

seminar brochure,

Global Educa tio n Project,

1978)

Al th oug h several of the teachers interviewed indicated
they liked the o p p o r t un ity to earn g raduate credits

137
locally,

none of them attributed their participation to

the fact that the Project subsidized the course,
that matter,

nor for

that the Project rei mbursed teachers for their

time at in-service w or k s h o p s during the school year.
typical comment was that it was
deal."

(N.J.,

personal

One

"an incentive but not a big

interview, March 18,

1986)

1978 Summer Seminar participants reacted positively to
both the presenters and the seminar itself.

Using a five

point L ikert scale with a score of 5 being high,

the mean

score for the eleven presenters including the Project Staff
was 4.46 with individual

scores ranging from 3.11 to 5.00.

A summary of the partic ipa nt ratings of the seminar itself
is pres ent ed in Table 3.

(Final Report,

Year II,

1979,

11 )

Table 3.
Partici pa nt Ratings of Wo rkshop
Eval ua tio n Cri te r i a
(l=Low; 5=High)
Or ga ni z a t i o n
(Excellent - Poor)
O b jectives
(Clear - Vague)
Pr esentations
(Excellent - Poor)
Materials & Programs
(Interesting - Dull)
Scope
(Adequate - Inadequate)
At te nda nce
(Beneficial - Not Beneficial)
Con ten t for C l as sro om Te ac hin g
(Important - Not Important)

4.55
4.55
4.27
4.58
4.52
4.82
4.58

To summarize from the 1978-79 final evaluation report:
The participants in the summer wo rkshop have given
unco mm onl y high marks to the w or ksh op concept,

p.

138
organization and implementation and have given
uniformly high marks to the various
c o nsu l t a n t / s p e a k e r s . This indicates that the [Dover]
County Global Education Model has been an effective
tool for teacher development.
The positive responses
expressed and the lack of any negative responses is
indicative of the acceptance of the concept of global
education by the teachers and increases the
probability that global education will indeed become
an integrated part of the curriculum.
(Final Report,
Year II, 1979, p . 9)

Project Activities during the School Year:

During the 1978-79 school year,

the Project Staff

focused its efforts on follow-up services to the core
teachers from year one, the new core teachers from the
summer seminar, and other interested teachers

(who became

known as "infusion teachers" to be discussed s h o r t l y ) .
Follow-up took the form of individual conferences with
teachers regarding materials,

field-testing of units

developed during the first year or at the summer seminar,
advising teachers on community resources available for
their use, or discussing additional global oriented
teaching ideas.

(Project D i r e c t o r ’s Log,

1978-79)

All of

these reflected specific objectives which the Project had
outlined in its continuation proposal with the Michigan
Department of Education.

(ESEA Title IV-C Project Proposal,

1978)
The teacher interviews documented the importance of
this follow-up done by the Project Staff regardless of
the year.

When asked to recall ways the Project Staff

139
worked with them personally,

two referred to classroom

presentations by the Project Staff,
Global Festival,
they provided,

three referred to the

and 15 of the 20 referred to resources

many citing specific materials or people.

In response to this question, a high school foreign
language teacher declared:
What didn't you do?
You helped me in lots of ways.
The filmstrips, you got a lot of them on preview.
I
never had time to do those kinds of things myself.
Teachers are just ragged with working and you don't
have time...[Yjou would have us look at them
and...you'd say, "Is this worthwhile keeping?"
And I
thought that was a real good method of doing
th i n g s . ...you would keep those that you thought your
teachers in your Project could use. (N.J., personal
interview, March 18, 1986)
Similarly, a fourth grade teacher cited several examples of
how the Project Staff worked with her.
Telephone calling.
They would come and bring
materials.
People were brought to my classroom
anytime I had a special need on something I was
d o i n g . ...Materials, I got a lot of materials I
Filmstrips, books to use.
[The Community Resource
Agent] came in and did some artwork and games in my
class. (S.D., personal interview, March 21, 1985)
To expand the Project's impact beyond the "core group"
the Project Staff arranged a series of "Materials Displays"
in area schools in conjunction with a short "Methods and
Materials Workshop" for the teaching staff.

Generally the

materials display was set up for one week in each school
with the workshop taking place sometime during that week
put on by the Project Director and
Agent.

These were

beginning the week
week of December 3

the Community Resource

held throughout the Fall of 1978,
of September 17 and running through
with materials displays in

the

a total of

140
nine schools.

("Materials Displays & Workshops"

Global Educ at ion Pro je ct 1978-79 file folder)

schedule,
Thus more

teachers became aware of the types of materials that could
be bo rr o w e d from the Global Education Project office.

They

also heard at least one introductory w o r k s h o p on global
pe rs pectives and how they could be i mplemented "hands-on"
in the classroom.

Sample teaching units deve lop ed during

the first yea r or duri ng the summer seminar were also
dist ri but ed to those in attendance.
W h e t h e r as a resul t of these "Methods and Materials"
w o r ksh op s and displays or through other contact with the
core teachers and the Project Staff,

other teachers,

"infusion teachers" by the Project staff,
in the Project.

became

called

involved

"Infusion teachers" were those teachers,

other than core teachers with who m the Project Staff worked
in a va rie ty of w a y s — providing materials,
etc.

consultation,

E xpansion b e yon d the core group during this second

ye^r had been n eg o t i a t e d as an obje ct ive with the Michi gan
Dep art me nt of Education.

(The 1978-79 objectives of the

Project are included as samples in A pp e n d i x C.)

This

objec tiv e was met as is repor ted below.
The results of the infusion e f f o r t s . ..show that all
eight teachers had successfully i mplemented global
educa tio n topics w i t h i n their existing curriculum.
While it is d i f fi cul t to p in point the m e c h a n i s m that
triggered the interest in global education, most of
the teachers indicated that some a ss oci ati on with the
in-service p r o g r a m was either respons ibl e or useful in
their development.
Contact with the global education
personnel also c o nt rib ut ed directly to these efforts.
In some cases a f e l l o w teacher provided the impetus to
move ahead and that move usually was to take part in

141
an in-service program.
P- 32)

(Final Report,

Year II,

Du ring this second year of the program,

1979,

five

additional wo r k s h o p s we r e held wh i c h w ere open to any
i n terested people.
ideas in general

Topics range d from global education

to more sp ecific topics such as

"Teaching

with a Global P ers pe c t i v e in the L ang u a g e Arts Classroom",
"Teaching about S o ut he ast Asia",
Hunger".

and

"World Food and

A l t h o u g h these w o rk sho ps wer e c o n s i s t e n t l y rated

high by those attending,

attendance at these workshops

averaged only 13.3 people.

(Final Report,

Year

II, p.

24)

This may have been one of the reasons that wo r k s h o p s during
the school ye a r were reduced d u r ing year three.
An important a spect of the P roject from the outset was
resp on din g to the p e r cei ve d need to get good,
g l o b a l - o r i e n t e d materials

into the hands of teachers.

(Global E d u ca tio n Proje ct Proposal,
pr e vio us ly mentioned,

up-to-date,

1977, p . 2)

As was

the Co m m u n i t y Resource Agent spent

much of her time the first year identifying global
materials

in all area school

libraries and public

types of
libraries

in Dover County.
In add ition she and the Project Di rector both
previ ew ed a v a r i e t y of c o m m e r c i a l l y a vailable materials.
With monies set aside for c u r r i c u l u m mater ial s each year,
the Pro je ct was able to purchase some materials.

These

purcha se d materials were housed at the project Office in
the ISD bu il din g and were avail abl e to teachers upon
request.

142
The C o mm un ity Resource Agent cata log ue d all of these
into a Global Resource Catal og which was made available to
all core teachers.

In addition^a copy of the catalog was

placed in every library and teachers'

lounge in the county.

Makin g these materials available to teachers
count y- wid e was part of a larger plan.

This plan was to

initiate a Resource Sharing P r o g ra m among all the school
districts

in Dover C oun ty whe re by any teacher could borrow

global materials from any other district.
ISD professional staff,

Members of the

since they drove throughout the

c o u nty on a regular basis,

agreed to deli ver materials.

This was co ordinated through the librarians in individual
school buildings and the Global Education office.
During the second year of the Project,

the extent of

the use of this R es ource Sharing Plan was assessed.
The librarians' r e p o r t ... indicates extensive use of
the resource materials from the Global Educ at ion
office. [469 requests had been received and
processed.J
This indicates a high level of awareness
among teachers w i t h i n the district.
The report also
suggests that the high level of use of the materials
from the Global Educ at ion office is at least in part
related to the quality, relevance and recency of these
materials as opposed to the materials availa ble within
the respective school libraries.
It should be noted
that the "interschool" s haring of mater ia ls was at
best modest.
Only [Brewster's Ci'rcle Elementary]
reported seventeen requests by teachers outside the
district.
One other school reported two requests and
one school, one request.
No other requests were logged
by other schools.
Conclusions:
The level of use of resource materials suggests a
significant need for this type of teaching material
withi n the local school.
Clear ly the Global Education
offfice has povided this important assistance to
teachers within the district.

143
Project E v a l u a t i o n Summary:
The importance of resource u tilization in global
education should not be underestimatedThe high
level of use received by resources from the Global
Education o ffice attests to this as do the comments
made by teachers both in interviews and on w r i tt en
summaries.
Provis io n should be made in future years
for resources for teachers.
It appears that
interschool loans will not meet the needs, so either a
ce ntralized resou rce d i str ibu ti on system should be
con sid er ed or dupli cat e resources made available
w i t h i n the respective schools and districts.
(Final Report, Year Two, 1978-79, p. 35-36)
Thus,

the extent to which materials were bo rro we d from the

Global E duc a t i o n office confirmed the need for global
oriented materials,

and the number of requests processed

during the year indicated that the resource de livery system
worked.

In his "Project Eval ua tio n Summary"

above,

the

Evaluator suggested that a central iz ed resource
distribution system be set up or duplicate resources be
purchased for individual buildings or districts.

The

Project was in the process of setting up the centralized
lending system.
For reasons w h i c h will be discus sed in "Residual
Impacts",

this c ent ral iz ed lending syst em did not get used

once the Project ended.

S uffice it to say here that the

personal interviews condu cte d by this researcher showed
that the material resources wh i c h continued to be used once
the Project ended were those w hic h were put directly into
the hands of individual
these

"Findings"

teachers.

As mentioned earlier in

15 of the 20 people interviewed in Dover

County pointed to the importance of the Project in
providing resource materials.

The personal

interviews

144
showed that 12 of the 15 teachers continued to use those
resources that they had in their own files or classrooms.
Only one of the teachers interviewed indicated that she
had borrowed resources from beyond her own building.
personal interview,

August 20,

1985)

(E.D.,

With this exception,

the findings by the external Project Evaluator are
supported by the interview data gathered by this
researcher.

Emergence of the Project Model:
It was during this second year that the Project
"model"

(which the program was funded to create)

emerged.

This model is described in several of the Project
materials,

but an early summary of the model appears in the

Year Two Evaluation Report.
The Global Education Project is intended "to build a
cooperative model among the school districts served by
the [Dover] County Intermediate School District that
will enhance the global knowledge and skills of
participating school staff members and students."
This project emphasizes (1) the training of teachers
and the development and implementation of global
education units, (2) the adoption of global education
units into the existing curriculum and (3) the
identification and utilization of community resources
appropriate to global education.
The project does not
prescribe a set of cognitive outcomes for the
curriculum but rather emphasizes local school autonomy
in expanding the horizons of the existing curriculum
by the infusion of global education.
The [Dover]
Model is designed to bring about gradual changes in
the school program by means of professional
development of teaching staff.
The units which are
produced are not to be viewed as the end product.
Rather, the [Dover] Model is intended to expand
teaching/learning outcomes and the units are therefore

145
a means to an end.
Put another way, if the [Dover]
Model were to be adopted in another district, it is
the process of professional development which stresses
awareness and knowledge of global concerns which would
be "exported."
(Final Report, Year II, 1979, p. 1)
The individual

"Components of the Project" as they

were later identified in the Project brochure

(1979-80)

included the following descriptions:
SEMINAR - An intensive seminar to provide teachers
with in-service training in areas of global
perspectives, global issues, cross cultural
understanding, unit development, teaching strategies
and resource identification.
WORKSHOPS - Follow-up workshops to provide additional
in-service training in teaching methods and global
topics.
CONSULTATION - Individual teacher consultations with
project staff to reinforce teacher commitment to the
goals of the project and to suggest resources and
strategies.
A GLOBAL FESTIVAL - A culminating activity of global
displays and demonstrations by teachers, students and
the community.

The First Global Festival:

This final component of the Project was introduced
during the second year as a means of furthering awareness
of the Project and the types of global/international
activities and units participating teachers were doing in
their classrooms throughout Dover County.
spoken of here was aimed at other teachers,
school administrators,
at large.

The awareness
students,

and the members of the communities

In terms of the P r o j e c t ’s objectives for the

second year,

the festival was the final

in-service session

146
for the 1978-79 a ca dem ic year.

The ob j e c t i v e read,

"Core

and noncore teachers w il l p ar tic ipa te in in-service
programs to gain aware ne ss of,
to global edu cation..."
1978-79,

interest in,

and c o m m i tme nt

(Global E du c a t i o n Proj ect Proposal,

Process O bj e c t i v e 4.1)

Teachers p a r t i c i p a t i n g in the Pr oje ct d is pl aye d
student projects,

b u l l e t i n boards,

etc. w h i c h r es ulted from

the global units they had w r i t t e n or other global/
international ac t i v i t i e s they had done in their classrooms
d u r i n g the year.
count ri es and

In additio n e xc hange students from other

local students who had bee n abroad on

ex ch a n g e programs p r e sen ted displays.
service groups wit h international
represented.
were included.

Area b u s in es ses and

linkages were also

In all f ifty-two exhibits and presentat io ns
An itemized

p a r t ic ipa nts appears

list of Global Festival

in A ppe nd ix D to f ami li ari ze the

reader with the bre ad th of topics and grade
involved.

levels

A lso included there are some of the planning

do cuments for the Global

Festival.

In add iti on to members of the commun it y who visited
sometime d uri ng the three days of the festival
1979,

a total of 62 teachers attended wit h

in earl y May

1200 students.

M o s t of these teachers and students were b ussed in from
ar ound the c o un ty a c c o r d i n g to a p r e -ar ra nge d visitation
schedule.

A summary of the ratings from the 23 teachers

w h o responded to an e v a l u a t i o n form sent out by the Project
indicates that 22 of the 23 teachers rated the Festival

147
o r g ani za tio n either a 4 or 5 on a five point Li kert Scale
wit h 5 being high.

Likewise 21 of the 23 rated the

educational benef it ei ther a 4 or 5.

(Pinal Report,

Year

II, pp 25-26)
Such approval of the Global Festival was also
indicated in the c omments of vis it ing teachers on
"Evaluation of Global Festival"

forms sent to each

p a r t i c i p a t i n g and v i s i t i n g teacher following the festival.
Co m m e n t i n g on the educati ona l b e n e f i t of the festival, a
fifth grade teacher remarked:
Expo se d c hildren to different cultur es and
int erd ep end enc e on a var ie ty of levels.
A first grade teacher wrote:
It gave my chi ld ren many new views of the world.
hear d a lot, "Gee, I di dn't know..."

I

A second grade teacher noted:
R a ised awar ene ss of differences and sameness of people
th ro ughout the world. Whole bus ride back, children
kept t alking a b o u t the experience.
A seventh,

eighth,

and ninth grade science teacher

commented:
It exposed some global problems to children who
o therwise might not know they existed.
Finally,

a fifth grade teacher responded:

It w a s ' e d u c a t i o n a l l y beneficial for students and
adults w h o wo uld n ot be abl e to visit other countries.
(All above quo tat io ns from "Evaluation of Global
Festival" forms, Global Festival 1979 file folder,
Global Educa ti on Project)
Fr o m these comments we see not only the educational
b e nefits for childre n and adults as perceived by the
v i si t i n g teachers,

but also the inclusion in the exhibits

148
of many of the major topics or concepts of global
education.

Fro m the few comments

listed above,

following topics or concepts were noted:
interdependence,

views of the wo r l d

Cultures,

( pe rsp ect iv es) ,

similarities and differ enc es am on g people,
problems.

the

and global

From these comments and f rom the above

ev al uation data,

it is apparent that the e nd -of -ye ar Global

Festival ac co mp l i s h e d its purposes.

Summary of Year Two:

Du ring the 1978-79 P roject year,
d e v elo pe d and tested.

The

the Pro je ct model was

first summer seminar was held.

Te aching units d e ve lop ed at the summer s eminar were
implemented.

Fo l l o w - u p in-service sessions and individual

cons ul tat ion s were a rranged to expand teacher knowle dg e and
p romote the use of global resources in the classroom.
Finally,

an en d-o f- yea r Global Festival was held to further

global awar ene ss among teachers,
communities at large.

students,

and the

149
Year Three— 1979-80
Once the Proj ect model h a d been es t a b l i s h e d by the end
of the second year,

the main tasks of the third yea r were

to implement the model,

fine tune it, and

" p a c k a g e 1 it.

In other w o r d s the Proje ct staff ne eded to carry out
anot he r summer seminar,

do f ol l o w - u p c o n s ul tat ion wi t h the

new core teachers and teachers involved from previous
years,

conduct two follo w-u p workshops,

demonst rat e

object iv e student impact on a test of global a wareness and
knowledge,

and c o o r di nat e a n o t her Global Festival.

these activities is d i sc uss ed b e l o w in the order
above.

"Packaging"

p re lim in ary

Each of

listed

the p r o g r a m involved p rep a r i n g a

looseleaf b i n d e r of information about the

Project i ncluding samples of P ro jec t - d e v e l o p e d materials
for use in case the Pro je ct re ac hed the experimental/
r e pli cat io n phase d u r i n g a fourth year.

The Second Summer Seminar:

The summer seminar again proved successful in terms of
the reactions from the p a r t i c i p a t i n g teachers.

The same

W o r k s h o p Eva l u a t i o n Forms as had been used d u r i n g the first
summer seminar we r e used in this one.
favorable as is po in ted out in Table 4.

React ion s were

150
Table 4.
Summary of Ratings for Summer Seminar 1979
on Global E ducation (Final Report, Year III, 1980, p 31)
Excell en t
5
4

N=12
O r g ani za tio n
Objectives
Co nsultants
Materials
Scope
Benefits
Cont en t

8
7
9
8
5
11
11

As the Final Report,
summarizes

3

4
4
2
4
6
1
1

Year III

Poor
1

2

0
1
1
0
1
0
0

0

0
0
0
0
0
0
0

0
0
0
0
0
0

(1980)

succinctly

it,

The summer w o r k s h o p was judged successful by the
teachers in terms of satisfaction and in terms of
meeting their needs, (p.32)
These reactions w er e he art en ing to the Project Staff
since part of their charge this year from the Michigan
D e partment of E duc a t i o n was that they take on more direct
r e spo nsibility for pre se nti ng seminar content rather than
serving in a co ord i n a t i n g role with outside consultants
doing most of the pres ent at ing as had been the case in the
first seminar.

They wou ld be even more respons ib le for all

aspects of the s eminar if the Project was g ranted a fourth
year of funding for re plication in another school district.
Despite the favorable pa rticipant comments,
seminar was

less successful

participants.

the

in terms of numbers of

Thirteen people attended,

only seven were Dover C o unt y teachers,

and,

of these,

the target group of

the Project.
From examination of the Project documents and

151
interviews w i t h the Project Staff,
seminar had three main purposes.
participants'

it appears that the
One was to increase the

awareness and knowledge of global

topics.

Anot he r was to have each pa rticipant develop a
g l oba l-o r i e n t e d teaching unit a ppropriate for his/her own
teaching situation.

A third purpose was to increase the

p a r t i c i p a t i n g teachers'
global perspective,

co mm itm en t to teaching with a

at least to the extent that they would

choose t o'continue con tac t wi t h the Global Education
Project and to implement their own unit d uring the
following acade mi c year.
low turnout,

On all three counts,

despite the

the summer 1979 seminar seems to have

a c com plished its purposes as indicated by the data below.
The Final Report,

Year III

(1980), offered some

insights into each of the above three purposes.
to the first purpose,

Relating

the Report pointed out:

The summer w o r k s h o p is instrumental in the developm ent
of global knowledge and awareness.
The high level of
sat isf ac tio n indicated by the respondents to the
format of the" w o r k s h o p and to the consultants
indicates that both the format and the content are
well received and judged to be educatio na lly
meaningful, (p. 32)
On the d e v e l o p m e n t of global- or ien te d teaching units,
the Final Report added:
The sixteen units produced du ring the Summer 1979
seminar were reviewed and thirteen of the sixteen were
found to meet the e stablished screens for quality...
The es tab li she d c riterion is met.
...The summer seminar appears to be successful in
terms of i nstructing teachers to develop competence in
w r i t i n g units whi ch can be implemented into the
existing curriculum, (p.34)

152
The third purp ose of the seminar m ent i o n e d above
involves two a s p e c t s — the n umber of Dover C o u n t y teachers
c h o o s i n g to continue c o n t a c t wit h the Pro jec t and the
n um ber of those teachers w h o s u cce ss ful ly i mplemented the
units they w ro te at the seminar.

Since all seven Dover

C o u n t y p a r ti cip an ts d e c i d e d they wo uld

like to mai nt ain

cont ac t with the Gl obal E d u ca tio n Project/

fo l l o w - u p was

don e with all seven of these n e w core teachers d u r i n g the
school year in ad di tio n to the f o l low -u p done with the core
g r oup and infusion t eachers fr o m the first two years.

The

Final Re port provid es the f o llo wi ng inform at ion on these
seven seminar teachers:
Records from the pro jec t o ffice indicate that seven of
the 1979 Core Tea c h e r s are a c t i v e l y tea ching in the
[Dover] C o u n t y Schools.
One of these teachers is
absen t on m a t e r n i t y leave.
The r e ma in ing six teachers
we r e in terviewed and all of them wer e found to have
s u cc es sfu lly im ple me nte d global units...
...it is cl e a r that the units wer e succ es sfu lly
i m plemented and a c c o r d i n g to the teachers' reports,
the impact on the students was h i g h l y beneficial.
E x e m p l a r y e v a l u a t i o n strategies and signif ica nt
student ou tco me s are recorded in that table [5 of
the Final Report], (p.33)

Proj ec t Act iv iti es d u r ing the 1979-80 School Year:

Two fol l o w - u p w o r k s h o p s we r e h e l d d u r i n g the 1979-80
school year as the P r o j e c t model call ed for.

The Global

Ed uc a t i o n P r o je ct also pro vi ded support for teachers
through the shari ng of global

resources ma inly from the

Proj ec t office and to a lesser degree from one school

153
district to another through the Resource Shar ing Plan
d e ve lo ped by the C o m m u n i t y Resource Agent d uri ng previous
years of the program.

The c l a ssr oom use of community

people w it h global or international expertise was also
encouraged.

This is further do cu men te d in the Final

Report, Year III

(1980).

The librarian r e p o r t ... indicates that 621 "loans" were
proce ss ed through the Global E d u ca tio n Project Office.
The Resource D i r e c t o r y . ..lists major items a vailable
and used by the teachers.
The r eview of the community
resource person forms revealed that in all 27 cases
all ratings [by the teachers in w hos e cla ssrooms they
spoke] wer e successful; none received ratings of 1 or
2 (low) and over 80% of the ratings were 4 or 5
(high).
. .The level of use of global resources, both material
and human, indicates that the teachers find these
resources important enough to schedule and use in
their day by day teaching.
.. The role of resources and successful implementation
of Global Ed u c a t i o n was explored in depth as a part of
the interviews conducted and d ocu mented in earlier
objectives.
What emerges in the revi ew of these
i n t e r v i e w s ... is a prepond era nce of evidence supporting
the iportance of effective depl oy men t of global
resources.
Numerous teacher comments were received
that prior to the Global E d uc ati on Proj ec t the
teachers not only lacked global materials but were
unaware of the existence of human resources (e.g.,
foreign exchange students and comm uni ty residents with
extensive ex per ie nce in other c u l t u r e s ) . Furthermore,
some of these same teachers admitted that they were
unaware of ways and means of using these people as
educational resources even if they did kno w that they
existed, (p. 38)
One of the ways that commun ity resour ce people
were used in a ddi t i o n to c l as sro om pre sen ta tio ns was
through the second and final Global Festival
discussed shortly.

to be

154
Test of Student Impact:

Part of p r e par ing the Project for an experimental
phase re quired the demons tr ati on of "student impact data".
(D.J., personal

interview,

Jan uar y 10,

1986)

During

negotiations wit h the Mic h i g a n Dep art men t of Education
concerning both the second and third years,

press ur e was

applied on this and other global education projects to come
up with some sort of objective generic global education
measure of student a c hi eve men t to show that their efforts
were,

in fact,

i ncr easing student a ch iev em ent more than

"regular" teaching.

In Dover Coun ty this measure took the

form of a test for middle school and high school

students.

It was devel op ed and p i lo t- tes te d d uring Year Two and was
formally ad min i s t e r e d d uring Year Three on a pre/post,
experiment al/ co ntr ol gr oup basis.

This test was adapted

from other existing tests with the permission of the
developers.

A copy of the test is located in Append ix E.

A project analysis brief prepared by the E & D Centers
staff at the time of n omi nation of the Project for
"experimental"

status at the end of yea r three summarized

the test results in this manner.

The obje ct ive to which

this summary refers is listed first.
Product O b je cti ve 4:
Students in high global concept units in grades 6-12
will demonstrate gains in global concepts and
awareness as measured by gain scores on the Global
Education measure at a rate higher than reported for
comparable students not in Global Education classes.

X55
Summary of Test Adm i n i s t r a t i o n and Results:
Students at the high school level achieved this
objec ti ve but middle school students did not
de mo nst rat e gain scores superior to those of the
middle school control group.
A test of global knowledge, awareness and processes
was dev e l o p e d for the project and a d m in ist er ed to a
sample of students in grades 6-12 prior to instruction
in Global Education.
The po st-test was administered
to the same students after the Global Educ at ion unit
prior to the end of the school year, May, 1980.
Data
wer e o bt a i n e d from 130 students in the middle school
range exp er imental classes and 135 students in the
comp ar abl e control classes.
At the high school level
data wer e obt a i n e d from 68 students in the
experimental g r o u p and from 65 students in the
co mp ara ble control classes
A t the high school level the experimental group showed
a mo de stl y higher rate of gain scores than the control
g r o u p of students.
At the middle school level the
control s t u d e n t s ’ gain rate exceeded the experimental
gr o u p gai n rate.
An inspection of the mean scores on
the test shows that students in all groups had higher
p o s t-t es t scores than pr e- t e s t scores; that middle
school scores are lower than high school scores.
Tables 5.- 6, 7, and 8 p rovide the numerical va lidation
of the above conclusions.

(Final Report,

Year III,

1980,

p. 44)

Table 5.

Percent Students with Positive Gain Scores

Experimental
Percent
N

Middle School Group
High School Gro up

N

Control
Percent

130

66.2

135

76.3

68

60.3

65

59.5

156
Table 6.
Mean Scores and Gain Score for Middle School
and High school Experimental and Control Groups
on Pre and Post-test of Global E d u c a t i o n

Ex pe rimental Group
P r e-Test
Post-Test

Control Group
Pre-Test
Post-Test

Mi ddle School
Gr ades 7-9

18-3

19.7

17.8

• 20.3

H i g h School
G r ades 10-12

22.5

23.9

23.1

24.2

Table 7.
t-tests of Signi fic an ce of Global Test Gain
Scores.
E x p eri me nta l/C on tro l Groups by School Level

Experimental
Gain

Group

Control Grou p
Gain

Probability

Middle School

1.45

2.60

.009

High School

1.22

1.02

.695

Table 8.

P erc entage Subscores on Global Test
1-15
Awareness

16-30
Knowledge

31-35
Analysis

Mi ddle School Experimental
Mi ddle School Control

56.2
60.7

51.7
54.2

40.0
49.2

High School Experimental
High School Control

71.9
68.6

61.97
45.7

62.9
60. B

157
The Evaluator concluded:
...the differences of the control school group over
the experimental group at the middle school level
cannot be attributed to chance.
These differences are
statistically sgnificant at the .01 level or better.
The gain scores from the high school experimental
group over the control group are not statistically
significant. (Final Report, Year III, 1980, p. 41)
The results of the test were disappointing to the
Project Staff since this data showed no support for their
claim that the teaching of these global education units
would positively impact student performance in the areas
which the test measured.

Reasons such as poorly matched

groups and attrition of the population surveyed were
offered as to why this might have occured.

Another

explanation was offered by the Project Evaluator:
The problem of measurable affect needs more careful
scrutiny.
It is well known in educational testing
that it is difficult to detect group changes even
after many months of instruction.
Here we are dealing
with only a few weeks of instruction.
As pointed out
elsewhere in this document, it is not surprising that
the impact is very difficult to measure.
Also, it
must be noted that the reading level of the test is
probably above what is reasonable for the 6th and
maybe 7th grade students. (Final Report, Year III,
1980, p. 42)
The data nevertheless must stand on its own.

The objective

was not met.
One inference which might be drawn from these poor
gain scores by the experimental group is that the teachers
viewed "global education" as implementing their global unit
rather than a global perspective becoming a part of their
regular teaching style.

The evaluator noted above that

gain scores would not be expected from just "a few weeks of

158
instruction".

If teachers simply taught the one global

educat io n unit they each wr ote w i t h o u t infusing global
pe rs pectives into their teaching style,
for such test results.

this could account

This student impact data raises the

q u est ion of h o w much teachers really did change as a result
of their invol vem en t wit h the Global E d u cat io n Project.
While d i r e c t answers to this que sti on may not be
forthcoming,

the r es e a r c h e r will be further e x a mi nin g this

qu es tio n and dra win g inferences thr oug ho ut the remainder of
this chapter.

The Se cond Global Festival:
As a cu l m i n a t i n g event for the third y ear of the
Project's oper at ion in Dover County,

the second and final

Global Festival was held in early May 1980.

This event was

held in the gy m n a s i u m of the Brewster Cat ho lic Central
South school and
attra ct ed fort y- two displays put on by students and
co mmu nit y persons plus four live per formances of
cultural events from other parts of the world.
Fift y- thr ee teachers re pr esenting twelve of the
fifteen schools in the {Dover C o u n t y Intermediate
School District] attend ed and over 1,280 students took
part.
One hun dre d and fifty members of the c ommunity
and schools supporting staff took part in the
festival. (Final Report, Year III, 1980, p. 39)
P a r t i cip at ion in this two-day event was accom pli sh ed
through extens iv e p la nning by the Project Staff in
c o ope rat io n wi t h a committee of core teachers and
co m m u n i t y people,

as well as the active p art ic ipa ti on of

core teachers and their students.

Most of the 1,280

159
elementary,

middle,

and high school

from around the county.

students w er e bussed in

Movi ng this many students through

a m e d i um -si ze d g y m n a s i u m full of student and co mmunity
exhibits d u r i n g school hours was f aci lit at ed by a schedule
of v i si tat io ns a rra ng ed in advance with the individual
schools.
In terms of the numbe r of parents and c om m u n i t y people
v i sit ing this second Global Festival,

a slide-tape

ex pl ain ing the entire Global Educ ati on P r o j ec t

(created

during the fourth year for use in di ss e m i n a t i o n efforts)
offers the f o ll ow ing possible explanation,

"One sure way to

get pare nt s to at tend a school fu nction is to put their
kids on stage."
In c o n j u n c t i o n with the Global Festival,

an

international dinne r was held to recognize the people who
had been involved in the Global Festival and/or Project.
A consu lt ant w i t h the Afric an Studies Ce nter at Michigan
State Un ive rs ity fro m the coun try of G h a n a addressed the
gat h e r i n g s pe aking on the need for international approaches
in the teachi ng of ele men tar y and secondary school
subjects.

She ap p a r e n t l y made an impression on some of

those present.

In personal

two of teachers i nterviewed

interviews wi t h the researcher,
(in response to que st i o n 6)

poi nt ed sp eci f i c a l l y to her pre se ntation either at the
dinne r or in their schools as being

"particularly

educ at ion all y significant"

(S.D., personal

interview,

March 21,

to them.

1985, and T.A.,

personal

interview,

160
March 29, 1986)
The Final Repo rt

(1980)

summarized the event in this

manner:
A total of fifty-five persons att ended this event,
including represent at ive s from the local papers.
Both
of these activities, the festival and the dinner,
indicate the involvement of global oriented
individuals in the school and in the c omm uni ty and
further attests to the strength and acceptance of the
project, (p. 39)
This was the final public event of the 1979-80 school
year,

and also marked an end to the focus of the Project

w i t h i n Dover County.

The focus of the Project now shifted

to the experimental year w h i c h was to become one of
r e pli cat io n as well as diss emi na tio n and technical
assistance.

Summary of Year Three:
As a summary of the third year in terms of the
objectives set forth in the 1979-80 co nt inuation proposal
the co nclusions drawn by the external evalua tor in his
"Project E v a l ua tio n Summary" are presented below.
The [Dover C o u n t y l , M ic h i g a n Model for Global
E d u cat io n consists of three major components:
1) Teach er training; 2) T e a ch er commitment; and
3) Teach er actions w i t h i n the classroom.
The major
c o nclusions drawn from this eva luation are tied to one
or more obj ectives but are related to these three
components';
First, the teacher tr aining via the summer wo rk s h o p
(Objective 2.1) was un com mo nly successful in terms of
the highl y positive teacher reaction to the format and
content of the progr am and to the gains in knowledge
and awareness scores on the pre- and post -t est
(Objective 2.0).
This is spported by the very high

161
retention rate of teachers in the progr am from Year X
to Year III as rep orted in the introduction.
Second, teacher co mmi tm ent is also v er y high.
Comments made by teachers d uring the interviews
indicate that this pro gra m has given them new insight
into their w orl d and their teaching.
The quality of
the units (Objective 3.1...) is indicative of this.
The fact that the units wer e revised (Objectives 1.2,
1 .1) and s tre ngthened also supports this commitment.
The third, and perhaps the most important conclusion,
concerns w ha t goes on in the classroom.
Student
ac hievement (Objective 1.0) is r eported unifo rm ly high
by the teachers.
The interview data show student
reaction to the units to be positive and that the
units are r el evant and highly motivational.
The one factor that emerged in all of the interviews
was the w i d e s p r e a d use of global resources and
community personnel and the extent to which teachers
felt that this action was improving the qua lit y of
education.
This action alone w oul d enrich the
existing c u r r icu lum by br oad en ing the base of teaching
styles and content available to students.
The final concl us ion centers on the students, the
quality of their projects and their reports and the
teachers' asse ss men t of their learning, all of which
w ere positive*
Unfortunately, the external measure of
student a ch iev eme nt p rovided only marginal support for
this conclusion.
The reasons for this are no doubt
complex but most likely are related to the short term
nature (a few weeks) of the instruction versus the
long term d ev elo pme nt d iscussed earlier.
In_sum, the
project has pro duced the d esired effects as specified
in the goals and objectives.
(Final Report, Year
Three, 1980, pp 47-48)
The second and third conclusions and to a certain
degree the first concl us ion of the outside project
evaluator in 1980 are con sis te nt with the findings of this
re se archer in his 1985-86 interviews with project teachers.
These findings will be pres ent ed later under "Residual
Impacts".

B efore examin in g these residual

impacts,

let us

turn to the fourth and final year of the Global Education
Project.

162
Year Four— 1980-81
A l t h o u g h the fourth year of the P r o j ec t did not beg in
until July 1, 1980,
began months before.
years,

pl an nin g and prepar ati on for this year
Based on the results of the previous

the staff of the Mic hi gan Dep art men t of Education's

Ex pe rimental and D e m o n s t r a t i o n Centers P r o g r a m w h o were
r e spo nsi bl e for the four funded global e d u cat io n projects
n ominated all four of the projects for a fourth year of
funding.

Formal approval for the Dover C o u n t y Global

E d u cat io n Proj ect was granted by the M i c h i g a n Depa rtm ent of
E d u c a t i o n ’s Proj ect C l a s s i f i c a t i o n Commi tte e on Augu st 27,
1980.

(Letter to Dover C o u n t y S upe ri nte nd ent from

De pa rtm ent of Education,

September 9, 1980)

This year was q u i t e d i ffe re nt from the previous three.
The four global e d uc at ion programs were d e s i g na ted as
"Dissemina tio n/ Tec hn ica l Assistance"
Septem be r 9, 1980)

sites.

(Letter,

The usual proce dur e within the E & D

Cen ter s p r o g r a m du ring a fourth year of funding was an
"experimental" cl as s i f i c a t i o n whe re a project so classified
would

"replicate" the pro jec t in one other school district.

Then during the fifth year the project wou ld do more
"adoptions"

in other districts around the State.

However,

federal fund ing through ESEA Title IV C through which
almost the wh o l e E & D Centers Program was run was being
d r ast i c a l l y cut

(and would be cut even more drastic all y

follo win g the electi on of Ronald Reagan in N o v e m b e r 1980.)
If the results of these programs were to be shared around

163
the State of Michigan,

the 1980-81 year wou ld proba bl y be

the only r e m ain in g year to do so.
out to be the case.

Furthermore,

This,

in fact,

turned

there w e r e some q uestions

as to h o w well the Do ver proje ct and the other global
educat io n p ro jec ts fit the c rit eri a for the "experimental"
classification.

(D.J., personal interview,

Jan.

10,

1986)

Since, by the time the C l a s s i f ic ati on C o m mi tte e met,
the Dover C o u n t y Global Education Project had already
located a "replication"
in fact,

site in the R e min gt on ISD and had,

c om ple te d the summer seminar there b ase d on

p r eli min ar y d isc us sio ns wit h its con tac t pe ople at the
Dep art me nt of Education,
should continue its

it was decid ed that the Project

"replication"

in ad dit io n to outreach

ac ti vit ies aroun d the State as part of its
Technical Assist anc e" designation.

"Dissemination/

This situat io n was

de s c r i b e d in the Pro jec t Evalua tor 's Final Report on
D i s s e m i n a t i o n and Technical Ass ist anc e Ac tiv it ies

(1981).

The Dep a r t m e n t of E d u cat ion decid ed that the Global
E d u c a t i o n pro jec t should receive "special
c l a s sif ica ti on" and be d i s se min at ed to one ISD for
a d ap t i o n and ado pt ion in a limited number of schools
and that the p r o jec t dir ec t o r should p r o v id e technical
assi st anc e to in terested dist ri cts thro ug hou t the
state.
Therefore, the 1980-81 Global Educa tio n
Pro jec t was funded wit h two directives.
1. To as sist teachers in one ISD to implement global
edu c a t i o n in a small nu mber of classrooms.
2. To provide distri ct s in various parts of the state
w i t h technical ass ist an ce in global education, (p. 2)
These two di rec tiv es will be examined se par at ely in
the follow in g pages.
straight-forward.

Briefly,

the rep li cat io n was quite

A summer seminar w o u l d be held.

164
The new core teachers from the seminar w o u l d implement
their teach ing units.

Individual follo w-u p w o u l d be

mai nta in ed w i t h these teachers,

and additional

in-services

w o u l d be scheduled for these teachers and for the purpose
of trying to expand the Project's sphere of influence to
include some "infusion teachers".

The second directive was

more vague and will be discu sse d at length later.
Since no fu nd ing was alloc at ed for further w ork in
Dover County,

f oll owu p wit h core teachers back in Dover

C o u n t y was car rie d out on a sc aled-down basis by the
Co mm u n i t y Res our ce A g e n t serving in a p ar t- tim e c apacity
and by the Proj ect Secretary.

Nevertheless,

some

in-services w ere car rie d out in Dover C o u n t y duri ng this
fourth year.

The Re p l i c a t i o n in R e m ing to n I S D— Introduction:

Re g a r d i n g the first direct ive above,

the Project staff

had di f f i c u l t y locating a dis trict for a r ep li cat ion site.
The r ep lic ati on site,

the Rem i n g t o n Intermediate School

District, was ar ran ged with the as si sta nc e of the Dover
Co u n t y Intermediate School Dis trict Superintendent.

This

site was also an ISD serving a small town and rural area
similar to the Dover C o u n t y ISD.

The number of teachers

served by the R e m ing to n ISD was somewhat smaller than the
Dover Count y ISD but all in all the two districts were
quite comparable.

165
R e p l i c a t i o n — The Summer Seminar:

Flyers an n o u n c i n g the Global E du ca tio n summer seminar
were sent to all teachers served by the R e m in gto n ISD.
Due to the initial t rouble locating the site, however,
these flyers did not reach the teachers until
school year was almo st over.

the 1979-80

Nor was personal contact made

wi t h any of the schools to promote the seminar or inform
the teachers wha t global e du cat io n was all about.

Thus,

these flyers served as the only awareness a c t i v i t y that the
Project was forthcoming.
Six par tic ipa nt s fro m three school d istricts served by
the Remin gto n ISD took part in the summer seminar.
Report,

1981, p . 5)

{Final

The content of the seminar was almost

identical to the previous summer's seminar exce pt that
the Pro je ct Staff did most of the pres en tin g along with the
Mi ch iga n State Univ er sit y Instructor of Record,

since the

seminar again was off ere d for optional gr ad u a t e credit.
Three of these six parti cip ant s were inter vie we d by
the researcher.

Two of the three had heard about the

Global Ed u c a t i o n Pro jec t d i r e c t l y from the seminar
flyers sent through the Remin gto n C o u n t y ISD.

The other

had heard of the Project at a pr evious seminar she had
attended in a n earby large city.
W h a t pro mpt ed them to becom e involved?
three expres se d their own personal

Two of the

interest in global

educa tio n as being the m o t i vat in g force.
expre sse d a ver y cle ar c u r r ic ula r need.

The third

I

166
The fourth grade teachers were bitching that the kids
coming in didn't know maps and globes.
It was a
weakness in our social studies curriculum at that
level. (G.L., personal interview, November 1, 1985)
Were the "free" graduate credits a motivating factor?
Two indicated that the graduate credits themselves were
not that important.

Of these one noted that the fact that

it was free was nice but didn't know if that would have
affected his participation.
November 1, 1985)
important.

(H.J., personal interview,

The other expressed that location was

The fact that it was held right at the

Remington County ISD building was important for her
participation.

The third expressed a balance between

motivating factors,
interest— 50%."

"graduate credi t— 50%; my own personal

(C.M., personal

interview, November 1,

1985)
The results of the seminar were similar to past
seminars.
1. The seminar pre and post-test scores indicated
substantial gains in global awareness and knowledge.
2. The participants indicated that they were very
satisfied with the seminar and desired further contact with
the Project.
3. The participating teachers were able to produce
curricular units incorporating a global orientation.
4. The teachers indicated that they planned to
implement the global units,
Report,

1981, p.

6)

at least in some form.

(Final

167
In summary, the w o r k s h o p ach i e v e d the stated
objectives of increasing knowl edg e and awareness and
dev elo pi ng in the teacher a c o m m itm en t to incorporate
global educat io n in their o n g o i n g program* (Final
Report, 1981, p. 8}
One ben efi t of par tic ip ati on in the summer seminar in
addit io n to h a v i n g the seminar tuition cove red by the
Global Educa tio n Project, was a stipend toward the purchase
of global materials for their school at the end of the
seminar.

This had not been done in the past but was

instituted to p r o v ide at least some initial global
materials for them to use once the Project had
district.

left their

This pr oved to be v ery popular wit h the

participants and c ont ri but ed to their units bei ng
implemented,

since several p u rc has ed materials were

d i rec tly app li cab le to the teaching units they develo pe d at
the seminar.

(C.M., G . L . , & H.J.,

personal

interviews,

No ve mbe r 1, 1986)
In addition,

each seminar pa r t i c i p a n t was given a wall

map of their c h o i c e — either

"The Political World" or "The

Physical World" p roduced by the National Geographic
Society.

These large inexpensive

($6.00)

full color wall

maps had been p resented to previous Proje ct pa rt icipants
and had been e xt r e m e l y well received.

They we r e a visible

sign of the teacher's p art i c i p a t i o n in the Project and a
message to other teachers that the Proj ect had something
tangible to offer.
researcher,

D uring their interviews w it h this

several teachers from both Dover and R e mi ngt on

counties pointed out the wall maps as an important resource

158
they had re ceived f rom the Global E d u cat io n Project.

Also,

bec aus e they w e r e pe rm ane ntl y placed in most p a r t i c i p a n t s 1
classrooms and could not be rolled up or down,

the Project

staff hoped they wo u l d serve as a continual reminder that
the w or ld could not be rolled up and b r o u g h t out again when
it was convenient.

It was always there.

T ea chers also

co m m e n t e d that they re ferred to the m ap more often because
it was there in their room and becau se it was u p- to-date
unlike many of the maps they p r e v i o u s l y had at their
disposal.

The idea of givin g each p a r t i c i p a t i n g teacher a

wall map r es ult ed fro m the Pr oje ct Director's desire to
reward the pa rti c i p a n t s in some- way and his disg ust at the
lack of good cur ren t maps and globes a va il abl e in the
schools of Dover County.

R e p l i c a t i o n — C o n s u l t a t i o n During the School Year:

Du ring the school year the Proj ec t Dir ect or v isited
each of the new core teachers on several occasions.
(Project Direct or Log,

1980-81)

These individual

cons ul tat ion s were held befor e school,
period,

at lunch hou r or after school.

durin g a prepa ra tio n
They wer e designed

to see h o w the t e a ch er was do i n g at i m ple men ti ng a more
global approach in the cla s s r o o m through the unit w r i t ten
at the seminar or other means.

These personal

co nsultations wer e also d esigned to offer ass is tan ce and
support from the Proj ec t to help the teachers

in this

169
effort.

Assistance came in the form of suggesting teaching

ideas, offering resources purchased through the Global
Education Project, or suggesting other sources for ideas
and resources.

Support came in the form of listening to

their concerns,

successes,

failures,

etc. and lending

encouragement to them in their attempts both to teach new
content and,

in general,

which they taught.

to broaden the perspective from

Sometimes no additional materials or

ideas were necessary.

The teachers simply needed the

reassurance that they were on the right track.
The teachers interviewed reported several ways
in which the Project Director worked with them personally
during the school year

(question 8).

For example,

Getting us things— materials.
When you came to visit,
I could ask you a question on the best ways to do
things.
You were able to help there.
[Referring to
Project-developed teaching units] It kind of helps...
to use something another teacher worke d with. (G.L.,
personal interview, November 1, 1986)
[The Project Director] called a couple times to see if
there were any ways to help out.
[He] made sure we
had a phone number to call if we needed anything.
There were materials to borrow. (H.J., personal
interview, November 1, 1986)
It was mentioned earlier in this chapter

("Year One")

that the Project Staff consciously used Havelock's Change
Acceptance Process in working with teachers.

The

assistance and support provided through these personal
consultations can also be viewed in terms of this model.
The Project staff had provided the "training" through the
summer seminar.

At the end of the seminar all participants

indicated their desire to continue contact with the Project

170
and to teach their global units d u rin g the school year.
These c om mi tme nts indicate that these teachers were moving
towar d the "adoption" stage.

Havelock's model suggests

that at this stage the "change agent activiti es " should
focus on "help" and "service"
stage of initial

to move clients from the

"adoption" to actual

their normal style of teaching.

"integration"

into

The personal consult ati ons

wi t h the R e m i n g t o n core teachers served this function.
Did these new core teachers t hem selves r ep ort that
they "ever reach[ed]

the point of feeling com m i t t e d to

using a global a p p r o a c h in your classroom?"
q u e s t i o n 3)

(interview

In d i f f e r e n t ways the three who were

inter vi ewe d all res p o n d e d positively.

W h a t is interesting

is w h a t factors they p o i nt ed to that led to this
commitment. One teacher felt that he
was alr ead y do i n g this to a certain extent.
That
d i d n ' t r e a l l y change.
This gave me more ideas to use.
(H.J., p ersonal interview, N ove m b e r 1, 1985)
In re sponse to the fo ll o w - u p q ue stion
commitment?",

"What led to this

he added:

It p rob a b l y came fro m back in college.
I had a couple
classes like the H i s t o r y of the Bri ti sh Empire.
It
was there I be g a n to get a d i f fer ent viewpoint.
I
bega n to get interested.
One of the other seminar part ici pan ts w h o also
indicated that her interest in global ed uc a t i o n had started
be fore bec omi ng involved in the seminar p o i n ted to previous
expe ri enc e wit h Youth for U nd ers tan di ng ex change students.
In fact,

she added,

student.

(C.M.,

her d au g h t e r had been an exchange

personal

interview, No vem ber 1, 1985)

171
The third teach er who had specific c u r r ic ula r concerns
me nt i o n e d a b o v e , responded:
I don't like the word committed.
I think I felt that
might be the best approach, and I could see that it
w o u l d be helpful.
If I don't think it's helpful, I
w o n ' t use it. (G.L., personal interview, No vem be r 1,
1985)
W h a t led to this c o m m i tme nt or feel in g that it "might be
the best ap pr oac h"?

For this teacher the

"proof" of the

valu e of a more global ap pro ac h was in the reactions of her
students.
The a s s o c i a t i o n b e t we en people.
The filmstrips on
d i f f e r e n t hous es that w e r e making [the pupils] pay
attention.
It wo u l d stick with them.
The big
pictures [study prints] of c h i l d r e n of differ en t
lands.
That was very helpful.
A n y t h i n g chil der en can
see v i s u a l l y — the visual a i d s — were helpful.
Wh e n did her c o m m itm en t come about?
The f o ll owi ng spring.
f i nished it.

We could see it after we

In terms of Ha velock's model,

she may have bee n at the

"trial" stage all yea r and moved toward a dop ti on based on
the results wit h her own students.

C o m m e n t i n g on the

increased learning of he r students she added:
The fourth grade [teachers] now say my kids kn o w their
con tin en ts and can tell something about them.
In terms of the chan ge ac ceptance process,
inter est in g to comp are responses to q ue sti on 7,
you de sc rib e ways,

if any,

it is also
"...Could

that your p a r t i c i p a t i o n in the

Project helped you to see the w o r l d any differently?"
Co n t r a s t i n g two comments,

one from a teacher wi t h previous

interest in global education and one from the teacher to
w hom global e du c a t i o n was new:

172
I don't think it caused me to see it any differently,
but it af fe c t e d the ways in pres en tin g it to others.
(H.J., personal interview, No ve mbe r 1, 1985)
Sure.
The information we learned [in the seminar]
about di f f e r e n t countries.
You h ave to have some
informa ti on to stir up your i n t e r e s t . . . . (G.L.,
personal interview, N ove m b e r 1, 1985)
These comments also indicate the different stages of change
acc e p t a n c e at wh ich each of these teachers stood.

The

former es s e n t i a l l y had ado pte d the app r o a c h early on and
was

looking for additional ways to integrate a global

ap pr oac h into his teaching.

The latter comm ent indicates

that this teacher through her involvement wit h the Project
moved through Hav el ock 's change a cc eptance process
be gin nin g wi t h

"awareness" and "interest".

The seminar did

present a var ie ty of information designed to raise
awareness,

increase teachers'

knowledge,

and to begin to

build com mi tme nt to adopt more global con ten t and methods
into their c l a s s r o o m teaching.
The real indication of impact of a p r o g r a m of this
type is in w h a t the p art ic ipa tin g teachers did in their
classrooms.

All three Remi ng ton C o u n t y teachers

interviewed indicated that they did involve global
pe rs pectives in their teaching during the 1980-81 school
year

(question 10).

The two c l ass ro om teachers stated that

they taught the units they wrot e at the seminar.
addition,

In

the third grade teacher noted:

I used it in math wit h distances and maps.
If an inch
equals so ma n y miles, we measure across oceans, etc.
for practice.
I probabl y wo ul d not have used that
technique. (G.L., personal interview, No vem ber 1,
1985)

173
She also noted that she used the materials and filmstrips
they had ordered at the end of the seminar by pooling their
global materials allow anc e provi de d by the Project.

This

indicates that she did more than just teach her unit,
con cer n raised earlier.

the

She was trying out other gobal

acti vities as part of her regular teaching.
One of teachers who,

at that time,

functioned as the

reading c o ord in ato r used some of the ideas presented in the
seminar for her read ing readiness groups.
first graders,
She added,

she focused on animals around the world.

"I think some of the first grade teachers are

still using those materials."
specifics,

Wo rki ng with

Though she didn't cite

she also indicated that she passed on things to

tachers and put lists of free materials and materials about
third world c ountries in the teacher's

lounge.

She also

indicated that she personally was more able to implement
global ac tivities now that she was back in the c lassroom
than she was du ring the time of the Project when she was
reading coordinator.

(C.M.,

personal

interview,

No vember 1,

1985)
The de gree to w h i c h this reading coordin at or
influenced other teachers to broaden their teaching
pe rs pectives by linking them to resources or sharing
teaching ideas is not clear from this interview.

However,

it does indicate the potential for expan di ng the impact of
a pro gra m of this type beyond an initial group
affect)

(spread

through the involvement of people who are in

174
c oo rdi na tor positions.
The impl em ent ati on of global units and other clas sro om
acti vi tie s in R e m i n g t o n C o u n t y wh i c h car ri ed on beyond the
life of the Proj ec t will be d i sc uss ed together wi t h other
"residual

impacts"

later in this chapter.

In add it ion to personal c o ns ult ati on with each of the
Re m i n g t o n core teachers,

the Project model called for two

additional in- ser vi ce sessions or core g r o u p meetings.

The

first was he l d in the fall at an area resta ura nt to discuss
ways the six teachers had begun to implement global

lessons

or units and to discu ss ways to expand global awareness to
other teachers.

A seco nd w o r k s h o p was held on March 31,

1981 at the R em i n g t o n ISD.

This

"make-and-take" w ork s h o p

for e l e m ent ar y teachers was presen ted by the Project
Director and the M i c h i g a n Department of E du c a t i o n Fine Arts
Consultant.

The purp os e was to "discuss and demonstrate a

v a r i e t y of themes for art activities and b u l l e t i n boards
designed to f oster cultural und erstanding."
announcement,
goals,

1981)

{Workshop

In a dd ition to p r e s e n t i n g the Project

some brief b a c k g r o u n d on global education,

address by the arts consultant,

and an

the pr oj ect - d e v e l o p e d

b o o k le t "Bulletin Boards for the Global Classroom" was also
distributed.
Report,

T w e n t y - t w o par ti cip an ts wer e involved.

Year IV,

1981, p.

20)

(Final

By design in g the wor ks hop so

that teachers h a d some time to a ctu al ly begi n making
something to use in their classroom,

it was thought that

there would be a great er likelihood that it would,

in fact,

175
be used.
At the suggestion of Remington core teachers,

three

other workshops were presented during the school year.

On

October 8, 1980, a special meeting was held with eight
teachers from on e-room rural schools on the topic of global
education materials and methods,

(personal communication,

letter from Remington Administrative Assistant,
12, 1980)

September

Goals and basic concepts along with practical

teaching suggestions were discussed.

In addition,

project-developed teaching units and bulletin board
booklets were disseminated at this workshop.
request of several of these teachers,

At the

the Project Director

also made some followup visits to these schools and
presented a National Geographic world wall map to each
school.

"Methods and Materials Workshops" were also held

for the full teaching staffs of two of the Remington County
districts serving 55 participants in one and 12 in the
other.

(Final Report,

Year IV, 1981, p. 20)

These

workshops served as awareness sessions to familiarize the
participants with global education and the materials and
services available to them through the Global Education
Project.

Since few teachers came forward for additional

services,

the primary results of these two workshops were

the dissemination of Project materials and, hopefully,

some

awareness for the recipients.
Thus, the entire Project model was presented in the
Remington ISD with the exception of the Global Festival.

176
The semin ar p a r tic ipa nt s had indicated that they didn't
feel this was a ppr op ria te since some of them had other end
of year activities w it h w h i c h this wou ld conflict.
As was d o c ume nt ed above,
received,

the summer seminar was well

core teachers i mplemented the units they produc ed

at the s eminar and c o nt in ued their involvement wit h the
Pro jec t thr oughout the year.

Finally,

little e x pan si on

b e y o n d the core g r o u p was noted althoug h furt her a wareness
w a s p rov id ed to other teachers through several workshops.
The Proj ect Evaluator,

f ollowing interviews with the

R e m ing to n core teachers and some of their bui ldi ng
pri nci pa ls near the end of the 1980-81 school year, d r e w
the follo win g conclusions:
1. All the teachers w h o were involved in the summer
w o r k s h o p have incor po rat ed some global concerns in
their day b y d ay teaching.
2. Resources p lay an important part.
Moreover, the
librarian seems to be a ke y person in m aking these
resources available.
3. A d m i n i s t r a t i v e support seems to make the d i f fer enc e
bet wee n h i g h l y s u c c e s s f u l 1 e nth usiastic responses and
low levels of ex p e c t a t i o n and success.
Fr o m these points of view, the im ple mentation of
global e ducation in the [Remington ISD] follows the
same path as in the [Dover I S D ] . The [Dover] Model
works but it needs resources, both human and
financial, to make it work. (Final Report, Year IV,
1981, p. 11)
A l s o in his Final Report

(1981),

the Proj ec t Eval ua tor

d i sc u s s e d further obs er vations and conclus io ns about this
"replication" together w i t h his comments on the
"D is sem ination/Technical Assistance" portion of the
Project's work.

Therefore,

these observations and

177
conclusions will be p r ese nte d later in this cha pte r to
summarize the entire fourth year.
d i s c u s s i o n of the

Let us now turn to a

" Dis sem in ation/Technical Assistance"

phase.

Di s s e m i n a t i o n / T e c h n i c a l A s s i sta nce to Other Mi chi g a n
Districts:
As was just point ed out,

the

"replication"

in the

Remington ISD was o nl y a part of the r e s p o n s i b i l i t y given
to the Global E d uc at ion Pro jec t du ring the 1980-81 year.
The ot he r was

"dissemi na tio n/ tec hni ca l as sistance"

to

other i nte rested school districts thro ug hou t Michigan.
One means of e xam i n i n g the di r e c t i o n of the
Di ss emi nat io n / T e c h n i c a l Ass istance effo rt is through the
awareness brochures d e vel ope d by the Dover Proj ect to
inform other distr ict s of the services available.
the fall of 1980,

During

two broc hur es were p re par ed by the Global

E d uc at ion P r o jec t for mass mailing to school districts
a r oun d the State of Michigan.

In S e pt emb er and O c t obe r

f o ll o w i n g official de s i g n a t i o n as a D i s s e m i n at io n/T ech ni cal
A s s i sta nce site,

a br oc h u r e was p repared d e s c r i b i n g the

Dover Project's services avai lab le to school districts
thr oug ho ut Michigan.

{Project Dir ector's Log,

These services w e r e a v a ila ble

"at no cost to the school

di st r i c t req ues ti ng the service."
1980-81)

1980-81)

(Project brochure,

The b roc hu re de s c r i b e d both "mini-workshops" and

"materials" available.

M in i-w ork sh ops w ere de si g n e d to:

178
a) increase teacher und ers tan di ng of the topic; and
b) offer ideas and materials teachers can use to teach
about the topic.
Topics included:
Global T eac hin g Methods and Materials
W o r l d G eo g r a p h y Refresher and the T eac hi ng of Map and
Globe Skills
Te ac hin g for Cultural Un derstanding
Te ac hin g Ab o u t
Global Interdependence: A Basic Pact
of Moder n Life
The Wo r l d in Develo pme nt
C o u n t r y Close-up: Indonesia
Ar e a Survey: S outheast Asi a
Mi n d Stretching: Deve lop in g Student Thi nki ng Skills
Bulletin Bo a r d
Ideas and Art Ideas for the Global
C l a s s r o o m {A Make and Take Workshop)
Wo r l d Po p u l a t i o n A cti vities
Global P er spectives on Energy
Several kind s of materials were made a v ai la ble for
d i s s e m i n a t i o n m ostly teaching units d eveloped by teachers
w h o had p a r tic ip ate d in the program.

Unit titles with

their a p pro pr iat e grade levels included:
Toys: Interdependence of Systems (K-3)
All Alike: All Diffe ren t (k-2)
Wo r l d Full of Houses (1)
Loving, Sharing, Differ in g :{K-3)
L i v i n g on Space shi p Earth (4-6)
Mi ch iga n Links w it h the W o r l d (5-6)
Oceans: Ecology, Resource and M a n ag eme nt (4-6)
International Products in the Spanish Sp ea kin g World
(6- 8 )
L e ar n i n g about the Mak e-u p of Culture: An Indonesian
E x a m pl e (6-8)
Population: People Pro ble m (9-12)
A V o ya ge to Prance (9-12)
As the W o r l d Eats (10-12)
This d i s s e m i n at io n/t ec hni cal assistance effort,

of course,

requi re d the p ri nting of the above units in quantities
suff ic ien t for distribution.

Some were p r ofe ssi on all y

printed while others w ere photocopied.

Units selected for

di s s em ina tio n had u ndergone revision by the Unit Revision

179
Commi tt ee du ring the summer of 1979 and w ere chosen based
on their quality, high global content,

as well as the need

to have a vari et y of grade levels and subject areas
represented.
In addition to the teaching units,

three other

materials were made available for dissemination.
brochure,

(Project

1980-81)

Summary of Units - An une dited list of over sixty
units in the project's cadre of teacher produced
units.
B u ll e t i n Board Ideas for the Global C l a s s r o o m - A
booklet of bu lletin board ideas to foster cross
cultural and ecological awareness.
Recom me nde d Global Resources - An annotated
bib lio gr aph y of com mercially available cl a s s r o o m
materials for teachi ng with a global pe rspective in
elem en tar y and secondary schools.
Mater ial s were sent out on request and we r e also
di stributed at wo rks hop sessions.

Many of the requests for

materials were a direct result of the mass mail ing of the
br ochure w h i c h included a c lip-out response form.
responses at w o r k s h o p sessions,
were well received by teachers

From the

the materials distri bu ted
in that they demo ns tra ted

ways in w h i c h teachers had taken the "Student Goals of the
Global Education Project"

(See page 248)

and basic concepts

of global educa tio n and put them into a practical plan of
action.
The second brochure deve lo ped by the Dover C ou nt y
Global Education Project was a c oll ab ora ti ve effort among
the four funded global education programs in the State of
Michigan wi t h support from the Michig an Depa rtm en t of

180
Education.

This was a general

informational br ochure

desi gn ed to make educators throughout Mic hi gan aware of the
exist enc e of the f our projects and the services w h i c h they
could provide to school d i s tr ict s duri ng the 1980-81 school
year.

Information for the d e s i g n and cont ent of the

brochure came fro m the four pro jec t direc to rs to the
Dover Project Director who agreed to lay it out,
p rinted and mailed.
revised,

it was prepared,

appro ved by the four projects and D e p a rt men t of

Education,
1981.

Begun in October,

have it

pr int ed and fina lly mailed out in early F eb ruary

In addition to p r o vi din g a brief d e s c r i p t i o n of the

four projects incl udi ng names,
of con ta ct people,

and phone numbers

this bro chure a nswered four questions:

"What is Global Educat ion ?"
important?"

addresses,

"Why is Global Educa ti on

"How have ed u c a t i o n p ro grams empha siz in g

global p ers pectives d ev elo ped in Mi ch i g a n schools?"

"How

can these global projects assis t schools and sudents

in

meeting their needs?"
Education" brochure,

("Michigan Projects

in Global

1981)

Ag a i n these awar ene ss broch ure s were mailed to all
school districts in the State of Mic hi gan and were also
o c a ssi on all y handed out at workshops.

Thus,

school

a dm ini st rat ors w ho read the bro chure got some back gro und
information about Global Education,

and if they were

i n terested k n e w wh ich global proj ec t to call on for which
services.
In re sponse to these broc hur es or from other contacts,

181
the Dover C o unt y Global E d uc ati on Proj ec t Di rec tor
prese nte d wor k s h o p s in twelve school d i st ric ts incl udi ng
265 w o r k s h o p participants.
p. 11)

(Final Report, Y e a r IV,

1981,

M o s t of these w e r e prese nt ed b y the P r o je ct

Dire ct or alone,

though on several o ccasions joint

presenta tio ns w e r e made with the P r o j ect Di re cto r from
ano th er global e d uc ati on program.
Mos t of these w ork sh ops w e r e a h a l f - d a y or less and
focused mainl y on raisi ng the awareness of the teachers and
a d min ist ra tor s present.

A lmo st all of the wor k s h o p s

prese nte d in this d iss e m i n a t i o n phase were,
of the districts,

i nt roductory in nature.

at the request
Of the w or k s h o p

titles prese nt ed in the 1980-81 Proj ec t bro chu re descr ib ed
above,

all but one w ere v ari ations of

"Global Teaching

Methods and Materials" or "Teaching abou t Global
Interdependence:

A Basic Fact of M o d e r n Life".

di st ric t s p e cif ic all y reques ted

"The W o r l d in Development"

w h i c h the P r o jec t Dir ec tor presented.
Year IV

(1981)

One

The Final Report,

indicated that this w o r k s h o p was

less well

re ceived than the more general i n t ro duc tor y workshops.
Nea r the end of the school year,

the Pro jec t Evaluator

conta ct ed the a dmi nis tr ati ve contact pers on at each site
wher e d is sem in ati o n / t e c h n i c a l ass is tan ce wo rk s h o p s were
pr e s e n t e d to g a t h e r further in formation and to seek
assistance in the d i s t r i b u t i o n of q u e s t i onn ai res for
part ic ipa tin g tea chers to complete and return.
Results wer e o bt ain ed from eleven out of the twelve
pa rt i c i p a t i n g technical assi st anc e sites for a 91.6%

182
response rate from assistance sites.
The overall
response fom the par ti cip an ts was 26% w h i c h meets the
criter io n e s ta bli she d in the ev alu ati on plan of a 25%
sample of the participants. (Pinal Report, Year IV,
1981, p. 12)
F ollowing a summary of the responses from eac h workshop,
the Final R e p o r t presents an overall summa ry of these
awareness workshops.
A d e t a i l e d review of the s t a t e m e n t s ... shows a range of
ac ce pta nce of global edu c a t i o n and an equally wide
range of interest in global education.
It appears
that in those districts where ad mi n i s t r a t i v e support
and leadership w a s exercised, the responses tend to be
much more positive.
It also appears that in those
distri ct s w h e r e the spread of grade re spo ns ibi lit ie s
was broad, for example, K-12, the reaction to the
w o r k s h o p was less positive.
W h e r e small groups of
teachers, or teachers from a limited grade or subject
area were involved, the re sponse tends to be much more
positive.
It also obs erved that the so called
"awareness sessions" produced a wi d e range of
responses.
Perhaps it is too much to ask for teachers
to grasp the meani ng of global e d uc at ion in a one hour
session, w h i c h was pr ob a b l y imposed upon them outside
of school hours, (pp. 16-17)
The Project D irector also made two con fe ren ce
presentations as part of the 1980-81 d i s s em in ati on effort.
A pr ese n t a t i o n was made w i t h Frank R o sen gr en of the
Institute for Global E d u cat ion to the Mi chi ga n Council
the Social S tudies Conf ere nc e in Romulus,

for

Michigan.

Fort y- fiv e par tic i p a n t s attended this conf er enc e session
prese nte d on F ebr u a r y 27,

1981.

The second con ference

at w h i c h the P r o j ect Direct or spoke was the Great Lakes
Regional C o n f e ren ce of the National Council for the Social
Studies held in Oconomowoc, Wisconsin.

Here he made two

presentat io ns to a total of 75 participants.
In add ition to these work sho ps pres ent ed by the

183
Pro jec t Director,

the Pro jec t also d i s s e m i n a t e d its

m aterials by mail

to those r e q u e s t i n g them.

A glance at a

short do cum en t e nti tl ed "1980-81 Acc o m p l i s h m e n t s of the
[Dover] C o u n t y ISD Global E d uc ati on Project"

(1981)

shows

that Proj ect mate ria ls w e r e sent to t h i r ty- se ven diff ere nt
locations in add it i o n to the
presented.

locations whe re wor k s h o p s wer e

The list includes

locations in various parts

of the upper and lower pe nin sul as of M i c h i g a n as well as a
v a r i et y of other locations in Utah, Oregon, N e w York,
Virginia, Washington,
Illinois,

Missouri,

D.C., California,

and Texas.

Minnesota,

Indiana,

While no f ol low up

information is avai la ble on the extent to w h i c h these
reque ste d materials w ere used,

it is, nonetheless,

important to ment io n such d i s s e m i n a t i o n as a cbntr ibu ti on
of this phase of the Global E duc ati on Project.
T h r o ugh out this year,

final versions of the various

Proj ec t d e ve lop ed materials m entioned earlier were p repared
and printed.

The cu l m i n a t i n g document, wh i c h included

samples of these materials,

was a large blue three-ring

b i n d e r simply en tit le d "Global Ed u c a t i o n Project"
Originally,

this

(1981) .

"project package" was d e s i g n e d to be used

to introduce the pro gra m to potential ad op t i n g districts.
In fact,

a p r e l i m i n a r y draft of it had been used in

d i scu ssi on s w it h the R em ing to n ISD S u p e r i nte nd ent and in
negoti at ion s with the M i c h i g a n D e p a rt men t of Education
cont ac t people.

Since the miss io n of the Project for the

fourth year was r edefined as

"D iss emination/Technical

184
Assistance",

the "package" underwent revision.

As the year

pr o g r e s s e d an d it beca me more obvious that this was going
to be the final year of the program,

this b i n d e r also

served as a ma jor d i s s e m i n a t i o n doc um ent to be distrib ut ed
on a selective basis.

One hund re d copies of the binders

wer e prin ted and d i ss em ina te d to key people involved in
global e du c a t i o n in the State of Mi ch iga n and throughout
the United States.

The doc um ent was div id ed into four

sections wh ich w e r e further subdivided as follows:
Proj ec t O v e r v i e w
S t u d en t Goals
H i s t or y of the Project
P r o j ec t Impact
P r o j ec t Staff Skills
Ad op tin g the P r o gra m
A d o p t i n g the Entir e Prog ram
Diss em i n a t i o n / T e c h n i c a l A s s i sta nc e Services
A v a ila bl e
Pro jec t Com ponents
G a i n i n g Support of School
Ga i nin g S u p p ort of C o mmu ni ty
Summer Seminar
Works hop s
Co ns u l t a t i o n
Global Festival
Proj ec t Materials
By send in g a copy of the Global E d uc ati on Project's
"project package" to key people involved in global
education,

it was h op ed that "some of the ideas contained

herei n may be useful to you in your work."

(personal

corre spo nd enc e inserted at the front of each binder,
Project Director,

1981)

Por tions of this c ul mi nat in g

do cu men t are located in Ap pe ndi x F.

185
C o n t in uat ion of Global Educa tio n Project Work
in Dover County:

Wh i l e the thrust of its 1980-81 wo r k was its
"D is sem ination/Technical Assistance" mis si on in Re mington
C o u n t y and throughout the State of Michigan,

the Global

Ed u c a t i o n Proj ect staff contin ued some w o r k in Dover County
m a inly through the w o r k of the Project S ec r e t a r y and
C o m m u n i t y R esource A g e n t w h o by this time was functioning
more as an a s sis ta nt pro jec t direc tor though her title was
never changed.

The C o m m u n i t y Resource Agen t

(and to a

lesser degree the Project D ire cto r when he was
conti nue d foll ow -up w ith Project teachers.

in town)

She and the

Pro jec t Secretary also made sure that resources were sent
out to teachers req ue sti ng them.

An a d d e n d u m to a letter

to the Dover C o u n t y Board of Educa ti on
C o n t i n u a t i o n of Global Ed u c a t i o n in
(personal communication,
18,

lists the "1980-81

[Dover]

County",

letter from Proj ect Director, May

1981)
Workshop: D e v e l o p i n g Th ink ing Skills for Global
Un de r s t a n d i n g - [Leonardstown and Brewster]
W o r l d Affairs three day p re sen t a t i o n at [Brewster
High School] - "Apartheid in the R ep ublic of South
Africa" prese nte d wi th . . . a retur ni ng AFS student
C o n s u l t a t i o n w it h several individual [Brewster High
School] students re: International Careers
Individual confe re nce s wit h [Dover] C o u n t y teachers
re: Curriculum, materials, and teaching ideas
Workshop: C o - s p o n s o r of N u t rit ion W o r k s h o p arranged
by [Community R esource Agent]
Pr es entation to [a fourth grade class at an elementary
school in the B e t h l e h e m School District]

186
Workshop: Art Ideas for the Global C l a s s r o o m [Community Resource Agent] c oo rdi nat ed this using
various com m u n i t y r esource people
Model United Nations Security Council Conference, NMU
[Northern M i c h i g a n U n i v e r s i t y ] , Marquette; [Project
Director] w o r k e d for two weeks with eight [Brewster
High School] students to represent France and Nig er at
the Conf er enc e
C o n tin ue d lending of Project materials throughout the
county
Al th oug h this is a record of the actions of the Project
staff in Dover C o u n t y d uring this fourth year,
unfo r t u n a t e l y no reco rd exists of the actions taken by core
teachers or other teachers w ho had bee n involved with the
Project.

No data was colle cte d at the time because the

focus of the data col l e c t i o n was on the r epl ic ati on in
Remin gt on C o unt y and the d i s s em in ati on effort a round the
State.

The impacts in Dover C ou nt y had been shown the

prev io usl y three years.

The q ue stion as far as the Project

evaluation plan was c o nce rne d was wha t impacts could be
shown elsewhere.

In order to determine what global

activities were c o nt in ued by Dover C o u n t y teachers during
this fourth year beyon d those which can be inferred from
the above list,
personal

one must

look to the responses of the

interviews car rie d out by this researcher.

These

can be found in the previous sections des cr ibi ng the first
three years.

Q uestion 10 asked teachers to describe how

they involved global pe rspectives
the life of the Project;
years.

in their te aching during

it did not d i scr im ina te among

Additional comments on classroom implementation can

be found later in this chapter in "Residual Impacts".

187
T e rmi nat io n of the Global E d u cat ion Project:
In p r e p a r a t i o n for the te rmination of the Project,

a

d e ci s i o n had to be made about what to do wi t h the teaching
materi al s p ur c h a s e d wit h Project monies.
of the Project,

D uring the life

these w e r e housed in the Pro jec t office at

the Dover C o u nty ISD b uil di ng in Brewster.

Since the ISD

itself did not have its own instructional m aterials center,
it was dec ide d to house the materials in the local schools.
But w h i c h schools?

The main c o nsi der at ion s seemed to be

space,

grade levels and locations of Project

the numbers,

teachers,

central access, w il lin gn ess of the librarians to

accept the materials along wit h the w i l l i n gne ss of the
librarians to co nt inu e to loan the materials to any teacher
in the count y through the "Resource Sharing P l a n " .

There

was only one media center in the county w h i c h housed
materials for all grades K-12,

and it was

located in

Ro be rtsville wh ich had very few teachers involved in the
Project and was also quite far removed from the rest of the
Project teachers.
centers

There were several e l e m ent ar y media

(K-5), one middle school media center

secondary media center
centers

(9-12).

librarians,

(6-8), a

(7-12), and high school media

After discussions with individual

it was dec ide d that the e le m e n t a r y

(K-6)

materials wo u l d be h oused at Circl e E l e m e nta ry School
in B re wster and the secondary

(7-12)

mater ial s wo u l d be

housed in the B e t h l e h e m Secondary School wh ich included
students in grades

7-12 in the same building.

The Brewster

188
el e m e n t a r y librarian had had limited con ta ct w i t h the
Project,

but was

located at C ir cle E l e m e n t a r y and regularly

d i s t r ibu te d mate ri als on teacher r equests to the other
e l e m en tar y schools in Brewster.

The B e t h l e h e m

had had ext e n s i v e c o n t a c t w i t h the Project, was

librarian
in a school

serving grades 7 through 12, and had e xp r e s s e d and interest
and w i l l i n g n e s s to house the materials.
Thus wi t h the materials di s t r i b u t e d and w i t h the
co m p l e t i o n and d i s s e m i n a t i o n of the "project p a c k a g e ” in
June of 1981,

the Global E d uc ati on Proj ec t ended.

An

ef fort ha d b een made to continue o utr e a c h w o r k through a
sc al ed- dow n c o n s o r t i u m proposal with one of the other
Global E du c a t i o n Projects.

The gist of this proposal was

poi nte d out in a letter to the Dover C o u n t y Boa rd of
E d u cat io n dated Hay 18,

1981 when d i s c u s s i n g possib le

c o n t i n u a t i o n of funding.
R e quests co nt inu e to come in from Mic hi qan school
distri ct s for Global E duc a t i o n in-services for the
c o m i n g y ear (see att ac h e d page of r e q u e s t s ) . Yet I
real iz e the c u r r ent p r o b l e m for the Mic h i g a n
D e p a r t m e n t of E d u c a t i o n is h o w to get maxim um
e f f e c tiv en ess from m i n i m u m financing. Therefore, the
two r e ma in ing G lobal Edu c a t i o n d i s s e m i n a t i o n sites
ha v e submitted a single c o n sor ti um proposal for the
1981-82 year.
If funded, this ef fort b e t w e e n [one of
the other funded global e ducation programs -in
Michigan] and our Global E du c a t i o n Proj ect would
grea tl y reduce ex penses yet m ain tai n the integ rit y of
the d i s s e mi nat ion efforts by b ri ngi ng tog ether the
materi al s of all fou r pre vi ous ly funded projects.
In
this cost eff e c t i v e ma nner [the d i r e c t o r of that
program] and I could offer a final yea r of sharing the
projects' results and col le cti ve e x pe rt ise developed
d u r i n g the past four years.
Despite the fact that these projects t oge t h e r had received
requests for services from 14 local or intermediate

189
districts,

3 conferences,

and the M ic hig an State Board of

Education,

this proposal,

as had been expected,

down.

("Requests for Future S e r v i c e s — 1981-82",

Pro jec t document)

was turned
un pub li she d

The Sup erv is or of the Exper im ent al and

D e m o n s t r a t i o n Cent ers Pro gra m had p o i nt ed out the severity
of the b u d g e t situat io n to this and other proj ect directors
in a letter dated M a r c h 30,

1981.

Obviously, the situation for all of us seems to be
rather bleak.
The likelihood of the financial
s ituation impro vin g d r a m a t i c a l l y seems, at this
moment, u nli k e l y to occur....
Therefore, I regret that this office c a n n o t make
any kin d of c om m i t m e n t for c o nt inu ed fund in g beyond
the e n di ng date of your c u r re nt grant award.
Severe
b u d g e t a r y cuts will be made thro ug hou t the entire ESEA
IV-C p r o gra m w i t h the d ist in ct po s s i b i l i t y that: (1)
several c u r r e n t projects will not be r e com men de d for
co n t i n u a t i o n due to a lack of a de qua te financial
resources? and (2) those that do get c o n tin ue d will
likely rec eiv e redu ced funding, (personal
communication, letter, Ma r c h 30, 1981)
R e g ard in g the Pro jec t Staff,

the Project S ecretary

co nt i n u e d w o r k i n g w i t h the Dover ISD for a wh i l e before
be gi n n i n g a B.A.
teacher.

p r o g r a m to b ecome a special e d uc ati on

The C o m m u n i t y Resour ce Agent wh o w o r k e d for the

Project in a p a rt- tim e cap aci ty d uring the fourth year
ac cepted a pos i t i o n wi t h the M i c h i g a n State Un iv ersity
Ex te n s i o n Service as the C o u n t y Homemaker.

The Project

Director left the area to begin work on his doctorate
d e gree in education.

190
Summary, Year Four, 1980-81;
Thus the fourth and final year of the Global Education
Project came to a close.

"Conclusions and Oservations"

about the fourth year of the Global E d uc at ion Project,
including bot h the r ep lic ati on of the Dover model

in the

Re m i n g t o n ISD as well as the technical a ssi stance provided
by the Proj ect throughout the State we r e summarized in the
evaluator's Final Report,

Year IV

(1981, p p . 20-21):

The ev ide nce c o lle ct ed and reported above on the
summer phase of the w o r k s h o p and the ad opt io n of the
[Dover] Global Edu c a t i o n Model in the [Remington]
School Di st r i c t indicates this in-service e ducation
model in global e d uca ti on does indeed work.
The
participants, alt hou gh a few in number, did "catch on"
to the global ed u c a t i o n goals and objectives and were
able to ca rry thr ou gh to the cla s s r o o m many of these
concerns.
F ro m this point of v iew one c an be led to
the co nc lus ion that a brief but intensive w o r k s h o p in
global e d u cat io n topics can provide a stimulus
nece s s a r y to br ing about changes in the teaching
con te nt and t ea ching habits of teachers.
A second
ob se rva tio n can be dra wn b o t h from the [Remington]
pa r t i c i p a n t data and from the technical assistance
section of the report.
There are cert ai n key people
w h o s e support is crucial.
The absence of appropriate
a d min ist ra tiv e support is fre que ntl y a ccompanied by a
low level of en thu sia sm and direction.
In addition to
the a d m i n i st ra tiv e support, usually the building
principal, support of the librarian appears to be
crucial.
The librarian serves as the gate ke epe r for
resources and appears to be a k ey element, perhaps
even a catalyst, in ma king a global educ ati on program
go.
A third obs er v a t i o n also concerns personnel and that
is that the team a pp roach where two or more people are
involved in global education in a single building
seems to be most beneficial.
Perhaps the arrangement
is symbiotic so that each e nh ances the o t h e r 1s
activities and enthusiasm.
Finally, there is the q ue sti on of resources.
While
the great majority of the teachers asked for
additional en vironmental resources, there was no
clear indication that these were h i ghl y expensive
resources.
While additional outside funds would no

191
doubt prove to be beneficial, it may indeed be the
case that a r e all oc ati on of library budgets and
dep a r t m e n t a ll oca ti ons could go a long w a v in meeting
the needs for global education.
The more crucial
el e men t appears to be the human resources outlined
above, perhaps en ha n c e d w i t h occasional programs on
global education.
In summary, the ado pt ion of the [Dover] Co unty
Global E d uc ati on Model in [Remington] ISD has met with
mo derate success.
The teachers have d e v e l o p e d an
e n t h u s i a s m for and an apparent u n d e r s t a n d i n g of global
edu c a t i o n and have indicated an intent to continue in
these areas.
The technical assi st anc e section of the
current y ea r' s a c t i vi ti es is more dif f i c u l t to
interpret.
Wh ile the teachers indi ca ted positive
responses to the w o rk sho ps in ma n y cases, there were
also critical comments in dicating a level of
misunderstanding, perhaps skepticism.
C l e a r l y the
longer w o rk sho ps app eared to be more beneficial but in
the abse nc e of sustained follow-up to these activities .
the e vi den ce of long term impact is meager indeed.
In
short, c o n c e n t r a t i n g on a core of teachers w i t h i n a
given geo gra ph ica l area seems to be a viable model.
Fro m this poi nt of v i e w the [Dover] Global Education
Proj ec t has produced a wo rka bl e plan whi ch meets with
po si t i v e teacher reaction.
Several of the e valuator's conclusions in 1981 were
supported through resp ons es to this researcher's
qu e s t i o n s w ith Remin gto n County teachers.

interview

These are

ela b o r a t e d in the following disc us sio n of impacts during
the y ea rs the Project existed and then in the d i s c us sio n of
residual

impacts.

Sum mar y of Impacts of the Global E d u cat io n Project 1977-81

Th r oug ho ut the four years of the Project,

the Project

Di rector had made period ic reports to the Dover County
Board of Education.

An outline of the Director's

End of Year P r e se nta tio n to the

[Dover]

"1980-81

C o u n t y ISD Board of

192
Education'1 (May 18,

1981)

indicates,

amo ng othe r things,

some of his pe r c e p t i o n s of the ben efits of the p r o g ram at
the end of Projec t' s four- ye ar

life.

Spe a k i n g generally,

the Di rec tor poi nt ed out benefits for Dover County teachers
and students and those else whe re in Michigan.

He also

specif ic all y noted the a cqu is iti on of n e w materi al s for the
county.

He noted that the "materials sharing s ystem

now well en tre nched."

[is]

He also poi nte d out the through the

P roject some add iti ona l e qu i p m e n t was pur c h a s e d for the
ISD.

Finally,

in t han ki ng the members of the bo ar d of

educa tio n for their support over the four years, he noted
that di r e c t i n g the Global E d u c a t i o n Pro jec t had been
excel len t prof ess ion al de v e l o p m e n t for himself,
"learned a loti"

that he had

P ortions of the letter to the members of

the Dover Bo ard of E d u c a t i o n included in this final
p r e s e n t a t i o n not only indicate some a c c om pl ish me nts of the
p r o g ra m d ur ing the 1980-81 year,

b ut first suc cinctly point

out the wh ol e pur po se of the Global E du c a t i o n Project.
Th a n k you:
I appr eci at e the fact that you recognize
the need for our schools to deal with matters of
cultural u n d e r s t a n d i n g and issues faci ng the planet in
t o d a y ’s i n te rde pen de nt world.
As indicated in the
Mich ig an Co mmon Go a l s of E du ca tio n and the Gu idelines
for Global Education, ch an g i n g wo rld con dit io ns demand
that our teachers and students d e v e l o p a global
perspective, i.e. the ability to und e r s t a n d our earth
and its m a n y com p o n e n t systems in a more holistic
way.
Our program, a professional d e v e l o pm ent model,
is des ig n e d to help teachers ac c o m p l i s h this.
Thank
you for you r support in this effort.
Accomplishments:
After d e v e l o p i n g the progr am for
three years in [Dover] County, the Proje ct was given
the c l a s s i f i c a t i o n of D iss em ina ti o n / T e c h n i c a l
Assi st anc e for the 1980-81 school year.
During this
year I have traveled throughout the State putting on

193
wo rks hop s for teachers, sharing materials, consulting,
and speaking at state and regional conferences.
Encl o s e d is a page summariz in g this wo r k and a few
sample ma terials developed by our Project. I have been
ve r y plea se d wit h the reactions of teachers and
admi n i s t r a t o r s and w i t h the nu mber of r equests for
m a t eri al s and future services, (personal
communication, letter, May 18, 1981)
Whil e the Pro je ct Director spoke in general terms
about the impacts on teachers,
prese nt s

the "project package" binder

"Project Impact 1977-1980 Sum ma ry Statistics".

A l t h o u g h the co mpl et e page is included in A p p e n d i x F, three
statements summar ize the immediate numerical
Dover County.

(Global E d u cat io n Project,

impacts in

1981)

45 [Dover] C o u n t y teachers have rec eived formal
training from the Project.
(Core Teachers)
A total of 49 teachers have uti li zed global orien te d
Co m m u n i t y R es our ce Persons identified by the Project.
In all, 115 [Dover] C o u n t y teachers have had some
con tac t with the Project.
Added to these must be the numbers for the 1980-81
"Dissem in ati on /Te chn ic al Assistance" year:

6 more core

teachers and a total of 107 par tic ipa nt s

in the four

wo rk s h o p s in R e m in gto n C o un ty that year;

2 55 particpants

12 school districts in Michigan;

in

and 120 parti cip an ts at

two c o n f er en ce present ati on s for a total of 492 people who
had some contact,

if only a one -shot workshop,

with the

Global Ed u c a t i o n Pro je ct du ring the 1980-81 year alone.
(Final Report,

1981)

This,

of course,

does not include the

materials d i s t r i b u t e d by mail w h i c h we r e menti one d
previously.
These numbers indicate the brea dt h of impact.

The

194
depth and kinds of impacts on individuals d u r i n g these four
years have a l r e a d y been des c r i b e d through the chronological
d e s c r i p t i o n of the four years of the Project,

esp ec ial ly

through the use of the data from the personal

interviews.

It is now important to examine the impacts w h i c h remained
after the Global E d u ca tio n Project ended,
the residual

in other word s

impacts.

Residual

Impacts

The D ove r C o u n t y Global Education Proj ect was in
operation from July 1977 through 1981.

Tea che r inservices

we r e offe red in Dover C oun ty p r i ma ril y d u r i n g the first
three years, w i t h the fourth yea r devo ted to a replication
in R emi n g t o n C o u n t y and d i s s em ina ti on efforts throughout
the State of Michigan.

The qu es t i o n to be ad d r e s s e d now is

the final re sea rc h qu es t i o n of this study.
impacts has the Pro je ct had,

Wha t residual

i.e. what impacts remain

several years after fun din g has ceased?
In e x am ini ng residual

impacts,

Dover C o u n t y will be

discu ss ed first f ollowed by R em ing to n County.

Residual

impacts in this study is stip ul ate d to mean effects or
impacts

lasting b e y on d the life of the Pr oj ect which were

att rib ut ed to the Pro je ct by the educators interviewed.
The most credence,

of course,

wh i c h remain to this day,
activities,

units,

i.e.

methods,

should be given to effects
those attitudes,

knowledge

materials or r esource people

195
w h i c h the re searcher actually o bserved or w h i c h teachers
repor t they con tinue to use.
In de ci din g how to approach this issue of "residual
impacts",

the researcher first had to id entify the

"impacts" of the Project.
section above,

In the "Year Th r e e — 1979-80"

it was noted that the p r o j ect eval uat or drew

three conclus ion s about the "components" of the Global
E d u c a t i o n Project.

(See page 160-161 for complete

quotations.)
First, the training of teachers via the summer
w o r k s h o p . . .was unco mmo nl y successful...
Second,

teacher com mi tme nt is also very high...

The third, and p erhaps the most important conclusion,
c o ncerns w h a t goes on in the classroom.
(Final
Report, Year Three, 1979-80, pp 47-40)
In drawi ng these three conclusions,

an outside evaluator

had identified three prime impact areas of the Project.
Using these three conclu sio ns then as points of reference,
the q uestions to be asked are did these impacts
if so,

last and,

for h o w long?

L o o k i n g at the inte rv iew schedule of questions,
of them,
impacts.
again,

or parts of many of them,

many

relate to residual

To bring these to the reader's atten ti on once

they are:

4. What does the term "global education" mean to you
now?
5 b. Do you continue to use this [teaching technique
whic h you learned as a result of the Project]
today?
6 . Re fe r i n g to the "Participation Checklist") Do you
recall any w or ks hop s or presenters w h o we r e of

196
pa r tic ul ar educational

significance to you?

a. (If any are mentioned) Are there pa rticular
skills or act ivities that you learned from them?
11 c. Have you c on tin ued to use these [new sources of
in formation or cur r i c u l u m materials that you
learned about through the Project] since the
Pro jec t ended?
d.

If so, please give examples.

e. (If some are mentioned) Have you borrowed any of
these through the resource sharing p r o g r a m we set
up?
12 d. Have y o u used any of these or other resource
people to fost er global pers pec tiv es in your
c l a s s r o o m since the P r o j ec t ended?
e. W h o have y o u used and for what topic(s)?
13 b. Is [a global a pproach to your regular
curriculum] more or less ap pro p r i a t e today?
14. Do you feel it is important to teach from a global
pe rs pe c t i v e ?
W h y or w h y not?
15. W hat kinds of global or international " t h i n g s ”
(activities, units, etc.) do you now do in your
c l a ssr oo m or school?
a. (If some are mentioned)
use global a ctivities?

Why do you co ntinue to

16. A r e you awar e of any influence you might have had
on any other teachers regarding the use of global
persp ect iv es in their cl assrooms?
[Depending on
the time frame mentio ned by the respondent, the
response may or may not fit the ca teg or y of
residual impacts.]
18. Has w h a t you have done in your c l a s s r o o m to foster
global awaren es s had any impact on the cu rr iculum
of you r school or district?
Takin g the evalu ato r's above three conclusions one at
a time and using responses to the various interview
quest io ns mentio ne d above,

let us examine the residual

impacts in D ove r County as a means of answer ing the final

197
research q ues t i o n of this study.

The narr ati ve to follow

will not be a listing of responses to the questions, but
will use d i r e c t quo tat ion s w h e r e a ppr op ria te to illustrate
the findings.

Numbers will sometimes be pres en ted when

repor ti ng responses to i n ter vi ew questions.
people were interv ie wed in Dover County,

While twenty

the totals will

not always equal twenty u s u all y b e c aus e a p ar ticular
q u estion was not app lic ab le to all respondents.

A

break dow n of the posi tio ns of those i nterviewed in Dover
Count y is pres en ted in Table 9.

Table 9.
B rea k d o w n of Dover County Interview Respondents
by Professional P os ition in Dover Count y
(N=20)
N u m b e r of
Respondents
11
3
1
2
1
2

Professional
Position
E l e m e n t a r y Tea che r (K-5)
Middle School Teacher (6-8)
High School Teacher (9-12)
Adm ini st rat or
C o mm uni ty Person
Project staff

Residual Impacts of Global Educa ti on Project
Teacher Training:

The evaluator noted that "teacher training via the
summer workshop...

was

"uncommonly successful"...

interviews conducted in 1985 and 1986,

Prom

six or seven years

after the seminars in Dover Coun ty wer e held in 19 78 and
1979,

the responses indicate that some learnings from the

198
summer seminars wer e retained.

This r es earcher's questions

w e r e not d i r e c t l y focused on the summer seminars,
several of them w o u l d reflect residual

but

impacts of the

various types of in-services provided by the Project,
speci fic al ly q u e sti on s 4,5,
to these four questions,

6, and 11.

Using the responses

let us examine the residual

impacts of the in-service tr aining cond uc ted by the
Project.
First of all,

and perhaps most basic of all, everyone

interviewed could come up with a d e f i n i t i o n for global
ed ucation

{question 4).

It is in teresting to note the

d i ffe ren t emphases placed on the various aspects of global
education.

Of the 20 Dover respondents,

six focused on

the notions of e xpanding the horizons of their students.
Comments such as teaching students that,

" T h e r e ’s something

outside

interview,

21,

[ R o b e r t s v i l l e ] ,"

{S.D., personal

March

1985), and "There's more to the w o r l d than your own

hometown,"

(X.R., personal

interview,

Mar ch 18,

1985)

or

"It's m aking students aware that e v e ryt hi ng is more global
than just w i t h i n the boundaries of their own country."
(X.K., personal

interview, March 20,

1985)

Eight

respondents focus ed their de finitions on u nde r s t a n d i n g the
worl d' s c ultures and the similarities and diffe re nce s among
people,

e.g. global educ ati on is an

"approach to learning w h i c h encomp ass es attitudes,
values, kno w l e d g e of others, openness to d ifferent
ways to solving a problem, openne ss to diffe re nt
values and diff ere nt cultures. (S.C., personal
interview, A u gus t 20, 1985)

199
Six of the twenty-one defined global e d uca ti on in terms
of learning about global
response was,

interdependence.

One typical

"... involving the students in learning

about the effect that each thing that they're
about has w i t h i n the whole world...."
interview,

March 21,

1985)

learning

(X.B., personal

Several p eople used the word

i n t e rde pen de nce in their definitions.

Global e ducation is

"developing an aware nes s of global interdepend en ce. "
personal

interview,

A u gus t 18,

1985)

(U.J.,

It may be of interest

to note that three of the twenty, whil e f oc u s i n g their
d e fin iti on s on one of the above concepts,
de f i n i t i o n a reference to wo rld peace.
was,

included in their

One such comment

"...we are never going to have peace until w e

learn

about each ot her and k n o w the cul tures of other people,

and

I think more of that should be b r o u g h t into the
c l ass room...."

(N.E.,

All of these concepts,

personal

March 23,

1985)

bro a d e n i n g students h or izons beyond

their co m m u n i t y or country,
cultures,

interview,

u n d e r s ta ndi ng count rie s and

and the i nte rd epe nde nt natur e of our world,

were

central to the Global E d uc at ion Project.
When one considers these v a r i a ti ons in definitions,
one thing stands out.
out.

Textbook def ini ti ons did not come

The respond en ts had drawn d e f i n t i o n s based on their

individual exper ien ce s with the Proj ect a nd those parts of
the Project they indiv id ual ly had internalized.

One must

remember that these teachers were c o m i n g from a v a r i e t y of
subject areas and grade levels and thus had to apply a

200
global perspective to their own teaching situation.
A second point is also noteworthy based on the
respondents

varied foci of their definitions.

While

collectively their definitions covered the breadth of
global education,
aspects.

individually they focused on particular

As noted above,

it appears that teachers

internalized those parts of global education which seemed
relevant to them, their grade level and subject area.
It, therefore,

remains open to question how well each

teacher internalized the breadth and holistic nature of the
global education.
For another indication of residual impacts of
training, we can look at responses to question five asking
about teaching techniques which they learned as a result of
the Project.

Of the fifteen people who responded to the

question, eleven indicated yes and could identify how they
had used the technique in the classroom.

The part of this

question relevant to residual impacts is the follow-up
question,

"Do you continue to use this technique today?"

Seven of the eleven indicated yes.

Some of the teaching

techniques which continued to be utilized were:
inclusion of African games in an Africa unit;

the

the

consideration of different learning styles when planning
lessons; delving into the newspaper; being "more aware of
using what you h a v e — when things pop up in the world, use
it;" and the greater use of maps and globes.
the use of maps and globes,

Regarding

a second grade teacher

201
commented:
Before the Project, I had little use for globes and
maps.
And now since then, and even now, e sp ecially
now, I found myself dr agg in g out a map and relating
everything; w h e t h e r it's a story in the W e e k l y Reader;
whe th er i t ’s s omething the kids b r o u g h t in; a product
bei ng made here or there or something.
I catch myself
more and more pulli ng down the map and re la t i n g what
the subject or topic or di s c u s s i o n to the map.
I
carry that map a round like it was a s ecurity blanket.
But, I think that was the most immediate effect it has
is letting these kids k n o w that the worl d doesn't end
wi t h the city limits of [our town]. (I.J., personal
interview, Ma rc h 20, 1985)
This c on t i n u e d use of par tic ul ar t ea ching techniques not
only is ev ide nc e of the residual

impacts of training,

but

also relates to the second and third points made by the
Project E v a l u a t o r — c o m m itm ent of the teachers, and impacts
in the classroom.
In r esp on se to q u e s t i o n nu mber six,
could recall

specific

thirteen people

"workshops or presenters who we r e of

par tic ul ar ed ucational si gn ificance to you."
responded,
varied,

"No."

Two

Wh i l e the peop le cited were quite

a f ew pr ese nte rs re ce i v e d m ult ip le mentions or

comments w o r t h y of note.

Most often m e nti one d were Marylee

W i l e y and Ce cel ia Dumor, both of the A f r i can Studies Center
at M ich i g a n State University,

Dr. Janet A l l e m a n of the

Depa rt men t of Teach er E d u c a t i o n at M i c h i g a n State
University,

and Dr. A l e x Lotus w h o at that time was

fr o m Sout hfi el d High School in Southfield,

Mi ch i g a n who

assisted the Unit Rev is ion C o mmi tte e w i t h their task in the
summer of 1979.

A fourth grade teacher stated:

Janet A l l e man Brooks was the one that I really think
was the best.
She had a lot of teaching techniques

202
and she was real enthusiastic.
She w o u l d really spur
you on to d o i n g t h i n g s . . . .She w o u l d give you little
hints on teaching and different way s of doing it and
using values and things like that.
I do that all the
time. (S.D., personal interview, Ma r c h 21, 1985)
A second grade tea che r c omm en ted on both Mar yle e Wiley
mentioned above and Dr.

Stanley Wro nsk i of the De pa rtment

of Teacher E d u c a t i o n at Mic hi gan State University.
Oh yes.
Mary lee Wiley, I guess.
The information that
she shared w i t h us on A fri ca was r eally in teresting to
me personally.
After that I started dig gin g into
A p a r t h e i d and looking at things in South Af rica a
d i ffe ren t w a y and even do in g research and reading
things I w o u l d n ' t no rm a l l y read because she stimulated
my interest.
So, I think presentations.
Stan Wronski
did a lot to inspire me, just becau se I looked up to
him as a kind o f . . . I ' m not into hero worship, but I
think that if I could g r o w up to be like anybody, I'd
like to gr o w up to be like him. (I.J., personal
interview, Ma r c h 20, 1985)
This t eacher a d d e d some i nteresting additional

insights

into w h a t he felt was the value of the in-services.
C o n t inu ing wh e r e he

left off im mediately above:

Q:

With e ither of these people, or with Tom Coll in s who
you me n t i o n e d earlier, were there any pa rt icular
skills or ac tiv it ies that you learned from them?

A:

The things with Tom, the p r o pa gan da things that he
used, I think that was a skill I learned that I was
co m p l e t e l y unaware of.
Plus just the information
sharing about Africa.
But as far as skills, I think
e v ery bod y' s kind of got those skills in a way...I
think you just need the information to w o r k with.
Either you k n o w how to use the infor mat ion or you
don't.
I think what they did they supplied
in formation that y o u could use rather than methods of
using them.

This comment points out the need for in- service t raining to
provide k no wle dge as well as any other skills it might
impart.

This co n t e n t i o n is supported in the teacher

in-service literature by Alan C. Purves

(in Rubin,

ed.,

203
1978)

Purves contends;
Teachers have a brief underg rad uat e training in one or
more subject matters; on the basis of this training
they prep ar e l e s s o n s , teach them, a nd evalua te their
students. Ma n y of them are nice people, many of them
have lovely tec hniques of w o r k i n g with one child or
many children, many of them are hid e o u s l y u nin formed
about the material they teach.
An in-service
educat io n p r o g r a m can give them this information; a
good in-service pro gr am must give them this
information.
To be sure, there is a need for teachers
to look at k no w l e d g e not simply as re cipients of it
but as people who will distill it and impart...but
unless they have a sound base in the subject matter
that the teachers are going to teach they will be
useless, (pp. 221-222)
The co nte nt of the summer seminars put on by the

Global Edu c a t i o n Pro jec t focused on global awareness,
knowledge,

teaching skills,

and teacher attitudes.

The

P roject Staff appears to have re cog niz ed the need to
bro ade n teachers'

k n owl edg e about the w o r l d b eyond the

borders of the United States and about issues facing the
planet.

Pre and post tests given at the summer seminars

showed gain scores over that two w e e k period.
tests of teachers'
Therefore,

No other

global knowl ed ge w e r e administered.

there is no data to indicate h o w effec ti ve the

Global E duc at ion Project was in this area in the

long run.

Since the study at h a n d likewise used no me as ure me nt of
knowle dg e retention,

no comments can be made on how much of

the information about wh i c h the second grade teacher,

I.J.,

spoke, was act u a l l y r etained by the project teachers.
To summarize,

the follo win g residual

impacts of

training were identified through the personal
-All

interviews;

teachers interviewed d e m on str at ed an

204
un de rst and in g of definitions as they intern ali ze d them in
relation to their own content areas and grade levels.
- Seven of the eleve n teachers wh o r epo rt ed that they
learned specific teaching techniques thr ou gh the Project
could identify c l a s s r o o m uses of those t ea chi ng techniques
and rep orted that they co n t i n u e d to use these teaching
techniques;
- Th ir tee n of f i f te en respond ent s could also identify
specific peop le a nd/or w o r k s h o p s whi ch wer e

"of signifi can t

educational sig nificance to t h e m . "
- W h i l e one teacher emp has iz ed the importance of the
Project in p ro vid ing teachers w it h knowle dg e about global
topics, no c on c l u s i o n can be drawn about residual global
knowl edg e among p a r t ic ipa tin g teachers since no measure of
reten ti on of global k n o wle dge was a d m i ni ste re d by this
researcher.
These then are some of the residual

impacts of Project

tr aining whic h were noted from the personal

interviews.

L e t us now turn to the second area of impact identified by
the Evaluator,

i.e.

teacher comm itm en t to global education.

In his second conc lu sio n the Proje ct E v alu at or
noted a high degr ee of commitment to global education among
p roject teachers.
question,

In r es ponse to this res earcher's third

"Did you ever reach the point of feeling

committed to using a global a pproach in your classroom?",
13 indicated yes,

another 2 respon ded yes but they already

had some co mmi tme nt to do so beforehand,

and 2 responded

205
no.

Both no re sponses w e r e q u a l i f i e d — one indicating/

"No,

but it was interesting," and the other respo nd ing "Not
committed,
impacts,

but more aware."

Wh e n d is c u s s i n g residual

the qu es tio n becomes one of h o w long-lasting this

co mm itm ent was.
One o u ts pok en response, d e m o n s t r a t i n g her continued
comm it men t to global education, came fr o m the one community
perso n interviewed, who had served on the Global Festival
Pl an nin g C o mm it tee and had be e n involved w ith the Am erican
Field Service

(AFS)

I n t e r nat io nal /In te rcu lt ur al Exchange

p r o g ra m for over twenty years.

W h e n d i s c uss ing the

q u est ion of her comm it men t to global e d u ca tio n in the
classroom,

she responded:

It should be mandatory.
In isolated areas we tend to
forget how i nterdependent we are.
It's v i t a l — with
religion, w i t h every phase of life. (U.J., interview,
A u g u s t 18, 1985)
A n in teresting series of responses to question number
4 regar di ng commitment, whi ch contrast markedly from the
other

'yes'

comments,

respondents,

came from two of the

a mar ri ed couple, w h o

'yes'

left the district after

b o t h had been inv olved in the Project for just one year.
T h e y were in ter vi ewe d together rather than separately at
their request.
commitment,

Their comments speak about continued

or lack thereof,

and offer some further

insights.
Interviewer:
Did either of you ever reach the point
of feeling c o mm itt ed to using a global approach in
your own c la ssroom?
Bev:

Yes,

I think I did, but it was no long-lasting

206
effect....It was important, I think, and I did at the
time feel committed to it.
But it's something that
I've kind of let slide.
Interviewer:
What do you think are some of the
factors that led to kind of letting it slide?
Bev:
Any number.
For one thing, when you're working
with it, your*re all excited about it anyway.
But the
pressures within a school system kind of limit you to
what you can do.
You know, the pressures; you're
going to have the testing in the spring and you're
going to be held accountable for this and that and
the other thing, and finally, I think, it just gets to
the point where you just do as much as you can and
some of the extras have to go. And that's too bad.
Gene:
There are a lot of extras I think, we as
educators could justifiably be doing, but we have,
school districts have physical limitations, financial
limitations, personality limitations and it sometimes
gets to be...take this for what it's worth...more of a
hassle to go out of your way and somtimes you fall
into a very bad pendulum swing.
You are in a kind of
monotonous rhythm.
Bev:
But you know, something that we both just said
and it never really struck me,
but we both just
referred to it as "extra".
Interviewer:

I noticed that.

You're right.

Bev:
And maybe that's the point.
be " e x t r a " ....

Maybe it shouldn't

Interviewer: But you perceived it as another thing
you had to do.
Bev:
Yes, an extra.
Not necessarily that I felt that
I had to do it, but it was neat, it was fun...but it
was extra.
So maybe I wasn't really committed to it
because I never felt that it w a s . ..ongoing...
Interviewer: So you never really felt that it was
integrated as part of your approach to teaching.
Bev:
Right. It was never an overall thing.
I.G., personal interview, March 20, 1985)

(I.B.

and

It is interesting to note that this notion of global
education being an "extra" was not mentioned by the other
respondents,

most of w hom were involved in the Project for

207
more than one year.

This leads the researcher to wonder

wh a t co ndi tio ns or factors move a teacher fr o m Havelock's
stage of "adoption" to that of "integration" wh ere global
e d u c a t i o n is concerned.

Two conditions or factors which

w e r e prese nt w i t h the other respondents wh i c h wer e not
avail abl e for these two teachers were both time of
i n volvement and regu lar ong oin g followup.

The latter woul d

corr es pon d with H av elock's change agent roles of "support"
and f i n al ly " n u r t u r i n g ” suggested for a s s i s t i n g people at
the "adoption" and "integration"

levels.

A n o t h e r q ues ti on related to c o nt in ued com mit me nt is
numbe r 14,

"Do you feel it is important to teach fro m a

global p e r s pe cti ve?

W h y or w h y not?"

un an imo usl y re pl ied in the affirmative.

The respondents
More notable than

just their af f i r m a t i o n were some of their comments about
w h y they bel ie ved so.

A fourth grade teacher responded:

Yes.
So that you'r e not tainted with an Am er ica n
eg oc ent ric v iew of the world.
A l s o to appreciate
other cultures.... (T.A., personal interview, March
29, 1986)
In an ear li er interview when this r ese archer was
pi lo t - t e s t i n g the interv iew instrument,

the same teacher

had si mply stated:
It's a matter of life s k i l l s — survival skills.
personal iterview, January 25, 1985)

(T.A.,

Ano the r fourth grade teacher tied it more d ir ect ly to her
c l a s s r o o m teachings:
Beause I'm n ow involved wit h this gifted and talented
( program), and so many of the things you can do for
those kids woul d be the same kinds of things that you

208
wo ul d with Global Ed.
March 21, 198S)

(S.D., personal

interview,

W hen asked this q ues tio n a middle school t e a che r noted that
the students

liked hear ing about other places,

they didn't travel much.

and that

He then tied it to a con cer n he

had with c o u n t e r a c t i n g some commun ity attitudes.

He

re ferred to the follo wi ng com men t of a parent at a
p ar ent -t eac her conference.
All X w a n t my kid to do is to get a job at [Brewster]
Marine, have a snowmobile and a fish fry on Friday
nights.
That's all the e ducation my kid needs. (T.D.,
personal interview, March 28, 1986)
Finally,

a high school foreign language instructor stated:

Yes X do, because other wis e y o u 'r e teaching from a
m y opi c vision, and I think you have to e xpand the
horizon, so to speak, in wha t you do so that your
students d o n 't think the same way as their
grand par en ts t h o u g h t . . . T h e r e 's more to the w or ld than
this little town... (N.J., interview, Mar ch 19, 1985)
One final q ues t i o n wh ic h might be an indicator of
conti nue d teacher commitment,

or lack thereof,

though it

was not o r i g ina ll y des ign ed to be so, asked teachers if
they had "identified any new global materials you' d like to
recommend to others?"

(question 22)

O nl y three of the

twenty i nterviewed could point to any at all.

One could

jump to the conc lus io n that these teachers w e r e n ' t really
committed,

i.e.

if these people were really com m i t t e d to

global education,

they wo uld seek out or at least be aware

of new global materials a vailable in the marketplace.
is a large and u n f ou nde d conclusion.

This

Interpreting the data

another wa y wh ich takes into account r e s p o n d e n t s ' comments
about lack of pr epa r a t i o n time,

one might more accurately

209
infer is the d i f f i c u l t y of keepi ng up with day to day
concerns and thus the need for support people, be it the
Global E d u c a t i o n Project,
people

school

(which these d istricts

librarians, or cu rr iculum

lacked at the t i m e ) , to

provide good up- to- da te resources for teachers to use.
The con t i n u e d infusion of up- to- da te glo ba l-o rie nt ed
resources a ppears to be important in ma intaining teacher
c o m m i t m e n t to global education.

This inference is drawn

f r o m the fact that such support w as not provided once the
Proj ec t ended.
Thus,

responses to these questions have revealed signs

of c o nt in ued teacher co mmitment to global education through
the respondents'

u nanimous af fir mat io n of the importance of

t e aching from a global perspective and their subsequent
f o l low -u p comments.

Their responses also indicate a gap in

their link to new global resources.

However,

the best

i ndicator of c ontinued co mmi tm ent to global education is
c l ass roo m actions to which we now turn.

C o nt in ued C l a s s r o o m I mpl em entation of Global Education
in Dover County:

E x am in ing the area of residual c l ass ro om impacts was
one of the rese arc he r's main areas of interest.
his interv iew questions,

or parts thereof,

Several of

specifically

dealt wi t h residual impacts related to clas sro om practices.
Q uestions 5,

11c,d,e,

d i r e c t l y relevant.

12d,e,

13a, and 15 are the most

Of these, que s t i o n number 5 regarding

210
teaching techniques wh ic h teachers continued to use has
alr ead y bee n d i sc uss ed above in relat ion to in-service
training/education.

One ver y interest in g fin di ng came in

response to qu est ion n umber 11 r e g ard ing "new sources of
in formation or cur r i c u l u m materials that you learned about
through the Project".
teachers

Wh il e this c e r t a i n l y relates to what

learned through P r o j ec t t ra ini ng it is more

di re c t l y appli ca ble to the E va lua tor 's refere nc e to what
we n t on in teachers'

classrooms.

Fo ur t e e n respon de nts indicated yes there w e r e new
sources of c u r r i c u l u m materials they learned about through
the Global E d u cat io n P roject and could also identify
specific re so urc e materials.

Six indicated that they had

conti nue d to use these since the Proj ec t ended, and several
spec ifically mentioned they conti nu ed using them today.
Wh a t is more inter es tin g is wh i c h kinds of materials
cont i n u e d to be used.

The high school teacher noted:

I use the things that I made, too, like the Voya ge to
France.
I still use those.
I may not use the whole
thing, but I take from it what I n e e d . . . . A n d I've
men t i o n e d to this day I have a lot of xerox ed stuff
that you g ave me that I can still get xer oxe d in the
office.
I use maps a n d things and all kinds of
h a n d o u t s ....You had stacks of things bes id es maps.
You had ques tio ns on the various count ri es and info on
the var io us countries too, w h i c h I had not had access
to before I was in that program.
I don't k n o w where
you got all this stuff.
It's most ly things that I have on hand now myself
through ha ving gone through that program. {N.J.,
perso na l
interview, Ma rch 19, 1985)
This indication that the types of things which continued to
be used were those things whi ch the teachers had in their

211
own

hands came up over and over.

a rural school

A fourth grade teacher

in

noted the following:

I use the globes all the time. And then all those
maps that y o u gave us, eve r y b o d y in the b u i l d i n g has
one or two.
So w e use those all the time.
And
little individual maps we have run those off I don't
k n o w how many times.
...And then a l so ... we had lists of places that you
could send for free or p r a c t i c a l l y free things, and I
have done that too, so we could get some material on a
country. (S.D., personal interview, Ma r c h 21, 1985)
Thus,

the global r esources relied on most by the teachers

once the Project ended w er e those that they had in their
own files, classroom,

or building.

Even though the Project

had purchased many new materials wh i c h could be bo rrowed
from a central

lending source and whic h teachers had used

ex te nsi vel y during the life of the Project,

these resources

were not used to any e xtent once the Project ended.
This finding has an implication for the kinds of
resource materials on w hi ch in-service projects should
invest their resources.

This implication will be d i sc uss ed

further in cha pte r five.
Responses to the followu p qu estion wh i c h asked if they
h ad "borrowed any of these through the resouce sharing
prog ra m we set up",

indicated that there was onl y one

pe rson who said yes, w h i c h supports the above conclusion.
However,

it must be n ote d that three r es p o n d i n g teachers

offered an e x p l a n ati on similar to the following:
No, because I don't know wher e to get them.
I have
asked several times: "Where is all this stuff from
Global Ed.?"
It's like the magic box somewhere.
(S.D., personal interview, March 21, 1985)

212
The Project Staff may have made a serious error w h e n moving
the Project materials from the Project office to the two
area media centers.

Did they inform the partici pa tin g

teachers wh ere the resources could be found and that they
wer e still avai lab le to them?
the Pro jec t Staff.
this was done.

This que stion was asked of

The Project Secr eta ry main ta ine d that

N e i th er the C o m m u n i t y Resour ce Agent nor

the Pro je ct Dir ector could recall w h e t h e r or not this was
done.

No r ecord of a letter could be found by this

researcher in the 1980-81 files.

One teacher who was

in terviewed after this issue was raised thought that they
had been informed but could not say for sure.

If such a

letter was sent out to teachers it wo u l d have been done
right at the end of the school year,
said,

and, as this teacher

the end of the year is so busy and so many memos come

to the teachers that it would have been eas y to miss.
(T.A., personal interview,

March 29,

1986)

Look in g at this matter of the teachers not kno win g the
location of the Project p ur cha se d materials once the
Project ended from anoth er point of view,

one must questio n

the importance of these outside materials

if teachers did

not seek them out once the Project ended.

This point of

vie w might support the previous co n t e n t i o n that it is
important to put material resources
hands

to m ax imi ze their use.

into the teachers'

own

This too will be discussed

further in chap ter five.
To do cum en t further the de gree to which the Project's

213
material resources whi ch we r e moved to these two media
centers w ere ac tu a l l y used once the Project ended, the
rese ar che r visi ted the Ci rcle El e m e n t a r y media center in
Brewster,
materials.

the location of the P r o j e c t ’s el eme nt ary
The rese arc he r chose to v i s i t this media center

bec aus e the pri ma ry impact of the Pro je ct had been at the
elem en tar y

level.

If resources were used,

there was a

g r e a te r likelihood that the el e m e n t a r y resources woul d be
used.

The librarian indicated that since the Project ended

that she had received one or two requests from outside her
school dis tri ct the first year and none since then.
interview,

March 29,

1986)

(M.L.,

A review of the c hec k o u t cards

for these materials su bst an tia ted the fact that almost no
Proj ec t teachers che cke d out these materials after the
Project ended.

Those mater ial s which had been checked out

wer e used by teachers p r im ari ly with in the bui l d i n g in
which they we r e stored,

the C i rcl e E le m e n t a r y School.

A n o t h e r indicator of residual

impacts related to

c l ass roo m practices w o u l d be the cont in ued use of global
or iented res ource people once the Proje ct ended
12).

More positiv e results w ere found here.

(question

In fact one

teacher wh e n a n swe ri ng the previous q ue sti on about material
resources offe red the follo win g u ns oli ci ted comment:
The people resource was the bigg est thing.
Learning
where and how y ou could get some people in to talk to
the classroom. (S.D., personal interview, March 21,
1985)
Twelve teachers indicated that they had used c o mmu nit y
resource people in the classrooms during the life of the

214
Project.

Of these, eight identified resource people who m

they continued to use to foster global perspectives since
the Project ended.

Most of the people or types of people

were those who had been identified by the Project through
its resource person search.

Of those identified by the

respondents, by far the largest category was exchange
students.
While not directly assessing what is currently being
practiced in the classroom, question 13a relates to the
teachers'

attitudes about the current appropriateness of a

global approach to their regular curriculum.
the question,

"Is it more or less appropriate today?" were

overwhelmingly,
appropriate,

Responses to

"More."

Only two replied that it was

less

and both related this to changes in their

curricula which they felt limited them.

One teacher

responded that he felt that a global approach was "as
important as it was."

(T.D., interview,

March 28, 1986)

One of the most passionate and outspoken responses
and certainly one that reflects his commitment to global
education came from a high school foreign language
instructor.
I think it's more appropriate t o d a y ...Because of the
situation of the world....I'm flabbergasted by the
naivette of our students, of this school system, and
if this could be projected to other school systems and
then project to the states and...our country, we're in
trouble.
Because of not understanding or being aware
of cultures, other cultures...! think a course should
be mandated that you must know about other
civilizations, cultures and traditions before you
graduate from a school.
Especially if you're going
out to university study.
I don't think we should be
turning out these morons that we're turning out as far
as global awareness goes.
So, I think it's more

215
important than ever and beca us e we don't have a David
Hultg re n here to h e l p us anymore, it's the teachers
doing it more on their own other than anything.
And
if y o u d o n ’t, no one does. (N.J., personal interview,
March 19, 1985)
Before moving on,

it simply should be noted that this

teacher w as not the only r esp ondent who felt that some sort
of required course for students or for teachers should be
instituted to foster global perspectives.
"What kinds of global or international
you n o w d o in your c la s s r o o m or school?"

" t h i n g s " .. .do

{question 15)

addresses cl a s s r o o m residual

impacts the most dir ect ly of

all.

"Why do you c ontinue to use

The f ollowup question,

global act iv ities?" then links cl a s s r o o m a cti vities with
the issue of teacher commitment to global education
addressed in the previous section.

Fourteen of the fifteen

teachers interviewed could identify examples.
negative instance to help make the point,
who had responded,

Using the

the one teacher

"None," was a social studies teacher at

the time of the Pro jec t who was now teaching math and
science.

He had incorp or ate d more global/in ter nat io nal

teachings after the Proj ect ended and before he got
transfered,

p a r t icu la rly map work and an e xcellent unit

on C a nad a wh i c h he shared with two other teachers
building.

He added that in his new position he probably

could tie in some ecological issues,
done so.

in his

(T.D., personal

interview,

but had not as yet
March 28,

Look in g at the responses of the rest,

1986)

once again the

words of the r espondents themselves tell the story better

216
than this resea rc her can.
I'm c on s t a n t l y referring to the map.
The Weekly
R e ader leads us into that and I try to stretch it out.
Why?
In our comm uni ty kids don't have [outside]
experiences.
If I don't open the d oor a crack, I
d o n ’t think many of them are go in g to k n o w the door is
there.
There is life outside [Bethlehem and Brewster]
and outside the football team. (S.C., personal
interview, A u g u s t 20, 1985)
A n o t he r e l e men ta ry teac her responded:
Customs, W ee kly Reader, dress, homes, clothes, foods,
units in the book.
I have an o pp or tun it y to expand on
these things...
Why?
[In order for a] child to become a well- rou nd ed
as an a d u l t — to see the wo r l d as it reall y is or as it
should be.
I just think they need to learn to respect
others.
Even in our comm un ity there are different
[people] and kids have to acce pt them. (N.C.,
personal interview, Au gust 20, 1985)
Four of the teachers s p e c if ica lly m entioned that they
conti nue d to teach a u nit they had w r i t t e n du ring the
Project or one they had in their files from the Project,
e.g.

this fourth grade teacher.
I still teach "Spacehip E a r th ".. .a nd "China".
There's
lots of map and globe w o r k always [which is]
instrumental in current events.
We use the newspaper
al most everyday.
We open the mor ni ng with current
events and then sharing?
Why?
Becau se t h a t ’s my interest, and I enjoy teaching
that stuff.
A ny extra m o m e n t s - I '11 be teaching w h a t I
want to teach. (T.A., interview, March 29, 1986)

This refe ren ce to the teacher's own interest in global
"things" came up three times,

p a r t i c u l a r l y from those who

h a d pr e v i o u s l y respo nde d that they b e c a m e interested in the
Project b e c aus e of there own interests in world affairs.
A third grade teacher w h o taught all the social studies for
the third grade in her bu ilding ref erred both to her

217
interests and those of he r students.
B e c a u s e I like it!
And I think it motiv ate s the
ch il dre n more too.
[We couldl just pass it by, [but]
I'll say, "Let's find out why."
B e c aus e a lot of
times I think it makes them q u e s t i o n more the whys.
If y o u just say, "Well
we do n ' t have to k n o w that,"
or "It's not necessary.
That's across the ocean."
J ust pass the b uc k and d o n ' t talk about it.
I think
it's more [beneficial] if y o u say, "Well, let's find
out why.
There may be a reas on for it."
So I think
that brings in more of the r e s e a r c h skills. ...we just
w o r k e d on the unit of Hawa ii and then M e x i c o and
Puerto R i c o . ...Anyway, each of t he m had a
c h a r a c t e r i s t i c that was different.
So they had to
w r i t e a little pa ra g r a p h at the end wh ich one they
w o u l d choose.
And I don't w a n t y ou to put on there,
"I chose to go to Hawaii bec au se it is fun.
I w a n t to
kn o w why!" (N.E., personal interview, Ma rc h 23, 1985)
A middle school social studies tea ch er w h e n asked w h y he
continues to use global acti vit ie s s u c c in ctl y responded:
The y interest me.
And I think if they in terest me,
they're going to interest other people.
I h a v en 't had
any kid fall a s l e e p in class yet, and they do come up
wi t h some goo d questions.
So, I think it's working.
(C.B., p er son al interview, M a r c h 23, 1985)
But,

the most common response to this q u e s t i o n was simply

that the teachers felt it was

important.

The second most

commo n re sponse was b e c a u s e of pos i t i v e reactions from the
students.

One teacher com bi ned the two.

I per s o n a l l y think there's value in them.
Students
u s u a ll y react in a po si t i v e way to this kin d of
exposure.
I think the m ai n va l u e is awareness. (E.D.,
personal interview, August 20, 1985)
A n o t h e r teacher responded,
The y love it!"

"Because of the kids'

(S.D., personal

It is also interesting,
surprising,

interview,

reactions.

March 21,

1985)

though p ro bab ly should not be

to note that the former C o m m u n i t y Resource

A g e n t for the Pr oj ect h ad integrated a global perspective
into her n e w job as M.S.U. Ext e n s i o n Home Economist.

218
I still go into her c l a s s r o o m [referring to a high
school home econ om ics "infusion" teacher w h o was not
intervi ew ed in this study.]
She did a unit on the
w o r l d food situation and interdependence.
I'm a
r e sou rce p e r s o n for her.
I go at least once or twice
a yea r on that topic or others.
The last one I did
was on ha za r d o u s waste.
You can't dump out pesticides
in yo u r garb age dump and things like that.
That w o u l d
have been in J a n u a r y 1986.
I also did an arti cle for Woman 's Day m agazine on that
s u b j e c t . . .That awar en ess I ’m sure goes back to Global
Ed. days.
I go into the
schools quit e a
bit as a resource
person.
Plus
there's a T r i - C o u n t y Ho m e E conomics
A s s o c i a t i o n c omp ose d mainly of home econom ic s teachers
wh i c h I will have a c hance to influence becau se the
next time they m e e t it's my turn to pro vid e the
resources. (T.E., interview, March 28, 1986)
She also noted that she had recent ly ac cep t e d the
invitation by one of the local e xchange student chapters
to serve as the fa mily coo rdi na tor for that chapter.
In summary,

n umerous global o riented ac tivities

co nt inu e to this day despite the fact that Project
p u rc ha sed m aterials housed
v i rt ua lly unused.
had written,

in area

media centers are

The use by four

teachers of units they

the use by eight teachers of area resource

people to speak about g l o b a l / i nt ern at ion al topics,
increased map and globe activities,
c o mmu nit ie s a r oun d the world,
day,

cur ren t events,

Pro jec t Ethiopia,

foods, C hristmas around the world,

cultural

more geography,

e x pan din g on regul ar lessons to make them more global,
grea te r use of the newspaper in the c l a s s r o o m all reflect
issues b r o u ght to the teachers att e n t i o n through the Global
E d u cat io n Project.

As one teacher noted,

into w h a t we ' r e doing."

"It works its way

219
This final comment leads one back to Hav elo ck' s change
acc ept an ce process.

A p p a r e n t l y many of the teachers

inter vie we d have indeed pr og res sed b e y o n d the "adoption"
stage to the point w h e r e it has a c t u a l l y become
"integrated"
"integration"

into the wa y they teach.

Wh i l e such

is diffic ul t if not impossible to quantify,

it appears that they have dev e l o p e d a more global
p e r s p e c t i v e and have integrated this into their teaching in
ways they feel are most app lic abl e to their own curricula
and students.

The kinds of activ it ies the teachers and

former Project staff c o n ti nue d to use are also indications
of co m m i t m e n t to global education.

Summ ar y of Residual

Impacts in Dover County:

In this section,
residual

it has b ee n shown that there are

impacts of the Global Educat ion Project in Dover

C o u n t y among teachers former ly involved wit h the program.
Proj ec t teachers through their responses to interview
quest ion s have identified the con t i n u e d effects of
training, co nt i n u e d commitment,

and,

most importantly,

continued use of glo b a l - o r i e n t e d co nte nt in their
classrooms.

The most salient points have been h ighlighted

at the ends of each of the three previous subsections.
Whil e such residual

impacts have been noted,

the d egree to

whic h any single teacher changed bec aus e of conta ct with
the P r o j ec t remains questionable.
It should p ro bab ly be ex pe cte d that some residual

220
impacts remain among teachers w ith w h o m the Proje ct may
have w o r k e d as many as four years.
asked is:

The next qu est io n to be

W e r e residual effects also noticeable in

Remington C o u n t y whe re the Project ope ra t e d for only one
year ?

L et us now turn our atten tio n to this question.

Residual

Impacts in Remi ngt on C ounty

The same p rocedure will be used to examine the
residual

impacts in R e min gto n C o u n t y as has been used above

to exa mi ne residual impacts in Dover County.
impacts in the areas of Project training,
commitment,

Residual

teacher

and c l ass roo m practices will again be explored.

Bec aus e only three teachers were interviewed

(a fifty

per cen t sample of summer seminar p a r t i c i p a n t s ) , this
proce du re will be somewhat more brief than the previous
acc ou nt of residual

impacts in Dover County.

The teachers

w h o s e responses are des c r i b e d here are the same teachers
w h o s e responses were used in the "Replication..."

section

earlier in this chapter.
From the outset,

it should be noted that the residual

impacts found in Remi ngt on County we r e quite similar to
those found in Dover County.
do c u me nta tio n of this finding,

Let us turn to the
first looking at residual

impacts of training.
In terms of de fi n i n g global education, all three
teachers came up w i t h a definition.

The definitions

221
offe re d by the three Remin gt on teachers,

like the responses

of Dover teachers, were varied and included some of the
major concepts of global ed u c a t i o n — interdependence,

third

w o r l d issues, and expa nd ing our studies b e y o n d the borders
of the United States.

The third grade teacher to w ho m

global education was new remarked:
To me it means st udying the whole g l o b e — learning
about the wh ole world.
It's b ec omi ng more important
to bring home h ow close we really ar e . . . . I ' m a firm
beli e v e r that w e b ett er start w a k i n g up to this.
I
think w e ’ve shut out the rest of the wo rl d and thought
the U.S. was the only thing. (G.L., personal
interview, N o v e m b e r 1, 1985)
The sixth grade teacher w h o had long bee n interested in
global/int ern at ion al affairs noted:
Rela t i n g what we 'r e doing w it h the rest of the wo rld
and h o w the rest of the wo r l d affects us.
It's a lot
easie r to do since the Iranian [hostage] crisis.
People are more w i l l i n g to listen no w....Kids are more
aware.
We have two TVs in our school. One is in my
room.
Quite often we'll w a t c h the news in the morning
and talk about it. (H.J., personal interview, November
1, 1985)
All three could identify specific teaching techniques
which they learned as a result of the Project

(question 5).

All three c o nt inu ed to use them. The third grade teacher
commented:
I think perhaps more using outside information to get
ideas a c r o s s . . . [e.g.] pictures, more k n owl ed gab le
pe ople coming in.
Before then, we we r e more apt to
stay w i t h i n our own book.
We wer e more inclined to
ke e p subjects separate rather than integrated...
I came away from it [the seminar realizing] how
important it was to bring in outside materials rather
than shutting it out.
We found our weakness.
We have
changed.
We have b r o ugh t in more ou tsi de people.
That's been a trend now and maybe global education had
a lot to do wi t h starting that.
We bring in more

222
f i l m s t r i p s — a lot learn by sight.
interview, Nov emb er 1, 1985)
In this statement,

(G.L.,

personal

G.L. has alluded to several disti nc t

pieces of summer seminar content.

In ad di t i o n to

r e c o mm end ing a lot of resource materials,

the seminar had

emp has iz ed more i n ter dis ci pli nar y teaching,
available res ource people,

use of locally

and taking into c o n s id era ti on

the learning styles of students w h e n pla nni ng units and
lessons.

(See A ppe n d i x B for seminar agendas.)

The above comment ties in well to "new sources of
in formation or cur r i c u l u m materials that you learned about
through the Project*'.

They all c o m m e n t e d that they had

learned about new sources and that they also had continued
to use these since the Project ended.

The reading

cons ul tan t and the sixth grade teacher both referre d to the
orang e t hre e-ring bi nder of information w h i c h they each
re ceived at the seminar.

This was a co mpi lat io n of all the

ha ndouts from previous seminars and o th er information the
Project Staff felt wo uld be useful to the teachers.
Previous seminar p a r t ici pan ts had not r eceived the binder.
This could be cons ide red a nother piece of the Project
P a c k a g e — an i mp le men ta tio n manual

so to speak.

The former

reading co ns ult an t w ho now has her own junior high school
class,

brou ght up the notebook in this manner:

The orange binder is on my shelf.
W i t h i n the last six
months I looked through it.
I think that was w h e n I
got the idea about the money [to use in a vari ati on of
a first, second, and third wo r l d simulation which she
had p r e v i o u s l y des c r i b e d to the researcher]. (C.M.,
personal interview, N ov emb er 1, 1986)

223
The sixth grade t eacher noted that he con t i n u e d to use
Just about all the handouts, other activities, sample
teaching units.
I take parts out a n d use them.
We
all like our social studies book... We suple me nt [the
text] w i t h other c la ss roo m activities. (H.J., personal
interview, N o v e m b e r 1, 1985)
Also,
materials,

in terms of c o nt inu ed use of cu r r i c u l u m
two of the three s pe cifically mentioned that

they still had the National G eo g r a p h i c Soci ety w o r l d wall
maps they had received at the end of the seminar.
We use the maps in locating our readi ng s t o r i e s . ...We
do settings even in the U.S.
I'm asking more about
[the] setting [of the story] now.
I guess global ed.
made me more map conscious. (G.L., personal interview,
No ve mbe r 1, 1985)
Al th oug h several c l a ssr oo m activities w h i c h these
teachers continue to use have been identified already,
others were also menti on ed in response to qu es tio n 15,
"What kinds of global or international
n o w do in your c l a s s r o o m or school?"

" t h i n g s " . . .do you
Study prints,

co nti nen t study, houses around the wo rld filmstrip,
act ivi ti es from sample units,

curr en t events,

through a reading about the Nazis,

maps,
lots of

pr ejudice

and their own teaching

units w e r e all mentioned.
Wha t also stands out was one res ponse to the follow-up
question,

"Why do you continue to use global activities?"

...That to me is just like b li nde rs on a horse.
If
you leave out global activites and only teach what's
bet wee n the covers of the book, you're not teaching
the wh o l e thing. (G.L., personal interview, November
1, 1985)
All three teachers inter vi ewe d al s o stated that they feel
it is important to teach from a global p ers pe cti ve and

224
off ere d exp la nations as to why.
In summary,

there are residual impacts of the Global

E d u c a t i o n Proje ct on these three individual teachers.
three teachers de fin ed global education,

All

cited specific

teaching techniques they learned as a resu lt of the
Project,

and gave examples of the techniques they

cco nti nu ed to use.

All three also identified new

c u r r i c u l u m materi als identified or re ce ive d through the
Global E d u ca tio n P r o je ct and c om men ted on their continued
use.

Finally,

all three teachers stated that they

c o nti nue d to feel that it is important to teach from a
global perspective.
We r e there any b r o a d e r impacts b e y o n d this original
target gr oup?

In other words,

influence on others?

did these teachers have an

Two questions,

nu mber 16 and number

18, a d d res se d this. Two of the three teachers in response
to the question,

"Are y o u aware of any influence you might

have had on any other teachers r e ga rd ing the use of global
pe rs pectives in their classr oo ms? " respo nde d in the
negative.

The third grade teacher p o i nt ed to a lot more

sharing of inform ati on and mate ri als among the third and
fourth grade teachers.

She concluded:

If I hadn 't gone and gotten it from global ed., we
w o u l d n ' t have had it in that area. (G.L., personal
interview, N o v e m b e r 1, 1985)
The same teacher is the only one of the three who r esponded
a f f i rma tiv el y to the question,

"Has what you have done in

your cl a s s r o o m to foster global awareness had any impact on

225
the cu r r i c u l u m of your school or district?"

She said

proudly:
It helped us get new social studies books.
I was on
the c om m i t t e e to pick those out.
We wen t in
t h e r e . . . [looking for] learning about other countries.
It h elped us to k n o w what to look for in a book.
The
old c u r r i c u l u m d i d n ' t b e l i e v e in e arl y e l e m ent ar y
h a v i n g social studies.
T h a t ’s bee n a c omp let e change.
(G.L., personal interview, N ove mb er 1, 1985)

Summary of Residual

Impacts in Dover and Re mi n g t o n Cou nties

From these responses re g a r d i n g b r o ad er impacts in
R e min gto n County,

it can be seen that f ew residual impacts

we r e found at the b u i l d i n g or di st ric t level just as few
we r e found in Dover County.

However,

the impacts on the

individual p a r t i ci pat ing teachers were n o t i ce abl e and
long-lasting.

C o m p a r i n g the results

in R e min gt on C ou nt y

based on one ye a r of Global Ed u c a t i o n Project contact with
those in Dover C o u n t y whe re teachers had up to four yea r of
contact,

the

length of cont act appears not to have been the

most import an t factor for

long-lasting impacts.

Perhaps,

more impo rt ant were the qual ity and i n te ns ity of the
original cont act thr oug h the summer seminar,
of resources,

the p rovision

along with the foll ow -up c o n s u l t a t i o n if only

for a one-year period.
To summarize,

the residual

impacts in Reming to n C ou nty

are ver y similar to those found in Dov er County.
cases,

residual

In both

impacts w er e found am o n g individual

teachers w h o wer e interviewed,

while very few impacts were

226
found be yond that.
teachers'

content,

Modest changes occ ur ed in individual
materials,

and methods,

but very little

spread effe ct to other teachers or impact on bu ild ing or
district c u r ric ul a was found.

P r o g r a m Sugge sti on s from All Teach er s Interviewed

H a v i n g e xa mined the four years and the residual
impacts in each county,
our minds,

and with these thoughts fresh in

it is n o w a p pro pr iat e to look at some

suggestions from the teachers in Dover and R emington
Counties.

N ear the end of each interview,

two q uestions

were posed:
In your opinion, what wo u l d have increased the impact
of the Proj ect at that time?
What,

do y ou think,

could have been done to continue

and st re ngthen any m o m e n t u m or impact the Proje ct had
begun?
W i t h o u t c iting individual teachers or long quotations,
and w i t h o u t c o n s i d e r a t i o n of financial aspects of some of
the suggestions,

a s u m ma ry list is presen te d below,

County first and then Remin gt on County.
p r e sen ta tio n of the list,
the most part, however,

Dover

Follo win g the

a few remarks will be made.

this

For

list will remain as raw data

to be used in the up com ing "Analysis of the Project Model"
and in chapter five.
In your opinion, wha t wo ul d have increased the impact

227
of the Project at that time?
A d m ini st rat ive backing?
More vocal participants;
belie ve rs at the top.
More participation;

(question 19)
in-service.
publ ici ze d workshops;

make

maybe required in-service.

Public awareness deal at the

[shopping]

mall.

Personal a pp roach to each de pa rtm en t in the high
school.
Designated leaders in buildings to call meetings and
stimulate interest.
Get board of e ducation more involved.
Some comm itm en t to continue.
Global Festival every couple years;
involvement.

get service club

We needed to have a comm itm en t from local boards of
education.
Get Bre ws ter Public Schools to adopt it.
Specific units available to use.
In-service days in the contract so there would be a
buil t - i n audience.
Work wi t h exchange students.
More res ource people fro m other cultures to talk to
teachers.
The following responses are to the same question from the
teachers in Remin gto n County.
More c o ope ra tio n from administration.
und ers ta nd the program.

They didn't

The big ges t thing wo ul d have been g etting more people
to go to it [the summer s e m i n a r ] .
The ul timate w oul d be like the mental health model.
The State pays for substitute teachers
Every
teacher will go through it.
Materials for the
district are a p p r o xim ate ly $11,000.

228
In response to the other question,
think,

"What,

do you

could have been done to continue and str en gth en any

mo me ntu m or impact the P roject had begun?",

the following

suggestions w e r e offered by those in terviewed in Dover
County.
Somebody to come a round to see if we needed things.
Study group, chain letter, newsletter, or reunion;
Some way to keep in touch w it h each other
One on one contact.
Sending out ex amples of sample materials.
Con ta ct people; people de si gnated to do something with
an en tire school d is tri ct or with the teachers that
we r e involved.
Lists of new resources and new materials
could get.

that you

Get the p art i c i p a n t s together once in a wh i l e to share
ideas or see new units.
Speakers.
So mebody to circ ul ate materials;
of some administrator.

make it a job target

Part- ti me s ecretary to keep people aware.
A half-time c o o r d i n a t or/ ha lf- ti me teacher to make sure
things are implemented and be accountable.
Eval ua tio n wit h interested adults and school
admin is tra to rs to look at the process of continuing.
Co m m i t m e n t from local boards to fi nancially support
it.
Allow in g people involved to take resources to our
cl as srooms rather than having them in a central
location.
Better c o m m u ni cat ion regar di ng wher e resources were
located after Project ended.

229
H av ing a person appointed as a resource to carry it
on.
Cu r r i c u l u m c o o r d in at or to carry on.
The Reming ton c ounty teachers offer ed the following
suggestions.
Longe r time in seminar;

not cover things so rapidly.

Refre sh er course after one year.
Run seminar several summers in a row; get word of
mouth going.
The number and kinds of suggestions offe re d by the
par ti cip an ts dem on str ate their interest in se eing something
of a formal nature continue.

Several

teachers suggested

some for m of mandated seminar or in-service p r o g r a m or
some other w ays to get more pe ople involved.
One other finding stands out very c l e a r — the desire
for gre ate r a dm i n i s t r a t i v e know le dge and support and formal
board of e ducation support for the program.

These along

w i t h the de sire for more teacher p a r t ic ipa ti on have
implications for areas wh ere the Proj ect Staff might have
focused more of their e f f o r t s — on gain in g admini str at ive
support at the superintendent,
individual bu il din g principal

board of education,
levels.

and

This will be

discu sse d further in the following analysis of the Project
model and again in c h a pte r five.

230
Anal ys is of the Tea ch er In-Service and C u r r i c u l u m
Improvement Model De v e l o p e d by the Global E d u c a t i o n Project

Introduction:
One of the di st inc t missions of each of M i c h i g a n ’s
Title IV C p rojects during its de velopmental phase was to
creat e its own model for installing its innovation in its
school district.

This model woul d then be made available

to ot he r school d i s tr ict s in M ic hi g a n if and wh e n the
Proj ec t reached its r ep li cat ion or d i s s e m i n a t i o n phase. The
"Findings" of this d i s s e r t a t i o n so far have desc rib ed the
de v e l o p m e n t of the Project,
model,

the e m erg en ce of the Project

the r e pli ca tio n and d i s s em ina ti on efforts of the

Project,

and the immediate and residual

impacts of the

Project.
The Global E d uc ati on Project dev e l o p e d and implemented
a model for teacher d e vel opm en t and c u r r i c u l u m improvement
through global education.

At this point,

the task of the

researcher is to present the Project model and describe it
from the data c o lle ct ed in this study.
Since the Project focused on both teacher development
and c u r r i c u l u m improvement,

this Project model will then be

compared with existing per spectives on teacher education
and reco gni ze d c u r r i c u l u m models and app ro ach es to
curriculum.

The Project model will first be viewed through

three exi sting p ers pectives on teacher education,
technological perspective,
a sociological perspective.

i.e.

a de velopmental perspective,
Foll owi ng this it will be

a
and

231
analyzed using the W e s l e y - W r o n s k i c u r r icu lu m devel opm ent
model and then further an al y z e d using Eisner's five
o r i e nta tio ns to curriculum.

Both the W es le y - W r o n s k i model

and Ei sne r's five orie nta ti ons to c u r r i c u l u m we r e d iscussed
under

"Curricular Dime ns ion s of Global Education"

cha pte r two.

in

The pu rpo se of this end eavor is not to

evaluate the Pro jec t but to shed further light on the
Project as a model for educational

improvement.

H o w a p p r o p ria te is such an an alysis?

Ce rt a i n l y it

w o u l d be i n a p p ro pri at e to try to de scr ibe or evaluate the
process of d ev elo p m e n t of the Proje ct in terms of an
outside model not in ten tio na lly used by the developers.
Yet it is very a p pro pr iat e and legitimate to compare the
product,

i.e.

the Proj ec t model, w i t h othe r models.

This

analysis

is p r ese nt ed now that the rest of the "Findings"

have been pres en ted so as to separate and disti ngu is h
bet we en the des cr i p t i o n of the processes and impacts of the
p r o g r a m from the a nalysis of the product

(Project m o d e l ) .

It must be em p h a s i z e d that the use of teacher
ed ucation p e r sp ect iv es and c ur r i c u l u m de vel op men t models/
or ie ntations for purposes of compa ri son and further
ex pl ana tio n of the Pro jec t model

in no way implies that a

cert ai n c ur r i c u l u m model or teacher education model was
pres en t in the minds of the Project staff during the
d e vel opm en t of the program.

232
E x pla nat io n of the Global Education Project Model:

The Global Edu c a t i o n P roject devel ope d a model for the
infusion of global p er spectives in K-12 classrooms.
model

This

involved the the recruitment of volu nt ary teachers,

in-service training of teachers,

the de v e l o p m e n t of

glob a l - o r i e n t e d teachi ng units by the teachers themselves,
e n c o u rag in g the use of global resources in their
classrooms,

and the c l a ssr oo m implementation of these

teaching units and other global

lessons.

staff c o n cen tr ate d on teacher inservice,

Thus the Project
teacher

c o ns ul tat ion and the ide nti fication of human and material
resources for c l a s s r o o m use
1981).

(Global E d uc ati on Project,

Figure 5 p resents the gist of the Dover model.

Whil e the Project model was never p r es ent ed in this visual
format,

this diagr am g r aph ic all y r ep resents the teacher

i n -service and c u r r i c u l u m improvement process
by the Global Ed uc a t i o n Project.

implemented

In other words,

this

model has been inferred from the data gathered through this
research.

It should also be ment ion ed that this model,

indeed accurate,

if

did not exist in the minds of the

dev elo pe rs at the o utset of the program,

but evolved over

the three year developmental phase of the program.

233

D e t e r m i n a t i o n of
Overall Goals

t

—

Re cr uit men t of Teachers
,

i

~

~

D e t e r m i n a t i o n of
S t u d en t Goals

r

Consu lta ti on
bet wee n Project
staff & Teachers

"

................ _

*- Teacher In-Service
'

_

.

|W l

1

Id en tification of
Human & Material
Resou rce s for
C l a s s r o o m IJse

De ve lop men t of Global
Te ac hin g Units & Lessons
by Teachers

Im pl ementation of Global Units,
Lessons, & Pers pec ti ves in Classooms

I
Eva lua ti on of Teaching Units

Follo w- up Teac he r

Figure 5.

In-Services

A Model of the Dover C ounty ISD Global
Educa tio n Project

234
P e rsp ectives on the Educa ti on of Teachers:

In the teacher educat io n

literature there are at least

three differ en t persp ect iv es on learning to teach,
te chnological perspective,

a

a de velopmental perspective,

a sociological perspective.

(Feiman & DeMarte,

1982).

and
Each

of these p e rs pec ti ves will be exp l a i n e d and then applied to
the Global Edu c a t i o n Pro jec t model.

A Te ch nol ogi ca l Pe rs pec tiv e and Its Re la t i o n to
the Pro jec t Model:

A tec hnological pe rs pec tiv e on learning to teach is
e s s e n t i a l l y a d e f i c i e n c y model.

It implies that giving

teachers a bo d y of k nowledge will enable them to teach.
There is a pre sc rib ed cont en t to be learned by the teacher.
It also implies that in the t e ac hin g-l ea rni ng process that
the teacher is the central figure for he/she is the source
of knowledge.

This reflects a sort of

"pitcher and water

glass philosophy" where the teacher pours k n o wle dge
into the heads of his/ her passi ve ly receptive students.
(Feiman & DeMarte,

1982).

In addition,

the source of

c o n t en t for learning to teach is not from w i t h i n the
teacher,

but from outside the t e a c h e r — from the research

and literature.

The title of G age's book,

Basis of the Art of Te ac hin g

(1978),

The Scientific

in itself reflects

this tec hnological perspective.
Re lating this to global education and then to the

235
Project model itself,

a technological per sp e c t i v e implies

that teachers are defi ci ent in this bod y of knowledge
related to global education.

This def ic it has been

suppor te d with e vidence suggesting teacher d ef i c i e n c y in
geog ra phi c k nowledge and skills.
(1975)

Donald 0. S chneider

concluded:

It may be that be fore we expect significant
im provement in el e m e n t a r y s t u d e n t s 1 performance their
teachers will need a better ge og r a p h y background.
Similarly,

Peter G ou ld

(1969)

stated:

In a coun tr y where planning decis ion s d epend on
p e ople's ability to judge and we igh alternatives, and'
in an age whe re k no wle dg e and un der s t a n d i n g of our
home is crucial, w e are still t urning out geographical
illiterates.
Finally,

an ETS study of U.S. coll ege students

shown that educat io n majors scored

(1981)

has

lowest on a national

survey of kn o w l e d g e of and interest in foreign affairs.
Thomas Barrows,
fact as

an ETS re search scientist,

"disheartening" because

referred to this

"they are obvio usl y the

ones w h o will be teachin g global e d uca ti on to your children
and mine in the next few y e a r s ."
The Dover C o u n t y Global E d uc at ion Project model,
r e fl ec ted a te chnological p e r s p e cti ve in several

ways.

The summer seminars offered teachers n e w know le dge which
the P roject Staff a p p a r e n t l y felt the y were

lacking.

The

same know led ge was given to all teachers as oppos ed to an
individualized format based on a t e a c h e r ’s exi sti ng
knowledge.

Furthermore,

the who le notion of c rea ti ng a

model whi ch can be p icked up, moved to another school

236
district,

and installed there reflects a technological

p e rsp ect iv e on the part of the creators of the Michigan
A d o p t i o n Program.
Whil e portions of the Proj ect model reflected a
technological p e r s p e c t i v e on the edu c a t i o n of teachers,

the

Project Staff c er t a i n l y did not o penly ref lec t this deficit
p e rsp ect iv e when

"selling"

the Proje ct to the powers that

be w i t h i n the d i s tr ict s or to the teachers themselves.
growt h approach,
more appropriate,

or develop men ta l perspective,
palatable,

and defensible.

A

was much
In essence

the Pro jec t m ain tained that the times had changed.

Global

educat io n is important for the c o nti nu ed dev el opm ent of
teachers and c urricula in this day and age.

A De velopmental Pe rspective and its Relation to
the Pro jec t Model:
A develop men ta l p e r s p ect iv e on learning to teach views
teacher d ev el opm ent from the needs of the teacher as an
individual

learner.

It attempts

to take each teacher from

w h e r e v e r they are and help them deve lo p themselves as
teachers.

In doing so it focuses on ways teachers change

and interventions wh i c h promote change.
Watts,

1980,

and Apelman,

(See Devaney,

1977,

1978 for further discussion.)

addition to the w a y the Project was pro mo ted or

In

"sold",

the

Global E d uc ati on Project model r eflected a developmental
pe rs pec tiv e on teacher educa ti on in several other ways.
In its c onsultations with p a r t ic ip ati ng teachers,

the

237
Project Staff catered to the needs of individual teachers
by helping them to integrate a more global perspective
appropriate to their own grade levels and subject areas by
developing the teachers'
interest.

own expertise in their areas of

This was done by providing information and human

and material resources to meet each teacher's
self-identified needs.

For example,

the Project Staff put

on demonstration lessons for individual teachers in their
own classrooms, provided background information for a
specific global topic, brought teachers to conferences, and
located accurate up to date materials to enhance a
teacher's unit.

The Project Staff also recognized and used

Havelock's change acceptance process in assisting teachers
to move through the stages from awareness,
evaluation,
integration,

to trial, to adoption,

to interest,

to

and finally to

realizing that this change acceptance process

is done individually and at different speeds.

Finally,

the

Project model reflected a developmental perspective on
teacher education in that each participating teacher chose
to become involved.

They decided for themselves that

global education was an area of interest for them and about
which they desired further education and assistance.

The

Project Staff maintained that they would work with anyone
who wanted to wor k with them.

This voluntary aspect of the

Project is consistent with a developmental perspective on
the education of teachers.

In this respect,

the Project

teachers certainly could also choose whether or not to

238
attend a pa rticular w o r k s h o p duri ng the school year.
Furthermore,

p a r t i c i p a t i n g teachers w e r e c o nsu lt ed

r e g ard in g the d e t e r m i n a t i o n of some w o r k s h o p topics.

A Sociological Per sp e c t i v e and Its Relation to
the Proj ec t Model:

M ov ing on to the third p er spe cti ve on learning to
teach,

a sociological per sp ect ive stresses the school as a

social

sy stem and the interaction of the teacher therein.

It views changes in tea ching as an ad aptation to the social
syste m in wh ic h teachers find themselves.
(1977)

in their arti cle

Hoy and Rees

"The B u re au cra ti c Soc ial iza ti on of

Student Teachers" report the following conclusions from
their study:
Apparently, the school b ur eau cra cy quic kl y begins to
impress upon student teachers the value of conformity,
impersonality, tradition, subordination, and
b u r e a u c r a t i c l o y a l t y . . .The forces of bureaucratic
sociali za tio n in secondary schools seem strong and
efficient; in fact, it appears reas on abl e to
hy p o t h e s i z e fur th er socializ at ion by the school in the
next several years of the be gi n n i n g teacher's life if
he choses to pursue a tea ching career, (p.25)
The reality of effects of the school

social system on

teacher be havior have interesting implications for a
teacher in-service and c u r r i c u l u m improvement prog ra m whic h
focused on the d e v e l op me nt of individual
than the entire staff.

teachers rather

If such changes were perceived as

being d iff ere nt from the a cc epted norms of the school,

some

other support system wou ld be neces sa ry to reinforce new
teacher behaviors.

This may offer an e xp lan at ion as to why

239
emphasis in the Global E d uc ati on Proj ec t was plac ed on
provid in g a support sy stem for p a r t i c i p a t i n g teachers as
they attempted to add a more global dime ns ion to their
classrooms.

Personal consultation,

n e w resources,

follow-up work sho ps all served this function.
of cou nt e r a c t i n g the ex isting sociological

and

This notion

impacts of the

school was found nowhere in the Pro jec t records.

However,

one of the teachers interviewed noted that it was useful
having two Project teachers in the same bu il din g because
they could provide support for one another.
interview, M a r c h 20,

{I.J., personal

1985)

Despite these considerations,

the Proje ct reflects a

sociological pe rs pe c t i v e on teacher educat io n much
than it does the other two.

In looking at the

less

list of

participants in the program, we see all teachers except for
one librarian.

While there seems to have been at least

tacit a dm ini st rat iv e support,

this was not openl y courted

once the Project receiv ed its initial approval and core
teachers were recruited.

There really was no role for

buil d i n g a dm ini str at ors w i t hi n the Project.

The Project

Staff appears to have decided to let the actions of and
reactions from teachers do the selling of the value of the
program.

In retrospect,

school administrators,

even if

they were supportive of the Project and w a n t e d to assist in
some manner,

wou ld have had to come forw ar d on their own.

H o w many school a dm ini strators have the time or would think
to do so?

If a p r o g r a m is goin g well w i t h out them, why

240
should they interfere?

R e al izi ng the i mp ortance of the

bu il din g a d m i n ist rat or in setting the climate and
e x p ect at ion s for a b uil din g and noting the comments of the
Pro je ct E va lua to r e a r lie r about the importance of the
support of the b u i l d i n g administr at or in the acceptance of
Proj ec t ideas d u r in g the d i s s e min ati on phase of the
Project,

all

lead this re sea rc her to believe that a

sociological p e r s p e cti ve on teacher e du c a t i o n was not
co n s i d e r e d in the d e v e l op men t of the Global Education
Project model.

Summ ar y of Teach er E du ca tio n Persp ec tiv es as Appl ied to
the Pro jec t Model:

In summary,

ap ply ing these three teacher education

pe rsp ect iv es to the Pro jec t model,

has given the res earcher

an o p p o r t u n i t y to vie w the various aspects of the Project
model from d i f fer ent angles.

It has bee n shown that the

Project re f l e c t e d elements of each perspective.

The summer

seminar cont en t and the whol e idea of tr ans pl ant in g a
pro jec t from one di str ic t to another ref lec t a
technological p er sp ect iv e on teacher education.

Likewise,

the Project model reflected a dev elopmental persp ec tiv e in
its f oll owu p consult ati on s with p a r t ici pat in g teachers,
ca tering to teachers'

individual needs,

by

and by using

Havelock's c hange ac ce pta nc e process in hel pin g teachers to
dev elo p the kn owledge and skills to integrate a more global
pers pe cti ve in their own grade levels and subject areas.

241
The Project seems to have operated from the philosophy
that change in teachers and curricula comes through
changing behaviors of individual teachers,
in changing entire systems.

not necessarily

This may have been one of it's

strongest aspects and, at the same time, one of its most
limiting aspects.

Strongest in that those changes within

individuals— those commitments to using a more global
approach— seem to have been lasting.

Most limiting in that

the kinds of administrative support and building or
district-wide commitments to carry on the program once the
Project ended were missing.

This

last point ties in rather

well with a sociological perspective, which appears to have
been present in the Project model to a much lesser degree.
The Project Staff recognized that adopting teachers needed
some support and chose to provide such support themselves.
Open support from building and district level
administrators,

once the Project was approved, was not

actively sought out.

Thus,

the Project model only to a

limited degree reflects a sociological perspective on
teacher education.
Having examined the Project model

in relation to these

three different perspectives on teacher education,

let us

now turn our attention to the curricular aspects of the
Project model.

242
C u r r i c u l a r Aspe cts of the Global E d u c a t i o n Pr oj ect Model:

As ment io ned earlier,

the two m o d e l s/ ori en tat io ns

selec te d for c om p a r i s o n with the Pro jec t model are the
W e s l e y - W r o n s k i model and Eisner's five ori ent at ion s to
curriculum.

The W e s l e y - W r o n s k i model was c hosen for

inclusion becau se it is a c u r r i c u l u m d e v e l o p m e n t model
per se and is q ui te c o m p ati bl e w i t h the overall ph il osophy
of global education.

(See ch apt er two “C u r r icu la r

Dimensions of Global Education.")

Ei sn er' s o r ie nta tio ns

toward c u r r i c u l u m were se lected s p eci fic al ly beca us e they
we r e bro ad c u r ric ula r c ons ide ra tio ns similar,
respect,

in that

to the three per sp ectives on teacher e ducation

just presented.
comparison,

B y using these two models for purposes of

the res ear ch er more e f f e c t i v e l y can view both

the b r e a dt h and depth of the Proje ct model.

The W e s l e y - W r o n s k i Model as A p p l i e d to the Project Model:

A rather c omplete e x p l a n a t i o n of the Wesley -Wr on ski
model has b een pr e s e n t e d in cha pt er two

(pages 68-71).

Suffice it to rei tte rat e that this model was o r i gi nal ly
de si gne d as

"A S ystems Ana lysis Model for the d eve lo pme nt

of Social Studies Curriculum",

but has bee n used for

cu r r i c u l u m d ev elo p m e n t in other subject areas as well.

It

was further noted at that point that this model is quite
appr op ria te for global education c u r r i c u l u m development.
Since the t er min olo gy of the W e s l e y - W r o n s k i model is used

243
e xt ens iv ely in the fo llowing analysis,

a d i a g r a m of the

model is also included in this section

(Figure 6).

Jus t as the W e s l e y - W r o n s k i model begi ns w i t h an
analysis of society,

so too the Global E d u c a t i o n Project

offe re d the follo win g rati ona le for its p r o g r a m in its
1980-81 brochure.

It ce rt a i n l y reflects an analysis of

society.
Today's wo r l d is c h a r a c t e r i z e d by rapid social change,
instant w o r l d - w i d e communication, pre s s i n g comp le x
issues to be addressed, and ec onomic int er dep en den ce
among nations.
It is there for e more urge nt than ever
befor e that students un der sta nd our international
links, the issues facing our plane t and d e v e l o p a
respect for and u n d e r s t a n d i n g of the d iv e r s i t y of the
earth's people and cultures.
This pr oj ect a ddresses these concerns.
It seeks to
a s s i s t teachers by d e m o n str at ing c l a s s r o o m methods and
act ivi ti es des i g n e d to achieve a more global approach
in regu lar c l a s s r o o m programs.
Just as the W e s l e y - W r o n s k i model calls for an analysis of
society before c u r r i c u l u m d ev elo pme nt begins,

the Project

asked teachers to look at pres en t wo r l d cond iti on s and
deter min e how these con dit io ns affect their cur ricular
areas.

This first step,

the analysis of society,

is

app lic ab le w h e t h e r the subject area is social studies,
English,

French,

or home economics.

The an alysis of the

existing w o r l d in w h i c h the subject is taught and the
de gree to w h i c h cur ren t societal c ond itions a ffect that
subject's content and methods are d esirable re gardless of
the subject area.
This issue could be vi ewed from a nother perspective,
i.e.

that of the a na lysis of society for the de te rmi nat io n

244
Analysis
of
So. ety /
Student
Need*

Value*

Objectives

Societal

Educational

Organization
Curriculum
Materials

Selection
Sequence

Learning and Teaching Proces*

METHODS

TRENOS
Structure, Inquiry, & Discovery
Developing Concepts & Generalizations
Problem*: Methodological & Normative
Education lor World Perspective*

'

Communicating in the Classroom
Using Historical Data
Improving Geographic Undemanding;
Developing Civic Competence
Promoting Economic Literacy
■Behavioral Sciences in the Classroom

MGDW

. Readthg-MtteriaW,'.
,
riln * t ^ i« K m itT e % > p l^

’r

Evaluation
Role in
Social Studiei

Figure 6.

Jftstrtimcntf.

A Systems Analysis Model for the Development of
Social Studies Curriculum

A
compilation by the researcher of several figures
presented in Wesley and Wronski, Teaching Secondary Social
Studies in a World S o c i e t y , 6th edition, 1973. Lexington,
MA; D.C. Heath and Co. Used with permission of Stanley P.
Wronski.

245
of a system -w ide c u r r i c u l u m plan cov er ing all subject areas
and grade levels.

Such an analysis is indeed similar to

that done by the M i c h i g a n Global Education G ui delines
C o mmi tte e before issuing their cu rri cu lar recommendations
for the infusion of global educat io n into all grades and
var io us subject areas.

To a great degree,

all four of the

original global e ducation projects in Mic h i g a n accepted
this a nal ysi s of society and began their work from that
point.
Thus,

when c o mp ari ng the Global Educ ati on Project

model as a c ur r i c u l u m d ev el opm en t model to the
W e s l e y - W r o n s k i model, we see that the Project model

is less

complete in that it r elied on an outs id e body for its
analysis of socie ty and thus its overall

thrust or goals.

This is not meant in any way to demean the Pro jec t or its
model.

Its p u r p os e was different.

im pl eme nta ti on model.

It is more of an

The Mi ch i g a n Dep ar tme nt of Ed ucation

de t e r m i n e d that global educ at ion was

important and thus

made it a pri o r i t y area for funding,

and through the

pr el im i n a r y draft of the Guid el ine s for Global Education
(1976)

set forth a rationale,

definition,

sugge st ed cu rricular areas for' impact.
districts,

goals,

and

Local school

through c omp e t i v e grant proposals,

proposed

programs for im ple menting a global e ducation prog ram based
on these guidelines.

By applying for the grant in the

first place the Board of Educat io n of the Dover ISD with
the a g re em ent of the Dover C o u nty Ad mi n i s t r a t o r s

(a group

246
made up of the key a d min is tra tor s from each local district)
e s s e n tia ll y had accepted the "analysis of society" as
p r es en ted in the pr e l i m i n a r y draft of the G u i d e li nes for
Global Ed u c a t i o n

(1976)

and had decid ed to accept global

educat io n as a priority.

Thus the Dover C o u n t y ISD Global

E d uca tio n Proje ct im plemented a pro gr am of c u r ri cu lum
improvement through a teacher in -service process.
In the language of the We sl e y - W r o n s k i model,

the

Dep a r t m e n t of E du cat ion 's Global Edu c a t i o n Gui del in es
Committee, wh ich was chai re d by Sta nle y Wronski, c o ndu ct ed
the "analysis of s o c i e t y ” c o n s i d e r i n g both the

"values of

society" and "student needs" and to a certain extent
suggested some global e ducation

"objectives" based on both

"societal objectives" and "educational objectives".

The

Global E duc a t i o n Pr oje ct through core gro up meetings the
first y ea r then deter mi ned additional progr am and student
objectives.

Thro ug h its teacher in-service programs and

individual co nsu lta ti ons with teachers,

the Global

E d u cat io n Proj ect a tte m p t e d to influence:

(a)

selection and use of "curr icu lu m materials"?

the

(b) course

cont en t through teaching unit d e v e l o p m e n t and textbook
recommendations?
process".

and

(c) the

"learning and teaching

It was in these three areas that the Pro je ct had

its g rea te st impacts.

"Evaluation" was also st ressed by

the Project both with teachers themselves through seminar
pre and post tests, and for students whe n dea lin g with the
ev al uat ion compo ne nt of teaching unit d e vel op men t and in

247
atte mp tin g to come up w i t h a general student as se ssm en t of
global kno w l e d g e and attitudes.
On e marked d is tin c t i o n becomes evident w he n comparing
the Proj ect model with the W e s l e y -W ron ski model.
the W e s l e y - W r o n s k i model,

the Pr oje ct model,

Unlike

as mentioned

previously, was aimed at change w i t h i n individual teachers
and individual teachers'

curricula.

It was not aimed at

changes in c u rr icu la on a department-wide,
d i s t ric t-w id e basis,
d e v e l o pm ent model.

school-wide,

or

as might be done with a c u r r i cu lum
(The one except io n to this a ssertion

was w h e n the Proj ec t D ire ct or w o r k e d with the Brewster
M i ddle School sixth grade social studies teacher on
cu r r i c u l u m development,
textbook selection,
Finally,

w hic h in the end turned out to be

for their grade

level.)

a c c ord ing to the M i c h i g a n Experimental

Dem ons tr ati on Centers process,
de vel ope d and proven effective,

&

once the Project model was
it was supposed to be

capable of being pi cked up and i mplemented in another
district.

C o n s i d e r i n g the "analysis of society" component

of the We sl e y - W r o n s k i model once again,

one won der s about

the e xtent to whi ch local c o n d i t i o n s — in terms of both the
needs of society and the needs of s t u d e n t s — w e r e given when
select in g a rep lic at ion site for the Global Educ ati on
Project.

How much con si d e r a t i o n these

local conditions

were gi ven or should have been given in the selection of
the r e pli cat io n site is open to question.

P a r t i cip at ing

teachers in the R e mi ngt on ISD were asked to assess the

248
human and material resou rce s avai lab le w i t h i n the c o mmu ni ty
and to look for their communities'
the world.

links w i t h the rest of

This, however, was done more for the sake of

id en tif yin g re sources for te ach ing rath er than as an
an alysis of society.

Aga in the ma jor part of this societal

analysis came from the Mic hi gan De p a r t m e n t of E d u c a t i o n
Guid el ine s for Global E d u c a t i o n .
As have been shown,

there are d e f i n i t e l y some

similarities b e t w een the c u r r i c u l u m d e v e l o p m e n t processes
used by the Global E d u c a t i o n P r o jec t and the
W e s l e y - W r o n s k i model,
differences.

and there are consi de rab le

The W e s l e y - W r o n s k i model,

therefore,

provides

a useful com par is on in that one can more e a s i l y see how the
Proj ec t model was d e s i g n e d to influence c u r r i c u l u m
development.

One can also see the more limited nature of

the Dover model as well

as its ties to the M ic h i g a n

D e p a r t m e n t of E d u cat io n and the M i c h i g a n A d o p t i o n Program.

Ei sn er' s Five O r i e n t a t i o n s to C u r r i c u l u m as A p p l i e d to
the Proj ec t Model:

M ov ing on to the second c ur r i c u l a r tool to analyze the
Global E d uc ati on Proj ect model,

Ellio t E isner presents five

d i f f e r e n t o r i ent at ion s to curriculum.

These also have been

defi ne d and further d e sc rib ed in re lat io n to global
educa tio n in chapt er two

(pages 64-66).

Rathe r than

c u r r i c u l u m d e v e l o p m e n t models per se they are b roa d
curr ic ula r o r i e nta ti ons e n co mp ass ing d iff e r e n t

ideas on the

249
basic major func tio ns of the school.

Thus they offer even

b r o a d e r cu rri cul ar par ame te rs wi t h w h i c h to comp are the
cu r r i c u l u m d e v e l o p m e n m t aspects of the Global Education
Pro jec t model.

The five o r i en tat io ns are:

of C o g n i t i v e Processes;
Revelevance;

the Developm ent

Ac ade mi c Rationalism;

Personal

Social A da p t a t i o n and Social Reconstruction;

and C u r r i c u l u m as Technology.

The Pro jec t Model as it Reflects E is ner's Social A d a p t ati on
and Social R e c o n s t r u c t i o n Orientation:

As poi nte d out in the R e v i e w of Literature,

global

ed uca tio n most close ly reflects a cur ric ul ar ori ent at ion of
Social Ad a p t a t i o n and Social Reconstruction.

Likewise,

the

c u r r i c u l u m d e v e l o p m e n t process w i t h i n the Dover Global
E d u cat io n Pro je ct model refects this orientation.

This

o r ien tat io n is a c t u a l l y two ca teg ori es and the Project
model fits both.
In terms of social adaptation,

the rationale for

global e ducation as state d in Global E d u cat io n Project
literature a pt ly fits this orientation:
Today's wo rld is c h a r act eri ze d by rapid social change,
instant w o r l d - w i d e communication, pre ss ing complex
issues to be addressed, and economic interdep end en ce
among nations.
It is therefore more urgent than ever
b e fore that students un d e r s t a n d our international
links, the issues facing our p lanet and d e v e l o p a
respect for and u nde r s t a n d i n g of the d i v ers ity of the
earth's people and cultures*
This proje ct addresses these concerns.... (1980-81
brochure, Dover C ou nt y Global E duc a t i o n Project)
The purpose of educ ati on as pres en ted here is to help

250
students to under sta nd global realities,

so that they can

live/adapt/cope more ef f e c t i v e l y with those realities.
The Social R e c o n s t r u c t i o n i s t side of global education comes
forth when,
realities,

through the un der s t a n d i n g of those global
one choses to engage in individual or co llective

action to change those r e ali tie s to improve society.
resul tin g dilem ma is not new to e d u c a t o r s —

The

m a in tai nin g a

bal anc e b e t w e e n social und er s t a n d i n g and social advocacy.

Eisner's C u r ri cu lar O r i ent at ion s as Appli ed to the
"Student Goals of the Global E ducation Project":

A n o t h e r w a y to exa mi ne the cu rri cul ar or ie ntations of
the Global E du cat ion Project model is to exa min e the
"Student Goals of the Global E ducation Project" which were
printed on the inside covers of all teaching units
di s t r i b u t e d by the Project.
established,

Once the P r o j ec t model was

these goals were referred to by teachers

the d e v e l o p m e n t of their units.

The obj ect ive s for their

individual units w e r e linked to the Project Goals.
b o tto m of the first page of each unit,
Objectives", was a statement,

in

At the

be lo w the "Unit

"The above ob je cti ve s are

r e l a te d to Student Goals 1 and 6

[for example]

of the

Global Ed u c a t i o n Project."
The

"Student Goals of the Global Edu c a t i o n Project"

are pr e s e n t e d in Figure 7.

W hen these goals are v iewed in

terms of curr ic ula r orientation,

it can be seen that while

man y ref lec t a Social A d apt ati on /So ci al Reconst ru cti on

251

STUDENT GOALS
OF THE
GLOBAL EDUCATION PROJECT
The following are goals which educators can continually
reach for.
It is the b e l i e f of this Project that ad ­
d r e s s i n g these goals should become part of an educator's
teac hi ng style, so that a global orien tat ion becomes
part of re gu lar classroom activities.
While the object­
ives of a global-oriented t ea c h i n g unit will address some
of these goals, a single unit must be viewed as part o'f
the process of lifelong learning to better understand the
worl d around u s .
AWARENESS
1.
2.

3.

Students gain awareness In se eing how they are linked
to the world.
Students become aware that people around the world
have different points-of-view, beliefs, and attitudes
and these can be shared.
Students become aware that each person and the groups
to which people belong, are part of the world's socialcultural make-up.

KNOWLEDGE
*1.
5.
6.

Students gain basic knowledge about their world's
geographic, social, political, and economic make-up.
Students learn to acquire and process information
related to wor ld issues and world problems.
Students gain competence In ac q u i r i n g information
re la tin g to the ever changing nature of the world
around them.

DECI SI ONS /JU DG MEN TS/ AC TIO NS
7.

8.

9.

Students gain competence in decision -ma kin g with a
global perspective by learning to make their own
lives a good example for others to follow.
Students take into c on sideration the interests of
others including future generations when ma king a
deci s i o n with global consequences.
Students consider global perspectives when m ak ing
personal decisions r e ga rdi ng their life-style.

Figure 7.

252
orientation,

they also reflect,

at least to some degree,

the De vel op men t of C o gn iti ve Processes orientation.

Later,

it will also be shown that some aspects of the P roject also
refle cte d C u r r i c u l u m as Technology.
In terms of curr icu la r orientation,
goals,

the "Awareness" goals,

the first three

may reflect either a Social

A d a p t a t i o n or Social R e c o n s t r uc tio nis t orientation.

These

" A w a r e n e s s ” goals are fair ly low level goals but set the
stage for fur the r learning.

Thus this awareness could both

help a student to adapt to the wo r l d as it exists or to
become motiv at ed to try to change things.
The "Knowledge" goals

(numbers 4, 5, and 6) could be

viewe d in a similar manner.
s p eci fically mentions

However,

goal number 5

"...learning how to acquire and

process information" whic h also reflects a "Development of
C o gn i t i v e Processes" orientation.

In this view,

the major

f unctions of the school are
(1) to help ch ild re n learn h o w to learn and (2) to
provide them with the o p p o rtu ni tie s to use and
strengthen the vari ety of intellectual faculties that
they possess. (Eisner, 1979, p. 51)
In the summary of chapter two,

this re se arc her noted that

...a global a pp roach to education places a high
prio ri ty on the de v e l o p m e n t of critical thinking
skills.
W i t h the explos io n of k now l e d g e in recent
years, teachers can not hope to teach kids all they
need to.know.
However, they can help .students d evelop
the skills necess ary to learn independ ent ly and thus
make informed decisions and rea soned judgments as
consumers, in d ec idi ng their own life styles, as
responsible ci tizens of the United States, and as
members of the world community, (p. 94)
This statement is not only appl ic abl e to goal

5, but also

253
relates quite c l o se ly to the last three student goals
(numbers 7, 8, 9) under the c ate g o r y "Decisions/Judgments/
Action".

All three of these,

e s p e cia ll y goal number 7,

also refl ect a "Development of C og n i t i v e Processes"
o r ien t a t i o n in that they focus on learning to make
decisions.
Thes e last three goals most c e r t a i n l y also reflect a
"Social A dap ta tio n" and p r o b a b l y more so a "Social
Reco ns tru cti on " o r i e n t a t i o n in that they refer to the
co ns i d e r a t i o n of global p e r s p e c t i v e s whe n taking a variety
of actions.

Presumably,

doing so will

lead to the

im provement of society.
How well the Project model,

in fact,

acco mp lis he d

these student goals is diffi cu lt to assess.

Project

seminars and in-services focused on increasing teachers'
k n ow le dge and su ggested teaching methods and materials
related to these goals.

T ea chers w r o t e and implemented

teaching units and othe r lessons relat ed to these goals.
However,

in terms of evaluation,

unit objectives,
so.

teachers focused on their

not on these overall g o a l s — and rightly

As the int rod uct io n to these goals points out in

Figure 7, these are goals whic h the Project hop ed would
b e come par t of an educator's teachin g s t y l e . . .While
the ob je ctives of a g l o b a l - o r i e n t e d teaching unit will
address some of these goals, a single unit must be
vi ewed as part of the process of lifelong learning to
b e tte r un der st and the worl d arou nd us.
Thus far,

it has been noted that the Global Educ at ion

Project model refl ect ed the "Development of Cogni tiv e

254
Processes" and,

to a much greater extent,

the "Social

Ad a p t a ti on /So ci al Re co nst r u c t i o n " orientations.

However,

these are not the only or ien t a t i o n s that the model
reflects.

The Proj ect Model as it Reflects Ei sne r' s C u r r i c u l u m as
T e c h n o l o g y Orientation:

In c e r tai n w a y s the Global Edu c a t i o n Pro je ct model
also reflected the "Curriculum as Technology" orien tat ion
just as in cert ai n ways the Project r e fle ct ed a
"technological pe rsp ective" on teacher education.
to the argum ent s p r e s e n t e d in that section,

Similar

the whole

notio n of d e v el opi ng a model to influence the develo pme nt
of c u r r i c u l u m w hi ch can be pac kag ed and i mplemented in
a n o t he r school di st r i c t reflects the "Curri cul um as
Te chnology" orientation.

This o rie nt ati on

. . .conceives of c u r r i c u l u m pla nni ng as bein g
e s s e n t i a l l y a technical undertaking, a qu es t i o n of
r e l a t i n g means to ends once the ends have been
f o r m u l a t e d . .. The c u r r i c u l u m of the school is to be so
de si gne d and e v a lu ate d that teachers will be able to
provide evi de nce of educa ti ona l effectiveness.
(Eisner, 1979, pp. 67-68)
An ex a m i n a t i o n of the Proj ect model as inferred by this
res ear ch er ref lects a " Curriculum as Technology"
or ie nta tio n f rom both the pl an n i n g and eva luation
standpoints mentioned above.

To o v e r si mpl ify the model,

once overall goals w er e determined,
recruited,

teachers were

run through an in-service train ing p r o gra m

w h e r e i n they not only g ained knowe ld ge and teaching skills

. 255
but d e v e l o p e d a teaching unit for their classroom.
the f ollowing school year,
unit and other global

they imple men te d the teaching

lessons,

and co n s u l t e d w ith the

P r o j e c t Staff who coul d provide support services.
step in this process,

During

ev al uation took place.

and post tests were given to participants,

At every

Seminar pre

the seminar

itself and fol lo wup work sh ops were e va lua te d by the
participants,

and students were evaluated on their progress

in the global units wh i c h the teachers taught.
Pro jec t E v al ua tor m o nit ore d the process,
results,

An outside

recorded the

and rep ort ed them to the Proj ec t Staff and the

Mich ig an De p a r t m e n t of Education.
the effective ne ss of the Project,

To further demonst rat e
the Proj ect Staff with

the a s s i s t a n c e of the Pro jec t E v a lua to r was re quired to
come up with some sort of overall test of global knowledge
to sh o w student impact data.

Such a test,

drawn from two

ex is tin g measures, was developed and a d m i n i s t e r e d to
selected groups
post basis

in grades six through twelve on a pre and

(at the b e gin ni ng and the end of the year)

exp er ime nt al and control groups.
of this test,

with

Regardless of the results

the fact to be poin ted out here is that such

a focus upon impl eme nt ing a model p r o g r a m wit h further
empha si s on evaluation to doc ument the ef fec ti ven ess of a
p r o g r a m truly reflects a "Curriculum as T echnology"
o r i e n t a t i o n in ad di tio n to the other or ientations mentioned
above.

256
Summary of Project Model Analysis:
This analysis of the teacher in-service and c u r r i c u l u m
i m pro vem en t model d ev e l o p e d by the Global Educa ti on Project
has us e d three persp ec tiv es on the educ ati on of teachers
(technological,

developmental,

and sociological),

W e s l e y - W r o n s k i c u r r i c u l u m d eve lop me nt model,

the

and Eisner's

five or ien t a t i o n s to school curriculum.
In terms of the p e rsp ec tiv es on teacher education,

the

Pro je ct model r e fle ct ed a technological p e rsp ec tiv e in its
seminar content,

overall d esign and its relation to the

M i c h i g a n D e p a rt men t of E ducation Experimental and
De m o ns tra tio n Cent ers Program.

It refle cte d a

deve lo pme nta l p e r s p e c t i v e in the way the Project Staff
wo r k e d wi t h individual

teachers thr ou gho ut the year

c a t e r i n g to their individual needs.

Finally,

it reflected

a sociological p e rs pec ti ve to a much lesser d egree perhaps
to its own detriment.
V i e w i n g the Pro je ct model in r elation to the
W e s l e y - W r o n s k i model yiel de d some si gnificant insights into
the c u r r i c u l u m i mprovement process of the Global E ducation
Project.

Similar concerns were addressed in both the

m o d e l s — setting objectives,
materials,
evaluation.

d eve lop me nt of c u r r i cul ar

the learning and teaching process,

and

A significant d if ference also was noted

d e m o n s t r a t i n g the

limited scope of the Global Education

Pro jec t model as c omp a r e d w i t h the W es ley -W ron ski model
whic h is a complete c u r r i cu lum d e ve lop me nt process.

The

257
Pro jec t model was more of an "implementation model" with
the "analysis of society" h a v i n g been done b y the Mi chigan
Depa rt men t of Education.
In relation to Eisner's five or ien tations to
curriculum,

the Global Edu c a t i o n Project model r eflected

to a ce rta in degree the "Development of C o gni ti ve
Processes" rega rdi ng its con cer n with student decision
making skills.

To a much greater extent,

however,

it

refle cte d the "Social Adaptatio n/S oci al Reconstruction"
or ie nta tio n in its p r o g r a m content and the "Curriculum as
Technology" orient at ion in its overall p r o g r a m and
eva lua ti on design.
Seeing the Project model from these different
viewpoints has helped the researcher to further his
un d e rs tan din g of the Project as a whole.
allowed h i m to step back from the actual

It has
implementation of

the P r o j e c t and its da y- to- day wor k with teachers and look
at the model itself.
ga ined additional

By so doing,

the re searcher has

insights and a broa de r perspe cti ve from

wh i c h to draw his co nclusions and make his recommen da tio ns
in the follo win g chapter.

CHAPTER
SUMMARY,

FIVE

CONCLUSIONS,

A ND

REC OMMENDATIONS

Summary
The foster ing of great er global un der st and ing through
educa tio n has been identified as an area of conce rn in
Am erican el eme nt ary and secondary schools.

In the State of

M i chigan this c oncern was translated into the Gu id elines
for Global Education and the setting aside of federal

funds

admin is ter ed by the M ic hig an Department of E ducation for
the d e ve lop me nt of projects to address this concern.

The

purpose of this research has been to do cument the
de ve lop men t of one such project,
Educat io n Project,

from its inception in 1977 to its

conclusion four years
immediate and residual
To do so,

the Dover C ounty Global

later and further to d oc ument its
impacts.

the res ear ch er examined the Project's

archival data and condu ct ed personal

interviews with former

Project particpants and r elevant others.

Archival data

consisted of various Project documents including funding
proposals,

letters,

announcements,

goal

seminar brochu re s and agendas, w ork s h o p
statements,

the Project Director's

log,

and final evaluation reports for each of the four years.
Tw enty-four interviews w ere condu cte d by the researcher,
nineteen in the Dover C ou nty area,
County,

the replication site,

three in Remington

and two w i t h Mi chi gan

De pa rtment of Education personnel

258

in Lansing.

259
The Global Ed u c a t i o n Project began its w o r k in July
1977 in the Dover Coun ty Intermediate School District.
three y ea rs the Project Staff,
Director,

For

co n s i s t i n g of a Project

a C o mmu nit y Res ource Agent,

and a Project

S e cr et ary w o r k e d wit h teachers using teacher workshops,
personal consultation,

and resources as the prime means of

p r o mot in g change w i th in individual

teachers.

Teachers were

en c o u r a g e d and assisted to d e v e lop their own teaching units
in corporating global pers pec tiv es
curricula.

into their existi ng

G r a d u a l l y a Project model emerged.

A two we e k

summer seminar for optional gr adu at e cred it be came the
prim ar y in-service education tool, wit h teachers d e v el opi ng
a g l o b al -or ie nte d teaching unit rel evant to their own
teaching situation.

F o ll ow -up c o n sul ta tio n and a ssi stance

in locating hu m a n and material

resources

to s upport these

units along with several

in-service sessions throughout the

follo win g school year(s)

continued to be important aspects

of the Project model.

A Global Festival at the end of the

each school year in 1979 and 1980 was used to promote
global awareness and to de mon s t r a t e h ow global topics had
been infused into e xis ti ng curricula.
During the 1980-81 year,

the Project moved

into a

"Dissemination/Technical As sistance" phase w h e r e b y it
re pl ica ted the Proje ct model in Rem i n g t o n County,

Michigan.

It also d i sse min at ed P r o j e c t -de vel op ed ma terials on request
throughout M ic hig an and to a limited degree e lse wh ere in
the United States and Canada.

During this year,

the

260
Project D ir ector p r e se nte d numerous w o rks hop s in global
e d u cat io n to school districts in M ich iga n and at
c o nfe ren ce s in M i c h i g a n and Wisconsin.
In a ddi t i o n to d o c u m e n t i n g the

life of the Global

E d u cat io n Pro je ct as b r i e f l y summ ari ze d above,

the

rese ar che r has d o c u m e n t e d the immediate and residual
impacts of this program.

The rese ar che r also has examined

the literature re lat ed to the substa nti ve issues of global
e d uca tio n and teacher edu c a t i o n aspects and c u r r ic ul ar
concerns of global education.
its impacts had be e n described,
p e rt in ent p ortions of this

Once the e ntire p r o g r a m and
the res ear che r

literature,

by applying

c o ndu ct ed an

analysis of the Proj ec t model in relat ion to its teacher
educat io n and c u r r i c u l a r components.

It is fr o m careful

c o n s i d e r a t i o n of all of this inform ati on that the following
c on clu si ons are drawn.

Concl us ion s

The c onclusions drawn from this res earch focus on
three areas:
A. Overall c on clu s i o n s rega rdi ng the Global Education
Project;
B. C on cl usi ons re g a r d i n g the Proj ect 's teacher
in -s ervice and c u r r ic ulu m improv eme nt efforts;
C. C on cl usi ons rel ate d to the Proje ct 's use of the
school and c o mm uni ty environment.

261
While these are the categories which will be used to divide
these conclusions,

it is ac kno wledged that some conclusions

could fall into more than one category,

but each will be

menti one d only once in the ca te g o r y seeming the most
appropriate.

These co nclusions will also serve as a basis

for the "Reflections and Implications Lea di ng to the
R e com mendations" section and

"Recommendations"

which fo llow the "Conclusions"

section

sections.

Overall C on clu sio ns Rega rd ing the
Global E d uca ti on Project
1.

Based on a review of the global education

literature and an e xa mi nat ion of the Global Educ at ion
Project,

the goals and c ontent of the Project w ere

con sis te nt with gene ral ly accepted global educa tio n goals
and content.
2.

The teacher in-service and c u r ric ul um improvement

model of the Global E d u cat io n Project did bring about
modest changes
they taught.

in individual

teachers and the c urr ic ula

262
C o nclusions Rega rdi ng the Teacher In-Service and C u r r i c u l u m
Improvement Efforts of the Global Education Project

1.

The two week thirty-two hour summer seminar,

for

optional graduate credit, was an effective w a y of raising
pa rt ici pat in g teachers'

awareness and k nowledge of the

concepts of global e ducation and of b u i l d i n g comm it men t to
infusing such content' into their own te aching situation.
2. The summer seminar was an effective w a y to develop
g l o b al- ori en ted teaching units.
3. The c o mb ina ti on of a summer seminar w i t h followup
c o nsultations throughout the school year can serve to
ensure the impleme nta ti on of global units and other
lessons.
4. Pa rti cip at ing teachers'
global educat io n v aried
base.

conceptual

un der st and in g of

Some had a strong conceptual

Others had a much more

limited vi e w and sought out

or ado pt ed activities to add a global flavor to otherwise
non-global curricula.
5. The immediate and residual
were mainly on individual
individuals varied,

teachers.

impacts of the Project
While

they are nonetheless

impacts on

important.

6 . The resources made available to teachers through
the Project wh i c h cont inu ed to be used by Project teachers
once the Project was c o mpl ete d wer e those materials which
teachers had in their own files or classrooms.
7. Those resources which tended not to be used by
Project teachers once the Project was comple ted were those

263
materials wh ic h had to be b or r o w e d from a central

lending

source.
8 . The Pro jec t Staff's u nde r s t a n d i n g and use of
Havelock's change acceptance process was important in
hel pin g individual teachers move through the stages from
awarenss,

to interest,

to evaluation,

to trial,

to

adoption,

and finally to the integration of a global

p e rsp ect iv e into their teaching.
9.

The fact that the Project was totally voluntary

appears to have been helpful

in reducing opp osi ti on to the

Project and gaini ng teacher ac cep ta nce of the Project.
At the same time,

it limited teacher participation.

10. The strong emphasis by the funding agent,

the

Mi ch iga n Department of Ed ucation's Experimental and
Di ss emi nat io n Centers Program,

on the d e ve lop men t of

eval ua tio n instruments and the col lection of teacher impact
data and student impact data nec es sitated several
additional foci for Project Staff staff

in addition to

their charge of w o r k i n g w ith teachers.

Co nclusions Related to the Global Educ ati on Project's Use
of the School and C o m m u n i t y Environments

1.

The use of local people as members of the Global

Educa ti on Project Staff who had al reay estab lis hed
w o r k i n g r elationships and social contacts

in local school

districts assisted in gaining entree into schools in

264
several districts and in the r e cru itm en t of teachers.
2.

The Project did not ac ti v e l y seek out the support

of the school principal as a cu r r i c u l u m leader w i t h i n
individual schools.
3. The fact that the Project Staff did not identify a
m e ch an ism nor people to carry on the Project once ESEA
Title XV-C funding stopped

limited its potential

impact.

4. The de v e l o p m e n t of a list of c o m mun it y resource
people f am ili ar w ith the goals of the Global Educat ion
P roject p rovided teachers wi t h useful cl as s r o o m speakers
about global topics,

p r im ar ily on various countr ie s or

cultures.
5. Other than using the c om m u n i t y for resou rce people
to speak in classrooms,

the Pro jec t did not u tilize the

co mm u n i t y as a p o te nti al ly valuable base of support for its
program.
6 . The Project did not to any s ignificant degree
affect c u r r i c u l u m nor the school enviro nme nt at the
bu il d i n g or dis t r i c t level.

Whi le it c o n t r i but ed to making

changes

(mainly t e a c h e r s ) , it did not

in individual people

really affect the systems w i t h i n which these peopl e work.
Such efforts whi le impor tan t are,
impacts.
necessary.

at best,

limited in their

Further efforts aimed at systems are also

265
Reflect io ns and Implications L e a di ng to Reco mm end ati on s

Ha ving drawn the co nc lus io ns in the three
a f o r e m e n t i o n e d areas,

it is n o w a p p r o pri at e to sit b ac k and

reflect on the meani ng of these conclusions,
on w hic h they are based,
have.

the findings

and the implications they may

R ef l e c t i n g on all the findings and conclusions,

four

m a j o r areas emerge from the re search wh ic h have
implications for v a r io us groups.
Fro m this study it has be come obvious to this
r e searcher that the c o mm un ity can serve as a v al uab le base
of support for a s t at e-f und ed innovative educa ti on project
in two ways.

First,

it c an provide val ua ble resource

people for use w i t h i n classrooms.
importantly,

Second,

and perhaps more

it can b e com e an important base of political

support for the c o n t i n u a t i o n and thus i n s t i t u tio nal iz ati on
of that program.

If the results of this research are

gene r a l i z a b l e at least to those projects orig ina ll y
fi nanced by fund ing sources outs ide the local district,
important i mplication arises.

one

It behooves such projects to

b u i l d their own political base of support not only among
p a r t i cip at ing teachers but among local school b o a r d members
and w i t h i n the c o m mu nit y at large.

This wou ld be

esp eci al ly true in a case such as the Global Educa tio n
Proj ec t wh ich was funded at the intermediate school
d i str ict

(ISD)

level.

B ecause of this,

local d istricts

wer e the re ci pients of the benefi ts of the p ogram w i t hou t
costs to them.

However,

once such a progr am ceases to

266
receive outside funds,

some other m e cha nis m for funding

w o u l d be n e c ess ary if the prog ra m were to continue.
probably w o u l d involve

local d is tri ct contributions.

This
Thus,

k e e p i n g local school board s and the commu nit y informed of
the progress of these pr ojects and de v e l o p i n g support among
school bo a r d and c o m m u n i t y members could be extremely
im portant for the survival of such programs b e y o n d their
initial outs id e -funding period and their eventual
integra ti on into the regular school program.
Mo vi ng on to a n o t h e r major area which eme rg ed from the
research,

it was noted in the con clu si ons that although

individual teachers'

depth of unders ta ndi ng of the basic

global concep ts varied,

a sense of comm it men t was

ac c o m p l i s h e d t hrough the program.

It seems that in order

for an ed ucational p r o gr am of this type to have impacts,
p a r t i c i p a t i n g teachers must d e v el op a sense of com mitment
to the basic concepts of the program,

in this case a

feeling that t ea c h i n g from a global pe rs pec ti ve is
important.

Wh ile k now l e d g e is essential to building such

commitment,

c on v e y i n g a sense of m ission and sense of

urge nc y seems also to be important w it h global educators.
Teachers must feel that what they are do ing is important if
they are to be c o mm it ted to ca rry ing it out.

Ac kno w l e d g i n g

that com mit men t involves both a cogn it ive and affective
process,

one im plication for pr oje ct staffs is the

im po rtance of inclu di ng activities of both domains to build
such commitment.

267
Rea l i z i n g also that comm itm en t can wain,
through periodic consultations,

in-services,

simil ar ly co mm i t t e d p eople can be useful.

reaffirma ti on
or meetings of

This

lends

further c r e d i b i l i t y to the d esi gn of the Global Ed u c a t i o n
Pro jec t w h i c h included all these elements and
to a second major implication.
ed u c a t i o n format,
E d u cat io n Project,

leads us

A teacher in-service

such as that devel ope d by the Global
c o n s i s t i n g of a summer seminar along

w i t h fo l l o w - u p c o n s u l t a t i o n services du ring the following
school year can be a powerful c o mbi na tio n to convey
k n o w l e d g e and skills,

d e v e l o p teaching u n i t s / l e s s o n s , build

and m ai nta in co m m i t m e n t among teachers,

and provide

t e achers w ith the n e ce ssa ry h uma n and material resources to
teach more effectively.

Such a format might be useful not

only for school d i str ict s to implement new curricula,

but

migh t also be con sid er ed for g rad ua te teacher education
courses where c la s s r o o m im pl ementation of

lessons

learned

was of prime importance.
Finally,

just as global educ at ion is seen as holisitc

in its content,

so too the a ppr oa ch of a project of this

sort must be hol i s t i c to achi eve the greatest results.

The

proj ec t studied in this r ese a r c h had limited impacts
beca us e it focused s tri ctl y on p romoting changes
individual
e d ucational

in

teachers and the cu r r i c u l a they taught.
innovation to be more effective,

For an

it must focus

on bo t h changes in individuals and changes in systems.

The

sociological e nvi ro nme nt w i t h i n w h i c h teachers work can not

268
be ignored.

Thus,

sought at various
librarians,

as men t i o n e d earlier support must be
l ev els — school board,

and c o mm un ity at large.

superintendent,

H u m a n a n d material

resources must be sought out for cl a s s r o o m use.

Finally,

the overall c u r r i c u l u m w i t h i n wh ich the individual teacher
is w o r k i n g cannot be ignored if lasting c hange is to
result.

This means that projects des i r i n g to influence

c u r r i c u l u m may need to e xpand their focus beyo nd individual
teachers and w o r k also w i t h c u r r i c u l u m com mit te es and
others w i t h i n the local dist ric ts w h o have s i m il ar charges
of improv in g curriculum.

Reco mm en d a t i o n s

Re c omm en dat ion s will be addres se d to three groups of
educators:
A. Rec o m m e n d a t i o n s for future pro je ct directors and
school a dm i n i s t r a t o r s in charge of teacher
in -s ervice or c u r r i c u l u m improvement programs;
B. R e c om me nda tio ns for state d epa rt men ts of education;
C. R e c om me nda tio ns for teachers consid eri ng using a
global approach to education.

269
R e c o mm end ati on s for Future Project D i re cto rs and
Ad mi nistrators in Char ge of Tea che r In-Service or
C u r r i c u l u m Im provement Programs
Gain in g up-front a d mi nis tra ti ve co mmi tm ent to carry
on a proj ec t once ou tsi de funding has ceased is
essential to guara nte e school di st ric t co mmi tm ent to
the c on t i n u e d o p e r a t i on /in st itu ti ona liz ati on ,

of a

pro jec t in a f isc al ly feasible manner.
Doing this ensures that

local school dist ri cts will truly

vie w outside funding as

"seed money"

program.

to begin an innovative

Local districts will realize at the outset that

they have a commitment to c arr y i n g on the p r o g r a m beyond
the funding.

Thus,

onl y projects wh i c h match

local

di st ric t priorities and directions wou ld be initiated.

Recognize the importance of the school principal
as a curricula

leader and potential change agent

wi th in a school building.
This is an important sociological c o n s id era tio n for the
success of any teacher in-service or cu r r i c u l u m d evelopment
project.

B uil d i n g prin cip al s set the tone and direction

for their schools.

In overt and subtle ways they can

support or under min e you r project.

Therefore,

it is

important to deve lo p a rapport and build a c o l l a b or ati ve
rela tionship w h e r e b y each of you provide support and
cooperation,

so you both accomplish your goals.

270
Seek out and involve school
directors in your project,

l ib rar ians/media cent er
as they also can serve as

important catalysts in cu r r i c u l a r change.
Lib rar ia ns and media c enter direc to rs serve as gatek ee per s
to curricular materials in that they usua lly have budgets
and de ci s i o n - m a k i n g power in the selection and subsequent
p r omo tio n of media cent er resources.

At the ver y least,

they need to be familiar with your goals,
prog ra m content.

At best,

objectives,

and

they should be a c t i v e l y involved

in and commi tte d to yo u r p r o g r a m goals.

Again, a

col lab or ati ve re lat i o n s h i p is the best.

Both you and the

librarians are there to serve teachers.

Ho w might you w o r k

together to do so?

Are there ways you can help to promote

the use of exi st ing library/media center resou rc es which
are cons is ten t wi t h y our pro jec t goals and content?

Are

there high qua li ty material resources you could reco mme nd
to the librarians for p ur c h a s e for their cen te rs?

Be fore the pr oje ct is begun,

project dire ct ors should

be we ll- g r o u n d e d in the conceptual base of the content
area of their p r o j ec t as well as in teacher e d uca ti on
and cu rri cu lum d e v e l o pme nt processes.
Once the project begins,

it m a y be d i ff icu lt to free up

time for reading to enhance y ou r own pro fes sio na l knowl edg e
of the subject area.

As the project director,

others will

look to you for some con ten t expe rt ise and process
ex pertise in addition to a dmi n i s t r a t i v e leadership.

271
Project direc tor s should have at least some b a c k gr oun d
in q u a nti ta tiv e ahd q ual ita ti ve ev alu at ion principles
and procedures.
It is important to k n o w w h e t h e r you are a cco m p l i s h i n g what
yo u set out to accomplish.

Th in kin g about e va l u a t i n g your

proj ec t at the outse t forces y o u to determine w h a t it is
y o u r eally w ant to ac com pl ish and how you will kno w if you
are pr o g r e s s i n g toward your goals.

A clear e v a l ua tio n

de s i g n needs to be tailored to the goals and ob je cti ves of
the program.
program.

The e v a l ua tio n desi gn should serve the

The p r o g r a m must not beco me a slave to the

ev a l u a t i o n design.

H a v i n g some ba ck gro un d in the field of

eva l u a t i o n can help to en sure that a suitable eva luation
design emerges.

For

lasting changes to occur,

it is r e com me nde d that

teacher in-service and cu r r i c u l u m improvement programs
address both changes

in individual teachers and

changes in department-wide,

building-wide,

or

di s t ri ct- wid e curricula.
The b a c k gro un d for this rec o m m e n d a t i o n has been d i scu sse d
under "Reflections and Implications" above.
say here that foc using on both changes
changes in systems will

S uffice it to

in individuals and

serve to reinf or ce each other.

In a v o l un tar y teach er in-service p r o g ram that draws
teachers from more than one building,

it is h igh ly

272
re co mme nde d that at least two teachers be recruited
from each b u i l d i n g involved.
These teachers can provide support for each other and can
also serve as a base of support for additional

teacher

r e cru itm en t or d i s s e m i n a t i o n of p r o gra m pro ducts w i t h i n
their own building.
Project staff m embers should all h a v e strong
interpersonal skills.
C o n s i d e r i n g all of the conclusions,

implications,

and

r e c o mm end ati on s made to this point,

it is i nt ere sti ng to

note how many of them n e c e s s ita te effective com mun ica ti on
skills on the part of the pro jec t d irector and other
project staff members.

It is easy to see the need for

these people to have strong oral and w r i tt en com mu nic at ion
skilIs.

Co ns ide r a lte rna ti ve formats for teacher in-service
seminars and w o rk sh ops and f l ex ibi lit y in time
schedules for such programs to attr act the greatest
number of p eople possible.
One cannot assume that everyone can make t he mselves
availa bl e during the same time schedule.

Co ns i d e r

al ternative meet ing times,

e.g.

be fore and after

school, weekend workshops,

summer sessions.

c o mpu ter programs,

readings,

evenings,

A ls o consider

and audio or vi d e o tapes as

alter nat iv e means of c o n vey ing content.

273
It is important for a project advocating curricular
changes to put material resources for doing so
directly into the hands of the teachers implementing
the changes.
This study clearly pointed out that those materials which
continued to be used long after the Project ended were
those which teachers had at their immediate disposal in
their classrooms.

Teachers are often overloaded.

Their

time is precious and some, especially at the elementary
level, have little or no preparation time during the school
day.

Materials which are placed easily at their disposal

are more apt to be used.

Recommendations for State Departments of Education

State departments of education should fund programs in
global education to encourage local school districts
to address global issues and themes.
Global education is an important concern worthy of support
and promotion at the community,

state,

and national

levels.

Since responsibility for providing education in the United
States falls upon state and local governments,

state

departments of education need to take a lead in making sure
that the education they provide or oversee truly reflects
global realities and is preparing students to live in the
twenty-first century.

274
Whe n funding experimental projects d esigned to
foster innovative educat io nal practices,

state

d e partments of e d uca tio n should recognize that a
b a l a nc e m ust be struck b e t w e e n p r o vi din g appro pri at e
guidance and d i r e c t i o n whil e all ow ing the
cr ea tiv e/i n n o v a t i v e aspects of a p r o gr am to flourish.
Of te n in gove rn men t funded pr ojects such as this,

strict

limitations about eva l u a t i o n d esigns are imposed.
Nevertheless,

an ev a l u a t i o n d esign should fit the program,

not vice versa.

The e v a l ua tio n de sign should augment and

support a p r o g ram rathe r than control or b urden the
program.

R e c o mm end ati on s for Teacher s C o n s i d e r i n g
a Global A pp roa ch to Education

Te achers

interested in teaching from a global

p e rsp ect iv e should acq uir e a solid conceptual
u n d e r sta nd ing of w o r l d systems.
Bec aus e wo rld systems d e v e lop and change,

the infusion of a

global or i e n t a t i o n into one's teaching is an on-going
process.

Properly implemented,

a global o ri ent ati on is a

p e rspective from which one teaches.

It becomes

into one's normal op er a t i n g procedure.
not a col lec ti on of
one's curricula.

integrated

Global education is

"cutesy" activities to "add on" to

275
Since global educ ati on is inherently c o n t r o v e r s i a l , a
teacher must be p re pared to deal w i t h possible
quest ion s and challenges from parents,
and students.

It is,

therefore,

administrators,

imperative for

teachers to gain support of bui ldi ng admin is tra tor s
and parents and keep them informed of c l ass roo m
activities.
Because global educa ti on involves the analysis of global
systems and the inclusion of a vari et y of p er spectives to
better unde rs tan d issues of global/in te rna ti ona l
importance,

co nt ro v e r s y will arise.

C on tro ve rsy must be

we lc ome d and seen as a natural part of the learning
process,

not s omething to be avoided.

This can be

unco mf ort abl e for all c o nce rne d and requires trust and
con fid en ce in the teacher and support from admi ni str ato rs
and parents.

Rec o m m e n d a t i o n s for Fur the r Research

Does global e ducation really make a d iff er enc e?
interesting and va lua bl e study might

An

look at various global

education progra ms to see h o w their project staffs evaluate
their effectiveness.

Due to the bread th of the field,

many

things may exist under the umbrella of global education.
Such a study might also reveal some of this bread th of
p r o g r a m content.
The cla im has often been made that travelling

276
overseas broad ens one's p er sp ect ive and that those
e x periences h eig ht en one's consciou sn ess of the world
b e y o n d one's own borders.

Several people involved in the

Global E d uc ati on Proj ec t as p ar ticipants or staff had
pr evious international experience.

A n o t h e r v al u a b l e study

might be to exami ne the co r e l l a t i o n bet wee n previous
international

travel and involv em ent of teachers in global

edu cat io ns programs.

Does such international travel seem

to be a major f actor a f f e c t i n g involvement?
To what exten t does stu den t involv eme nt in global
educa tio n pro grams a ffect career c hoice

later in life?

One

might study the influence of w i t h i n - s c h o o l programs such as
this one as well as other progr am s such as exc ha nge student
programs and Model United N a t i ons programs on future career
ch oice of the students

involved.

B r i n g i n g these re c o m m e n d a t i o n s for further research
back to the school classrooms,

how much c ri tical th ink ing

skills go on in "global c lassrooms" as c om par ed with
"non-global classro oms " w i t h i n the same sub jec t areas and
grade

levels.

Are there si gnificant di f f e r e n c e s in the

content cover ed and the t eaching techniques used?
Studies such as those mentio ne d above could add
valuable data to the field.

Researc h on the i m p l e m ent at ion

of global education needs to move beyon d de s c r i p t i o n to
asse ss men t of c l a s s r o o m practices.
di fference?

Do they make a

Ill
Clo sin g Remarks

This study has allow ed the re sea rc her to explore the
field of global e du c a t i o n a nd the life and impacts of one
p r o g r a m to see the importance of the field and the
im pl eme nta ti on of such pro gra ms w i thi n our schools.
midst of a rap id ly ch ang in g world,

In the

the need for global

e d u cat io n is growing more impor ta nt everyday.
Pr op erl y implemented,

global education can be a

powerful means of t e a c h i n g / l e a r n i n g about the wo rl d w i t h i n
wh i c h one lives.

If our plane t is to come to grips with

the pr es s i n g issues f a c ing it, our schools must prepare
students to be able to c r i t i c a l l y analyze such issues,

and

e q u a l l y important to see such issues as being p e r s on all y
impor tan t to them.

In other words,

people must care enough

about the issue to take action as responsible citizens of
the United States and as members of the w o r l d community.
Perhaps too, global e d uc at ion efforts need to move beyond
the formal e d uca ti on arena of the schools to the adult
c o m mun it y as well.

AP PE NDICES

APPENDIX

278
INTERVIEW

SCHEDULE

(Note: The upper case letter in parenth es es after each
q u e s t i o n indicates the overall research qu es tio n it is
de si gne d to h elp answer.)

1. I'd like you to think about your first contact with the
Project.
H o w did you first learn about the Global
Educa ti on Project?
(A)

2. W h a t prompted you to become involved with the program?
(A)
a.

(If more than one factor is cited)
the most important for you?

Of these which was

b.

How
important for y o u was the fact
re im bur sed for your time?

that y ou

were being

3. Did you ever reach the point of feeling commi tt ed to
using a global a ppr oa ch in your cla ssr oo m? (A)
a.

(If co mmi tme nt was mentioned)
commitm en t?

W hat

led to this

b.

In re lation to the Project, w h e n did this c om mitment
come about?

4. Wha t does the term "global education" mean to you now?
(E)
5. -Do you re me mbe r any teaching technique which you
learned as a r esult of the Proje ct? (C)
a.

(If techniques are cited) Co u l d y ou descri be how you
used this technique in your cl assroom? (C)

b. Do you continue to use this technique today?

(E)

c. Are there any other tea ching techniques w h i c h you
learned as a result of the Project? (C) (Repeat above
follow -u p questions.)

279
6 . (Referring to the "Participation Checklist") Do you
recall any w or k s h o p s or presenters w h o w er e of particular
educational s ign ificance to you? (E)
a.

(If any are mentioned) Are there particular skills
ac ti vities that y o u learned from them? (C & E)

or

b.

Were you able to apply this to your classroom? Ifso,
how? (C & po ssibly D depend ing on response)

7. Some educators b elieve that One of the goals of global
educa tio n is the d eve lo pme nt of a global perspective. Could
you des c r i b e ways, if any, that y our partici pa tio n in the
P r o j ec t helped you to see the wo r l d any differently? (C)

8 . In what wa y s did the Project staff wor k wit h you
p e r s o nal ly ? (B)
9. Besides the inservice sessions, what other opportunities
did the Proje ct provide for your personal or professional
growth? (C)

10. Durin g the years the Project existed, did y ou involve
global pers pe cti ves in any of yo u r teaching? (D)
a. If so, how?
b.

(If cl ari f i c a t i o n is necessary) What new content did
you teach as a result of your par tic ip ati on in the
Project?

c. In which subject areas did you include these global
pers pe cti ves ? (D)
d. W e r e any of these interdisci pli nar y
(D)
e. (If so) Describe them.

lessons or units?

280
11. W er e there any new sources of information or c u r ri cul um
materials that y ou learned about through the Project? (D)
a.

(If yes)

Wha t w ere they?

b.

(If some are mentioned) Did y o u use any of these
materi al s duri ng the life of the
Pr oject? (D)

c.

Have y o u co n t i n u e d to use these since the Project
ended? (E)

d.
e.

If so, p lease give examples. (E)
(If some are mentioned) Have you
bo rr o w e d any of these
through the res ource sha ri ng p r o g r a m we set up?

12. C o u l d y o u de scr ib e now any ways that y o u used resource
people in yo u r c l a s s r o o m to fo ster global per spectives
d u rin g the life of the Project. (D)
a.

(If any cited)

How did you learn of these people?

(D)

b. Did you use re source people in y our c l as sr oom before
this tim e— res ou rce people of any kind, not just
global? (D)
c. Have you used any of these or other resource people to
foster global p e rs pec tiv es in your c la s s r o o m since the
Proj ec t e nde d? (E)
d. W h o have you used and for what topic(s)?

13. H o w well did a global ap proach fit into y o u r regular
c u r r icu lum at that time? (D)
a.Is it more or less ap propriate today?

(E)

14. Do you feel it is important to teach fr o m a global
pe rs pective?
Why or w h y not? (E)

IS. What kinds of global or international "things"
(activities, units, etc.) do you now do in your clas sr oom
or school? (E)
a.

(If some are mentioned)
global activiti es ? (E)

W h y do y ou continue to use

281
16. Are y ou aware of any influence you might have had on
any other teachers r e g ar din g the use of global pe rsp ectives
in their c las sr oom s?

17. W h a t p revents you from doing more global or
international ac tivities in your c l a s s r o o m and/or school?
(A, C , D)

18. In you r opinion, what w o u l d have increased the impact
of the Proj ect at that time (1977-81)? (B, C, D, E)

19. What, do y o u think, could have been done to continue
and strengthen any mo men t u m or impact the Project had
begun? (E)

20. Besides the effects we' ve alre ady discussed, are you
aware of any u n a n t i c i p a t e d or surprising "spin-off" of the
Project?

21. Have you identified any new global materi als you'd like
to recommend to others? (E)

22. Are there any other comments yo u ' d like to make about
the Global E duc at ion Project?

23. Do y o u have any quest ion s you w oul d like to ask about
this i nt erv ie w or about this re search p ro ject?

282

PARTICI PA T IO N

CHECKLIST

B elow is a chronological list of all events sponsored by the Global
Education Project in [Dover] C o un ty from 1977-81. Please place a check
after each one that you attended.
If you are unsure w hether or not you
attended the event, place a question mark after the event.

Date

Year One:

10/7/77

Location

Presenter

Event

Check
Here

1977-78

Bank of
[Bethlehem]

11/22/77

Gerald Marker,
David t Eunice

Global Education
introductory Wkshp
E xp loring Alternatives

A1 a Zee Edgel

Cultural Awareness

2/6/78

[Brewster]
High school

David A Eunice

Goal Rating 6 Unit
Plan Explanation

3/13/7B

[Bethlehem]
High School

Marylee W iley &
Joshua Akinola
(African Studies
Center, M.S.U.)

Global Interdependence:
An African Perspective

4/26/78

(Bethlehem]
High School

David Byrne

Bicycle Trip Around
the World

5/3/785/6/78

B & B Plaza

5 / 27/78

[Brewster]
Marina Bandshell

Distribution of
Al ternative Energy
Information ("Sun Day")'

Various

"Sun Fair"
(Alternative Energy
Fair)

283

Location

Da te

Y e a r Twos

Presenter

Check
Here

Event

1978-79
Summer Seminar

[University
E xt e n s i o n ]

various

1 0 / 6/ 78

[Brewster] M i d d l e
s c h o o l l.M.C.

J a n e t A l l em an Brooks

1 1 / 8/ 78

[Bethlehem]
High School

Tom Collins

1/29/791/30/79

various '

To m Collins

4/10/79

B a n k of
[Bethlehem]

K a r e n Houst on Smith

Southeast Asia

5/3/795/5/79

[Brewster]
High School
Gymnasium

Various

Global

Aug.

1978

Global
I deas

Classroom

Festival
D i sp la y_
Performance_
Attended

Year Three:

1979-80
G l o b a l Ed.
Office

Alex Lotus

Un i t R e v i s i o n
Committee

[University
Extension]

Various

Summer Seminar

Sept-Dee
1979

Various
Schools

David

- D i s p l a y of m a t e r i a l s __
for o n e w e e k p r e v i e w
-Methods & Materials
__
Workshop

4/27/804/29/80

Various
Schools

Cecelia

5/1/B0

[Brewster]
Catholic
Central South

Various

July

Aug

'79

'79

& Eunice

Dumor

T e a c h i n g a b o u t A f r i c a __
(Luncheon Meetings)
Global

Festival
D is pl ay _
Performance
Attended

284
BI O G R A P H I C A L

DATA

SHEET

The foll ow ing information is for statistical and
d e scr ipt iv e use.

Name

Your identity will kep t anonymous.

_________________________________________________________

School___________________________________________________________

Grade Level(s)

Subject(s)

T a ug ht__________________________________________

Taught_______________________________________________

Number of Years of T ea chi ng Expe ri enc e______________________
N u mbe r of Years of A d m i n i st ra tiv e Exp eri en ce_______________

University(ies)

At te n d e d ______________________________________

Uni ver si ty Degrees E a r n e d
__________ ___ _______________
(Please include n u mbe r of credits beyond, h i g he st degree,
for example B.A. + 18 semester hours.j

Langu age s Spoken or W r i t t e n ___________________________________

Please list the names of countries in wh ich you have
or traveled.

lived

APPENDIX

285

SUMMER SEMINAR
Description: Teaching With A Global Perspective, a seminar
for K-12 teachers of various disciplines. Optional
three graduate credits available through Michigan
State University.
Goal:

To provide teachers with inservice training
in the areas of global perspectives, global
issues, cross-cultural understanding, and unit
development.

Format:

Thirty-two hours of training over a two week
period. Usually eight half-day sessions. Format
may vary to suit the District.

Key
Personnel:
PrePlanning:

Project Staff and Instructor of Record from
Michigan State University.
Responsibility of Project Director. Make
arrangements for University approval, appointment
of Instructor of Record, arrangements for time
and facilities, pre-registration, arrangements
for advertising and promotion.

DEVELOPING CURRICULM
IN A GLOBAL AGE
286

o

AGENDA

AGENDA
DEVELOPING CURRICULUM IN A GIOIAL AGE
Monaiy. am

4:00' 9:00

Registration

Dirtd Htiltgrin

0:00*0:30

Administration of Pro Assessment

S U a W(onikl

0:30

Keynot* Address No. 1 Qlobel Education and The Saber-Toothed Tiger
What It the Nature Of This Beast? The What and Why and an Intro­
duction of the How of Global Education
Forecaat for the Year 2000.

IUM

Explanation of Seminar and Requirements
Explanation of Format For Unit Plan
Explanation of Agenda

Tuesday, A/IS

Andrew Smith

0:30

Keynote Adresa No. 2
Classroom Application of Concepts addressed (using CTIR materials}

Wtdnesdiy.tHt

Artdiiw Smith

8:10-9:45

Dialog on the Implementation of a Glottal Approach to American
Education (followed by questions and group participation period)

iMAfldirion

10:00-11:20

Elementary - Glottal Perspectives In Elementary Schools, the purpose ol
this session Is to detail some objectives of Global Education In Ele­
mentary School and to Illustrate some Instructional materials and practice
design to further these objectives.

Arvctrinf Smith

10:00*11:20

Thursday, art r

Secondary - Specillc activities for middle school and high school teachers
on Infusing global perspectives into American History and area studies
programs. Materials will be handed out.

Andarson

11:30*1:00

Secondary - Global Perspectives In Secondary Schools, the purpose of
this session Is to discuss some objectives of Global Education In Secondary
Schools and to Instruct and to illustrate some Instructional practices
designed to further these objectives.

AndnwSfirilh

11:30-1:00

Elementary - Specific activities for elementary teachers on how to Infuse
global perspectives into social studies, science, and language art classes.
Materials will be handed out.

le» And*r*Q«

9 3Q-10 30

Same as W ednesdays presentation

WandalJohmcwi

B30*10IQ
1100-100
tl.00-y.0Q

Same as Wednesdays presentation

Las AffljNtDA
WancJal Johnton

Population Dynamics in the Secondary Classroom

Population Dynamics in the Elem entary C lassroom

287

Divld HufigriA
SUflWron«kJ

JotHiQiny

fltaibte Stilton)

1:30»1:00

K
ft

W vndtl John io n

830* 10:30

\m
Y
V\

B*rt>»'» C ir llil*

it

Monday, 8/21

11:00-1:00

Environmental Concerns: Environmental Activities to Demonstrate Global
Concepts, Elementary level
Transformation: Becoming One with Others Through the Performing Arts
(dance, drama, music) Elementary Level
Manipulation: The Expanded Meanings of Creating Art Objects (two and
three dimensional visual arts) Elementary level - Ms. Carlisle will suggest
strategies for teachers to use with varying degrees ot arts proficiency
Including things for those “ who can't draw a straight line with a ruler”
and “ can’l carry a tune In a basket” . The locus of the units will be
on the communication that takes place through the process of participation
In arts activities.

Wvndtl Johnaon

11:00-1:00

Barbara Carlisle

1:10-10:30

Transformation: Becoming One with Others Through the Performing Arts
(dance, drama, music) Secondary Level

Maryla* Wilay

8:30-10:30

“ The Chicken Thief Drama” , Preserving the human community and dealing
with social deviance will be explored through a role-playing technique
suitable tor the classroom Secondary Level

David Hull grvn

8:10-10:30

Barbara C a rllil*

11:00-1:00

Msrylvv Wllay

11:0 0 - 1:00

“ Coca, Claves, and Coca Cola" Global Interdependence with Africa
-comes alive when children know what they get from Africa. Hands on
materials and work sheets will be utilized in this model lesson. Ele­
mentary level

David Huliortn

11:0 0-1:00

Slide Presentation and Demonstration of Curriculum Materials About South­
east Asia

Maryla* Wllay

8.30-10:30

"Zimbabwe Yesterday and Today” . The great gold-trading kingdom of
Monomalopa Is now the battle field for political Independence. Slides
and personal experiences will document the presents lion. Secondary level

Environmental Concerns: Environmental Activities to Demonstrate - Global
Concepts (systems. Interdepence, etc.,) Secondary level.

Slide Presentation and Demonstration ol Curriculum Materials About
Southeast Asia
Manipulation: The Expanded Meanings ot Creating Art Objects (two and
three dimensional visual arts) Secondary level

288

Saturday. 8/18

8:10-10:30

“ Shutter* Don't Shutter" With « little help from US, tome classroom
materials and a home movie camera, the magic world ot filmaking
can reveal to youngsters the magic world of themselves. We’ll learn
to make animated films and how to use this medium to help youngsters
experience the subleties and joys ol communication, while developing an
objective stance towards today’s mass media. Language barriers are
broken down and cultural identities easily detected, because when someone
said “ one picture is worth a thousand words” , he didn’t say anything
about punctuation, syntax and grammer!

©

J in v f /Utvnun-Srook*

I:JO - 13:30

S tia W r e n t U
Eunic* S rialcU

8 :0 0 -1 0 :0 0

Unit Writing Guidance and Assistance

U iry l* * Wll*y

1 1 :0 0 -1 :0 0

" 8 lg Ideas for Little People" A fait board presentation ol the apartheid
system of South Africa for lower elementary children. Individual difference
are stressed and valued. Elementary level

Jvnvt AIJvm in-Brookt

11:00-1:00

S U nW roniU
Eunlca SrtnJekl
David H ullflrvn

11:00- 1:00

Unit Writing Guidance and Assistance

Jaiwt Altaman-flrooka

8:30-10:10

"International Year of the Child", The session will focus on strategies
for taking a new look at tha child In his global world. Ideas for teachers
and parents will be Introduced. Teaching About the Rights of the Child
(UNICEF) will be examined. Approaches for making this concept come
alive will be demonstrated.

P ilr ld a M erlon

8:30-10:30

S la n W ro m U
f u n ic * Sr/nlckl
D lvid H ultgrvn

8:10-10:30

"W ho Says Thara's Not Room lor Global Education In ths Elamanlary
School Curriculum? Tha session will locus on Integrating global sducatlon
Into tha existing elamanlary social studios and language arts programs.
Participants will ba actively Involved In activities that redact tha Integrated
approach.

D*vlOHuHg>*n

3

WhoOGloup S i3ile n
S lin W ro n tk l
David H u lig rtn
Patricia Morion

289

T u via ty, 8/22

"T he Child As A Participant In Discovering His Global World", The session
will focus on Involving the elementary child In discovering how he Is a
part of a global world. Simulations will be the highlight of the session.

Dilemmas In DevelopmentiAn exploration of economic, political, and cultural
factors which have entered into present conditions in developing nations,
a look at future possibilities, and a discussion of methods for making
global concepts some alive In the classroom. W ill Include the film,
"Indonesian Boomerang.”
Unit Writing Guidance and Assistance

11:00- 1:00
A n n o u n ce m en ts

C losing A d d re ss " D a n c in g on 10 .000 Fa th o m s o l Je llo ”

S ttu td a y , fl/26

S a m ln trW rip U p
Sm all Group U nit S haring
Subm ission o l Cocnplatod Wock
P ost A sssstm snl
Sam lnar Eaaluatlon

S;O0- 12:00

In addition to tha aforementioned samlnar sessions, participants may spend
one or two sessions {or time between sessions) In the Media Room
previewing books and audiovisual materials belonging to the Global
Education Project. These resources may present Ideas for units and are
also available for loan to any teachers in /p o v 'c z 'U Cmm'V- The Media
Room will be open each day from 8:30 * 1:QQ.
Additional Individual unit writing consultation time can be arranged by
contacting

I

Teaching
with
a

ka'*Ti4;<#
S H I W T r s

s tf)0ta)QCm
it G K O ) is i t © u

1*2021 2121II21

2t 27 28 20 20 21

FOR FURTHER INFORMATION
(UNTAIT:

Global Education Project
Ip o v t r J

County Intermediate

Global
Perspective

School District
A seminar f o r teachers,
IpKEmrgft fikjiicaN

adm inistrators a n d others

TEIJ-JT HI NK | WKi) «(>3-4m5U

interested in education

Enclosed Is m y J 10 registration reservation
(e e .+ The remainder ol m y tuition w ill be paid at
the first seminar session. I would like to receive
credit from: (checkone)

Michigan Stale University---------------------Northern Michigan University — —
University of Wisconsin-Green B a y --

—

PRESENTED BY
MICHIGAN STATE UNIVERSITY
NORTHERN MICHIGAN UNIVERSITY
lIMVERSm' OF WISCONSIN -GREEN BAY
IN COOPERATION WITH THE
CI.OBAL EDUCATION PROJEfT
COUNTY
INTERMEDIATE SCHOOL DtSTHIIT

Name:
August 4 10.197V

Address: -------

.

Telephone
PlaceO l E m p l o y m e n t
IMake check payable to the University with
which you areenrilling

August 13.18.17,1979

OVtlM
As our Eartn grows smaller, the need tor
bringing the world inloour classrooms becomes
more urgent. In Ihlstwo week seminar a variety
ol speakers will address topics Including Ihe
need for a more global approach to teaching
grades K-17. the meaning ofa global perspective
ineducation, stimulatingmaterials availablelor
classroom use, and ways of building quality
global leaching unils. The three major
organiiing themes willbe:
— leaching torculturalunderstanding,
— teachingaboutworld issues;and
—teachingaboutour locallinkswith theworld.
Interspersed throughout the seminar, guest
elementary and secondary teachers will present
practical gtobal-orlenled teaching ideas and
units which they have successfully used in Iheir
own classrooms.

m

ivutK tm ra m lu rv rn iN ;

7. Write a teaching Unit Rian according loa sel
unit formal incorporating global concepts inlo
your own subject areals); or for non-teachers,
write a plan of actiondescribing how you might
incorporate Ihe global concepts discussed inlo
your professionalor dailylife.
3.Allow IheGlobal EducationProject touse your
plan as part of its idea bank to be shared with
other teachers.

Or. Stan Wronski
Institutelor InternationalStudiesinEducation
Michigan Slale University

f . l l - S f I S S I I t l C l'M IIS:

It space is available, non credit participation
may be possible. Pre-registration procedure as
above. For further information contact Local
Coordinator.

In addition lo Professor Wronski, seminar
presenters will include Or. Gerald Marker ol
Indiana University. David Hullgren and Eunice
Svinickiof theJ7CISD Global Educalion Project,
enemplary teachers involved with the Project,
and one or twootheroutsideconsultants

C IIF K S K MM IIKH-H A M 1 T IT IT .S :

David Hultgren
Global Education Project

lA K iL l.f :t H l l t l l l V k T IIK :

m .s .it. e o

an
Seminar inEducation: Global Education

. EO 49S IGradorundergrad)
Special Topics In Educalion: Teaching with a
Global Perspective

As a creditparticipantyou would:
1.Allend theseminar sessions;

ISM III:<Ti Ilf<111111(11(11:

.GRAO/UNDERGRAD 00S-S95 6
Seelion964
Special Topics Inthe Educational Environment:
Teachingwith a Global Perspective

IIAIKS:
Monday-Friday, August 6 10
Monday. Tuesday, Friday, August 13,14.17

lOSIMKSTS I1Y I.AST 1LAKti I’AHTHJFANTS:
"The best grad course I’veeverhad,"
"Practical, informative."
"Useful formy teaching."
The 1911 seminar was overwhelming rated
"superior."

ItLlllSTIt\TI1IV
Monday. August 6
at Ihefirstsession

1:30a.m. -1:00p.m.
Subm issionofCompleted Work:
Friday, August 17,1979

1 3 It A T I I is :

Continuing Education Room.
Thealre-FineArts Building

I’KKKFUSTH ATIIIS:
A registration reservation fee applicable
toward your luilion would assure your
enrollment and would also help in seminar
planning Please send a 110check payable lothe
University from which you wish to receive
credit.
Mail payment lo:
Global Education Project

292

SMI1ISAR K E y l tllK M K N TS;

KNFJII'ITk
3quarterhours or
2 semesterhours
Check with your own academic advisor lo see
ifthiscourse may be appliedtoyour program.

293

PRE: ASSESSMENT

lUfUSt

1980

NAME

294

*A C"Xs

How
A.
a.
c.
D.

many' p e ople
400 m i l l i o n
2 . a billion
4.8 bil l i o n
7.5 b i l l i o n

H 0*

are

in the w o r l d at t o d a y ’s c l o s e s t e s t i m a t e s ?

By the yea r 2000, it is e s t i m a t e d that
w ill bei
A. a l m o s t 5 b i l l i o n
B, a r o u n d 7 b i l l i o n
C. a l m o s t 9 b i l l i o n
D, ove r 11 b i l l i o n
H o w man y p e o p l e live in the U.S.
A.
u n d e r 50 m i l l i o n
B.
a b o u t 75 m i l l i o n
C.
a b o u t 220 m i l l i o n
0.
about 500 m i l l i o n
4.

U.S.

the w o r l d p o p u l a t i o n

today?

Iden t i f y the c o u n t r y w h i c h is g r o w i n g
f astest ratai
A.
S o v i e t Union
B.
U n i t e d States
C.
Mexico
D.
West Germany
E.
India
If families in the
wha t w o u l d happen?
A. the p o p u l a t i o n
B. the p o p u l a t i o n
C. the p o p u l a t i o n
from a 2 child
0, the p o p u l a t i o n
E . 1 d o n 't know

777

would continue

in p o p u l a t i o n

to a v e r a g e

at the

3 children,

would stablize
w o u l d gro w c o n t i n u o u s l y
size w o u l d be very little d i f f e r e n t
ave r a g e family
w o u l d stead i l y decline

295

Which of tha following is shared by all
A.
spoken language
B.
wri t t e n language
c.
structured religion
D.
prison system
E.
All of the above
7.

'8.

9.

About how many countries are there in the world?
A.
25
B.
1,543
C.
180
0.
352
E.
56
The total of all of the knowledge and accomplishments of a
people is callad?
A.
physical environment
B.
ethnic status
C.
mores
*
D.
culture
Which of the following activities has the United Nations
o r ganization undertaken?
I. Tha imposition of c u st o m s and duties
II.
The giving of assistance to u n derdeveloped nations
III.
Giving of passports to tourists
IV.
Keeping peace in trouble spots in the world
V.
The imposition of taxes on individuals in the U.S.
A.
B.
C.
□.

^10.

11.

culture group*?

I and II only
I and IV only
II and IV only
Ill and V only

Which of the following have been influenced by other cultures?
A.
our food
B.
our language
C.
our music
D.
all of above
th*f«i
E.
None of the above
Explain the term "Spaceship E a r t h . ”

296

12.

Ove r *i of the w o r l d ' s p o p u l a t i o n la l o c a t e d lnt

A.

Asia

B.
C.
O.
E.

Europe
Africa
the USA
Hone of the

above

13.

W h a t does

the te r n "First W o r l d "

c o u n t r y mean?

14.

W h i c h of the
A.
S panish
B.
E nglish
C.
R ussian
0.
Mandarin
E.
Kindi

15.

A p p r o x i m a t e l y w h a t p e r c e n t a g e of the oil the U . S . A consumes
is imported?
A.
15%
B.
25%
C.
45%
D.
70%
E.
I hav e no idea

16.

The U n i t e d States has a l m o s t 6% of the w o r l d ' s p o p ulation,
yet it cons u m e s
% of the r e s o u r c e s of the world,
A.
10
B.
20
C.
40
D.
75

17.

The state of M i c h i g a n ranks a m o n g the top three states in
terms of goods p r o d u c e d w i t h i n the state t w h i c h in turn,
are t r a de d on tne i n t e r n a t i o n a l market.
Tru e or False?

18.

w h i c h of the f o l l o w i n g is a c o m m o n c h a r a c t e r i s t i c of
these o r g a n i z a t i o n s ?
For d M o t o r Company, The W orld
Bank, B o y Scouts, G e n e r a l Foods, R o t a r y Club, S a l v a t i o n
Army, U.S. Air F orce and the C a t h o l i c Church
A.
all o r g a n i z a t i o n s are i n v o l v e d in i n t e r n a t i o n a l
trade
B.
all o r g a n i z a t i o n s are A m e r i c a n
C.
all o r g a n i z a t i o n s o p e r a t e across i n t e r n a t i o n a l
bo r d er s
0.
all are M u l t i - N a t i o n a l C o r p o r a t i o n s

f o l l o wi n g l a n g u a g e s has

the noa t speakers?

297

19.

A global a p p r o a c h to t e a c h i n g s h o u l d not
be i n t r o d u c e d to the e a r l y e l e m e n t a r y
s c hool children.
True or F alse?

20,

A global a p p r o a c h to t e a c h i n g can be
used in m a n y c u r r i c u l u m areas.
Tru e or False?

21,

D e v e l o p i n g skills is an i m p o r t a n t pa r t of an
e f f e c t i v e g lobal o r i e n t a t e d s c h o o l prog r a m .
True or F alse?

22.

W h a t is m e a n t by the term "Dew i n t e r n a t i o n a l
E c o n o m i c O r d e r " and who is a d v o c a t i n g it?

23.

T e a c h i n g the c o n ce p t of sys t e m s h e l p s to d e v e l o p the
u n d e r s t a n d i n g of i n t e r d e p e n d e n c e .
True or False?

24.

Ci t e an example of the a bove statement.

25.

W h i c h of the f o l l o w i n g g lobal conce p t s
in the e l e m e n t a r y curr i c u l u m ?
A. change
8. c o m m u n i c a t i o n
C.
interdependence
D. b and c
E.
all of the above

can be d e v e l o p e d

26.

N e w s o cial stu d i e s series (1975 to present) is e s s e n t i a l
if teac h e r s are to e f f e c t i v e l y teach w i t h a g l o b a l approach.
Tr u e or F a l s e ?

27.

The study of c o l o n i a l A m e r i c a can not be done
perspective.
True or False?

2B,

M u l t i p l e choice, check lis t and t r u e / f a l s e w o u l d be good
e v a l u a t i o n met h o d s for w h i c h of the f o l l o w i n g lear n i n g stylesi
A. A f f e c t i v e NOne
B. C og n i t i v e *One
C. C o g n i t i v e DTwo
D. A f f e c t i v e ttTwo
E.
Hone of these

fro m a global

298

39.

Rank these countries
A.
India
B.
USA
C.
Indonesia
D.
china
E.
USSR

in order of populationi

30,

Analytical assay, oral p r e s e n t a t i o n and experiment are all
good evaluation tools for which learning style.
A. Affective
One
B. Cognitive
One
C. Cognitive
Two
0, Affective
Two
E. All of these

31,

perspective might be defined as a view of one's e n v ironment
in light of one's experiences.
True or False?

32,

what is meant by a "global p e r s p e c t i v e "7

33.

Tha basic rationale for Global Education arises out of the
fact thati
A.
The Michigan Department of Education has been promoting
It.
B.
The National Association of School Boards has endorsed
i 11
C.
your Intermediate School District has approved it.
D.
World conditions require it.

34.

All but which of tha following, if presented in graph form,
would exhibit, the characteristics of exponential or geometric
growth*.
A.
World oil consumption
B.
World food production
C.
World p op ulation growth
D.
Destructive c a p a bility of weapons of war.

35.

Which statement mo s t accurately depicts the p l anet on which
we livei
A.
It is a finite, closed systemj
B.
It contains an inexhaustabls supply of energyt
C.
There are no limits to its economic crowth;
D.
It creates as many new life forms ai it destroys.

36.

The major p roblem of world food supply is one of distribution
more than it is one of total production.
True or Falee7

,37.

What pe r c en t a g e

of the world's people

>re m alnourished?

299

^ E * C A/| H

q

SHORT ANSWER
1.

How n i g h t y o u t each w i t h a g l o b a l p e r s p e c t i v e
y o u are c u r r e n t l y t e a c h i n g ?

2.

W h a t does

3.

Cite

4.

W h a t doe s

5.

Cite e x a m p l e s

6.

the t e r m

examples

"formative evaluation"

to the

the te r m

above q u e s t i o n

"summative

through subjects

mean?

.

evaluation"

mean?

to the a b ove q u e s t i o n .

Is it i m p o r t a n t to p o i n t out the types o f s t e r e o t y p e s found in
m e d i a and p u b l i c a t i o n s us e d w i t h i n the c l a s s r o o m ?
W h y or w h y not?

300

POST : ASSESSMENT

iitfiiit

NUKE

301

\

The
A.
B.
C.
D.

p o p u l a t i o n of the world
400 million
2.3 million
4.0 Billion
7.5 billion

let

2.

Projections of tha w o r l d p o p u l a t i o n
show t
A. an increase of 2 billion
B. a zero population growth
C. a doubling of population
D. a tripling of population

from 1970 to tha year 2000

3.

The
A.
B.
C.
0.

4.

The country w h ich Is most rapidly growing in population
A. U.S.S.It.
B. United States
C. Mexico
D. India

5.

A 3 children family size, results in a population w h i c h willi
A. stablize eventually
B. grow continuously
C.
eventually show little difference between a 2 child family
D. I don't know

6.

All
A.
B.
C.
D.

7.

There are a p proximately _____
A. 25
B. 50
C. 100
D. 352

present population of the United States isi
about SO million
approxi m a t e l y 1 billion
about 220 million
about 500 million

Cultures have ai
spoken language
written language
religion
prison system
countries in the world?

isi

302

B.

The total of all knowledge

and accomplishments of a people

is

calledt
A.
B.
C.
D.

environment
ethnic heritage
mores
culture

_9.

Other cultures have
A.
food
B.
language
C.
music
D.
all of above

10.

What

influenced our)

is meant by the term "Spaceship Carjth”?

_11,

which language has the most
A.
English
B.
Mandarin
C.
French
D.
Spanish
E.
Hindi

_12.

Over *i of the w o r l d ' s population, is located in?
A . As ia
B.
China
C.
Africa
D.
Europe
E.
South America

13.

_14.

The
A.
B.
C.
D.

speakers?

U.S
lot

25%
45%
70%

with 6% of the wor l d ' s population,
% if the world's resources.
A.
10%
B.
20%
40%
C.
75%
D.

tha U.S.

consumes

approximately

303

,15.

Rank
Rank. these countries in order of population*
•A.
India
B.
USA'
C.
Indone
D.
China
E.
USSR

,16.

The State of Michigan ranks second only to California in
terms of goods produced in the State which are traded on
the international market.
True or False?

,17.

The common, characteristic of the Ford Motor Company, World
Bank, Boy Scouts, General Foods, Salvation Army, U.S. Air
Force, and the Catholic Church isi
A.
all ere American
B.
all are involved in international trade
C.
all conduct business or affairs across international
borders

,1.8.

Ac c o rding to the seminar speakers, a global approach to
teaching should not be introduced to early elementary
school children.
True ar False?

19.

It is possible to incorporate global concepts
c u r r iculum areas.
True or False?

2 °.

An affective global orientation in the school pro g r a m
incorporates skill development.
True or False?

,21.

The concept of SyBtems helps to bring about
of interdependence.
True or False?

,2 2 .

,23.

,2 4

.

25.

into many

the u n d e r s tanding

Cite an example to the above statement.

A concept (s) which can be developed in the elementary curriculum:
A.
conflict
B.
Systems
C.
interdependence
D.
communication
E.
A and C
F.
all of the above
The only affective way to teach with a global approach is with
a new Social Studies text (1975 to present).
True or False?
The study of Colonial America is impossible
global perspective.
True or False?

to teach with a

304

26.

True or f a l s e , Multiple
good ev a l u a t i o n methods
le arnlng style a i
One
A.
Affective
Cognitive
One
B.
C.
Cognitive
Two
D.
Affective
Two
E . I have no idea

choice, and checklist would be
for which of the following

27.

28.

Hhich of the following activities has the United Nations;
or g a n i z a t i o n undertaken?
I.
The imposition of customs and duties
II.
The giving of assistance to u n d e r d eveloped nations
III.
Giving of passports to tourists
IV.
Keeping peace in trouble spots in the world
V,
The imposition of taxes on individuals in the U.S.
A.
B.
C.
D.

I and II only
I and IV only
II and IV only
Ill and V only

29.

Analytical critique, essay, oral p r e s e n t a t i o n and experiment
are all effective evaluation techniques for which learning
style?
A. Affective One
B. Cognitive One
C. Cognitive Two
D. Affective Two

30.

Perspective can be defined as:
A view of one's envi r o n m e n t in light of one's expa ri encea .
True or False?

31.

The basic rationale for Global Education arises out of the
fact that)
A. The Michigan Department of Education has been promoting
it i
B. The National Association of School Boards has endorsed : t C. Vour Intermediate School District has approved it;
D. W o r l d conditions require it.

305

_33.

All but w h i c h of th« following, if prese n t e d in graph form,
w ould exhibit the characteristic* of exponential or geometric
growth .
A. W o r l d oil consumption
B. World food production
C. World po p u l a t i o n growth
D.
Destructive capability of weapons of war.

_33.

Which s t a t ement most accurately depicts
we livei
A.
It is a finite, closed system;
B.
If contains an inexhaustable supply
C. There
are no limits to its economic
D. It creates as many new life forms as

_34.

tha planet on which

of energy;
growth;
it destroys.

The major
p r o b l e m of world food supply is one of distribution
more than it is one of total production.
True or Falsa7

_35.

Wha t p e r c entage of the world's people are malnourished?

36.

Wha t does HXEO stand for?
A.
National Institute for Economic Observation
B. New international Economic Order
C. National and International Education
Organisation
D.
Newman Institute for Educational Observation

37.

Briefly explain who are advocating this

and what tnay want.

306

&

so

i8 meant

1.

What

2.

Explain
subject

how you
area.

3.

What

is

meant

4.

Cite

2

5.

Explain

6.

List

2

by

by

examples

the

term

examples

the

might

the

of

term"global

teach

term

a

global

"formative

formative

"summative

of

with

perspective'.'?

summative

perspective

evaluation"?

evaluation.

evaluation"?

evalution.

in

your

307

7.

Why ia It i m p o r t a n t to p o i n t out to student! the types of s t e r e o t y p es
found in m e d i a and p u b l i c a t i o n s u s e d in c l a s s r o o m s ?

B.

Explain w h a t eff e c t s a c o n t i n u i n g p o p u l a t i o n increase might have on
the w o r l d in terms of resources, q u a l i t y of life, etc?

9.

In you r opinion, wha t r e s p o n s i b i l i t y s h o u l d
c o n t r o l l i n g of the e arth's r e s ources?

10.

Cite

three

issues of global c o n c e r n w h ich

11.

Cite

two m a j o r

global e d u c a t i o n concepts.

Americans

teachers

assume

in

m i g h t address.

6. ______

_ K tr r llr M

Ciuwhkhu

S

(iuMKtU*

5 4 3

4

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-fcarrllrnl

^EicrllfDl

-fjir r llr n t
( iu a m r n lt

H**--------------------------

(lomaM-nta

5

4

3

5

4 3

5

4

Enr-rUna

11,_____
flu a in rn ti

3

309

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a.
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310

FINAL
cc-twr
m
Pmj «ci Goii

1978-79

OBJECTIVES

PRODUCT OBJECTIVE ANALYSIS
iyQ b u i l d a c o o perative m o del a m o n g the school districts s erved by
the
County I nt er me di at e S chool District that wi ll enhance
the global knowledge and skills of p a r ti ci pa ti ng school staff m e m ­
bers a n d students.

Common CoilUI of Michigan to
Which Proj*ct Gojl itRtUttd
PRODUCT OBJECTIVE HUMBER 1 n

DESCRIPTION OF MAJOR ACTIVITIES

1.Indimduitlit
S ummer s eminar p a r t i c i ­
pants

3 . U ilu » 0 (

will develop

3. Ot>j<Ct o l B rlw m or

1. Pa rticipants will hear
ba ck gr ou nd lectures re ­
g a r d in g the nature of a
global appr oa ch to e d u c a ­
tion.
2. Pa rticipants will re­
view ma te rials relavant
to their grade level.
3. Partici Da nt s will take
part In hands on a c t i v i ­
ties and hear practical
g lobal c la ssroom ideas.
*i. Partici pa nt s will r e ­
ceive In struction r e g a r d ­
i ng the Unit Format and
steps in unit d ev elopment

teach in g units of a c ­
cepta bl e nualitv d e m o n ­
strat in g global concents 5. Pa rticipants will r e ­
ceive individual a rsistance as ne ce ssary in
unit development.
t . T im *

d ur in g the summer
seminar

6 . Participants will
wr ite and submit their
unit3.
7. Project C o or di na to r
and Project Evaluators
will d evelop written
w o r k i n g de fi ni ti on or
project screens.

&

M c tlu r c n w n i ( h it O N L Y O N E
m n m u tc m e n tl

8 . Sele ct ed Core Teachers
w i l l develop additional
global units throughout
the '78-'79 school year
in areas w h er e Project
staff determines a need
exists.
6. Ctiutionloi Sueottt wit h a m i n ­
imum of 15 of the 20
9. Units wi l l be reviewed
by Project C o or di na to r
units produced J udged
suita bl e in terns of unit and various ot her persons
screens of t e a c h i b i l i t y , i nc lu di ng subject matter
c ontent validitv, and
experts and revised as
c o ns is te nc y wit h Project i e c e s 3 a r y ,
Goals.
as dete rm in ed in a d e ­
tailed analysis by the
Project Ev al uator T e a m

______EVALUATION DESIGN_____
Q. QtU CalliciionSchtdult (tddnioiul
inuuiti not litltd in Bon S ihould
b< ihown htrn.1
A complete set of u n i t 3
and a summary list of
seminar units produced
will be sent to the
project evaluators.

B. Otu Aiulytil

1 . Review units and unit
objectives wi th r e f e r ­
ence to goals of the
project (Exhibit A).
2. Re vi ew units to det­
ermine adequacy of e v a l u ­
ation ob je ctives and m e ­
thods c on tained in the
unit with reference to
unit o bj ectives and Pr o­
ject goals and prepare
w ritten commentary for
teachers where a p p r o p r i ­
ate.

3 . Stratify units into a
m i n i mu m of two strata:
a. hig h emphasis on
global outcomes;
b. low emphasis on gloibal outcomes e.g. a unit
w hi ch stresses ma th c o n ­
cepts and uses global
topics to facilitate
learning of math.
10.

I i h n l i l y p u t i c i p w i u in th «
c n m p jr ii o n g r o u p tl ) y o u w ill

NA

311

!►*»• II).
PROCESS OBJECTIVE ANALYSIS

Product Objictiviltl la whichI
Proctu Objective n Rililtd I 1.0
PROCESS OBJECTIVE NUMBER 1 .1

1. Imjivirtuiiitl
P roject C o o rd in at or
(P.C,)

2. Bihmor
will plan and carrv
out

DESCRIP. OF s u p p o r t i n g activities

7.
1. Project Coordinator
(P.C.) wi l l plan p r e l i m ­
inary format and content
of seminar.
2. Project C o or di na to r
will locate suitable in­
structors and determine
content of seminar.
3. Project Co ordinator
will make necessarv a r ­
rangements for the semi ­
nar.

3. ObJ*Ct of Slhivior
an acce pt ab le summer
s e m i na r to convey global
concepts to In terested
teachers and adm in is tr a­
tors

4.

Tim#

d u r i n g August 1978

S. M l i i u 'l m i n t

as me a s u r e d by the re­
sponses to the "Just
Be tw ee n Us" forms
(See exhibit B)

S. Cmnlon Ioi Suectit
75 ? of particinants
wi ll indicate a s atis­
faction score greater
than 3.

EVALUATION DESIGN
8. D m Collection Schedule
S e m i na r pa rt ic i n a n t re­
views will b e o b ta in ed at
the close o r the summer
seminar session by means
of the "Just B e t we en Us"
ev aluation form.

9. 0*1* Anilyili

Data form the forms will
be summarized for each
session and for overall
satisfaction, o rg a n i z a ­
I|. Project Coord in at or
tion, objectives, m a t ­
an d Community Resource
erials, scope, personal
Agent (C.R.A.) wil l nuhlicize s e m i na r throughout benefit, and imnortance
Menominee County and s u r ­ for cl as sroom teaching
rounding area.

5. Project Coor di na to r
a n d tummunitv Resource
Agent wi ll coordinate
activities throughout the
seminar.

6 . Participants will
evaluate the seminar us­
ing the "Just Bet we en Us"
comments form, Exhibit B.

"Positive reactions"
(Box 6 Criterion) A mean
score of greater than 3
on a 5 point scale aver ­
aged a c r e s general items
and items 1-7 on the
"Just Betw ee n Us" form.

7. Project Coor di na to r
wi ll formulate plans to
develon further units in
n eeded areas during the
coming year.
10. If I ComQIritan group <1 uled, plow
idmtify pitliciplntt.

!JA

312

at»Mr
I’Ht m
PROCESS OBJECTIVE ANALYSIS

Product Qb|icliv«<t) to which
PiocetiObjacliv* u Rililtd
PR O C E S S O B JE C T IV E ‘

1.0

iVIBEfl 1 . 2

E V A LU A T IO N DESIGN

DESCRIP. OF SUPPORTING A C T IV IT IE S

1. In d iviriuiH i)

7.

B. Dili Colkction Sehtdule

S e m i na r partic ip an ts

1. Se mi n a r Dartlclpants
will complete a pre-test
of awareness and kn o w ­
ledge of global concepts

P.C. wil l obtain pro and
post teats and submit to
evaluators following the
seminar.

2, Bilwvior
wi ll d em on s t r a t e a w a r e ­
ness a n d k no wledge of

2. Participants will heai
b ac k g r o u n d lectures re­
garding the nature of a
global a p p ro ac h to e d u ­
cation.
B. Oltl AniJyiil
3. Participants wil l re­
view materials relavant
to their grade level.

3.

O bftct o l B th iv io r

global concepts as a re­
sult o f su mm er seminar
t ra in in g

4.

T iim

^ . Participants will take
part in hands on ac ti vi ­
ties and hear pr ac ti ca l
global cl as s r o o m Ideas.

Pre-Post data wil l be
summarized in terms of
knowledge and awareness
and subscores develoned.
Pre-Post scores wil l be
compared for each partlclnant.

5. Pa rticipants will
complete a post test of
awareness and knowledge
of global concepts,

d u r i n g August 1973

Mumumtnt
as m e a s u r e d by c o m p a r i ­
son o f seminar pre and
post tests.

s,

0. Cutirlon for Succttl flf lpact
755 of seminar plrt il fpants wil l show postive
growth in awareness and
kn ow ledge of global con­
cepts .

10,

HA

If I com p*riK)n group 'I uicd, pletw
identify p tr lic ip in tl.

313

u£-4ur

_ _

in » u i

Pfoiwi G

PRODUCT OBJECTIVE ANALYSIS
o . i a cooperative model among the school districts served by
t h C o u n t y
Intermediate School District that will enhance
the global knowledge and skills of participating school staff members
and students.

Common Go.llil ot Michigan io
Which PfCj«et Go.I itRiUiad
PRODUCT OBJECTIVE NUMBER
1. InOimdu.llt)

? . fl

DESCRIPTION OF MAJOR ACTIVITIES

7.

Core Teachers

1. Core Teachers will in­
dicate (preference of spe­
cific activities on the
"Possible Roles for Core
Teachers" form.

3.

2. Core Teachers will im­
plement activities.

Hxhxvior

_____ EVALUATION DESIGN_______
S, Did Collodion Schtdul* (Mdilionil
irxtiuKi noIlitwd in Box S ihould
bt Ihown lutra,I
Project Coordinator and
Community Resource Agent
will submit copies of
PRFCT forms to evaluators
bv 11/30/78.

•./ill Imnlenent nlans

3 OL|»ct of EUh.aior

3. Pro,1ect Coordinator
and Community Resource
Agent will meet with
individual teachers re­
garding the implementa­
tion and results o r
s t r a te g ie s.

9, O m AlWyiii

Plans will be summarized
and grouped according to
levels and tvpes of
strategies.

to encourage global ed­
ucation awareness and
knowledge in their
schools and classrooms
4

Tm*l

during the 1978-79
academic year.

5. Mujiuiement Uni ONLY ONE
m«iiuumcni|
as shown on the connleted "Possible Roles for
Core Teachers" (PRFCT)
forms (See exhibit C).
6. Cnttnon lot Sucetu
at least 70' of the Core
Teachers will Implement
at least two of the ac­
tivities thev Indicated
on the PP.FCT forms.

10. Idtniify pwlicipxnu in thi
aunpaiitan grouplt) you will

ixx,

ft A

The tern "Core Teachers" is defined as those teacneru indicating intent, to
participate In the Project who have been participants in either the 1977-78
Project or the August 1978 summer seminar or both.

CC-4U

i t)

PRODUCT OBJECTIVE ANALYSIS

i*H

To b u il d a cooperative model a mong the school district served by the
C ounty Intermediate School District that will enhance the
global knowledge and skills of p ar ti c i p a t i n g school members and
students.
Common Gojlfi) ot Michigan to
Which Proj«ct Coil it RtUitd
PRODUCT OBJECTIVE NUMBERSttr

DESCRIPTION OF MAJOR ACTIVITIES

1,IndivMJuillil
Core Teachers

1. Individual Core
Teachers will teach
global educa ti on units.
2. Core Teachers will
assess students pe rf or ­
mances on the unit
taught.

2,Qihjvioi
will Indicate success
implem en ti ng

3. OD|«Ct of Brluvior
global e du cation units

4,

JifTm

during the 1978-79
school vear

S. Mtiiuitmcni llitlONLY ONE

in

EVALUATION DESIGN
D m Collection Schaduli UdJmonil
intituim not litlidin Bon 5 thould
Im thawn httit.)
Te a ch er Impact Assessment
(TIA) forms will be s u b ­
mi tt ed to Project C o o r ­
dinator as completed.
Project C oo rdinator will
submit forms to evaluator
hv 11/15/78
2/28/79

3. Evidence o f the use of
6/30/70______________
the unit will he obtained
9. D*U Anilytit
via data collected from
1. Analyze TIA forms to
the Teaching Impact As­
determine the ma nn er in
sessment (TIA) form.
w hi ch units have been in­
tegrated into the existinf
l). A sample o p Core
curriculum, the impact on
Teachers using units with the students in terns p *1
high global content will
learning outcomes as re­
be interviewed by the
ported bv the teachers
project evaluator to
and the adequacy and v al ­
determine the ef fe c t i v e ­
idity of the unit ev a l u a ­
ness of the unit and the
tion scheme to assess
adequacy of the unit ev­
student impact.
aluation plan.
2. Interview data will be
summarized to obtain the
p rofessional Judgment of
the teachers in terms of
the adequacy and the im­
pact o p the Global E d u ca ­
tion units.

As in di cated bv Teach in g
Impact As sessment (TIA)
forms w h i c h include a
sanole of student a c h i e v e ­
ment. (See exhibit P ) , Additional Sunnort data nro.m h o a
interviews with a sample of teachers,
E. CiiHiion lor Sucoau
705 o f Core Teachers will
implement a global unit.

10.

I d tn t if y p i r t i c i p i n u in lb *
c o m p » r u o n g r o u p ( i) y o u w ill
UK.

*!a

315

PRODUCT OBJECTIVE ANALYSIS
PiojiaGoji t >q bu i ld a cooperative model among the school districts served by the
(b o v *r3
County Intermediate School District that will enhance the
global knowledge and skills of participating school staff members and
students.
Common Goii(t) of Michigan to
Which Project God it Rtliltd
pnonucrnBJFrTivFNUMQER 4,0
t. Individual!))
Students from one class
for each of a sample of
seven Core Teachers who
implemented high global
content units
I. Bituvior
will acquire

DESCRIPTION OF MAJOR ACTIVITIES
7.

1. Core Teachers will
develop post tests.
2. Project Coordinator
will work viith Individual
Core Teachers regarding
criteria for performance'
on unit work and unit
3. Students will partici­
pate in unit.

1 Objtct of Bihjiujf
global awareness and
knowledge developed in
specific units

4. Tim*
during the 1978-79
school year

4. Students will complete
unit post test.
5. Teachers will submit
results of nost test
along with samples of
student work.

e v a l u a t i o n de si g n

S. Oft* Colliction Schedule (wldiuontl
inutuiM noi liiud in Box 6 thould
In ihov>,i tvir*,}
Test documents, samples
of student projects.will
be collected by the
teachers and sent to the
Project Coordinator for
forwarding to Project
Evaluator.
9. D i m Ajulytli
Evidence of student per­
formance, including test
data will be systemati­
cally reviewed by the
Project Evaluator for a
sample of units identifi­
ed in the stratification
process, objective 1 .0 .
Evaluation results will
be reviewed with refer­
ence to unit objectives
and evaluation procedures
assessed as to validity.
See elaboration on page 5
of Evaluation Design
(Part III, Work Plan of
Evaluator Contract.

&, M*itur«m*nt tint ONLY ONE
m»iiurtm*nt)
as measured by a sampling
of results of teachers'
unit post tests and stu­
dent products.

6. Criterion lor SuCCitt
At least 70S of the stu­
dents will have achieved
the success level expect­
ed by the teacher on 5
out of 7 units as indicat
ed bv post test and.relat
led student nroducts.

10. Identity pviidptnu in thi
oomptriion grouphl you will
uu.
IIA

...

316

Of-Wt
Ih g a H I

PROCESS OBJECTIVE ANALYSIS
Product Qt>|«ctiv*lil to which
Proccii Objtclivf iiAtlittd

M.O

PROCESS O B JE C T IV E N U M B E R

k

1. Imj'«tfluil(t)
Core and Hon-C or e
Teachers

3, Bthinor
wil l p ar ticipate In Inservice programs to

1 Obj*ct of Bihivior

DESCRIP. OP SUPPORTING ACTIVITIES
7.
1. Project Coordinator
and Community Resource
Agent will plan p r e l i m ­
inary sc heduling of
concepts to he addressed.
2. Project Co ordinator
creates programs or lo­
cates and secures s n e a k e m
or programs to address
concepts.

EVALUATION OESIGN
3. D m Colliction Schedule
Data forms will be com­
p le te d by teachers after
each ln-servlce session.

0. Dili Anilyiii

3. Project C o or di na to r
Data wil l be su mm arized
and Community Resource
Agent coordinate plan for for each teacher for.
each in-service session.
m a x i mu m use of resource
persons,

gain awareness o r , In­
terest In, and commitment
4. Participants wil l sign
to O lo ba l Education
In at each session and
complete WAP forms at end
of eac h workshop.
4. Tim*
d uring the 1978-79
academic year

5.

M lltu r tm ih t

as me a s u r e d by an end
of W or k s h o p Assessment
F o r m (WAP), *

5. Evidence of I m pl em en ­
t ation of Global E d u c a ­
tion will be c ol le ct ed
from Core and Hon-Core
Teachers via interview.
The role of the ln-ser­
vlce sessions In this
implementation will he
probed.

8, Cdtirion tor Succtu
at le a 3t of 75S of those
at te nd in g indicate p o s ­
itive scores of greater
than 3.0 on a 5.0 scale
in awareness, Interest,
and commitment.
•The W A P form is a m o d if ie d version of the

10. It ■ compiriton group Ituied, plew
Identify plrliclpinti.

HA

"Just Between Us"

Torn.

317

ot»w>

<’•«'II)

PROCESS OBJECTIVE ANALYSIS
Product Ot>|iclivt|tl 10 which
Proccu Obi<ctivt it Rcljitd

it .o

PROCESS OBJECTIVE NUMBER
I lniJ'»'rHi»l|i)

4 .?

Project Coordinator
and Project E va lu at or
Team

OESCRIP. OF SUPPORTING ACTIVITIES

7.
Various external measures
will be explored during
the year and the most ap­
propriate tested on a
pilot class or classes.

EVALUATION DESIGN
B. Dit* Collection Schedule
Test data collected as
n eeded before and or
a ft e r Global E du ca ti on
instruction

2. Behavior

W i l l demonstrate on a
pilot basis at least one
means of showing student
awareness and knowledge
of Global E du cation in
the hi g h Global Education
stratum (objective 1 , 0 )
a

Object o f Behavior

9. Dili Anelyili
C o m p ar is on scores gen­
erated with reference to
criteria or norms as a p ­
propriate

a 3 a means of giving ex­
ternal v al idation to the
project

4.

T im *

by Jun e

S.

1979

MetHirement

The assessment i ns tr u­
ment

B.

D ila tio n to r Succeit

An assessment procedure
wi ll Identified for use.

10. If i companion group •> uied, pirate
Identify participanti.
tIA

318

0I-M7
PROCESS OBJECTIVE ANALYSIS

Product OU|tct>vt(il to which
Proccu Objective iiReljied

K.O

PROCESS OBJECTIVE NUMBER
1.

U-T

In d iv ttlu illtl

Non Core
Teachers

(Infusion)

3. Behevior
w ill descr ib e
that

OE5CRIP. OP SUPPORTING ACTIVITIES
7,

EVALUATION DESIGN
B. D m Collection Schedule

1, Non-Core teachers will
P.C. will submit names of
b ecome aware of global
Infusion Teachers to
concepts through:
Project Evaluators
a. global in-service
sessions;
b. Core Teachers; or
c. Project Staff.

the ways
2, Project S t a f f v/ill
give advice or a s s i s ­
tance where ne ce ssary to
Infusion Teachers.

0. 0«t) Andyiii

Results or interviews
will be summarized for
each quest io n across
3, Object Of Beheviar
3. Non-Core Teac he rs will teachers.
infuse global concepts or
global units or concepts
units into their teaching S uc ce ss fu ll y implemented
were im olemented In
(Box 6 Criterion)
activities.
their classrooms.
means teacherj will reoort
a succuss level of at
t. Non-Core teachers who
least a 3 on item 1 of
have infused global con­
section II of TIA.
cepts/units into their
4. Time
teaching wil l complete
T I A form.
by June 1979

9. Meeuirtmcnt
as repo r ted to Project
Evaluators in an in­
t erview f ol lowing a
schedule of questions.

9. Criterion lor Succeit
A m i n i m u m of 7 non­
core teachers will reoort on ways in w hich
Global E du cation was
su ccessfully i m p l e m e n t ­
ed .

10. II ■ eontperiwn group n uied, piejte
identify jnrticlpenti.
NA

319

M-*MI

PRODUCT OBJECTIVE ANALYSIS

!*»** JSI
Pio|»ct Gu,i

To develop local community h um an and material resources to be utillzec
by partici pa ti ng staffs in the integ ra ti on of global concepts into
the curriculum.
Common Goillil ol Michigan la
Which P*oj«ct Gail ii Rilntd
PRODUCT OBJECTIVE N U M B E R
1,

G . 0

In d im d w lltl

Teachers t ea c h i n g Global
Educat io n concepts

2,

will utilize

3. Qtiicci ul B*luvior
m at erials made available
as a result or the
Global E du ca t i o n Project

EVALUATION DESIGN
E. D m Collierion Scfwdut* itddilionil
imiiurit not litlid in8oi S ihould
bi Ipown hiri.f
1. Teachers wil l request
materials from the rilobal Summary of request forms
and check out cards sent
E du cation Project or
to evaluators by June 15,
ot her school districts.
1979.
Su pp le m en ta l Data C o l l e c ­
2. Project Se cr etarv or
Librarians will check out tion:
Minutes of end year l ib ­
m at er ia ls a nd keen
"Global E du cation R e s o u r ­ rarians m e e ti ng will be
submitted to evaTin tors hv
ce Request Form".
SL .0*u Aruiyiii June 15, 1979
3. Materials will be tran­
sported through the fac­
ilities made av ai lable by Summary and eva lu at io n of
the Global E du cation Pro­ resource use wi ll be com­
pleted by Co mm unity R e ­
ject "Resource Sha ri ng
source Agent.
Plan."
description o f m a j o r activities

7.

4. Community Resource
Agent will collect r e ­
quest forms at end of
school year.

Summary and Evaluation
will be s ub mitted to Pro­
ject Evaluators.

Tim*
5. Project S ta f f and Lib­
du ri ng the 1976-79 school rarians will evaluate the
vear
success of the "F-'source
S h a r i n g Plan."

Sl McJiuitmeiil Out ONLY ONE

ft*MburtfTwnt|
as measured by check out
card3 of materials loaned

6. Oilman lorSucoau
a m i n im um of 100 cards
will be collected.
(Exhibit E).

1 0.

I d in l ily p w t i d p t n t i in I h l
C D m p u tiio n g ro u p !* ) y o u w ill

UM.
?JA

320

a i- t ir

PROCESS OBJECTIVE ANALYSIS

Product OdjictivfItlto which
Procan Objective deleted

5.0

PHOCES5OBJECTIVE NUMBER
I. IndtvirlueHil

5 .1

Community Resource
Agent

1. Plan format of supp­
l e m e n t ^ ) w i t h Project
Coordinator.

EVALUATION DESIGN
B. Dili Collection Schedule

1.

copy of supplement by
3/15/79.

2,

ne wsletters as issued.

2. Consult selected li b­
ra ries/media specialists
regar di ng new holdings.

3. Bihenor

3. Preview new commercial
resources (Project C o o r ­
dinator and Community
Resource Agent).

wil l update

3. Object of Bihivior
a global e du cation re­
source c atalog of m a t ­
erial resources in the
area

4. Tim#

by Feb:-ary 20,

I DESCRIP DF SUPPORTING ACTIVITIES

1979

B. Dltl Anelyitt

Primary Analysis:
Additional holdings at
A l imited n um be r of cat­
Global Educa ti on Office
alogs are in known loca­
b eyond January 30 wil l be tions .
included in global e d u c a ­
Community Resource Agent
tion newsletters.
will document that all
supplements have been
5. Project Coordinator
added.
and Community Resource
Agent will promote use of S ec ondary Analysis:
global resources via
Review log for a p p ro pr i­
supplement, n ew sletter
ateness (e.g. check supand individual consulta­
nlement and newsletters
tions .
for coordin at io n with
instructional goals.

6. Meewreirttnt
as m e a s u r e d by existence
of the supplement

B, Criterion lor Suectn

10. If 1 compifiton grodp n uied. aWlM
identify pirficipinu.

in all catalogs
DA

321

OI-.MT
(>*#•2*1
PROCESS OBJECTIVE ANALYSIS

Product Ob|ttliv»|tl to which
Ptoctu Objtctiw ii Rilitcd

5.0

PROCESS OBJECTIVE NUMBER 5 .?
1 Indivirlinl(t)

Community Resource
Persons (CRFs)

3. Bthivior
will deliver

3. Objtet of Bthivior
global orie nte d
c la ss roo m presentations

4. Tim#
d uring the 1976-79
academic year

DESCRIP. OF SUPPORTING ACTIVITIES

7.

EVALUATION DESIGN
B.

1. Community Resource
Agent will invite C o m ­
munity Resource Persons
to attend appropriate
global in-service s e s ­
sions {Product objective
3.0).
2. Project Coord in at or
and Community Resource
Agent will develop gu ide­
lines or suggestions for
resource persons on m a k ­
ing global orie nt ed
c lassroom presentations.
3. Teachers w i l l utilize
community resource pe r­
sons .
I), Teachers wil l indicate
the use of people and
the relative e f f e c t i v e ­
ness of the p r e s e n t a ­
tions via a "Community
Resource People" record.

D m

C o llic tio n

S c h ittu li

Presentation Review Formr.
s ub mitted to Conmunitv
Resource Agent as com­
pleted.
Su bm itted to
evaluators by 5/30/79.

9. Dll* Anilyilt

S um marize CRPRs.
Supp le me nt ar y Analysis:
Review Guidelines (2)
for corr el at io n with
project goals.

S. Mimirtmtnt
as meas ur ed by a C o m ­
munity Resource People
r ec or d (CRPR),
See
exhibit F.

). Cfilirlon lot Soectjt
a m i n i m u m of 5 Community
Resource Persons will
mak e presentations

10. If ■ campiriun group ituud, pleiw
idinlilv pirlieipinti.
NA

Community Resource Persons refers T o
in the teacher's own district.

people o t he r than in st ru ctional staff

APPENDIX

322

GLOBAL FESTIVAL
Description: - The Global Festival is a culminating
activity of teachers and students involved in
the Global Education Project as well as other
interested teachers, community persons, service
organizations and industry.
Students who have
produc ed materials as a result of a Global E d ­
ucation unit will display their projects at an
area wide "Global Festival'.'
In addition to
student displays an d performances, area ind ust ­
ry and service organizations with international
ties will display their products and services.
Local community persons w i t h cross-cultural ex­
periences will provide booths pe rta ini ng to their
pa rti cu alr culture.
In all, the "Global Festival"
is a co-operation b etween aspects of school and
community.
Goal:

To provide school and community w it h
exposure to many facets of a global society.

Format:
gy mnasium
formances
9:00 am 9:00 pm.

A central, large facility such as a
for a two day display of booths, p e r ­
and demonstrations - Suggested hours
4:00 pm with one evening 7:00 pm Open to the public and all area schools.

PrePlanning:
Well in a d van ce — promotional and i n ­
vitation flyers to area business, service o r ­
ganizations, community persons and teachers;
arrangements for facilities, promo tio nal ar­
rangements, schedule of visits for area schools,
arrangements and floor plan for booths and dis ­
plays, arrangements for take-down and clean-up.

323

(ilo/ml luiuatlion Project
'l

P p o ^ e .'z ]

( 'o w ilY /iih rin i J h iii Si t w t i ) i s f r i i f
lBrtu*s

1980

------

f*^, Michig.m

GLOBAL FESTIVAL
INVITATION

WI107

You

and y our classics)

WHERE?

^ ? , . * u / i A ) J C a t h o l i c C en tr a l

WHEN?

May

1st

May

2nd

South

Gym

9 i00 a . n . -4 :0 0 p.n.
7|00 p . m . -9 :0 0 p.n.
9 i00 a . m . - 4 : 0 0 p.m.

W HY ?

To

foste r g r e a t e r g l o ba l

understanding

H OW?

By p r e s e n t i n g an exh ib i t, p e r f o r ma nc e,
w h a t your c l a s s has done d e a l i n q with:

in ou r c o m m u n i t i e s

or d e m o n s t r a t i o n

of

C O U N T R I E S O R C U L T U R E S OF TH E WORLD*
G L O B A L ISSUES)
O R HO W O U R LO C A L AREA IS L I N K E D TO THE
R EST OF T H E WORLD)

W H O EL S E ?

T ea c h e r s , students, c o m m u n i t y people, area indu st ri e s, and
c o m m u n i t y g r ou ps are b e i n g in vited to pa rt ic i pa te . P r e v io us
i n v o l v e m e n t w i t h the G l o ba l E d uc at io n P r oj ec t is no t n e c e s sa ry .

WHAT'S

If you are i n t e r e s t e d in p r e s e n t i n g an e x h ib it or p e r f o r m a n c e
by y our s t u d e n t s , p l e as e call us (co 1 lect*)w i th y our topic.

NEXT?

We

look

M ORE

f orward

to a n o t h e r e n j o y a b l e

I N F O R M A T I O N TO COME.

and e d u c a t i o n a l

festival.

324

Globa! luluanion Project
J jD o ''* r j
-

Q H M iy lu h 'n W itu ilf S ifn w t D istrn t
Slfgfl

ffir e u s S A r r J ,W c h tiia n rjUSB

Telephone

April

2 0 1 1900

D ear T e a c h e r j
Your cl as s has boen s c h e d u l e d to visit the G l ob al festi val
o n _____________
, Hay
, from
until
,
A bu s pr ov i d i n g yo u w i t h rou n d trip t r a n s p o r t a t i o n will pick
you up at y o u r school at
.
If it is im p os si bl e
for your c l a s s to visit the f e s t iv al at this time, pl ease
call us i m m e d i a t e L y so we can try to rectify the situation*
E n c l o s e d is some i n f o r m a t i o n wh i c h I hope w ill make y ou r class
v i s i t to the Gl ob a l F e s t i v a l more e n j o y a b l e an d e d u c a t i o n a l
for vour students.
We w i l l g ive your stud en ts a brief or i en t a t i o n wh e n yuu arriv e
at the Festi va l*
L i st ed b e l o w are some su gg e s t i o n s for follow*
up a c t i v i t i e s you miqht like to use after your visit to r e i n f o r c e
w ha t y o u r s t u de nt s have learned.

Suggestions

for Festival

Follow-up Activities

. D i s c u s s w ays in w h i c h Me n o m i n e e is li nked to the rest
of the wo r l d
* cite on the m a p some of the c o un tr ie s r e p r e s e n t e d at
the Fe stival
* Have stu de n ts d e s c r i b e the one e x h i b i t that sta n ds
out m o st in their mind (oral or written)
, Have s t u d en ts draw a p i c t u r e of s o m e t h i n g or someone
they saw at the Fes ti va l
, Have s t u d en t s wr i t e three "I learned" st atements!
read them al o u d an d d is c us s their a c c u ra cy
. Ide nt if y e x h i b i t s wh ic h deal w ith global issues;
d i s c u s s why it is important to learn about p r o b l e m s
facinq this plan e t

Sincerely,

David Hultafen
Project Director

325

G L O B A L

F E S T I V A L

May,

1979

TOPIC

CLASS

OR GRADE

Grade

4

Grade

2

Greece
W h e r e In T h e W o r l d
S p r i n g (Play)

Is

Germany
Strategic

Minerals

High

Houses

the

Grade

of

World

1

Spanish

Me xi c o '
Solar

School

Home

Architecture

Indonesia

9-12

Drafting
Grade

6

Grade

4

12

India
Spaceship

Earth

France

& Spain

Global

Materials

Japanese

Origami

Social
Display

Studies

Library

D e m o n s t r a tion

Grade

6

Alaska

Bolivian

Painting

Indonesian

Exhibit

Ecuado r
Colombian

Exhibit

Display

AFS

Student

AFS

Returnee

Grade

7

326

TOPIC

CLASS

Sweden

---

African

Games

Grade

France

AFS

Rotary

Club

Student

Food

and

Display

Handicraft
of

3

---

Foods

Book

OR GRADE

Co-Op

D i s p l a y H o u s e of

Organization

R e a d i n g the s t o r y T h e T h r e t
B e a r s in v a r i o u s l a n g u a g e s
Ukranian Egg Painting
and D e m o n s t r a t i o n

th e

Menominee

Reading

Display
---

Grade 1

Japan

AFS

Student

AFS

Student

Rica

Regions

of

Panama-A

the

World

Cultural

Exhibit

Grade 4
Grade 4

Local Bus in es se ss -C o nn ec ti on s
with Imports £ Exports
Philippines-Bamboo
Western

Dance

Puppet
Around

Grade

Grade

5

Eur op e- Con temporary Grade 6

Oceans

Grade 7
Show-Fairy
the W o r l d

Tales

Son

Crop

Australia

Costa

Risen

Grade 7

5

Council

327

TOPIC'

CLASS

OH GRADE

E ner gy and P op u la t i o n
C o m p a r e d in 12 C o u n t r i e s

Grade

8

Scandaniva
Spanish

Language

Exhibit

Grades

Population

Grade

Turkey

AFS

Spices
Breads

of
of

5

Student

Home
Home

the W o r l d
th e W o r l d

1&2

Ec.
Ec.

t

Swing
Song

Around

the

World

In

1,2,3,

Fi n l a n d

Grade

Hap

M&M

Displays

3

AFS

Chapters

WILPF
Men. C o u n t y
Society
Leaders

of

the

World
Ansul
Ens t rom

Philippines
Magic
Spain

Act
AFS

Student

Historical

APPENDIX

328

Global Education Project
Q ?c

County liitcrmaiioic School D h tm l --------

,
. ,
.
. ,
.'lace your name, grade, school and teacher s
n.iBe on the answer shoot. READ each Item carefully, select the best answer and
nark the appropriate space on Che answer sheet fur each Item. When you are
finished close the test.booklet and put tlie answer sheet on top nf the booklet.
instructions

I.

Begin.
1.

When people say that the "world is getting
smaller" they moan:
A.
It is shrinking
B. Parts of our planet have gotten smaller
C. It's easier to travel to all parts of
thu world
D. Other planets are getting bigger

I,

1.

A.
B.
C.
0.

8.

Wheat
Oil
Lunber
Cotcon

9.

The United States depends an Latin America
far:
A.
B.
C.
0.

10.
Which of che following Is shared by all
known culture groups?
A.
B.
C.
0,

A
A
A
A

structured language
written language
structured religion
prison system

Physical environment
Ethnic status
Mores
Culture

Which of the following have been
influenced by other cultures?
A.
B.
C.
U.

II.

25
1,543
180
56

The total
accomplishments of a people is called
the!r:
A.
B.
C.
D.

Television and radios
Cars and trucks
C o m and wheat
Coffee and sugar

English
Spanish
Japanese
Any of the above

About how many countries are there In
the world'
A,
B.
C.
I).

Uc depend on other countries far more
and more of our:
A.
B.
C.
D.

People who live in the United States
might speak:

Our food
Our language
Our music
A11i.f tlie above

If a student in your class speaks a
different language than you. you know
that he or site Is probably:

The American people arc:
A.
U.
C.
D.

Linked tu must ocher countries in the
world through trade of resources
Independent of most other countries
except for oil Imparts
Expurting large amounts of foods and
getting very little In return
Have never before had strong ties
with foreign countries

A.
B.
C.
D.

12.

They come from different cultures
Their sleep patterns arc different
Tlteir eating patterns arc different
Their entertainment and television
patterns are different

different
different
different
different

A.
B.
C.
[).

II.

school
culture
city
nation

The languages spoken by most people In
l . a t h i Am or l e a

One reason that groups of people around the
world do things differently is that:
A.
B.
C.
n.

From a
From a
From a
From a

Wlii :

A.
B.
C.

11,

a re :

.I.iponcse and Chinese
(ivrrun and Russian
French and EnglIsh
Spanish anil Portugese

i > Ju A rab

co u n try?

tpypt
Mexico
Israel
India
(at on to next page

14.

Language comnunlcatlon among the Chlncas
people is Bade difficult primarily
because:
A.

20.

A.
B.
C.
D.

The one written language has many

variations
B.
C.
D.

15.

lb.

A.
B.

China
France

C.
D.

Russia/Soviet Union
The United States

Asia
Europe
Africa
The United States

21.

An alliance
Trade
A passport
Taxes

Free trade
Balance of of power
Passport
A treaty

Production quotas are most widely used
in which of the following countries?
A.
H.
C.
II.

Egypt
Mexico
The United States
The Soviet Union

25.

not
nut
too
too

enough cars
enough freeways
many people
many doctors

An alliance
Free trade
Disarmament
Balance of Power

350,000 to 800,000,000
601,000,000 to 2.4 Billion
2.5 Billion to 3.8 Billion
More than 4 Billion

If we have disarmament, countries will
give up:
A.
B.
C.
D.

An agreement between two countries
might be called:

are
are
are
are

About how many people live In the world
today?
A.
B.
C.
0.

24.

There
There
There
There

When two or more countries have the same
size army and navy it is called:
A.
B.
C.
D.

The exchange of products (like coal, nil
or wheat) between countries Is called:

A.
B.
C.
I),

19.

22.

The Soviet Union
Croat Britain
Hie United States
France

A very important problem in our world
today Is that:
A.
B.
C.
I).

One half of the world's population is
located in:

A.
B.
C.
D.

18.

21.

The people of England speak the sane
language as the people in:

A.
B.
C.
D.

17.

The most common spoken languages hnvc
many dialects
There are many different written
languages in use
The Chinese alphabet has never been
formalized

In which of the following countries do
most regional governments have the most
authority?

Money
Food
Guns and weapons
Freedom

An alliance between countries is usually
made:
A.
B.
C.
11.

For defense
For pure air to breathe
To start a war
By individual citizens of the
countries

330

26.

The world wide trend of movement of
people from rural areas to the city is
called:
A.

32.

A.
B.
C.
D.

Mobilization

B.

Industrialization

C.
D.

Urbanization
Mechanization
33.

27.

A.

A.
B.
C.
D.

C.
D.

29.

Uhich of the following continents has
the most people per square mile?

Africa

B.

Asia

C.
D.

Europe
South America

Since the second world war, the United
States has spent the most money for:
A.
B.
C.

Transportation
Education
Space travel

D.

O c t cn se

Only the nose powerful countries
as members
Most of the countries of the world
as members
Existed for fifty years
Been destroyed by fire

B.

Not change the way they live and work
Change the way they live and work
hake them lazy
Cause their crops to die

A.

Discusses world problems
Controls international trade
Cove m s all people on our planet
Is part of America's government

The United Nations has:

If Che people of an area were to build
a darn and to irrigate their land, this
would probably:

34.
28.

The United Nations:

Uhich of the following has been most
responsible for the great Increase In the
world's population over the last fifty
.yeara?
A.
B.

An increase in birth rate
A decrease in the number of natural
births
A decrease in the death race
A decrease in the number of births

C.
D.

33.

Uhich of the following activities has the
United Nations organization undertaken?
I.
II.
til.
IV.

30.

The eastern boundary of France has
changed many tines because of political
and cultural differences between France
and:
A.
B.
C.
D.

It.

Italy
Cerraany
Switzerland
Spain

V.

A.
B.
C.
0.

The imposition of customs and duties
The giving of assistance to under­
developed till loos
Giving of passports to tourists
Keeping peace in troublespots in the world
The imposition of taxes on individuals
in the United States

I and II only
I and IV only
II and IV nnlv
lit anil V nnlv

Even a small change in weather patterns
around the world rnuld:
A.
B.
C.
D.

Affect the world supply of food
Be accumpanicd by great political
change
Be of significant military importance
All of the above

GO ON TO NEXT PACE

331
GLOBAL VIEWS M O VALUES. The following items ask your feeling or attitude. There
are no correct or incorrect answers. Hark your answers as Follows: [A] Agree
Strongly, [B] Generally Agree, tC] Don't Know or No Feeling, (D] Generally
Disagree, {E] Strongly Disagree
36.

Helping other countries is a waste of money.

37.

We in the United States can learn much from the people of other countries and
cultures.

38.

Air and water pollutants from other countries could influence people in
Michigan and Wisconsin.

39.

Many people in Michigan and Wisconsin work at Jobs where some of the products
are sold overseas.

AO. People from Toreign countries should be stopped from living in the United
States.
Al. Many or our local businesses and industries buy, sell and trade with foreign
coopanies.
A2.

We depend on foreign countries for some important minerals.

A3.

Several years of major crop failures in China would probably have little
effect on the United States.

AA. A world view is better than looking only at our home-state and country.
A5. Loyalty to the United States is weakened by learning about other nations and
other people.
A6.

Schools should teach more about world issues and affairs.

A7.

It Is becoming more important for Americans to know at least oneforeign
language.

AS. Almost total independence from world trade would make the United States a
stronger nation.
A9. All educated people in other countries speak English as their first and most
important language.
50. Israel is the strongest member of the Arab oil producing economic countries.
51. The greatest danger to American government or way of life comes from foreign
ideas and countries.
52. People in most foreign countries do not believe in God.
53. Contact with foreign people and ideas is a good way to Improve our education.
5A. Most of my teachers know very little about international problems.
55. It's not really important for me to leam about economic problems and systems
of other countries.
STOP
Check your answer sheet.

Tills test was developed for the Global Education Project
Michigan
Intermediate School District and is based in part on items selected from "A
Study of Global Education in the United States," The Institute For Development
of Educational Activities Incorporated, IDEA, Dr. Kenneth Tye, Los Angeles and
"Other Nations, Other People" an Educational Testing Service project supported
by the Division of International Education, United States Office of Education,
Dr. Kobert N. l.ectsma, Washington, D.C.
Items reprinted with pcrmission.

A P PENDIX

332

PROJECT IMPACT
1977-1980
SUMMARY STATISTICS
45 Menominee County teachers have received formal training
from the Project.
(Core Teachers)
A total of 49 teachers have utilized global oriented
Community Resource Persons identified by the Project.
In all, 115 Menominee County teachers have had some
contact with the Project.
Core Teacher Retention Figures 1977-80
No. of original
Core Teachers

No. who left
District

1977-78

27

8

1978-79
an additional

11

0

1979-80
an additional
TOTAL

7
... 45

0
8

No. who dropped
out of program

No. who continued
and have contact
with Pro/lect

1977-78

2

17

1978-79
an additional

0

11

1979-80
an additional
TOTAL

0
2

7
35

Global Education Project

—

7

County ItHenueJhtk' School District

___________ Street

Michigan 49858

Telephone______________
A training and resource
t e a c h e r s a n d f o s t e r the

utilization
teaching of

p r o g r a n d e s i g n e d to
global perspectives

e n c o u r a g e th e p r o f e s s i o n a l d e v e l o p m e n t of
in the e l e n e n t a r y a n d s e c o n d a r y c l a s s r o o m

PROJECT COMPONENTS
AuquS t
o >.
a
■n O>
1-1-H
& X*
h

Summer

October

5 eninar

8 sessions

Workshop

@ 4hrs/

session over
week period

a

Ha£

February
I

(1 hour s )

Workshop
f3 h o u r s )

Global Festival
s c h o o l days)

II

(2

two

U>
LJ
U>

<

INDIVIDUAL CONSULTATION WITH PARTICIPATING TEACHERS

Seminar
. Core Teacher Training
. Unit Development
. Community Resource
Identification

Workshop I
. Awareness for
new teachers
. Reinforcement and
additional ideas
for Core Teachers
. Materials Display

Festival

Consultation

Workshop II

. Unit Support
. Identification of
teaching materials
. Data Collection
. Coordination of
teacher efforts
. Additional Support
Services

. Demonstration of
. Knowledge
global projects
. Teaching
produced during
Strategies
the year
. Reinforce
teacher com' ■ . Awareness for
students, other
mitnsent
teachers, and
. Awareness for
students, other
teachers, and
community
. Information and
te&ching
strategies
. Exposure for Com­
munity Resource
People

334

GAINING SUPPORT OF SCHOOL
1.

Attend adiminatrators' meetings to seek their
support

2.

Contact key people as identified by building
administration

3.

Send Project Brochures to all teachers and
administrators
Conduct a Question and Answer Session with
staff to discuss proposed project and teacher
time committment

5.

Invite volunteer teachers to work with
project

the

6.

Maintain communication with teachers and ad­
ministrators throughout the project

335

GAINING SUPPORT
OF COMMUNITY

336

PERSONS, PLACES, AND GROUPS:
LOCATING COMMUNITY RESOURCES
FOR CLASSROOM USE
X.

Look through the local community news for write-ups of
persons who have cross-cultural experiences,

2.

Look in the phone book for restaurants, boutiques, etc.
which might have an owner who has international experi­
ence.

3.

Ask your Chamber of Commerce, Rotary Club, Lions Club,
and other service organizations for names of persons.

4.

Call local ministers and ask them to place a notice in
their church bulletin and ask if they have any visiting
missionaries scheduled to speak.

5.

Place a notice in the newspaper requesting persons with
cross-cultural ties.

6.

Ask public utilities if they have a Consultant who will
do classroom presentations, especially in the areas of
energy and conservation.

7.

Contact your local foreign student exchange service
(AFS, YFU, etc.) for names of students visiting in the
area. Also contact service organizations such as Rotary
for names of students visiting under their program.

8.

Contact local universities for a directory of their
outreach services.

337

GLOBAL

EDUCATION

PROJECT

1979
Community Resource People
NAME OF INSTITUTION (If applicable)

Address
City ____

NAME OF PERSON

Address
Zip

City

Telephone

Telephone

AVAILABLE SERVICES

DESCRIPTION OF SERVICE

Zip

Printed Material
Films
Field Trips
Personal Presentations
Other _______

INFORMATION
1.

Topic

2.

Advance notice you require ^

3.

Transportation arrangements

4.

Equipment needed

5.

What audience do you prefer?
5-8 year elds _____
9-12 year olds _____
12-13 year olds _____
Adults
___
Others

6.

May we include your name in our
resource directory?
Yes

What time do you prefer? _____
Sign

No______

Any additional comments
would be appreciated!

BETWEEN
US

iji

I*)
□3

Global Education Project
fcp o v + r j County Inlenstdlata School Otatridl

CAN YOU TF.LL US?
Name of Community Resour ce
Person

COMMUNITY

1.

H ow did vou find out
about this speaker?

2.

Ho w was trans po rt at io n
arranged?

3-

Was this n r e s e n t a t i o n in
con.1unctl.on w i t h a teachinp unit?

4.

W ou ld you like to have
this p er so n cone apaJ.n?

RE S O U R C E
Address
PEOPLE

S p o k e To:

o n (date)
For
the
at

School

339

(iLOBAL
ED UC AT IO N
PR OJ EC T
The s p e ak er presentation:■

(y)

lecture
Your Name

slides, pictures or film
(please specify)
realla

(artifacts)

School
o t h er (nlease sneclfv)

340

ADDITIONAL WORKSHOPS
Global T e a c h i n g Methods and Materials
W o r l d Geogr ap hy R ef res her and the Te ac h i n g of
Map and Globe Skills
T e a c h i n g for Cultural Un der s t a n d i n g
T e a c h i n g About Global Interdependence:
Pact of Modern Life

A Basic

The Wor ld In Develo pme nt
Country Close-Up:
Area Survey:

Indonesia

Southeast Asia

Mind Stretching:

D e v el opi ng Student T hin k i n g Skills

B u l l e t i n Board and Art Ideas for the Global
Class roo m
W o r l d Pop ula ti on Activities
Global Perspectives On Energy

Global Education Project

SHOP
[p o i^ e r-J

C o u n tv Interm ediate School D is tric t --

___________Street

M ichigan 49858

Telephone__________

DESCRIPTIONS

GLOBAL T E A C H I N G ( \ ETHOVS AND HATERIALS

I.

An LnXAoduc.-tLon t o

g lo b a l

p ersp ectives

XI.
in

e d u c a t i o n , t h i s w o r k s h o p utilizes a “ s h o t gun" a p p r o a c h t o d i a l w i t h a n a t i o n a . l t and
m e t h o d s o i a p p Ao ac /U ng t e a c h i n g w i t h a g l o ­
b a l p e n s p e c tiv e in v ario u s s u b je c t areas
a nd gr a d e l e v e l s .
H a te r ia ls w i l l bt de­
m o n s t r a t e d a n d r e s o u r c e s w i l l 6 a Aecommcud-

td.

Sa mp le

teaching

units

and a chccklis t

o i g l o b a l t t a c h i n g s t r a t e g i e s , w i l t be a v a i l ­
a b l e as handouti to p a r t i c i p a n t s .
This w o r k s h o p i s m o s t e i S e c t i v e w h e n p r e ­
s e n t e d t o g r o u p s o i g r a d e levels s u c h as
K - 6 , 7-2, o r 9-12 r a t h e r t h a n t o a n e n t i r e
K-J2 g r o u p .
I t c o u l d t h u s b e b i t t e d as G l o ­

bal Perspectives i n th e El em entary C l a s s ­
room, etc.

II.WORLD G EO GR AP HY RE FR ES HE R AND T H E T E ACHING
O F HA P AMP GLOBE S K I L L S _________
Bg p r e s e n t i n g

c u r r e n t i n i o r m a t i o n and s u g g e s t­
in g te a c h in g s t r a t e g i e s , t h i s workshop i s de­
s ig n e d t o h e lp u p p er e le m e n t a r y and s e c o n d a ry
t e a c h e r s b r u s h up on t h e i r w o r l d g e o g r a p h y
know ledge and t e a c h i n g .
The workshop w i l l
c l a r i i y c e r t a i n geography terms and re c e n t
c h a n g e s i n c o u n t r y nameA a s w e l t a s d i s c u s s
a c t i v i t i e s a p p r o p r i a t e i o r v a r io u s g ra d e s and
c ommon p r o b l e m s i n t e a c h i n g g e o g r a p h y a n d map
s k ills .
A c o n t i n e n t by c o n t i n e n t o v e r v i e w o i

-tfie g l o b e and o i t h e p e r s p e c t i v e o i t h e m a p nafeeJt w i l l a l s o b e d i s c u s s e d .
Handouts w i l t
be a v a i l a b l e and in e x p e n s iv e te a c h in g m a t e r ia ls
w i l l be d e m o n s tra te d .
T h i s w o rk s h o p w o u ld be
v a lu a b le to te a c h e rs d i r e c t l y te a c h in g geography
ana t o t h o & & utko
6 t t n p Z t f l o o k i n g ( o a w ay t o
r e in io r c e s tu d e n ts ’ geography s k i l l s .

GLOBAL

P ER SP EC TI VE S ON ENERGP

As we a l t k n o w , w o r l d w i d e p r i c e s i o r e n e r g y
are s k y -ro c k e tin g .
This workshop a ttem p ts to
make t h e g l o b a l e n e r g y s i t u a t i o n more m anage­
a b l e jo* c Ea AAAoom pne.4 an-tai-LBn and d i s c u s s i o n .
A c t i v i t i e s a n d m a t e r i a l s w i l t be d e m o n s t r a t e d
io r approaching v ario u s aspects o i our energy
d ilem m a i n u p p er e le m e n t a r y and s e c o n d a ry c l a s s ­
rooms.
T o p i c s t o be a d d r e s s e d i n c l u d e a h i s ­
t o r i c a l o v e rv ie w , g eo m etric growth, con ser­
v a t io n , a l t e r n a t i v e energy so u rc e s , and p o s s ib le
s en ario s io r th e iu tu n e .
Handouts w i l l b e a v a i l ­
a b le.

BULL ET IN B O A H P ANP ART IPEAS FOR THE
AMP TAKE ttfORKSHOPj

IX.

3 LOB A L C L A S S R O O M A HAKE
The.

o ld

wordi"
ihop.

a d a g e "A p i c t u r e i s w o r t h a thouiand
beat d e A c ni be i t h e t h e m e o i t h i s u'orfc-

B u l l e t i n b o a r d s a n d a n t a c t i v i t i e s can
o n t h e i r own on. t o re in force an d e x ­
pand on o t h e n c l a s s r o o m l e a r n i n g s .
O uting
thii woafejhop a v a r i e t y o i i d e a s w i l l b e
p n e s e n t e d ion. h e l p i n g s t u d e n t s d e v e l o p a m o m
g lo b a l p e rs p e c tiv e .
T e a c h e n s w i l l t h e n haoe
a good d e a l o i t i m e t o make a b u l l e t i n baand
on. o t h e n . g l o b a l a n t p r o j e c t i o n d i s p l a t j i n
t h e i n classnoom ,
H a t e n i a l s w i l l be p n o v i d e d .
A boofeEef e n t i t l e d " B u l l e t i n B o a n d s i o n t h e
G l o b a l C l a s s n o o m " iuiE£ a£*o b e g i v e n t o e a c h
p a n tic ip a n t.
Come, p a r t i c i p a t e , e n j o y a n d
waEfc a w a y w i t h s o m e t h i n g t o b n i g h t e n up y o u r
classnoom ,
be

fc/ORLP

POPULATION A C T I V I T I E S

At p r e s e n t g n o w t h n a t e s , t h e e a r t h ’ s p o p ­
u la t io n w i l t double in the n ex t t h i n l y - i i v e
yeans.
T he e d u c a t i o n a l i m p t i c a t o n otf thii
and o t h e n p o p u l a t i o n n e l a t e d n o t i o n s a n e
t h e i o c u s o i t h i s workshop.
designed to
h e lp teachens i n t e g n a t e wontd p o p u la tio n
a c t i v i t i e s i n uppen e le m e n ta n y th ro u g h
h ig h s c h o o l c l a s s e s , t h i s wonkshop w i l t i n c tu d e c h a n t , gnaph , s i m u l a t i o n , math and
w r i t t e n a c t i v i t i e s £or u a c w i t h AtudentA.
Topici t o b e d i s c u s s e d i n c l u d e p m s e n t p o p ­
u l a t i o n d i s t r i b u t i o n , a h i s t o n i c a l overview,
doubf^ng t i m e , o t h e n q u a l i t y o^ H i e i n d i c a t o n s ai w e l l a s t h e s o c i a l i m p l i c a t i o n s
o i p o p u la tio n gnowth.
R e co mm en de d m a t e r i a l
wi£ £ b e d e m o n s t r a t e d ,
A tea c h in g u n it en­
t i t l e d " P o p u l a t i o n : T h e PeopEe P'tobEcm" w i l l
be d i s t n i b u t e d .

teaching

for

cultural

unperstanping

Beginning w i t h b a s i c n o t i o n s o i p e n c e p t i o n ,
wonkshop ta k e s teachens thnough a s e n ie s
0(
{ i£idci a n d p e n c e p t u a l e x e r c i s e s d e m o n s t r a t ­
i n g d i H e n e n t war/A orf "iceing” thingi.
T/iii
concept i s t h e n a p p l i e d t o c u l t u r e w i t h e x a m p l e s
o i b o th p e n c e p t io n and m i s p e r c e p t i o n .
The work­
shop includes discussion o i s t e r e o t y p e s , p r e ­
j u d i c e a n d e t h n o c c n t n i s m and ways o£ deveEoping

th is

an understanding oi our own and othen cultures.
Throughout the workshop, a variety o i e l e m e n t a n y
and Accondarg ctaAAroom m a t e r i a l s a n d p r a c t i c a l
teach ing
ed w i t h

a c tiv itie s

are

dem onstnated

and

d is c u s s ­

handoufA being avaiEabEe.
Botb l i g h t
and AeriouA t h e a c t i v i t i e s i n c l u d e d i n t h i s w o n k ­
shop
h a v e b e e n w e l t r e c e i v e d b y t e a c h e n s , AtudentA a n d c o m m u n i t y g r o u p s .

II'.

T E A C H I N G A B OU T G LOBAL IN TE RPEPENDEWCE : A
________ B ASIC FACT OF JUOPERN LIFE

For b e t t e r or worre, o u r w o r l d i s becoming i n ­
cre a s in g ly interd epen den t.
As e d u c a t o r s we
muAt acfenoii'iedgc t h e i a c t oj g l o b a l i n t e r d e p e n ­
d en ce a n d h e l p s t u d e n t s t o u n d e r s t a n d ways i n
w h i c h t h e y t h e m s e l v e s a r e l i n k e d t o t h e re rf o i
the w orld.
T h is wonkshop w i l l d e m o n s tra te v a r ­
io u s classro o m a c t i v i t i e s which address t h is
c o n c e p t i n o m e a r l y e l e m e n t a r y through Aecondarg
g r a d e s i n a v a r i e t y o i s u b j e c t areas (depending
on the make-up o i t h e group).
Since t h e
c o n c e p t o i gEobat i n t e r d e p e n d e n c e i s p r o b a b l y
t h e m o s t b a s i c i n a p p r o a c h i n g t e a c h i n g inom a
g l o b a l p e r s p e c t i v e v a r i o u s t e a c h i n g uniii w i l l
be a v a i l a b l e as h a n d o u t s .

343

X.

used

in.

THE l u m p

IN DEVELOPMENT

This workshop wi££ exptore some otf the
existing conditions tit developed a n d d e ­
v e l o p i n g nations.
Pcve£opment teitminofogy w h i c h i s o f t en heard b u t s e l d o m d e f i n e d
w i l l be c t a n i f i e d [Tirst IJor£d,uudcrdeveCcpcd
average l i f e e x p e c t a n c y , e t c . I. flaps, charts,
quafity otf £itfe turf-tcatp^A, discussion and
a short s l i d e / m u s i c presentation w i t i b e u s e d
t o address certain dcvetopmeut intformatien,
issues and probtcms facing b o t h devetoped
and £ c s a devetoped nations.
Educationaf
matc-riats concerned with t h e topic wi££ 6c

VI.

COUNTRV CL0SEUP-- INDONESIA

AREA SURVEV; SOUTHEAST ASIA

U t i l i z i n g a v a n i e t y o f m a t e n i a t s and intformaticu gathered f n o m l i v i n g and visiting in
Southeast Asia, this worths op w i l t p n o v i d e
g e n e n a t backgnound i n f o n m a t i o n an t h i s anea
and i t s h i s t o n i c a l and c u n n e n t i n t e n d e p e n d e n c e
w ith th e n e s t of th e wonld.
Thailand, U alaysia,
S i n g a p o n e a n d I n d o n e s i a w i l l be h i g h l i g h t e d .
T h i s workshop woutd be most directly useful f a n
those teachens called upon to teach social s t u d ­
i e s f u p p e n e l e m e n t a n y t h n o u g h h i g h school] b u t
may be otf general i n t e n e s t f o n o t h e n s .
As we££
as providing i n f o n m a t i o n , t e a c h i n g ideas, and
recommended resources this workshop w i l l a l s o

demonstrate wags tfor teachens to integrate their
own travel experiences and cottected m a t e n i a t s
i n t o their ctassroom teaching.

V I 11.

MIND STRETCHING: DEVELOPING
STUDENT THINKING SKILLS

Helping
t h i n k has
As i s s u e s

s t u d e n t s t o devetop t h e i n . a b i l i t y t o
always b e e n a p n i o n i t y f o n t e a c h e n s .
f a c i n g our ptanet become increasingly

An a b u n d a n c e o f s l i d e s , m u s i c , a n d a media
k it
hightight t h i s w o n k s h o p .
Using t h i s
d e v e l o p i n g c o u n t n y a s an exampte, a format*

comptex and etftfects otf mass media more profound,
it is more i m p o n t a n t t h a n e v e n t h a t s t u d e n t s

tfor studying cuttures wi££ be presented.
Various aspects otf Indonesian l i f e wi££ b e

weigh

discussed in c lu d in g n ic e a g n ic u ltu n e , la n g ­
u a g e , s c h o o l i n g , a n d a n t f o n m s s u c k as b a t i k
and w o o d c a n v i n g .
S t u d e n t s i z e o u t l i n e maps
a n d a t e a c h i n g u n i t e n t i t l e d " T e a c h i n g Ab o u t
t h e U n i v e n s a l s o f C u l t u n e t An Indonesian E x ­
A
a m p l e " w i l t b e g i v e n t o each p a n t i c i p a n t .
bias toward p n o f e s s i o n a t growth t h n o u g h for­
eign travet wi££ be e v i d e n t a n d w a y s o f going
about this w i l l a l s o b e d i s c u s s e d .
Enjoyable,
tight y e t e d u c a t i o n a l a n d useful.

develop

th ein

a b ilitie s

to

thin k

c n itic a lly ,

evidence, and make i n d e p e n d e n t d e c i s i o n s
and j u d g m e n t s .
This workshop is designed t o
review l e v e l s o f t h i n k i n g , encourage the development of higher order t h i n k i n g s k i l l s , a n d de­
monstrate resources and teaching ideas todo so.

344

d is p la y e d and d is c u s s e d .
T h e F o o d Ga me , a
s i m p l e w o n l d f o o d s i m u l a t i o n w i l l be p l a y e d
i f time p e n m i t s .
T h i s w o n k s h o p w o u l d be of
genenal i n t e r e s t t o a l l t e a c h e n s w a n t i n g t o
b n o a d e n t h e i n own u n d e n s t a n d i n g o f l i o n l d
Vevelopm ent.
T e a c h i n g m d e n i a l s and suggeAted a c t i v i t i e s w o u l d be mo st a p p l i c a b l e t o t h e
uppen e l e m e n t a n y and se c on da n y l e v e l s .
Hand­
o u t s w i l t be a v a i l a b l e .

I'll.

345

CORE TEACHER CONSULTATION
Nil mo _____________________________________

_______________

Homo

A d d r e s s _______________________ ____________________________

Homo

Phones

Total
Name
Grade

___________________________

Number
of

of

School

Students

_______________

Duildinq

bevel:

Scheduled

and

- Work

Time
Beginning

Subject:

Day
Pre P e r i o d
or Rece ss

- Teach
- Use

of

- Attend

Unit

any

Attend

- Use

Speakers

evening
in

Global

Global

Ending

- Title

Resource

- participate
-

Lunch

guest

Global

the

Classroom

lecture

sessions

Festival

Festival

materials

in

with

students

available

- Have
/* S A*j'</ ' ^ w o r k
d e m o n s t r a t i o n unit

with

at G l o b a l
students

Education
and

teacher

Office
in

B I BLI O G R A P H Y

346
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