Development of an Instrument to Measure High School Students’ Global Awareness and Attitudes: Looking Through the Lens of Social Sciences

Abstract

I wish to thank the members of my committee for their continued support. Dr. Hilary Landorf was integral in introducing me to the concepts of global citizenship and for keeping me focused on my topic. Dr. Bruce Nissen's keen interest and driving force in getting me to work diligently towards the interpretations of the findings of my study was much appreciated. Dr. Leonard Bliss has my gratitude because of his willingness to join the committee at a dire moment, and for his guidance through the psychometric process of my dissertation. Finally, my very special thanks to Dr. Mohammed Farouk, my major professor and mentor who had more confidence in my abilities than myself. Very persuasively, he steered me towards my goal, and final success! I would also like to thank Dr. Isadore Newman for making statistics meaningful and encouraging me to undertake a challenge, as well as, Dr. Linda Bliss for her understanding, constructive suggestions and ever reassuring smile. I would be remiss if I did not thank the principals and teachers of the schools that were receptive to my research. Of special mention is the Head of School, Dr. John Davies of Miami Country Day School, who made it possible for me to have all of his senior classes participate in this study. vi

Locating a Course on Environmental Justice in Theories of Environmental Education and Global Citizenship

“…Students were asked to score from 1 to 5 (1 being lowest) the extent to which these statements applied to them. The statements, devised by the GCP’s Academic Director with input from the strand academic leads and the GCP steering committee, were informed by a literature search for existing measures of global citizenship in higher education (including Ferreira, 2011; Hunter et al, 2006; Morais & Ogden, 2011). They are a combination of statements that had been validated in other tools that matched or could be adapted to UCL’s definition of global citizenship 9 and new statements written specifically for this course in a manner that reflects common practice in how such statements are devised (e.g., the use of the phrase ‘I am informed…’).…”

Global Learning Using Biology PBL: A Texas-China Collaboration in Middle Grade Genetics

“…LMS students are categorized as economically disadvantaged, with few or limited opportunities to access the world outside of their neighborhood. A stereotypical viewpoint of low-SES students like the LMS context is that they are of poorer academic abilities (Spencer & Castano, 2007), lower academic achievement (Perry & McConney, 2010), have a mistrust of different cultures (Glazer & Moynihan, 1970), and are less aware of global issues (Ferreira, 2011).…”

Knowledge, Skills, and Attitudes of Malaysian Student on Global Citizenship Education

“…Thus, they will become a globally prepared, competent graduate to face the competition in a global economy". Ferreira (2011) stated that the GCE's main concern is to create global awareness in society. However, her study found that research on global education, global citizenship and global workforce that focussed on high school students still scarce at that time.…”

“…However, Park & Cho argued that the majority of these studies only focus on analyzing curriculum or specific programs (Bitna, 2017). There is limited research that explores the implementation of GCE (Park & Cho, in Bitna, 2017) and a unified measurement for civic and global citizenship education (Thier, 2016;Ferreira, 2011;Skirbekk, Potančoková, & Stonawski, 2013). Morais & Ogden (2011) stated that although there are some excellent scales currently being used in education abroad, these scales are mostly focussed on the scope and did not align with the operational definition of global citizenship that emerges from the literature.…”