Professional Documents
Culture Documents
RRL 25-30
RRL 25-30
“Assessment for the preparedness of Senior High School students under academic
strands for college” has done by Mary Rose Bonquin and others (2017). The primary
purpose of this study was to evaluate the preparedness of Senior High School students
under Academic Strand for college, in accordance to their income, interest, chosen course
and grades or performance. The study also focuses on the role, function, benefits,
advantage and impact of Senior High School under K to 12 program. The research study
is made through the use of descriptive research. According to the results of the research
study, most of the Senior High School students consider the positive effects of the
program due to its benefits, impact, roles, and function.
International
C. Vaught (2015) examined the extent to which a large K-12 American school in
the Asia-Pacific region has operationalized campus internationalization. Single case study
examines the indicators that influence campus internationalization of a K-12 American
overseas international school in the Asia-Pacific region. The conceptual framework
draws upon five overarching categories necessary for internationalization: leadership,
organizational culture, competencies, process, and activities. According to the 20 school
administrators and faculty interviewed, and the 50 teacher survey respondents, the three
factors that most influence comprehensive campus internationalization at this K-12
American international school are leadership, faculty involvement in curriculum design
and activity participation, and a strong international and interculturally focused
curriculum. It was also argued that K-12 education must change to encompass the
following: 1) understanding of a global system; 2) ability to think analytically and
creatively within disciplines; 3) the ability to tackle problems and issues that do not
respect disciplinary boundaries; 4) knowledge of other cultures and traditions, which
should be an end in itself and a means to interacting civilly and productively with
individuals from different cultural backgrounds – both within one’s own society and
across the planet; 5) knowledge of and respect for one’s own cultural traditions; 6)
fostering of hybrid or blended identities; and 7) fostering of tolerance and appreciation
across racial, linguistic, national, and cultural boundaries. While there is academic
research regarding implementing a K-12 globalized curriculum in schools and in pre-
service teacher education (McCarthy, 2011), the purpose of this study is to examine the
campus internationalization, including curriculum and additional activities, processes, the
school culture, and competencies towards campus internationalization. Fullan, (2010)
discusses systematic change in a manner that aligns with Mestenhauser stating that
internationalization reform is more than infusing separate stand-alone programs. In his
book, All Systems Go: The Change Imperative, for Whole System Reform, Fullan (2010)
states that education change takes place by engaging “every vital part of the whole
system” involving teachers, administrators, policy holders, students and the community.
Therefore, comprehensive campus internationalization is not simply adding programs and
curriculum. Internationalization requires embracing change. While most of the trends
towards campus internationalization have focused on higher education, there has been a
considerable push and much political talk about the need to change American education
towards a model of schooling that responds to the need for K-12 internationalization
(Mansilla and Jackson, 2011, Ortloff, et. al, 2012). According to McCarthy (2011) the
emphasis on standardized tests can lead to a narrowing of the curriculum. McCarthy
suggests more relaxed standards in order to allow for some of the activities, policies,
programs and procedures that directly relate to campus internationalization (McCarthy,
2011). While university and government officials warn that American schools must do
more to prepare students for careers in science, technology, engineering, and mathematics
(STEM), leaders are also calling for broader perspectives on culture, language, and
geography. As school leaders begin to apply internationalization efforts on their
campuses, ensuring quality assurance and measuring the success of internationalization
needs to continue to be a key part of the process. Ortloff (2012) states that there is little
understanding of consensus as to what internationalization is in a K-12 setting is, or how
international education should be undertaken. While there are some inconsistencies in the
definitions, the majority of the survey participants discuss offering students a global
curriculum, cultural learning, multiple perspectives, and various international student
experiences. Diversity within the staff and student body is another key reoccurring theme
in the stakeholder’s definition. In addition, seeking input from various national
curriculums is noted. After the reoccurring themes are developed from the various
respondents, the researcher states that the International School of the Asia Pacific Region
administrators and staff generally believe that internationalization of a campus is to offer
diverse student populations an opportunity to learn about cultures and customs in a
variety of ways: experiences that offer diverse perspectives, in-class and off-campus
experiences that teach about people of the world, curriculum studies for culture specific
information.