A Narrative Study of The Perceptions Of Education for Globalization Held by Teachers in the Urban Core
type: CreativeWork
description: The purpose of this social constructivist narrative study is to understand the thoughts, perceptions and experiences of urban K-8 educational professionals regarding education for globalization. The goal of this study is to collect the understandings and perceptions of education for globalization held by urban teachers in the 21st century as it relates to their personal story and professional practice of being a teacher and advocate for their students. The following central question addressed by this narrative study was: What themes are apparent in the narratives of novice and veteran teachers in an urban charter school in the Midwest? The sub-questions that helped achieve the central question were: 1) What meanings do novice and veteran teachers have about education for globalization? 2) What do they do to integrate education for globalization in the curriculum? The site selected for this study is located in the urban core of a Midwestern state. This study selected participants through criterion sampling to gain in-depth and relevant insight of the experiences of novice and veteran teachers in this study. Open-ended interviews, teacher responses to journal prompts and Board document reviews, which provided a social context for the teachers’ experiences were used to construct a narrative profile for each participant. Analysis of the constructed narratives began with descriptive coding to identify units of analysis and their frequency. Construction of interpretive codes followed the process of descriptive coding which ended with the identification of themes. The themes that emerged were education for globalization, educational reform, equitable education and educational reform advocacy. The findings from this study can influence school reform initiatives, teacher education programs and on-site professional development offerings for schools. These narratives can inform teachers’ practice to effectively prepare students for competition and living in a global society.
abstract: The purpose of this social constructivist narrative study is to understand the thoughts, perceptions and experiences of urban K-8 educational professionals regarding education for globalization. The goal of this study is to collect the understandings and perceptions of education for globalization held by urban teachers in the 21st century as it relates to their personal story and professional practice of being a teacher and advocate for their students. The following central question addressed by this narrative study was: What themes are apparent in the narratives of novice and veteran teachers in an urban charter school in the Midwest? The sub-questions that helped achieve the central question were: 1) What meanings do novice and veteran teachers have about education for globalization? 2) What do they do to integrate education for globalization in the curriculum? The site selected for this study is located in the urban core of a Midwestern state. This study selected participants through criterion sampling to gain in-depth and relevant insight of the experiences of novice and veteran teachers in this study. Open-ended interviews, teacher responses to journal prompts and Board document reviews, which provided a social context for the teachers’ experiences were used to construct a narrative profile for each participant. Analysis of the constructed narratives began with descriptive coding to identify units of analysis and their frequency. Construction of interpretive codes followed the process of descriptive coding which ended with the identification of themes. The themes that emerged were education for globalization, educational reform, equitable education and educational reform advocacy. The findings from this study can influence school reform initiatives, teacher education programs and on-site professional development offerings for schools. These narratives can inform teachers’ practice to effectively prepare students for competition and living in a global society.
author: Combs, Tammy M.
language: en_US
date published: 2018
date modified: 2026-07-24T05:19:28Z
provider: University of Missouri - Kansas City
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Missouri--Kansas City

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10355/64147