Date on Master's Thesis/Doctoral Dissertation

5-2024

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Powers, Deborah

Committee Member

Stevens, Douglas

Committee Member

Ransdell, Kelley

Committee Member

Stark, Geneva

Author's Keywords

Global competence; global citizenship education; global citizen; diversity; phenomenological study; qualitative study

Abstract

With 7.8 billion people in the world, there is a vast array of races, cultures, and languages creating an incredibly diverse globe. Along with the diverse population, we have a world that is also incredibly interconnected. As businesses begin crisscrossing the globe due to global corporations, and advancements in technology we find it more important than ever before to understand all people groups across the globe. So, what does this mean for education in the United States as we become more interconnected with countries all over? Our students need to be better prepared with global competencies that will allow them to compete both within our very diverse country as well as outside of this great nation. Soft skills like empathy, teamwork, and communication skills are becoming more and more important for our students if we want them to navigate life both within our school walls as well as in the workforce post-secondary education. Many schools often boast about preparing students for real-world experiences yet what are the tangible, intentional instructional practices happening within the schools to support this goal? This phenomenological study delves into the lived experience of teachers who work in a high-performing school looking to help students make “ a positive impact on their community and the world.”

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