Report to the SPFSD Board of Education

Report to the SPFSD Board of Education April, 2010

Long-Range Strategic Plan Update: Goal #5 Our students will attain a global perspective

I. Assessing the current state of global education at SPFSD schools

Introduction

Look around. The tallest building in the world is now in Taipei, and it will soon be overtaken by one being built in Dubai. The world’s richest man is Mexican, and its largest publicly traded corporation is Chinese. The world’s biggest plane is built in Russia and Ukraine, its leading refinery is under construction in India, and its largest factories are all in China. By many measures, London is becoming the leading financial center, and the United Arab Emirates is home to the most richly endowed investment fund. The world’s largest Ferris wheel is in Singapore. Its number one casino is not in Las Vegas but in Macao, which has also overtaken Vegas in annual gambling revenues. The biggest movie industry, in terms of both movies made and tickets sold, is Bollywood, not Hollywood. Even shopping, America’s greatest sporting activity, has gone global. Of the top ten malls in the world, only one is in the United States; the world’s biggest is in Beijing.

Zakaria, 2009, p. 2-3

These seemingly arbitrary facts Fareed Zakaraia opens with in his book, The Post- American World (2009) are not intended to mark decline of the United States as a supreme economic, political, and cultural power. Instead, he describes the “rise of the rest” as the rapid ascension of once developing nations onto a world scene that is globally, technologically, and culturally connected but together share the burden of facing serious challenges ahead in our future. The students at Scotch Plains-Fanwood School District need to be academically, socially, linguistically, and civically prepared to enter a global society in which every facet to their lives will change. To meet this aim, the district has set forth on an ambitious goal of establishing that every student will “attain a global perspective”.

Comparing the various channels of media people encounter for sources of information, Zakaria aptly states: “Where you sit affects how you see the world” (p. 83). This notion not only applies to reading media, it broadly connects to the ideas, education, and experiences that every child has in our schools. A perspective encompasses more than just knowledge and skills, though they are essential. Merryfield (2005) describes perspective as, “the ability to recognize how people different from oneself construct events and issues through their own histories, cultural lenses, knowledge bases, and experiences” (p. 18).

In the relatively young field of global education, a global perspective and general framework for how to cultivate global learning has been informed by Robert Hanvey’s article, “An Attainable Global Perspective” (1982). His first dimension of the framework, perspective consciousness, is apropos to a conceptualization of what our schools need to consider when planning curriculum and instruction for students to attain a

1 global perspective: “The recognition or awareness on the part of the individual that he or she has a view of the world that is not universally shared, that this view of the world has been and continues to be shaped by influences that often escape conscious detection, and that others have views of the world that are profoundly different from one’s own” (p. 163). One additional angle on perspective, more recently derived, comes in the form of a global mindset. Global education scholar, Yong Zhao (2009) defines a global mindset in education: “As we enter a new era of human history, we cannot be certain of what specific talents, knowledge, and skills will be of value, and globalization has expanded the market; therefore, we must accept the idea that all talents, all individuals are worthwhile” (p. 159).

The first step of defining what a global perspective entails with our schools, teachers, and students is hard enough. From here, we need to establish a set of curricular and pedagogical decisions that will enable students to participate in learning which are means to those ends. Merryfield (2008) believes that achieving global awareness should be scaffolded for students, specifically utilizing three strategies: “reflection of one’s own cultural assumptions and the frameworks in which other people make sense of the world; learning from people and scholarship in other countries; and making connections to engage as citizens of the world” (p. 363). Secondary schools can embark on this path using emerging technology, reading multicultural literature, holding conversations in different languages, and studying complex historical and cultural phenomena – all in interdisciplinary settings. The elementary schools, alternatively, present different challenges of adding more content to an already packed curriculum and locating age- appropriate experiences to garner a global perspective. Heilman (2008) suggests there are ways to combat the “single-nation curriculum” in elementary schools by cultivating certain capabilities, including curiosity, compassion, collaboration, creativity, and criticality by locating local-global community connections, teaching economic justice, and promoting active social participation. Any effort to globalize the curriculum in elementary and secondary schools, though, is difficult unless sufficient support is sustained and meaningful for professional development (Gaudelli, 2003).

After defining what a global perspective means and mining the existing research on global education, we developed a four-year blueprint for how to achieve the Strategic Plan goal of “our students will attain a global perspective”. This plan will guide the directions, activities, and measurements related to our schools and global education. To begin, we reviewed what our schools are already doing to promote a global perspective, and then we identified targeted areas in the curriculum and schools that could be sources for further development. These decisions were informed by two frameworks, a Global Education Checklist and the New Jersey Core Curriculum Standards (2009). The activities related to our district’s plan are then organized into specific time frames in which we seek to achieve certain goals.

2 Global education is occurring within our school educational programs

Walking into a classroom on any given day would likely reveal that our teachers and students are being opened to a world of knowledge, skills, and experiences an individual needs these days to be considered globally competent. Often, these glimpses of the world come through the study of language, culture, history, and other modes of expression, which represent the diverse and complex global society. However, seeking to formally acknowledge what evidence has surfaced showing students are attaining a global perspective, we have identified specific areas of the curriculum, instructional practice, and school programs that demonstrate advancement toward meeting this long-range strategic plan aim.

How do our formal curricula reflect a global perspective?

1. Global perspectives embedded in formal academic curricula: A review of SP-F Board of Education proficiencies demonstrates considerable focus on providing our students with opportunities to broaden their global perspectives to become well-rounded, thoughtful citizens. In particular, in the area of the humanities, these types of knowledge, skills, and modes of participation are more commonplace. Three core academic areas – Language Arts, Social Studies, and World Language – have been investigated more closely for locating specific language from proficiencies that substantiate the existence of global competencies.

Language Arts [Grade 6 and Grade 9]

Global content is not systematically prescribed in the Language Arts proficiencies, though several skills and modes of participation for global competency are clearly articulated at various grade levels. Moreover, since a global perspective is innately defined by variety, the district’s focus in these courses on source analysis, media, and communication of ideas are integral toward meeting this aims.

Language Arts Proficiencies (Course, Grade Level)

In discussion acknowledge ideas of others and respond appropriately. (LA, Gr. 6)

Do a close reading of a broad spectrum of texts. (LA, Gr. 6)

In different media forms, recognize and describe intended messages with focus on purpose and target audience. (Gr. 6)

In small or large group discussions, participate for the purpose of supporting a position, acknowledging opposing viewpoints or integrating multiple perspectives in response to topic, controversial issues, or literary work. (Gr. 9)

Recognize and distinguish media messages can vary by culture, time period, and social reality. (Gr., 9)

3 Analyze and respond to visual and print message to explore human relationships and aspects of various cultures. (Gr. 9)

Social Studies [World Geography, World History/Cultures, and Global Perspectives]

With broad thematic national standards, such as “Global Connections” guiding curricular development, the Social Studies Department has sought to infuse global subjects, skills, and modes of participation across the K-12 scope and sequence. There are three particular areas in which global competencies are extensively articulated in the proficiencies.

Social Studies Proficiencies (Course, Grade Level)

Compare and contrast strategies and policies of global institutions to preserve the natural environment. (WG, Gr. 6)

Understand how global challenges are interconnected, multifaceted, and dynamic based on issues resulting from increased globalization (WG, Gr. 6)

Explain how events, issues, and phenomena of different civilizations are intertwined. (WH, Gr. 8)

Recognize and appreciate how the culture and achievements of early civilizations contribute to the modern world. (WH, Gr. 8)

Appreciate, analyze, and discuss global literature to gain a richer and more personal and nuanced perspective of individual, group, and societal experiences from around the world. (GP, Gr. 11)

Be aware of how one’s individual experience shapes his or her view of the world by studying maps, history, narratives, media, and culture. (GP, Gr. 11)

Trace the historical roots and development of modern globalization, emerging from the post-World War II era and post-colonialism. (GP, Gr. 11)

World Languages [Spanish – example provided is representative of connections across the WL program]

Certain global themes prevail in every level of Spanish language instruction, such as understanding diversity within the language and the culture of its speakers. Material cultural experiences as well as more abstract belief systems are studied in Spanish language courses.

4 World Language Proficiencies (Course, Grade Level)

Participate in guided conversations on a variety of familiar topics and/or topics studied in other content areas, such as geography, bargaining, exchanging currency, traveling, history, and legends. (Spanish, Gr. 4)

Identify and reproduce tangible and expressive products typical of a target culture. (Spanish, Gr. 4)

Recognize familiar words and phrases, understand the main idea, and infer meaning of some highly contextualized unfamiliar words spoken or written contained in culturally authentic information sources related to targeted themes. (Spanish, Gr. 8)

Role-play or simulate a cultural practice related to coming-of-age celebrations, travel and transportation, talking on the phone, or attending a cultural event. (Spanish, Gr. 8)

Show the relationship between the cultural characteristics found in films or videos to the cultural perspectives of the Spanish-speaking world. (Spanish, Gr. 9- 10)

Discuss the characteristics of the school community in the Latin American culture and compare with those in the U.S. (Spanish, Gr. 11)

What are the types of global experiences and projects taking place in our classrooms?

2. Global education occurring in our classrooms: It is somewhat more difficult to trace the type and frequency of projects, activities, and discussions taking place across the district and various age groups with regard to promoting a global perspective. In this broad field of study, global education, often one particularly compelling experience or the hidden curriculum itself can lead to meaningful results for students to attain a global perspective. There is no doubt we need to make global projects, experiences, and discussions more common in our schools. Nonetheless, we can celebrate two recent approaches/inquiries as models for future directions sought through the curriculum development channels.

A – Issue-Centered Instruction: Adopted formally as a departmental initiative undertaken by middle school social studies teachers and less formally by secondary teachers of the humanities, this approach contextualizes students’ inquiry of subject matter through a public social, economic, cultural, or political issue. This movement has been a sub-field of social education since the 1960s with the New Social Studies Movement. In curriculum development work, the Department has framed issue-based instruction using the Handbook on Teaching Social Issues (1996/2007). A problem or issue is introduced as an open question to which students research, analyze, and evaluate an historical or

5 scientific phenomenon and the public policies involved with resolving the issue. Students often take on the role of decision-maker in classroom learning activities following this approach.

Issue-centered instruction has transformed how students learn world geography in sixth grade. Reviewing the formal curriculum exclusively would show that students gain an orientation to map skills, learn about the fundamentals of physical and human geography, and study the different regions of the world applying this knowledge. To show the interconnections, change, and systems of the world, social studies teachers have assumed an issue-centered approach to make students see the link between geography and globalization (see curriculum document attachment). These issues, such as deforestation, ozone depletion, water scarcity, outsourcing, fair and free trade, ecotourism, and overpopulation, may resonate strongly in one area of the world, but it is a global challenge.

There is a level of sophistication required for students to attain a global perspective from an issue-centered approach, which the sixth grade teachers have achieved through interdisciplinary projects, professional collaboration, and connecting to people outside of our schools. For instance, the subject of water scarcity has been endeavored through: mock international summits where students take on the role of African Union nations, social/scientific joint studies of water, and a Google Earth student-generated tour of three sites in Africa where water scarcity threatens people and the land.

B – Globalizing Technology: There is no better way to connect students to the world outside of their own to attain a global perspective than through Internet and social/educational networks. Teachers and administrators have forged into new educational terrain with available technology, which is only going to expand when the infrastructure, programs, and professional development continues to reach wider audiences. Technology has enabled students to read, hear, and see more authentic and dynamic global voices. Further, dialogue and exchanges of ideas, projects, and activities, while not standard to every course, has occurred in very constructive ways.

The read/write web has provided students with a forum to blog about political ideas, cultural understandings, and literary interpretations. Teachers have participated in educational networks that have been an invaluable teaching and learning resource for students in our schools. One specific example of a powerful global exchange has involved the use of Skype as a free and open communication forum for anyone to use around the world. These forums have unbounded potential to increase students’ global perspective, and this was evident in a high school Spanish classroom in which students had a virtual conversation with a famous Puerto Rican actress who was in a movie the class had seen. While this unique experience may not be available at this grand scale, accessibility to and uses of global networks are changing our students’ perspective and will only become a more integral part of classroom experience.

The two classroom approaches described already represent a small but important dimension of students’ global education. Discussion with district staff and review of

6 instructional plans suggest there are many types of global projects, activities, and discussions taking place in our schools. A brief list of these instructional experiences includes:  Comparative studies of global societies in history;  Reading of literature, authors, and literary themes by and about global issues and societies;  Service learning projects involving global issues;  Debates, simulations, and role plays dealing with global issues;  Projects connecting local to global community;  Global map and media interpretations;  Using anthropological, linguistic, and sociological frameworks to study culture;  Current events projects, written summaries, and reports;  Comparative study of cultures between countries that speak the same language.

II. A framework and plan for moving forward for our students to attain a global perspective

Building on the existing global experiences taking place in our schools, we seek to improve upon, expand, and promote the work highlighted in this report. However, we realize that there are many ways to refine how our curriculum is designed, instruction is facilitated, and evaluation of students occurs in order for our students to attain a perspective of the world commensurate with the 21st century global society in which they will face in short time.

Guiding Frameworks

The Global Education Checklist (2002/3): The American Forum for Global Education published a paper with a broad assessment instrument schools interested in reform could use to evaluate its curriculum and programs. We decided this would be a useful measurement for a few reasons. First, the progress indicators align philosophically and pedagogically with educational scholarship and our conception of what is needed to attain a global perspective. Second, the assessment classifies three critical dimensions of global competencies critical to this strategic plan goal: knowledge, skills, and modes of participation. Third, the experiences assessed on this checklist apply to all key stakeholders responsible for guiding or taking part in a global education. The checklist will be (has been) used to define areas of need and as a surveying tool for our own educational planning as we adopt or adapt various dimensions. Sample progress indicators from the checklist are excerpted to show the nature and scope of the text.

 Are students aware that global issues are interrelated, complex, and challenging, and ever changing? (Knowledge)  Do students have the ability to suspend judgment when confronted with new information about an issue when the information is in conflict with their own understandings and values? (Skill)

7  Are students developing a sense of efficacy and civic responsibility by identifying specific ways that they can make some contribution to the resolution of a global issue? (Skill/Participation)  Have students studied at least one culture in depth over a long period of time? (Knowledge)  Do students have an opportunity to engage in exchanges with another culture either in a foreign nation or within the United States? (Participation)  Do students know and understand the role of the United States in international policies and relations since World War II? (Knowledge)  Do students value participation in the democratic process? (Participation)  Do students read newspapers, magazines, and books, and listen to radio and television programs that relate to intercultural and international topics? (Participation)  Do your school buildings and grounds reflect global themes and ideas that connect your students with that they are learning about the world? (Participation)  Does your reading program reflect global literature as well as contributions by authors from ethnic and racial groups in the United States? (Knowledge)

The New Jersey Core Curriculum Content Standards (2009): The strong presence of global issues, themes, and perspectives in the recently revised standards is undeniable. In fact, New Jersey was one of fourteen states to join the Partnership for 21st Century Learning coalition (see Route 21), which sets forth a learning path that is essentially grounded in global education. The overview of the state standards revision encompasses three 21st century focuses: “technology integration, interdisciplinary connections, and infusion of global perspectives” (NJ Department of Education). Further, it designates themes such as, “Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; and Health Literacy” (NJ Department of Education) in its broad vision for core curriculum. Similarly, this same approach is manifested in subject-area standards documents demonstrated in social studies and world language.

By expanding their learning networks through online collaboration with experts and other students from around the world, New Jersey social studies students develop an increased depth of understanding of our global society. (NJ Department of Education, Social Studies Education in the 21st Century)

New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society centered on the creation and communication of knowledge and ideas across geographical, cultural, and linguistic borders. (NJ Department of Education, World Language Education in the 21st Century)

These are only two examples of the myriad references imbued throughout the state standards in an every subject area. Review of the scope and sequence for each discipline, curriculum progress indicators (CPIs), and newly formed classroom application documents (web-based) all suggest the same trend of a globalizing curriculum. We believe this momentous shift to essentially standardize global education in our schools makes this strategic goal both timely and essential.

8 Targeted Areas, Skills, and Subjects to Incorporate Global Perspectives in School Curricula

A – Cyclical review: Using district developed reference guides from the two frameworks (Global Checklist and NJCCCS), staff leading course curriculum reform and revision to the BOE proficiencies will look directly to these sources for ideas as to how a global perspective can be incorporated into the curriculum development process and knowledge, skills, and participation modes relevant to each course and grade level.

B - Language Arts: The Language Arts supervisor, other administrators, teachers, and media specialists will evaluate the literature students read at every grade level and make decisions to select pieces/novels that represent a more diverse, contemporary, and global canon. Reading lists developed by organizations promoting global education will be a source of information to guide this process, and we will reach out to our professional community for suggestions. At the instructional core, we will identify universal themes that provide learners with an opportunity to encounter issues of humanity at a global scale and incorporate these themes into curriculum, instruction, and assessment. The work of Jere Brophy and Janet Alleman (2006) on cultural universals will inform the work at the elementary level. More sophisticated analyses of literary themes, from a global perspective, will complement a richer and more diverse array of text potentially incorporated into the literature in language arts classrooms in grades 6-12. Lastly, the district administrators will work with the media specialists to evaluate the inventory of reading material and media available to members of each building community and develop strategies to both globally enhance the instruction taking place in the media center and the physical environment itself.

C – Social Studies: Incorporate more global connections in a national and local context at the elementary schools by identifying places in the curriculum where students can see how people across the world experience life in similar or different ways. Elementary students, while cognitively programmed to some degree to their own local domain, can begin to broaden their lenses in the upper elementary grades. There are age-appropriate curricular materials available to cultivate intercultural understanding (i.e., The Material World) and resources within the textbook for grades three and four where these links exist. By expanding the study of issues, we can take advantage of the self-contained classroom to develop projects with interdisciplinary themes at the elementary schools through social studies education (i.e., human impact on the natural environment). In addition, it is important to strengthen articulation and teaching of geography, anthropology, and economics at all grade levels to give students the skills, knowledge, and modes of participation needed to be globally competent citizens. This process does not mean adding more curriculum; instead, it involves reconstituting an approach that is more global, balanced, and integrative. The Department will reevaluate, at the secondary level, the sixth, eighth, ninth, and tenth grade formal social studies course curricula using the Global Education Checklist and NJCCCS.

9 D – World Languages: Research, analyze, and implement a non-Western language into the Department to provide students with more diverse language offerings. The process of research and analysis is underway, as the World Language Supervisor has surveyed the school-community (approximately 1000 responses) to see what non-Western courses, cultures, and languages meet their interests and needs. Further, the World Language Supervisor has been involved with extensive professional networks at the local and global level leading to informed strategies to introduce a non-Western language in our schools. In our existing World Language offerings and curricula, we will expand inquiries within languages to represent the diversity and complexity of culture between groups of people who speak a common language. This is occurring, to some degree, across Spanish and French (languages that are spoken in many nations and by many people) courses.

E – Technology (Interdisciplinary): Utilize available technology to increase communication between students at SP-F with people across the world in a variety of educational networks. This area is critical for students to attain a global perspective, and while it is occurring in places, it has to reach wider audiences. The first steps will include aligning global competency development attainable through the means of technology with the district’s Technology Plan (2010-2014) and ongoing upgraded capacities. Professional development has been and will continue to be a key element of globalizing technology uses to larger groups of teachers and schools.

F – Media Literacy (Interdisciplinary/LA/SS/WL): Media is an omniscient force in students’ lives, whether it’s received and communicated through television, newspapers, the Internet, social networks, or video games. In education, the entire scope and contour of the media is largely underrepresented in the curriculum. Since students will ultimately engage with one media form or another, media literacy skills – critical reading and analysis – need to be comprehensively addressed. Media literacy has a particular connection to global studies since much of the global content available to students through rapidly changing forums they encounter. Specific skills and knowledge related to media literacy and global education have been researched (see MacArthur Report), and these studies should guide the Language Arts, Social Studies, and World Language Departments in their curriculum development and instructional planning. In particular, these groups should use the skills/values rubric generated from the report, “Living and Learning with New Media” to inform their work.

G – School Programs: With such a diverse array of after school curricular programs available at the high school, it is important for our high school to draw a more direct link between the co-curricular programs in the school-community and the formal curriculum in the school to provide students with greater awareness of the global participation of young citizens in our population. For instance, many students participate in Model UN, Amnesty International, World Language Honor Societies, and Junior Statesman, organizations that confront and discuss global subjects. The processes and content from these groups and its individuals are ripe grounds for curriculum and instructional reshaping. In virtual communities (see iEARN), students and staff can join collaborative

10 groups to participate in academic or social development projects that result in intercultural understanding through electronic forums of exchange.

H – Staff/Professional Development: Involve a broader segment of the professional population in the assessment and development of global education initiatives linked to the strategic plan through the development of a committee task force. To attain a global perspective, the professional community has to have widespread support for any curricular and instructional changes.

I – Philosophy and Pedagogy: In some respects, teachers and administrators should work to change the dynamic in which students learn to promote attainment of a global perspective. Adding more content knowledge and experiences certainly contribute to a comprehensive global education, yet there are areas of global learning which are difficult to encapsulate through content and run deeper than standards or proficiencies. Hanvey’s (1982) conception of perspective consciousness reminds educators that students must develop the capacity/outlook to reflect deeply, maintain an open mind, and challenge others’ ideas respectfully and seriously to attain a global perspective. As such, there are skills and dispositions – fostered through educational activities – that need to be part of regular instruction, such as: discussion and deliberation, appreciative and critical listening, varied forms of participation, and consensus-building/cooperation.

Action Plan to Achieve Global Perspective Reforms

2009-10: Planning

 Conduct global and local research from academia  Identify ways to assess current state of global education  Take part in collaborative planning and discussions involving global education to set broad aims, methods, and evaluation tools  Survey parent, student, and staff communities with respect to specific global education needs (i.e., non-Western language and 11th grade Global Perspectives)  Write report and present to BOE Curriculum Committee

2010-11: Planning and Implementation

 Assemble a Global Education Task Force Committee to advise administrators/teachers on the direction and support of the Strategic Plan  Develop an online professional network to store and communicate content related to this Strategic Plan goal.  Conduct mini-professional development workshops for administrators and teachers to consider ways to advance the Strategic Plan (i.e., critical reading groups in Administrative Council).  Prepare and disseminate frameworks to evaluate curricula and instruction using the Global Education Checklist and NJCCCS.  Align core academic subject curricula on a timetable delineated by the state and make adjustments according to global education needs

11  Develop, use, and assess instructional experiences in which interdisciplinary connections, technology integration, and expressly global competencies are incorporated in age-appropriate classrooms.

2011-12

 Align core academic subject curricula on a timetable delineated by the state and make adjustments according to global education needs  Develop, use, and assess instructional experiences in which interdisciplinary connections, technology integration, and expressly global competencies are incorporated in age-appropriate classrooms.

2012-14

 Develop, use, and assess instructional experiences in which interdisciplinary connections, technology integration, and expressly global competencies are incorporated in age-appropriate classrooms.  Design and implement instruments to evaluate progress in attaining a global perspective in our schools.

12 References:

Brophy , J. and Alleman, J. (2006). A reconceptualized rationale for elementary social studies. Theory and Research in Social Education, 34(4), 428-454.

Czarra, F. (2002-03). Global education checklist. Issues in Global Education, Number 173.

Evans, R. & Saxe, D.W. (Eds.) (1996/2007). The Handbook on Teaching Social Issues. Silver Springs, Md: The National Council for the Social Studies.

Gaudelli, W. (2003). World class: Teaching and learning in global times. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Hanvey, R. (1982). An attainable global perspective. Theory into Practice, 21(3), 162- 167.

Heilman, E. (2008). Including voices from the world through global citizenship education. Social Studies and the Young Learner, 20(4), 30-32.

The International Education and Research Network (iEARN). www.iearn.org

Ito, M. (2008). Living and learning with new media: Summary of the findings from the digital youth project. The MacArthur Foundation. Retrieved from, http://www.macfound.org/atf/cf/%7BB0386CE3-8B29-4162-8098- E466FB856794%7D/DML_ETHNOG_WHITEPAPER.PDF

Merryfield, M. (2008). Scaffolding social studies for global awareness. Social Education, 72(7), 363-366.

Merryfield, M. (2005). Social studies and the world: Teaching global perspectives. Silver Spring, Md: The National Council for Social Studies.

New Jersey Core Curriculum Content Standards (2009). http://www.state.nj.us/education/cccs/2009/final.htm

21 st Century Readiness in New Jersey (2009). Retrieved from, http://www.p21.org/route21/index.php? option=com_content&view=article&id=150&Itemid=238

Zakaria, F. (2009). The post-American world. New York: W.W. Norton and Company.

Zhao, Y (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, Va: The Association for Supervision and Curriculum Development.