INFORMATION TO USERS This manuscript has been reproduced from the microfdm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in lypewriter face, while others may be from aity Qpe of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photogr^hs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note wlQ indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overly. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell information Company 300 North Zeeb Roao. Ann Arbor. Ml 48106-1346 USA 313.'761-4700 800/521-0600 THE ROLE OF LEADERSHIP IN ACHIEVING EDUCATIONAL CHANGE AND CONTINUITY THROUGH GLOBAL EDUCATION: A HISTORY WITH JAMES M. BECKER DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Yasemin Alptekin-Oguzertem, M.S. The Ohio State University 1997 Dissertation Committee: Associate Professor Merry M. Merryfield, Adviser Professor Suzanne Damarin Approved by Professor Emeritus Chadwick F. Alger M erru M. Merru-Pvg.ld ^ Adviser ^ College of Education UMI Number: 9813210 Copyright 1997 by Alptekin-Oguzertem, Yasemin All rights reserved. UMI Microform 9813210 Copyright 1998, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by Yasemin Alptekin-Oguzertem 1997 ABSTRACT The purpose of this study is to examine how selected educators responded to dramatic changes in the world and provided leadership in seeking to change education in order to be better able to prepare citizens to cope with the increasing internationalization of society as it impacts people in their everyday lives. The study has two major foci : the roots of events and their formal and/or informal connections with the people that shaped the global education movement; and the intellectual biographies of James Becker and his life-long colleagues Lee Anderson and Chadwick Alger as they pertain to the subject. This study provides an overview of the last thirty years of global education in that context. International/global studies should be viewed as interdisciplinary, involving the arts, humanities, sciences, technology and mathematics as well as foreign languages and the social studies. Global peace and conflict resolution, global ecology and environmental protection, human welfare and human rights are among the issues that need to be 11 integrated into the curriculum for the youth to be prepared for a world-centered perspective in education as we approach the twenty-first century. This study was conducted employing qualitative inquiry methods with an interpretive/constructivist approach. It has been constructed primarily on interview data gathered from the interviews with James Becker, and Chad Alger and the works of these and other leaders in global education in addition to the primary sources and supporting literature to enhance the historical context. The role of leadership in achieving educational change and continuity through global education was significant especially in generating, developing and promoting the ideas, and in developing the connections between people, agencies, organizations, and institutions through teaching, writing, editing, chairing, lecturing, and taking on various other active duties at such establishments as were influential in educational circles. Dedicated to my parents Makbule Alptekin & Huseyin Alptekin who instilled in me love for home and curiosity about the world IV ACKNOWLEDGMENTS I wish to thank my adviser, Merry M. Merryfield, for her encouragement which made this thesis possible, for her patience in guiding me in design and methods, and her congenial support throughout my doctoral studies. Despite the compelling nature of its subject, this study could have never been completed without the enthusiastic participation, generous assistance, intellectual feedback and continuous support my mentor James M. Becker provided for me. I deeply appreciate the participation of Chadwick F. Alger in the study; his stimulating feedback and continuous support from the very beginning have been invaluable. I wish to thank Suzanne Damarin whose guidance and participation in the committee have been indispensable. I thank Anna Ochoa Becker for her challenging questions and insights throughout the study, and for her hospitality during my stay as a house-guest for the interview sessions. I am grateful to Gene M. Gilliom who first suggested the idea for this study. He created an interesting learning environment for the Global Education Program at the Ohio State University. V I deeply appreciate the opportunity and professional guidance my colleagues at Arizona State University provided for me in completing my study: Dean A1 McHenry, Gary Grossman, Laverne Cook, and Tom Schildgen. I would like to thank Rene and Arthur Harowitz, John Matson, Karim Gyrud, Denise Byrd, Marcia Benzel, and Rose Marietta for their help, and Ozlem Demirel whose support meant a great deal. I am deeply indebted to my wonderful friends Umit S. Ozkan and Erdal Ozkan, Steve Meyer, Sevil Sonraez, Marilyn Ellis, Nalan Kiziltan, Meral Kaya, Asli Koca, Sinan Olkun, Mary Stokrocki, Gulcan Ercetin, Hatice Orun Ozturk, Ismail Tuncer, Jeni Grossman for their scholarly and spiritual contributions. Thanks for being there for me. My heartfelt thanks should reach across the Atlantic to my mother, my sister, and my in-laws who gave me the impetus, and the support to earn my degree. I am most fortunate to have you, Suha, as my lifelong friend and spouse; I would not have completed this task without your encouragement and the trust you placed in me. And to my beautiful children, Ishik and Bahar, thank you for being the driving force behind me in this endeavor. I wish to thank my elementary school teacher Ms. Vecibe Cebeci who instilled in me a lifelong search for knowledge. And to all those global educators, including the late Robert Gilmore, Jan Tucker, and my father, you are most appreciated for being a guiding light in my scholarly life. vi VITA January 11, 1954 ....... Born - Istanbul, Turkey 1976 .................... B.A.T. English, Marmara University, Turkey 1983 .................... B.A. English Literature and Linguistics, Bosphorus University, Turkey 1989 .................... M.S. Instructional Systems Technology, Indiana University 1990-1992 .............. Associate Director National Clearinghouse for U.S.- Japan Studies Social Studies Development Center Indiana University 1992-1995 .............. Graduate Research Associate Mershon Center, and Center on Education and Training for Employment, The Ohio State University 1995- present.......... Program Director International Projects Unit Arizona State University - East PUBLICATIONS 1. Alptekin-Oguzertem, Y. (1995). "Resources.” In Merryfield, M.M. and Remy, R. (eds.) Teaching About International Conflict Resolution. SUNY: NY. 2. Alptekin-Oguzertem, Y. & Oguzertem, S. (1993). Traditional Turkish Art Today by Henry Glassie (summary translation into Turkish) Pan Yayinlari: Istanbul. vii 3. Alptekin-Oguzertem, Y. & Risinger, F. (1992). 'Creating a Japanese Teaching Resource Center.” In Internationalizing the American Classroom: Japan as a Model 4. Becker, J. & Alptekin-Oguzertem, Y. (1992) Jaoan and Indiana. A report for The Japan Center for International Exchange (JCIE). 5. Alptekin-Oguzertem, Y . (1991). “Global or Multicultural?” Shinbun-USA. SSDC: Bloomington, IN. 6. Alptekin, Y . (1985). African Stories by Doris Lessing (Translated into Turkish,) Kaynak Yayinlari: Istanbul. FIELD OF STUDY Major Field: Education Vlll TABLE OF CONTENTS Abstract.............................................. ii Dedication........................................... iv Acknowledgments...................................... v Vita.................................................. vii Chapters : 1. Introduction....................................... 1 2. The Role of Leadership in the Context of Continuity and Change in Education................. 13 2.1 The history of Global Education ......... 14 2.2 Becker, Anderson and Alger's Roles as Leaders in Global Education.............. 25 2.3 The Onset of Educational Reforms......... 28 2.4 Standards for Global Education........... 36 2.5 Other Studies Dealing with the Role of Leadership in the History of Reforms and Continuity and Change in Education...... 38 3. Design and Methods .............................. 41 3.1 Introduction.............................. 41 3.2 Qalitative Inquiry........................ 42 3.3 Context of the Study.....................