Paper Example on Global Education

How Global Education Affects the Methodologies that Are Currently Present In Our Classrooms?

Global education has had various impacts on the methodologies that are present in our classroom in various ways, this includes, first, creating changes in the classroom practice. There is considerable evidence from the teachers and school staffs that global education triggered many changes in the classroom practices. The changes that occurred in the classroom classrooms were focused more on the methods of teaching and class management as compared to the contents of what was being taught. The teachers identified that most of the activities in the course, for instance, those that encouraged group work and increased self-esteem among the students enhanced their perspective of good primary practice (Byrnes, 1997). Therefore, they gathered some strategies aimed at managing and encouraging cooperative learning that was trailed in the classrooms. The global education also leads to the teachers introducing some other affirmative activities such as the use of the magic microphone to ensure that every student had a chance to speak. I support the powerful influences of global education since it ensures that every student is active in class for example by creating group work thus increasing the ability of the students to succeed.

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How Global Education Coincides With The Academic Expectations Of No Child Left Behind for All Students?

Global education tends to coincide with the academic expectation of no child left behind in that: global education ensures that the students are conversant with the various issues that cut across the globe and the linkage of the various systems internationally to make the education system more competitive globally. On the other hand, The law of no child left behind also aims at making the American educational system internationally competitive through holding the schools responsible for the progress of the children and ensuring that they are offered the right quality of education that is acceptable international (Conley & Hinchman, 2004). Therefore, the idea of the legislation of the no child left behind law is not a threat to the global education since they are both focuses on ensuring that the United States education gains international acceptance through equipping the students with the education that cuts across countries boundaries.

Depending On The Various Pedagogical Philosophies How Much Support Does Global Education Have Among Today's Educators?

The global education tends to have much support from the current educators due to various reasons that include, first the education has facilitated collaboration among the students and teachers thus improving their understanding of specific global issues. The collaboration or group work spirit brought about by the global education has made the teachers to adopt new and better methods of teaching. Secondly, global education has also acted as a ground for teachers to learn as well as they teach their students. For example, the teachers can learn more about the new technologies that are being taught in the education system as they teach the students (Todor, 2015). Thirdly, global education has also enabled educators to identify the needs of the students easily. Considering the wide variety of information that is being taught, the teacher can determine the interest of the child and the areas where they have the best understanding.

Do the Current Educators Employ All That the Global Education Offers to Our Students or Has the County on a 21st Century Idealistic Perspective of How Education Should Look within Our Schools?

In the current education system, the educators have fully embraced what global education offers. This can be identified for example through the increased student's engagement in schools (Abdullahi, 2010). The educators also tend to embrace what globe education offers due to the interest of preparing the students for college and future career responsibilities. The current employers are in need of workers who have cross-cultural skills. Therefore, the educators must ensure that the students receive global education, which tends to offer the needed skills.

Conclusion

Global education involves learning about the issues and problems that tend to cut across the countries boundaries and involve the interconnectedness of the system in terms of culture, politics, and technology. It has been noted that global education involves appreciating our neighbors despite their background. The global education system had led to tremendous changes in the United States education system with the intention of making the American education to be globally competitive.

References

Anderson, L.F. (1990). A rationale for global education. In K.A. Tye (Ed.), Global education: From thought to action (pp. 13-34).

Abdullahi, S. A. (2010). Rethinking global education in the twenty-first century. In Global pedagogies (pp. 23-34). Springer, Dordrecht.

Bista, K., & Saleh, A. (2014). Assessing the Need for Graduate Global Education Programs in the United States. Journal of International & Global Studies, 5(2), 19-39.

Byrnes, R. S. (1997). Global education's promise: Reinvigorating classroom life in a changing interconnected world. Theory into Practice, 36(2), 95.

Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: What it means for US adolescents and what we can do about it. Journal of Adolescent & Adult Literacy, 48(1), 42-50.

Floroaia, M., & Floroaia, A.-M. (2016). Intercultural Education-A Romanian School Necessity? Journal of Linguistic Intercultural Education, 9(3), 45-58.

Gilliom, M. E. (1981). Global Education and Social Studies. Theory into Practice, 20(3), 169.

Holm, G., & Londen, M. (2010). The discourse on multicultural education in Finland: education for whom?. Intercultural Education, 21(2), 107-120

Todor, I. (2015). Integrating Multicultural Education in Pre-Service Teacher Training Courses. Journal of Linguistic Intercultural Education, 8, 213-224