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ERIC Number: ED547450
Record Type: Non-Journal
Publication Date: 2012
Pages: 208
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-4861-3
The Key Essentials for Learning in the 21st Century: Programs and Practices
Cho, Paulina
ProQuest LLC, Ed.D. Dissertation, University of Southern California
The purpose of this case study was to generate new knowledge to learn about programs and practices that promote the acquisition of 21st century skills at a school. The study identified programs, pedagogical methods, and instructional practices of Charles Summon Elementary School that have contributed to the school's ability to prepare its students with knowledge and skills necessary for the life in 21st Century. Qualitative case study research methodology was utilized to accomplish the collection, analysis, and interpretation of the relevant data for the study. Documents were reviewed, observational field notes of site visits were taken, survey questionnaires and semi-structured, open-ended interviews were conducted to answer three research questions. Use of Bolman and Deal's four frames paradigm provided the theoretical support for the analysis and interpretation of the data gathered at the case study school. Data analysis uncovered four major themes to C.S.'s implementation of the global competence skills: a culture supportive of communities of practice and collaboration; effective leadership to carry out the school's vision and goals; a strong alignment of school's vision and goals to its programs and practices; and lastly, integration of technology to teach core curriculum. The study revealed that C.S. is organized around the key components of the Professional Learning Community (PLC) where it focuses on high levels of learning for all students through ongoing collaborations and supports to its teachers. Having to offer Primary Years Programme guided by transdisciplinary global themes with a strong emphasis on technology, this site is committed to deliver a 21st Century education to its students. Authentic activities such as inquiry-and project-based learning allowed for students to work collaboratively and cooperatively while sharpening their skills in communication, problem-solving, and creativity/innovation. The study identified some of the implications for school administrators and teachers. They are the essential elements of PLCs and integration of 21st century skills into core curriculum. Suggestions for future studies included focusing on other schools that are integrating these global skills to have deeper understanding of 21st century curriculum-programs and practices as well as its impact on student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A