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ERIC Number: ED547457
Record Type: Non-Journal
Publication Date: 2012
Pages: 188
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-4920-7
ISSN: N/A
A New Generation: A New Model of Education in the 21st Century
Ellis, Deborah L.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
As technology evolves and the world becomes more interconnected, a new set of skills have become necessary to be successful in the workplace. Schools need to develop and modernize in order to prepare students to be competitive in the changing global economy. The purpose of this case study was to identify the programs and practices that promote the acquisition of 21st century skills at a school site and the associated professional environment and culture of that school. While there are various models outlining the requisite skills for success in the changing job market, for the purpose of this study, the framework from the Partnership for 21st Century Skills (P21) was used to define the desired student outcomes. This case study researched an elementary school with a vision and mission that align with the P21 Framework and an API score above 800. Qualitative methods were used in this case study to address three research questions. A survey, interview protocol, document review matrix, and observation protocol were developed in collaboration with a thematic dissertation team to ensure triangulation and improve validity and reliability. While the survey, document review, and some of the interviews and observations addressed the school at large, in order to paint a more in-depth picture, a large component of the interviews, observations, and document review focused on two classrooms, which are referred to as clusters at Progressive Elementary. Several themes emerged from the analysis of the data, revealing how the school's programs and practices develop 21st century skills, the role of the professional community, and the perceived impact on the culture of the school. The 21st century skills and themes are integrated into the structures and routines, core curriculum and assessments, and enrichment programs. There is a focus on depth over breadth in the curriculum and assessments. A shared vision and value system drives shared decision making and professional collaboration is at the core of every aspect of the school's program and practices. Throughout the findings was a strong sense of community among parents and family members, staff, students, and alumni is pervasive in the culture of the school. These factors were evident throughout the data collection process. More research should be conducted to assess how other schools can utilize this learning model to better serve all students. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A