Dissertation/Thesis Abstract

Implementing 21st century skills: A paradox in a traditional world of education?
by Fox, Michele O'Conor, Ed.D., College of Saint Elizabeth, 2011, 254; 3473512
Abstract (Summary)

The purpose of this study was to gain an understanding of teachers', administrators' and students' understanding and knowledge of 21st Century Skills. Specifically, the study was designed to determine whether there is a difference between the understanding and knowledge of instructors, administrators, and students of 21st Century Skills and what is actually taught and assessed at Jefferson High School. Although there are many different views on 21st Century Skills, the skills in this study are defined as critical thinking and creative thinking, and collaboration skills.

Jefferson High School is a traditional high school that has not fully implemented 21st Century Skills. This study indicates that teachers and students have limited knowledge of the importance or understanding of 21st Century Skills. Although administrators have the knowledge and understanding of the skills, they believe the current school culture is not conducive to the implementation of 21st Century Skills. A balance should be achieved between the implementation of 21st Century Skills and satisfying mandated testing requirements. The process of change should involve the entire school community collaboratively working together. Otherwise, the implementation of 21st Century Skills will continue to remain a paradox.

Indexing (document details)
Advisor: McDade, Thomas J.
Commitee: Crews, John, Heindel, Patricia, McGlade, Jacqueline
School: College of Saint Elizabeth
Department: Education Department
School Location: United States -- New Jersey
Source: DAI-A 72/12, Dissertation Abstracts International
Subjects: Educational leadership, Pedagogy
Keywords: Collaboration, Creative thinking, Critical thinking, School culture, Standardized testing
Publication Number: 3473512
ISBN: 9781124879680
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