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TWENTY-FIRST CENTURY SKILLS AND ACADEMIC STUDENT
ACHIEVEMENT: A CASE STUDY OF PROVENCE POLYTECHNIC CHARTER
SCHOOLS ORGANIZATION
by
Juliet N. Fine
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Juliet N. Fine
Object Description
| Title | Twenty-first century skills and academic student achievement: a case study of Provence Polytechnic Charter School Organization |
| Author | Fine, Juliet N. |
| Author email | julietnfine@gmail.com; jfine@hartdistrict.org |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2010-03-30 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-05-10 |
| Advisor (committee chair) | Garcia, Pedro |
| Advisor (committee member) |
Rousseau, Sylvia Bowman, Greg |
| Abstract | The purpose of the study was to examine a school site that teaches and measures 21st Century skills while holding up to accountability standards set forth by both the state and nation through NCLB policy measures. Through this study, the following themes emerged:• Effective Professional Development operates from a common intellectual mission or theoretical framework and provides time for teacher reflection.• Positive school culture holds all students accountable to high academic standards and measures of achievement• Effective leadership implements school structures or protocols to maintain a consistent culture of accountability and transparency.• Professional communities of practice hold staff accountable to the common intellectual mission (values and beliefs) about the relationships amongst the individuals within the learning environment.; Provence Polytechnic Charter School Organization (PPCO), the school site organization for this qualitative study, prioritizes the themes and, in doing so, maintains a balance between teaching 21st Century skills and meeting state standardized measures of achievement. This study reexamines traditional measures of student achievement and challenges educators to define academic achievement within a context of a borderless global economy. This study explores common definitions for the abstract term 21st Century skills and creates a common framework encompassing Tony Wagner's (2008) survival skills for the 21st Century and Christopher Dede's (2006) work on performances and understandings. |
| Keyword | 21st century skills; academic achievement; college readiness; culture; leadership; professional development |
| Geographic subject (state) | California |
| Coverage era | Twenty-first Century |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3063 |
| Rights | Fine, Juliet N. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Fine-3696 |
| Archival file | uscthesesreloadpub_Volume32/etd-Fine-3696.pdf |
Description
| Title | Page 1 |
| Full text | TWENTY-FIRST CENTURY SKILLS AND ACADEMIC STUDENT ACHIEVEMENT: A CASE STUDY OF PROVENCE POLYTECHNIC CHARTER SCHOOLS ORGANIZATION by Juliet N. Fine A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Juliet N. Fine |
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