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21ST CENTURY SKILLS AS EQUITY PEDAGOGY TO TEACH ACADEMIC
CONTENT STANDARDS: A SOCIOECONOMICALLY
DIVERSE DISTRICT’S IMPLEMENTATION
by
Robert Schwartz
_____________________________________________________________________
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
August 2010
Copyright 2010 Robert Schwartz
Object Description
| Title | 21st century skills as equity pedagogy to teach academic content standards: a socioeconomically diverse district's implementation |
| Author | Schwartz, Robert |
| Author email | rmschwar@usc.edu; robertschwartz@alumni.usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-03-30 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-06-11 |
| Advisor (committee chair) | Garcia, Pedro |
| Advisor (committee member) |
Wohlstetter, Priscilla Crew, Rudy |
| Abstract | The purpose of this study was to systematically understand how Harbor Heights Unified School District, a socioeconomically diverse district, decided upon, implemented, and evaluated a plan to foster 21st Century skills in their students and continued to improve its API scores. The hypothesis of this dissertation, based on an extensive review of the literature, was that the 21st Century skills are a highly effective pedagogy for teaching academic content knowledge, particularly for students of color. Anecdotal and statistical data bore out that HHUSD has made great strides in enacting this type of program.; Four major findings emerged that can serve as a blueprint for other districts wishing to embark on this ambitious undertaking: (a) the district was clearly aligned around this endeavor from the board president to the superintendent and his staff to the school site principals, (b) the district involved all stakeholders in meaningful ways to create the strategic plan, (c) data drives decision-making at all levels in the organization, and (d) as a Professional Learning Community, the district fixes the outputs required for their schools and provides support for individual schools in mapping their own courses to get there. These themes serve as a basis for action at HHUSD and can be effectively applied to any type of district reform. |
| Keyword | 21st century skills; content standards; assessment; district; equity; pedagogy; implementation |
| Geographic subject (state) | California |
| 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-m3126 |
| Rights | Schwartz, Robert |
| 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-Schwartz-3814 |
| Archival file | uscthesesreloadpub_Volume48/etd-Schwartz-3814.pdf |
Description
| Title | Page 1 |
| Full text | 21ST CENTURY SKILLS AS EQUITY PEDAGOGY TO TEACH ACADEMIC CONTENT STANDARDS: A SOCIOECONOMICALLY DIVERSE DISTRICT’S IMPLEMENTATION by Robert Schwartz _____________________________________________________________________ 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 August 2010 Copyright 2010 Robert Schwartz |
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