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THE KEY ESSENTIALS FOR LEARNING IN THE 21ST CENTURY:
PROGRAMS AND PRACTICES
by
Paulina Cho
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 2012
Copyright 2012 Paulina Cho
Object Description
| Title | The key essentials for learning in the 21st century: programs and practices |
| Author | Cho, Paulina |
| Author email | paulinecho73@yahoo.com;paulinecho73@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-02-29 |
| Date submitted | 2012-03-21 |
| Date approved | 2012-03-21 |
| Restricted until | 2012-03-21 |
| Date published | 2012-03-21 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Hocevar, Dennis Bowman, Greg |
| Abstract | 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. |
| Keyword | 21st century schools;21st century skills; globalization; global competence skills; professional learning communities; effective leadership; academic programs; instructional practices; collaboration; collaborative learning; project based learning; inquiry based learning; school culture |
| 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-m |
| Rights | Cho, Paulina |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume71/etd-ChoPaulina-535.pdf |
Description
| Title | Page 1 |
| Full text | THE KEY ESSENTIALS FOR LEARNING IN THE 21ST CENTURY: PROGRAMS AND PRACTICES by Paulina Cho 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 2012 Copyright 2012 Paulina Cho |
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