Page 1 |
Save page Remove page | Previous | 1 of 187 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
A NEW GENERATION:
A NEW MODEL OF EDUCATION IN THE 21ST CENTURY
by
Deborah L. Ellis
________________________________________________________________________
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 Deborah L. Ellis
Object Description
| Title | A new generation: a new model of education in the 21st century |
| Author | Ellis, Deborah L. |
| Author email | deblyons123@yahoo.com;deblyons123@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 | 2012-03-27 |
| Date approved | 2012-03-28 |
| Restricted until | 2012-03-28 |
| Date published | 2012-03-28 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Burch, Patricia Hocevar, Dennis |
| Abstract | 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. |
| Keyword | 21st century skills; globalization; global awareness; environmental literacy; critical thinking; elementary school; case study; partnership for 21st 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-m |
| Rights | Ellis, Deborah L. |
| 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_Volume3/etd-EllisDebor-557.pdf |
Description
| Title | Page 1 |
| Full text | A NEW GENERATION: A NEW MODEL OF EDUCATION IN THE 21ST CENTURY by Deborah L. Ellis ________________________________________________________________________ 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 Deborah L. Ellis |
Comments
Post a Comment for Page 1
