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Restoring the value of a high school diploma in the United States using 21st century skills as pedagogy: a case study of 21st century skills development and preparation for the global economy

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Restoring the value of a high school diploma in the United States using 21st century skills as pedagogy: a case study of 21st century skills development and preparation for the global economy

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Content
RESTORING THE VALUE OF A HIGH SCHOOL DIPLOMA IN THE UNITED
STATES USING 21
ST
CENTURY SKILLS AS PEDAGOGY: A CASE STUDY OF
21
ST
CENTURY SKILLS DEVELOPMENT AND PREPARATION FOR THE
GLOBAL ECONOMY

by

Fatima M. Castro

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2016

Copyright 2016 Fatima M. Castro
ii

DEDICATION

For tirelessly dealing with the countless hours of sleep deprivation because I was
too stubborn to dim the lights while writing, the constant meals cooked for me because I
would forget to eat when in a zone, I dedicate this work to my best friend and voice of
reason Marcial. Thank you for your humor, tough love, and support. I love you! In
addition, I also dedicate this work to my beautiful family. To my parents who have
always believed in me, to my brother who became my motivation to reach for the stars, to
my sisters whose senses of humor have sustained me, and to Dr. Rudy Crew for the check
in phone calls to make sure I was on track to completing this work, I am very blessed to
have you in my life. Last but not least, I dedicate this dissertation to my friend Paco
Retana. Without his friendship and pep talks I could not have pushed myself to succeed.
Thank you everybody.

iii
ACKNOWLEDGEMENTS
I would like to acknowledge the following individuals for all their support. Thank
you to Dr. Rudy Crew for being an incredible dissertation chair and educational leader. It
was an honor to work under your guidance. I am forever grateful. Thank you to my two-
committee members, Dr. Michael Escalante and Dr. Pedro Garcia. I appreciate all your
support and insight. Thank you to the administrators at Stony Brook High School for
allowing me to purse my educational goals. To the teachers, you amaze me. Your
relentless dedication to student achievement promises a bright future. A final thank you
to all the students who partook in this study for making me laugh and reminding me that I
am working for a purpose.

iv
TABLE OF CONTENTS

Dedication ii

Acknowledgements iii

List of Tables vi

List of Figures vii

Abstract viii

Chapter 1: Overview of the Study 1
Background of the Problem 2
Statement of the Problem 6
Purpose of the Study 7
Research Questions 8
Significance of the Study 8
Limitations 9
Delimitations 10
Definition of Terms 10
21
st
Century Skills
Global Achievement Gap
No Child Left Behind (NCLB)

Chapter 2: Literature Review 12
Introduction 12
Theoretical Framework 14
21
st
Century Skills Impact on Student Learning & Employability 16
Current Educational Practices within the American Public 24
Education System
Educational Barriers Impacting 21
st
Century Skills Development 28
The Emergence of New Curricula & Pedagogical Practices 34
Conclusion 38

Chapter 3: Methodology 42
Research Questions 43
Sample and Population 43
Data Collection Procedures 45
Data Analysis Procedure 48
v
Ethical Considerations 49

Chapter 4: Findings, Analysis, and Discussion 50
Findings 51
Survey Data 78
Analysis 83
Summary 101

Chapter 5: Summary, Conclusions, and Implications 103
Summary of the Study 103
Findings 105
Implications 110
Conclusions 112
Recommendations for Future Research 114

References 116

Appendices
Appendix A: Questionnaire for Students 121
Appendix B: Interview Protocol 124

vi

LIST OF TABLES
Table 1: Interview Protocol 47
Table 2: Survey Questionnaire for Students 82
Table 3: Research Question 1 83
Table 4: Research Question 2 86
Table 5: Research Question 3 89
Table 6: Research Question 4 91
Table 7: Research Question 5 98

vii

LIST OF FIGURES

Figure 1: Duration of Time as a Stony Brook High School Student 81

Figure 2: Student Expected Year of Graduation 81

viii

ABSTRACT

There are growing concerns about the academic proficiency of American high school
students and their ability to compete in 21
st
century global economy. Leaders in government,
businesses, and higher education find that mastery in 21
st
century skills would increase
employability. However, there is a misalignment between workplace expectations and academic
standards, best described as the “Global Achievement Gap” in the education system. Schools are
still operating from a traditional teaching modality (i.e.; didactic classroom instruction,
standardized testing, and individual learning). Academic institutions must transform their
educational practices to prepare students in a constantly evolving world influenced by new
technological advancements and global pressures that demand of people to be critical thinkers,
problem solvers, collaborative, adaptable, demonstrate initiative and entrepreneurship, be able to
effectively communicate orally and in written format, have the skills to accessing and analyzing
information, and be imaginative (Murnane & Levy, 1996; Wagner, 2008). Stony Brook High
School took on the challenge of incorporating 21
st
century skills development into the school
curricula for the purpose of preparing its students with the rigor needed for the demands of the
global economy. The educational leaders at SBHS are dedicated to reforming their teaching
practices despite resistance from stakeholders, political and economic barriers, and standardized
testing imposed by the state and federal government. Their shared perceptions emphasized the
need for a widely accepted vision to guide the process of educational reform.

1

CHAPTER 1
OVERVIEW OF THE STUDY
In a global economy where the most valuable skill you can sell is your knowledge, a good
education is no longer just a pathway to opportunity--it is a prerequisite.
- President Barack Obama from his 2009 State of the Union address

Introduction
The integrity of the American High School diploma has been called into question. No
longer does attaining a high school diploma signify a right of passage into the working world.
Concerns about its contribution to the global economy have many wondering if high schools are
adequately preparing students to navigate the demands beyond the classroom. Once highly
valued for their human capital, employers no longer regard these students as potential
representatives for their companies due to inabilities to effectively convey their academic
achievement or apply their knowledge in practical ways (Achieve, Inc., 2006). Policies currently
fueling our educational system have responded by increasing academic standards paralleled by a
rejuvenated enthusiasm for standardized testing. The problem is that the emphasis on testing is
not supported by the new demands of the global economic market. Wagner (2008) identifies this
as the Global Achievement Gap – the gap between what is being taught and tested in American
schools versus the skills needed to succeed in the jobs for 21
st
century. As opportunities for civic
engagement rapidly fade, the United States must act aggressively to ensure that high school
standards align with expectations for participation in the global economy (Achieve, Inc., 2006).
2

Background of the Problem
The onset of the industrial revolution during the 19
th
Century marked an unprecedented
turning point for the United States. Changes in industrial organization and agricultural
techniques called for the contribution of society to successfully adhere to the new demands. The
results led to fruitful economic development. Gains were achieved by scaling up farming,
transportation, and manufacturing in extraordinary fashion. Efficiency was promoted with the
development of new resources, such as, machines, factories, railways, roads, warehouses, and
sewers (Mitchell, 1929). The industrial revolution transcended domestic boundaries and
catapulted the United States to the forefront of the global economy, so much so, that it was
regarded as a “superpower” by the end of World War II because of its unmatched dominance in
international affairs (Miller, 2005).
The emergence of secondary education in the United States paralleled the growth of
expanding technology (Matthews, 2006). During the industrial era, where the demands of goods
and services shaped the need for certain skill sets, high schools were solicited to render
curriculum that would aid employers in preparing students’ to meet the economic needs.
Emphasis on increasing human capital or set of skills of which a person acquires (Matthews,
2006) proved beneficial for both employer and prospective employee. The former witnessed an
influx of productive employees while high school trained employees received higher incomes
than their less educated counterparts (Matthews, 2006).
The relationship between the American public education system and the job market
continued in preparation to meet economic conditions. Eventually, this mutualistic relationship
began to lose its synchrony with changes in the demands of the labor market. Murnane and Levy
(1996) explained the following:
3

As recently as the 1950’s, twenty percent of the jobs in America were professional,
twenty percent skilled and sixty percent unskilled. In the 1990’s, the percentage of
professional jobs is about the same, but skilled jobs have soared to sixty-plus percent
while unskilled jobs have fallen below twenty percent. (p. vii)

This brings to the surface the realization that America, once known for its best schooling, is now
losing supremacy over foreign countries through its inability to keep up with the rapidly evolving
global economy.
A recent study of American high school students by the Program for International
Student Assessment (PISA) uncovered poorer performance in the reading, math, and science
literacy scales than foreign students (Baldi, Jin, Skemer, Green, and Herget, 2007). Moreover,
the National Assessment of Educational Progress, also known as the "Nation's Report Card",
reported that in 2003, 39% of US white fourth graders demonstrated proficient reading levels
compared to Black (12%) and Hispanic (14%) students (Teacher update, 2004). A recent study
by the U.S Department of Education (2008) found that Hispanics possess the highest drop out
rates at 22.1%, followed by Blacks (10.7%) then Whites (5.8%). A 2007 query found
approximately 6.2 million students, ages 16 to 24, dropped out of high school (High School
Dropout Crisis, 2009). The high school graduation rate in the United States currently ranks 10
th

among the industrialized countries (Wagner, 2008).
Students who do graduate and pursue post-secondary education are sometimes confronted
with other obstacles hindering academic progress. Transcripts show that no less than 53% of
students will take at least one remedial English or Math class in their college career (The
American Diploma Project, 2004). Such outcomes coincide with the California State University
system report, which found that 59% of its entering students were required to enroll in remedial
English or Math in 2002 (The American Diploma Project, 2004). According to the U.S

4

Department of Education, the courses students receive in secondary school are the greatest
predictor of attaining a bachelor’s degree (The American Diploma Project, 2004).
Growing concerns about the academic proficiency of high school graduates have ignited
practice changes from the business and federal fronts. Large U.S corporations, such as Motorola,
are no longer recruiting high school students as potential employees believing their potential
contributions fail to meet the demands imposed by the 21
st
Century economy (Murnane and
Levy, 1996). The American Diploma Project (2004) reported that many employers view high
school graduates as lacking the fundamental reading, writing, and mathematics skills needed to
function on the job; consequently, they get overlooked. Such skills have been labeled by
Murnane and Levy (1996) as “hard skills” in contradistinction to “soft skills” which comprise
collaboration amongst students and effective oral and written communication. Wagner (2008)
goes further to identify hard skills and the ability to foster critical thinking, problem solving,
agility and adaptability, initiative and entrepreneurship, accessing and analyzing of information,
and curiosity and imagination as “21
st
Century skills”. Both Murnane and Levy (1996) and
Wagner (2008) argue that future middle-class income earnings are dependent on these skills sets.
Through interviews with various leading companies, including Motorola, Apple, Unilever and
the US Army, and by critically reviewing deficient skills in the current workforce, businesses
agree that in order for students to successfully negotiate the global economy and increase
employability, 21
st
Century skills must be attained during high school (Wagner, 2008).
America’s economic future is, thus, partially dependent upon accessibility to high-quality
education. In response to the academic crisis, the federal government enacted President George
W. Bush’s – No Child Left Behind Act (NCLB) in January 2002, which political analyst David
S. Broder viewed as the most important piece of federal education legislation in thirty-five years

5

(Peterson & West, 2003). NCLB (2002) places much emphasis on testing children through the
use of standardized exams and penalizes those public schools that fail to meet their set standards
by reducing federal funds (Kozol, 2005). Under the NCLB 2002 federal legislation, bureaucratic
accountability is emphasized to monitor and comply with standards and regulations (Garn &
Cobb, 2008). States are required to develop high-quality yearly academic assessment for each
student that includes at a minimum, assessment in reading and language arts, mathematics, and
science. Specifically, students in 3
rd
through 8
th
grade are required to test annually and once
during their sophomore year of high school in reading and math subjects. Performance
accountability is also used to assess student and school outcomes. An annual Adequate Yearly
Progress report, also based on test scores, is required of each state to demonstrate yearly school
progress in regards to percentage of students scoring at “proficiency” level or higher (Garn &
Cobb, 2008).
Although President Bush’s No Child Left Behind Act (2002) attempts to ensure equal
education for each student through a structured curriculum, it does not take into account
variability in work pace at which each child learns. This, in essence, penalizes schools and
teachers for their inability to produce uniform test scores. Generating successful test outcomes
proves challenging for educators working with students who may be in 6
th
grade (education
attempted), yet possess reading skills of a 2
nd
grader (education attained). The pressure to catch
up four grade levels to successfully complete a state exam poses formidable hurdles. However,
NCLB’s (2002) rigid policy requires teachers to uniformly manage time, instruction, and
terminology use (Kozol, 2005). Hence, if a child fails to grasp certain materials, he or she must
move on to the next lesson to prevent teachers from deviating off track. The pressure to score
successfully to secure federal funding usurps the true art of learning which values critical

6

thinking and exploring. Marrying standardized scores with funding therefore limits development
of the “21
st
Century skills” needed to compete in this era.
Although well intentioned, No Child Left Behind (2002) hindered students from
navigating today’s economy. The misalignment between workplace expectations and academic
standards has been best described as the “global achievement gap” – the chasm between the
American school system curriculum and the skills needed to succeed in the 21
st
Century
(Achieve, Inc., 2007; Wagner, 2008). President Obama urged for a reform in the educational
system in his 2010 State of the Union address, in which he addresses the need to work
collaboratively with congress to invest in the skills and education of the American people.
Throughout his speech on education, high school diplomas were referenced as “not enough” to
compete globally. Emphasis was placed on committing at least one year of post secondary
education to create career pathways (Obama, 2010).
While 67% of new jobs in the market today require some postsecondary education, with
expectation the percentages will rise (Achieve, Inc., 2007), the reality is that not everyone will
take that route. According to the National Center for Education Statistics, 49.3 million students
were enrolled for the 2008-2009 academic year; 14.9 million of those students were in grades 9
through 12; and only 33.2% of those students whom completed their senior year enrolled in post-
secondary school (Sable and Plotts, 2010). Therefore, the majority of remaining students who
seek post-graduation employment will confront challenges entering the workforce with their
inadequate educational preparation.
Statement of the Problem
A high school diploma within the United States is losing its value. No longer is a degree,
that once guaranteed entry into middle class, preparing its' students with the necessary 21
st

7

Century skills to meet the demands of the global economy. What it takes to earn a high school
diploma is disconnected from what it takes for graduates to compete successfully beyond high
school in the classroom or workplace (Achieve, Inc., 2006). As such, President Obama (2010)
addressed that students would have to go beyond graduating from high school in order to
compete with others locally and globally. Yet, the pervasive reality remains that not all students
will take part in post-secondary education soon after graduation. Murnane and Levy (1996)
contend that college may not be a prerequisite for earning a middle-class income in the future if
we equip high school graduates with the requisite 21
st
Century skills. The problem in this
research study is to identify one urban high school, with multiple academies, within the Los
Angeles, California area whose mission aims to prepare its students for the global economy and
examine its execution of curriculum. Still not enough is known on how schools are preparing its
students for employment using 21
st
Century skills as pedagogy when limitation from the No
Child Left Behind Act (2002) are taken into account (Achieve, Inc., 2006).
Purpose of the Study
The purpose of this case study is to identify one urban high school with multiple
academies, within the Los Angeles, California area whose mission aims to prepare students for
the global economy and understand how 21
st
century skills are integrated into the execution of
the state mandated curriculum. It also aims to address factors that impede or catalyze efforts to
adequately prepare students to learn content within the context of 21
st
century skills, and seeks to
consider how current classroom practices taking place in this urban public high school are
affecting student preparation for the labor force. By utilizing 21
st
Century skills to guide
standard-based curriculum, this public high school aims to ensure that their students are well

8

equipped to meet the demands of the global economy, hence, adhering the mission statement of
the school.
Research Questions
This study will focus on current practices one high school, with multiple academies, is
utilizing to meet the expectations of preparing its students for the global economy, while
adhering to the provisions of the No Child Left Behind Act (2002). The overarching research
question that will guide this case study is:
1. What preconditions must exist in order to integrate 21
st
century skills development
into the classroom with respect to the state mandated curriculum for high school
students?
The subordinate research questions are:
2. What strategies have been implemented so that Stony Brook High School can
embrace 21
st
century skills in response to the challenges they face in preparing for the
global economy?
3. How does Stony Brook High School define 21
st
century skills?
4. What criterion does Stony Brook High School use to measure mastery of 21
st
century
skills development?
5. How do political and economic challenges affect classroom experiences for students
subjected to mandate testing and for teachers who must prepare them?
Significance of the Study
While much attention is being paid to increasing post-secondary participation and
preparation, educators fail to account that high schools in the United States are not preparing its
students for the 21
st
century skills needed to succeed within the job market. According to a study

9

conducted by Achieve (2007), this lack of preparation will have significant and long lasting
effects on individuals and the economy with the most tangible one being lack of employment
opportunities for students without education or skills (Achieve, 2007). Consequently, the U.S.
competitiveness will weaken, and negatively affect the living standards of millions of citizens
(Achieve, 2007).
Therefore, studies of intervention strategies aiming to prepare high school students for
the global economy, using 21
st
Century skills as pedagogy, must be included in the literature,
without ignoring the provisions of No Child Left Behind (2002) that rely on testing to determine
student competency. This case study can serve as a rubric for high schools wanting to
improvement their educational practices in relation to student preparedness for global economy.
Not all high schools are aware of the importance or have the ability to incorporate 21
st
Century
skills into the classrooms. Outcomes from this study can encourage school administrations to
pursue education reform that take into account the importance for global participation from its
students. Given that 21
st
Century skills are not confined by the walls of the classroom but spill
over into the outside world where theory is put in practice, cultivating such skill sets in the
workplace, at home, and in the community is equally essential. Therefore, other stakeholders,
such as employers, parents, and community organizers can benefit from the outcomes of this
study, as well.
Limitations
In the 2007–08 school year, there were an estimated 119,150 K–12 schools in the United
States: 87,190 traditional public, 3,560 public charter, 180 Bureau of Indian Education-funded
(BIE), and 28,220 private schools (Keigher, 2009). This case study will focus on one high
school, housing multiple academies, within the urban Los Angeles area, thus, creating limitations

10

in sample size, replicability, and generalizability of outcomes. Since this case study will utilize
qualitative methods to collect data, external validity may be limited, as regional variations likely
exist (Patton, 2002). However, the rich qualitative information extracted from the study, and not
attainable through large impersonal datasets and statistics, can be useful in examining situations
from various perspectives and highlight challenges that could be addressed (Patton, 2002).
Delimitations
It is recognized that issues beyond the confines of the school, such as parent education,
community involvement, and socioeconomic status, may outweigh school factors alone in
influencing student achievement (Abedi & Dietel, 2004). This study will limit its focus to
concerns occurring within the educational infrastructure and how it relates to the demands of the
global economy in the 21
st
Century.
Also, there are different motives that influence the development of mission statements for
each educational institution within the United States. For example, Stony Brook High School
(SBHS), located in Los Angeles, California, emphasizes the importance of preparing its students
for the global economy. According to the mission statement,
Stony Brooke High School is an engaged and caring academic community where
diversity is valued and respected. We are committed to educating and inspiring all
students to become lifelong learners and contributing members of our global society.

For the purpose of this study, boundaries will be set to specifically examine a school that
integrates student preparation for the 21
st
Century global economy into their mission statement.
Definitions of Related Terms
The terms presented in this section are terms that will be used throughout this case study.
They are the following:

11

 21
st
Century Skills – Skills needed in the 21
st
Century to compete in the global job market.
They are the following: critical thinking and problem solving; collaboration across networks
and leading by influence; agility and adaptability; initiative and entrepreneurship; effective
oral and written communication; accessing and analyzing information; and curiosity and
imagination (Murnane & Levy, 1996; Wagner, 2008).
 Global Achievement Gap – The gap between what is being taught and tested in American
schools versus the skills needed to succeed in the 21
st
century global economy (Wagner,
2008).
 NCLB– No Child Left Behind (2002) Act is a federal education legislation enacted by
President George W. Bush in 2002. It mandates testing on children through the use of
standardized exams. States are required to develop high-quality yearly academic assessment
for students. Public schools that fail to meet set standards are penalized by the reduction of
federal funds (Kozol, 2005; Department of Education Website).

12

CHAPTER 2
LITERATURE REVIEW

Introduction
Leaders of the 21
st
century calls upon capabilities needed for students to actively
participate in the global economy. Those capabilities, labeled as 21
st
Century skills, include the
following: collaboration among students, effective oral and written communication, ability to
foster critical thinking, problem solving, agility and adaptability, initiative and entrepreneurship,
accessing and analyzing of information, and curiosity and imagination (Murnane & Levy, 1996;
Wagner, 2008). As this study asserts, the marketability of high school students is at risk because
high schools are not equipping them with the necessary skills to contribute in the workforce.
The process toward earning a high school diploma is disconnected from what it takes for
graduates to compete successfully beyond high school in the classroom or workplace (Achieve,
2006). Aware of this Global Achievement Gap – the gap between what is being taught and tested
in American schools versus the skills needed to succeed in the jobs for 21
st
century (Wagner,
2008), many high schools altered their mission statements to reflect student preparation for a
globalized society. For example, in 2007, the mission of one high school with multiple
academies, within the metropolitan Los Angeles area aimed to provide its students with a diverse
haven of excellence and the personal skills needed to achieve his or her highest potential as a
valued member of society. Recently, a revamped mission statement proclaimed their
commitment to educating and inspiring all students to become life long learners and contributors
to the global society.

13

According to Silva (2008), leaders in government, business, and higher education are
calling for today's students to show a mastery of 21
st
Century skills like evaluating and analyzing
information and thinking creatively about how to solve real-world problems. As such, the
purpose of this study is to identify and examine the curriculum and execution of one urban high
school with multiple academies, within the Los Angeles, California area whose mission aims to
promote one or more 21
st
Century skill(s) for its students, while adhering to state-mandated
limitations imposed by No Child Left Behind (2002), and to determine how it is affecting student
preparation for the labor force soon after high school.
The construct of this chapter begins by presenting a comprehensive framework to guide
the findings of the literature and its connection to the study. A look at 21
st
century skills and its
effect on student preparation for the global economy begins with an investigation of a theoretical
framework that supports the need for 21
st
century skills. Next, research analysis is offered to
explain how such skills impact student learning and employability. Once such way is by
examining empirical studies of effective pedagogical strategies that integrate 21
st
Century skills
to teach academic content and in the process, produce favorable outcomes on student learning.
Corporate perspectives are also taken into account to determine how such skills impact job
performance and ones’ employability level. The literature review then shifts its focus to explore
current educational practices occurring within the American public education system, guided by
No Child Left Behind (2002). It then contends that components of this federal policy ignore
socio-constructivist theory of learning experiences, consequently, undermining the importance of
21
st
century skills development. Afterward, an argument is presented to convey how provisions
of the No Child Left Behind Act (2002) bring about mal-adaptive practices in the public school
settings that, in turn, create educational barriers for students in their quest for 21
st
century skills

14

development. Lastly, efforts to improve curriculum and pedagogical practices in a way that
would foster 21
st
century skills development in the classrooms is considered by reviewing
current programs aiming to align high school standards with real-world expectations for the 21
st

century.
Theoretical Framework
Much of the research on 21
st
Century skills is founded upon the “Socio-constructivist”
learning theory advanced by the emergence of two learning models – Constructivist learning and
Socio-cultural theory (Packer & Goicoechea, 2000). Inspired by the ideas of developmental
psychologist Jean Piaget, the constructivist model directs its attention to the learner and how
meaning is constructed as he or she learns (Packer & Goicoechea, 2000). It argues that
knowledge and meaning are generated through personal experiences (Packer & Goicoechea,
2000). Employing dualist ontology (nature of being) to better understand learning and
development, Piaget identifies two realms to this perspective: a subject and an independent
world. Within that independent world, learners construct their own meaning through their
learning experience (Packer & Goicoechea, 2000).
Critics of Piaget’s Dualist Ontology questioned the premise of the individual as the
source and cultivator of knowledge (Packer & Goicoechea, 2000). In response, the constructivist
model shifted its perspective to recognize that knowledge is not independent of the learner. It is
created based on explanations and its assigned meaning. As such, learners must be provided
with the opportunity to interact with sensory date in order to be able to construct their own world
(Hein, 1991).
Social-cultural theory focuses on the causal relationship between social interaction and an
individual’s attainment of knowledge. Drawn heavily by the works of Lev Vygotsky, it purports

15

that “cognition is not situated solely within the individual without reference to the social and
cultural contexts within which individual actions take place” (Rueda & Dembo, 1995). In an
attempt to describe a causal effect of social interaction, socio-cultural theory posits cognition to
be culturally mediated by material and semantic artifacts, founded in purposive activity, and
developed historically, as changes at the socio-cultural level impact psychological organization
(Vygotsky, 1986).
Unlike constructivist theory, which focuses on what the students take with them from the
classroom, socio-cultural theory focuses on the activity in the classroom and what is internalized
and retained as part of the student. From a socio-cultural perspective, it is believed that social
interactions, within this setting, lead to greater accumulation of knowledge to complement a
person’s enhanced thoughts and behaviors (Packer & Goicoechea, 2000). Essentially, a person
would internalize learned techniques, attained during the collaborative effort with another, and
be able to apply it independently.
Despite the differences in focus between constructivist and socio-cultural theories of
learning, there are notable commonalities that lead to the emergence of Socio-constructivist
theory. According to Cobb (1994), these theories complement each other and can be reconciled
because they assume active individual construction as well as participation in social practices (as
cited in Packer & Goicoechea, 2000). The emergence of both perspectives focuses on the
individual's development with respect to the social interaction, which is viewed to be the
synthesis for collaborative learning.
Themes of the socio-constructivist learning theory place emphasis on interactions rather
than the actions themselves. It intersects with the skills needed for the 21
st
Century as it too
places value on collaboration amongst students. The promotion of 21
st
Century skills and socio-

16

constructivist theory recognize the need for higher-order cognitive processes or ability to foster
critical thinking, for self-regulation or initiative, and for a constructivist perspective on learning
and thinking or agility and adaptability (Rueda & Dembo, 1995; Wagner, 2008). Furthermore,
involvement in social interactions is emphasized as it is viewed to foster higher levels of one’s
state of mind or curiosity and imagination, thus promoting the more intricate social interactions
required in the 21
st
Century global economy. As Packer & Goicoechea (2000) state, “learning
involves becoming a member of a community, constructing knowledge at various levels of
expertise as a participant” (p. 227). In other words, learning cannot occur in isolation.
21
st
Century Skills – Impact on Student Learning and Employability
Grounded in socio-constructivist theory, integrating one or more 21
st
Century skills to
teach academic content in an educational setting not only produces favorable outcomes on
student learning, it also increases their marketability for job opportunities as most employers
seek such skills for recruitment. The subsequent section begins with a discussion of 21
st
Century
skills and the impact it has on student learning when using cooperative learning methods to guide
instruction. It then shifts its focus to examine how the attainment of such skills affects student
employability.
Impact on student learning
Socio-constructivists belief that experience is normally encountered through social
interaction of many sorts has prompted cooperative learning methods to become highly regarded
within academia. More educators are now integrating collaboration amongst students – an
identified 21
st
Century skill, to perform academic tasks, as research demonstrates that classrooms
emphasizing in cooperative learning strategies improve their work performance more than those
learning autonomously (Johnson & Johnson, 2000). An investigation of several hundred studies

17

found that students produced higher achievement levels when involved in a cooperative learning
approach as opposed to individual learning styles (Slavin, Hurely, and Chamberlain, 2003). For
instance, after a year-long study conducted in ninth-grade mathematics, evidence concluded that
classrooms selected to use a cooperative technique improved their learning twice as much
compared to the individual learning group (Slavin & Karweit, 1984, as cited in Mayer, 2008). A
recent large scale experimental study found that students learning to read using cooperative
learning strategies achieve high in reading tests scores than those taught by a conventional
approach (Borman, Slavin, Cheung, Chamberlain, Madden, & Chambers, 2005a, 2005b).
Much of the success with collaborative learning methods has to do with the cooperative
incentive and task structure assigned to it, in which group rewards are based on each member’s
contribution to that team, thus, promoting individual accountability. Such collaborative
incentives further supports the conclusion that “cooperative learning is most consistently
effective when groups are recognized based on individual learning of their members” (Slavin,
Hurley, and Chamberlain, 2003, p. 185).
In addition to collaboration among students, various forms of cooperative learning
strategies continue to integrate other 21
st
Century skills that positively affect student learning.
For example, reciprocal teaching, an instructional tool used to stimulate effective oral and
written communication skills allow students to become instructors of the content through the
formation of learning groups that consist of other students and a teacher (Fisher, Frey, and
Williams, 2002). If the goal is to improve reading comprehension, students are expected to
explain material to others with the support of their teacher as needed. This is done through
modeling, prompting, critiquing, and feedback (Fisher, Frey, and Williams, 2002; Mayer, 2008).

18

The purpose of this approach is to prepare students until they are comfortable enough to assume
the role of the teacher and reinforce their understanding of the material.
Research continues to validate the effectiveness of reciprocal teaching on reading
comprehension. According to a longitudinal study conducted by Brown and Palinscar (1989),
students participating in reciprocal teaching groups showed the largest gain in reading
comprehension compared to the control group (as cited in Mayer, 2008). Recent findings
concluded that students are able to read and understand more when they use reciprocal teaching
as opposed to reading independently (Fisher, Frey, and Williams, 2002).
There is extensive literature that substantiates the benefits cooperative teaching has on
student performance with the integration of one or more 21
st
Century skills. It has become a
desired style for some educators to put into practice (Fisher, Frey, and Williams, 2002;
Merrienboer et al., 2003; Renkl & Atkinson, 2003; Knesting, 2008). One such research-based
instructional strategy worth noting is a Cognitive Apprenticeship approach due to its ability to
promote engagement and support in the learning environment – necessary characteristics for 21
st

Century learning (Wagner, 2008). A recent study found that student-teacher interactions and
curricula are influential contributors to a student’s learning process (Knesting, 2008). Thus, the
inclination for some educators to gravitate toward this teaching method may have to do with the
various components that positively make up Cognitive Apprenticeship, while simultaneously,
enhancing the following 21
st
Century skills in the classrooms – problem solving, curiosity and
imagination, and initiative and entrepreneurship (Wagner, 2008).
First, a discussion of Cognitive Apprenticeship necessitates articulating the anatomy of
its teaching method, in which students are provided with an opportunity to acquire skills and
knowledge under the guidance of a mentor or an expert (Merrienboer et al., 2003; Renkl &

19

Atkinson, 2003; Mayer, 2008). Four important components that make up cognitive
apprenticeship include modeling, coaching, scaffolding, and fading (Merrienboer et al., 2003;
Renkl & Atkinson, 2003). The primary feature occurs when an expert is able to explain his or
her cognitive thought while carrying out a complex activity under the watchful eyes of novice
learners (Schunk, Pintrich, & Meece, 2008). Coaching involves experts actively directing
attention by way of encouragement, feedback, and comments to students carrying out a task
(Merrienboer et al., 2003; Renkl & Atkinson, 2003). Scaffolding and fading are used to support
performance. For example, teachers offer prompts or reminders for learners not able to fully
manage a task without that assistance until they are able to do it on their own (Merrienboer et al.,
2003; Renkl & Atkinson, 2003; Mayer, 2008). Implementing these cognitive apprenticeship
components in a classroom setting direct teachers to provide a supportive learning environment
for students who are unable to comprehend material by guiding their zone of proximal
development – “difference between the child’s current level of performance and the level of
performance the child could attain with expert guidance” (Mayer, 2008, p. 462). Thus, cognitive
apprenticeship is an instructional strategy dependent on a social context to support the learning
process and construction of meaning, consistent with the socio-constructivist theoretical
framework guiding this study (Renkl & Atkinson, 2003).
The impact that cognitive apprenticeship has on student learning can be attributed to the
four instructional components used in the model and its effect on 21
st
Century skills development
– problem solving, curiosity and imagination, and initiative and entrepreneurship. For example,
in a study conducted by Evanciew (1994), a youth apprenticeship program was implemented to
provide students with an opportunity to acquire skills and knowledge under the guidance of a
mentor. Features of a cognitive apprenticeship model were applied using modeling, coaching,

20

scaffolding, and fading to explain tasks (Evanciew, 1994). Qualitative procedures such as
observations, interviews, and document analysis were employed to describe the experience
between mentors and learners in the program. The results of the study revealed that a youth
apprenticeship approach allowed for opportunities to learn new tasks, thus, increasing ones’
curiosity and imagination skills (Evanciew, 1994). In addition, an analysis of evaluations
reported from two different periods reflected an increased proficiency in areas of communication
and problem solving skills (Evanciew, 1994). It is important to note that although this study was
conducted in1994, its relevance still stands as it takes into account people’s perception of being
guided through a cognitive apprenticeship model, features of which remain the same today.
Positive outcomes of Cognitive Apprenticeship continue to serve as a catalyst for those
wanting to examine and redesign educational practices in an academic setting. In a more recent
study on Internships involving applied Cognitive Apprenticeship Characteristics, Noble (2002)
found that characteristics of the cognitive apprenticeship framework, such as modeling,
coaching, scaffolding, and fading were critical contributors to the development of ones’ expertise
level. For instance, interns were selected and placed in a site reflecting features of the cognitive
apprenticeship model or a control group, which lacked such characteristics. A qualitative
research design guided the data collection through observation, conversations, and interviews
with the interns, supervisors, and staff to account for perceived changes observed in the interns
(Noble, 2002). Results of the comparative analysis revealed that the presence of cognitive
apprenticeship features in an internship setting contributed to interns’ development of learning
and expertise, consequently, enhancing their initiative and entrepreneur skills (Noble, 2002).
In summary, both studies found that attributions of applied cognitive apprenticeship
instruction enhanced 21
st
Century skills development, while positively influencing student

21

learning and expertise (Evanciew, 1994; Noble, 2002). Furthermore, participants of the studies
reported this method to foster a perceived supportive environment for engagement in the learning
process, thus, providing more opportunity for accessing and analyzing of information – another
identified 21
st
Century skill (Evanciew, 1994; Noble, 2002).
Overall, research continues to support the socio-constructivist theoretical rationale that
learning cannot occur in isolation. Rather, the construction of meaning and critical thinking
involves cooperation between experts and novices. Merrienboer (2003) found that classrooms
emphasizing cooperative learning improve their work performance more than those focused on
individualized learning, presumably since it helps expand students’ development of the following
21
st
Century skills: collaboration amongst students, effective oral and written communication,
problem solving and critical thinking, curiosity and imagination, and initiative and
entrepreneurship. These are the skills that will afford high school students, not planning on
attending post-secondary school, the opportunity to increase their marketability as employers
now identify such characteristics to be appealing for the 21
st
Century corporate culture.
Impact on employability
Unprecedented changes in today’s world have brought about new demands needed for
one to successfully participate in the 21
st
century global economy. Known as 21
st
century skills,
companies are now seeking employees with capabilities to collaborate with others, write and
communicate effectively, problem solve and think critically, be curious and imaginative, and
demonstrate initiative and entrepreneurship (Wagner, 2008; Sawchuck, 2009). Furthermore,
business leaders are now frequently identifying higher-order, critical-thinking, communication,
and analytical skills as crucial for students to master when they enter a service-oriented and
global workplace (Sawchuk, 2009). Consequently, such capabilities favor high school students

22

poised to enter the workforce as studies show that being equipped with requisite 21
st
century
skills can lead to middle-class incomes even in the absence of college (Murnane and Levy,
1996).
Employers seeking to invest in their businesses do so with the expectation of gaining a
profitable return. As studies report that many high school students do not graduate with the
skillset that today’s jobs necessitate (Achieve, Inc., 2006; Lehigh, 2008), it is of no surprise that
companies are dissuaded from hiring applicants that do not possess the tools to immediately
move their companies forward. One finding estimated the cost of remedial training to be at
nearly $40 million a year for a single state’s employer (Achieve, Inc., 2006).
The appeal to hire students possessing 21
st
century skills may have to do with the cost-
effective benefits that companies can generate over a period of time. According to the American
Diploma Project (2004), today’s society requires a higher degree of specialization when making
decisions. Having the ability to collaborate with others positively impacts ones’ employability
level because he or she is able to work as a team to accomplish tasks in an efficient and effective
manner, thus, becoming a valued commodity. Some companies find collaboration to be an
essential asset to business practices since it allows people to work more fluidly across boundaries
(Wagner, 2008).
In addition to collaboration, having the ability to write and communicate effectively
impacts employability level because employers view it as a defining factor to the success of an
employee in the workplace (American Diploma Project, 2004; Wagner, 2008). Communication,
both orally and written, are important when wanting to express ideas, plan, and/or persuade
colleagues or costumers (American Diploma Project, 2004). The lack of such skills can result in
legal action for some companies, as unclear communication can get misinterpreted, thus, making

23

the employee a potential liability.
Employees who are able to problem solve and think critically become a valued asset to
companies promoting self-sufficiency. Corporations once known for their hierarchical
management styles have now become balanced (Wagner, 2008). Work is now defined by tasks
needing to be solved from the employee or as a team. No longer is there one person supervising
every employee’s work performance. Thus, employers benefit from hiring self-directed learners
who are able to identify and critically analyze new conditions as they arise, make educated
decisions based on past trends, ask good questions, and anticipate changes (Achieve, Inc., 2006).
Many companies strive to be the frontrunner of their competitors. Successful ones tend to
be the expert of their business space. Such ambition requires constant reorganization, risk-taking,
and discoveries to keep up with the ever-changing demands of the 21
st
century. Those who are
able to demonstrate initiative and entrepreneurship skills become desired assets for employers
seeking new opportunities for advancement (Wagner, 2008).
The ability to demonstrate initiative and entrepreneurship skills coincides with the
propensity to be curious and imaginative. Employers view people who possess these skills as
essential contributors to problem solving and to the development of new ideas for their
companies (Wagner, 2008), which, in turn, may improve the quality of life within the company
as novel employer-initiated ideas may be cultivated, improving sense of self-efficacy and
purpose.
Overall, the advantages of possessing 21
st
century skills are clear – there is more
opportunity for employment and success in how one performs (Sawchuk, 2009). Therefore, it is
pivotal that high schools prepare its’ students to master such capabilities so that he or she can
increase their marketability in a globally competitive economy.

24

Current Educational Practices within the American Public Education System
The growing demand for educators to equip public high school students with 21
st
century
skills is justified by the positive outcomes such skills exert on student learning and
employability. 21
st
Century skills also coincides with Bloom’s (2001) taxonomy of learning
which is said to occur when one is able to uncover knowledge, comprehend material, apply what
is taught, analyze information, synthesize new ideas, and evaluate findings (Anderson,
Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, and Wittrock, 2001). Furthermore, it is
supported by a socio-constructivist framework, which contends that learning cannot occur in
isolation, but experienced through social interaction (Packer & Goicoechea, 2000). As such,
several studies identified cooperative teaching strategies to be most effective for students seeking
to gain 21
st
century skills.
Since, United States legislation dictate what occurs within the American public education
system, the following section will begin with a discussion of the No Child Left Behind Act
(2002) to better understand how it serves as a guide to current educational practices.
No Child Left Behind (2002)
In 2002, disparities in academic performance between advantage and disadvantaged
students prompted the United States federal government to enact former President George W.
Bush’s – No Child Left Behind Act (NCLB) in an effort to close the achievement gap. It asserts
that by 2014, 100% of all students attending public education must be declared as proficient
(Wallis, 2008). Perceived to be the most important piece of federal education legislation in
thirty-five years (Peterson & West, 2003), NCLB (2002) places much emphasis on testing
children through the use of standardized exams and penalizes those public schools that fail to
meet their set standards by reducing federal funds (Wallis, 2008). Under the 2002 federal

25

legislation, bureaucratic accountability is emphasized to monitor and comply with standards and
regulations (Garn & Cobb, 2008). States are required to develop their own set of high-quality,
yearly student academic assessment that includes at a minimum, assessments in reading and
language arts, mathematics, and science (Garn & Cobb, 2008). Specifically, students in 3
rd

through 8
th
grade are required to test annually and test one time their sophomore year of high
school on reading and math. An annual Adequate Yearly Progress report, also based on test
scores, is required of each state to demonstrate yearly school progress in regards to percentage of
students scoring as “proficiency” level or higher (Garn & Cobb, 2008).
While No Child Left Behind (2002) attempts to ensure equal education for each student
through the use of standardized testing, it does not take into account variability in work pace at
which each child learns, hence, penalizing teachers for their inability to produce uniform test
scores (Wallis, 2008). Furthermore, generating successful test outcomes proves challenging for
educators working with severely underperforming students. Although some students may be in
6
th
grade, their reading level may be at 2
nd
grade. The pressure to catch up 4 grade levels in
order to successfully complete a state exam is virtually impossible (Garn & Cobb, 2008; Wallis,
2008). However, government’s rigid policies require uniformity of teachers in their management
of time, instruction, and use of terminology (Kozol, 2005). Hence, if a child does not understand
certain material he or she must move on to the next lesson to prevent teachers from getting off
track.
The inability of No Child Left Behind (2002) to take into account the obstacles that place
many underserved students at a competitive disadvantage seems to be recreating their destiny to
remain at the bottom of the social ladder. In addition, the pressure to score highly in order to
secure federal funding takes away from the true art of learning where students are encouraged to

26

become critical thinkers and explorers of information (Kozal, 2005). The following section will
offer an introspective analysis of how No Child Left Behind (2002) ignores a socio-constructivist
perspective of learning and in the process, undermines the importance of 21
st
century skills
attainment.
The disconnect between NCLB (2002) and a socio-constructivist theory of learning

The No Child Left Behind (2002) act holds schools accountable for increasing a student’s
academic performance. It is viewed as a potentially important step toward improving the quality
of education in the United States. Its promise to close the achievement gap between advantaged
and disadvantaged students and ensure that all attain academic proficiency has been challenged
by aspects beyond educators’ control (Garn & Cobb, 2008). The enacted policy, reliant on a
standards movement, has moved away from a socio-constructivist framework of learning into
one focused on rewards and punishments, without much room for deviation. Socio-
constructivism argues against intrinsic reward, public evaluation, grouping by ability level, and
performance-oriented goals (Rueda & Dembo, 1995). While NCLB (2002) led to a positivist
view of assessing performance, it erroneously overemphasized standardized testing. In the face
of “high-stakes testing and accountability...the resulting test-prep/test-coverage curriculum
undermines the process of individual and collective meaning making by encouraging the notion
that nothing matters more than figuring out the answers to the test” (Access, 2004, p. 36).
Contrary to a socio-constructivist perspective of learning, No Child Left Behind (2002)
relies on educators to teach state mandated curriculum by way of narrowed down practices, in
which lessons are provided and students are expected to memorize material. There is limited
room for exploration and debate. The NCLB (2002) act does not encourage strong relationship
building in the classroom because of its inability to measure such teamwork through

27

standardized testing (Wallis, 2008). Furthermore, educators are confronted with presenting
classroom instruction under artificial time constraints. According to a Los Angeles Unified
School teacher, lessons are to be presented in the classrooms, tested, and rarely revisited to
ensure that the state mandated curriculum be covered within the academic year (C. Quimoro,
personal communication, December 15, 2010). Such expectations pose an ethical dilemma for
educators seeking to teach all their students as NCLB (2002) does not take into account the
heterogeneity in work pace each child may progress. Studies show that children start off at
different levels academically and grow at different rates (Wallis, 2008). Consequently, teachers
are confronted with the tension of investing additional lesson time for those needing the
assistance or ironically, moving forward to remain on track regardless of who gets left behind.
Socio-constructivist’s view of learning as a social phenomenon relies heavily on the
construction of active participation to contribute toward one’s identity as a learner (Packer &
Goicoechea, 2000). Ideas need to be revisited, pondered, and used without limitations so that
significant learning can ensue. This type of learning involves connecting with other peers to
begin the process. Leaving some students behind while others continue to gain mastery of a
subject matter would discourage social activity from properly flourishing (Packer & Goicoechea,
2000), and the end result would mark the creation of an unequal distribution of knowledge
amongst peers.
Classroom practices guided by No Child Left Behind (2002) digress from a socio-
constructivist cohesive learning environment. Value is placed on mastery skills development for
testing as opposed to 21
st
century skills for survival in today’s complex economy. Some would
argue that this federal policy reflects superficial learning, as students are discouraged from
becoming critical learners and connecting with other peers (Meier & Wood, 2004). The reality is

28

that this one-size-fits-all test limits the number of ways in which students can be assessed. These
exams have not figured out how to appraise for collaboration, effective oral and written
communication, initiative and entrepreneurship, access and analysis of information, and curiosity
and imagination in a quantifiable manner (Meier & Wood, 2004). Consequently, the
development of such capabilities becomes less pervasive within the curriculum.
Students who plan on furthering their education have more opportunities to acquire 21
st

century skills considering colleges, universities, and vocational training schools are not
hampered by the constraints of No Child Left Behind (2002). However, those without
immediate or future plans to attend post-secondary education tend to remain ill-equipped to meet
the demands of today’s competitive job market who view these skills as essential to the success
of their companies (Wagner, 2008).
Educational Barriers Impacting 21
st
Century Skills Development
Despite socio-constructivist belief that learning is experienced through social and
collaborative interaction between learners and novices, the standards and testing movement of
No Child Left Behind (2002) have placed some teachers in a quandary as many are forced to
choose between their students’ needs and school expectations. The dilemma stems from students
not passing state mandated exams, thus, counting against the state’s report card and their
Adequate Yearly Progress report (AYP). The sanctions can range from schools having to pay for
students to go to other schools, firing school faculty, movement away of school resources,
federal control over schools, to lack of appropriate funding (Meier & Wood, 2004).
Unfortunately, such high-stake penalties result in some students getting left behind, isolated, or
ignored if unable to keep up with the rest of their peers.

29

Provisions of No Child Left Behind (2002) have, inadvertently, brought about mal-
adaptive practices in the public school settings, in turn, creating educational barriers for students
wanting to attain 21
st
century skills. Specifically, methods such as retaining students, pushing
them out, and dissolving teacher/student bond are being used as means to obtain high outcome
measures (Meier & Wood, 2004). Consequently, this creates a barrier to attaining 21
st
century
skills for those students who would very much benefit from them.
Retention and its effect on curiosity and imagination skills
With No Child Left Behind (2002) currently in effect, there is an increased reliance on
test outcomes to determine the quality or worth of schools and its students. In attempts to avoid
the penalties at stake, schools are now holding back elementary students who are unable to
demonstrate proficiency in reading comprehension (Meier & Wood, 2004). These one-size-fits
all tests are placing students at risk for retention despite findings that children learn to read at
different ages (Meier & Wood, 2004).
According to Cummins (1986), dramatic improvements in reading and verbal intellectual
abilities can result when combined with instruction that allows student to collaborate with
discussion and interpretation of texts. Yet, those who teach to the test ignore these socio-
constructivist supported strategies and instead use test preparation classroom methods that
involve “scripted lessons where they simply recite prompts for students or have children read
nonsense books, devoid of plot or meaning” (Meier & Wood, 2004, p. 39). There is limited time
for exploration of content when students are asked to follow other methods, hence, affecting their
mastery of reading skills essential to their learning. Such deficiencies are unmasked through low
reading scores, which then lead to retention of the student (Meier & Wood, 2004).

30

Similarly, some high school students face retention problems prior to entering their
sophomore year. Aware of the mandated state exams students must adhere to while in 10
th
grade,
schools are now holding back low performing 9
th
grade students so that they avoid taking these
tests that can impact their schools’ report card (Meier & Wood, 2004). Studies show that most
students who are retained in classes lose motivation to continue and end up dropping out of
school (Meier & Wood, 2004).
At the high school level teachers race to cover mountains of content, hoping their efforts
will encourage students to memorize the right terms for true/false or multiple choice exams
(Meier & Wood, 2004). Students who do not benefit from such efforts are then retained until
they no longer pose a threat to the school’s passing rate. Evidence clearly shows that when
students are retained in the same grade for more than one year, the likelihood that they will drop
out rises dramatically (U.S Bureau of the Census, 2002).
The use of retention as a tactic to avoid sanctions imposed by No Child Left Behind
(2002) creates a barrier toward the development of the following 21
st
century skill - curiosity and
imagination. Retained students begin to perceive their performance as inadequate, thus,
affecting their effort, participation level, and commitment to the learning process (Danielsen,
2009). This leads, not surprisingly, to a lack of motivation to explore and persist in an
environment unwelcoming to creative thinking.
Push-out and its effect on accessing and analyzing of information
Emphasis on test scores continue to negatively affect students as some teachers fall prey
to pushing out those who are not performing up to par. With sanctions put in place by NCLB
(2002) to penalize schools that demonstrate limited progress in their Annual Yearly Progress
report, teachers are indirectly encouraging underperforming students to leave schools or transfer

31

out. According to former Illinois educational superintendent Robert Schiller, “schools are
pressured to push-out truant or low-performing students in order to meet demands to improve
test scores” (Meier & Wood, 2004, p. 38). Robert Schiller attributes this increasing pressure to
provisions of NCLB (2002).
There are some schools that pride themselves as followers of their state’s Standards
Based Curriculum and boasts about their students’ above average scores on high school exit
exams (Meier & Wood, 2004). It is important to note that such favorable outcomes necessitate
further inquiry as many schools throughout the United States have taken great measures to
present passing test outcomes. For example, one particular high school in the metro Los Angeles
area seems to passively allow low performing students to drop or transfer out in order to
maintain their blue ribbon status (Meier & Wood, 2004). Ideally, they are transferred to a nearby
continuation school to complete the remainder of their high school credits.
Nationwide, there is a growing rate of student attrition between 9
th
and 10
th
grade (Meier
& Wood, 2004). During an interview with Mr. Walker, an academic counselor from the
aforementioned high school in metro Los Angeles, it became apparent that a majority of students
at the sophomore level are significantly lacking credits to graduate on time. Student grade reports
demonstrate earnings of over one thousand D’s and F’s for the hundreds of enrolled ninth
graders. According to Mr. Walker, about 30% were already or are in the process of being
referred to a local continuation school. Of those 30%, an estimated 70% are supposed to be at
tenth grade level (personal communication, December 1, 2010). Not surprisingly, rigorous
efforts are made to push out these students prior to reaching sophomore status because promotion
equates to participation in the mandated state exam. Researchers found that sophomore classes
have nearly 12% fewer students than freshman classes because they either dropped out or

32

repeated their freshman year (Haney et al., 2004). Consequently, if students do not pass ninth
grade, the odds of them graduating decrease by an estimated 80% (Haney et al., 2004).
Elbowing out low performing students discourages their access and analysis of
information – another 21
st
century skill, as they become disillusioned by their academic
struggles. The NCLB’s (2002) inaccurate measure of school performance functions under the
premise that all students enter the educational system with equal footing for academic success.
Since equality of opportunity is believed to be a given, students assume responsibility for their
own failure, thus, made to feel that they have failed because of their own inferiority (Cummins,
1986). Consequently, they become disengaged in school, continue failing their classes, and are
ultimately pushed out of school. These effects challenge their potential to collaborate with other
peers and access information about possible activities, tutoring, college requirements, and/or
scholarships, not readily available without inquiry, because of their absence from the school
setting.
Teacher/student bond – its effect on emotional support and access to 21
st
century skills

Provisions of No Child Left Behind (2002) are prompting the dissolution of the
teacher/student bond as some educators place more emphasis on teaching to the test than
relationships in the classroom. According to Meier & Wood (2004), some teachers expressed
disappointment in the profession because their work has become reduced to passing out
worksheets and drilling students on testing materials. The pressures to avoid termination place
teachers at a disadvantage who are unable to provide emotional support for their students, while
adhering to the demands of standardized testing.
In many ways, the role of a teacher varies according to need. He or she may take on
aspects of a parent or mentor, and even provide a supportive environment for those students who

33

are unable to attain it elsewhere (Meier & Wood, 2004). However, institutional constraints can
limit a teacher’s distribution of such resources for underperforming students due to the
overemphasis on students demonstrating mastery of the state mandated curriculum.
Relationships generally involve a commitment between those involved. The
establishment of trust provides both parties with a secure base for genuine interaction. In a
school setting, the relationship becomes even more critical as it can influence a student’s
academic success. According to Kizilgunes, Sungur, & Tekkaya (2009), people are more likely
to model behaviors observed by those they can relate with and/or have an emotional attachment
because such commonalities create a safe space for the observer to learn from the observed.
However, pressure to meet certain provisions of NCLB (2002) may prompt teachers to invest
their bond elsewhere if they perceive some students to be disengaged in the learning process,
thus, limiting the emotional support needed for students to do well. Therefore, it is imperative
that a learning environment be created, where students are able to feel supported, so that they can
confidently access the 21
st
century skills needed (ie; collaboration, oral and writing
communication, critical thinking, and problem solving) to enhance their potential for success in
the classrooms and beyond (Achieve, Inc., 2007; Wagner, 2008).
To conclude, provisions of No Child Left Behind (2002) have ignited some educators to
develop negative practices as a defense mechanism to avoid punishment and labeling as
incompetent. The results of retaining, pushing out of students, and dissolving the student/teacher
relationship has not only led some students to become disengaged from academia, it also created
barriers towards accessing the 21
st
century skills needed to compete in today’s global economy.
For some educators, the incentive to even foster these capabilities in the classroom is lessoned by
the fear of not meeting the demands of their state-mandated curriculum in a timely fashion. This

34

lack of preparation affects the quality of life for those students not planning to attend post
secondary education as their employment options become limited (Achieve, Inc., 2007; Wagner,
2008).
The Emergence of New Curricula and Pedagogical Practices to Address the Lack of 21
st

Century Skills Development in the Classrooms
The American economic future is at risk. High school students are lacking the preparation
needed to compete in a global economy that is predicated on knowledge and innovation (“White
House,” n.d). Employers are now asking that prospective candidates possess the following 21
st

century skills: critical thinking and problem solving; collaboration across networks and leading
by influence; agility and adaptability; initiative and entrepreneurship; effective oral and written
communication; accessing and analyzing information; and curiosity and imagination (Murnane
& Levy, 1996; Wagner, 2008). With only 33.2% planning to enroll in post-secondary education
after high school (Sable and Plotts, 2010), a disproportionate amount of students will compete to
take part in the workplace. The result is that employment opportunities for these individuals will
lessen because they are unable to meet the demands of the 21
st
century. According to a study
conducted by Achieve, Inc. (2007), “if American workers cannot meet the demand, the United
States competitiveness will diminish, thus, negatively affecting the living standards of millions
of citizens” (p. 5). Therefore, it is imperative that business communities and educators work
collaboratively to clearly develop a system that will align high school standards with workplace
expectations (Murnane, 1996; Achieve, Inc., 2007; and Wagner, 2008). Only then will students
be able to become productive citizens, advance in their careers, and improve their quality of life.
The following section addresses current efforts being made to align high school standards
with real-world expectations for the 21
st
century. Educators, CEO’s, and corporations are just a

35

few of many who are calling upon improvements in curriculum and pedagogical practices as
ways to foster 21
st
century skills in the education system (Wagner, 2008; Lehigh, 2008).
Consequently, several programs have been established to take on this challenge.
Year Up Program
In an effort to prepare students to be career ready, businessman Gerald Chertavian
founded the Year up program (Lehigh, 2008). The goal is to teach students the 21
st
century skills
needed for employability. The curriculum entails six months of communication coursework,
followed by a six-month corporate apprenticeship. Students earn a weekly stipend while
participating. The delivery of 21
st
century skills can be observed in their day-to-day activities:
students are expected to work collaboratively and problem-solve on tasks, they are required to
disassemble computers so that they can think critically on how to piece it back together, they are
encouraged to be imaginative and curious in learning, and they are prepared to conduct
appropriate conversation to promote oral and written communication (Lehigh, 2008).
These pedagogical practices have produced favorable results in student learning and 21
st

century skills attainment, with several companies identifying these participants as qualified
candidates for their establishments (Lehigh, 2008). Corporations are already making
recommendations to extend programs like Year up over the next few years (Lehigh, 2008).
American Diploma Project Network
In an effort to close the gap between student expectations in high school and that of the
21
st
century workplace, the American Diploma Project Network was formed to develop the
standards that would align high school curriculum with recipes for success in the workplace
(Achieve, Inc., 2007). The process involved collaboration between K-12 educators and business
communities. Focus groups of employers were formed from across the participating 29 states to

36

assist in creating academic standards that coincide with the demands of the business sector. The
goal was to ensure that the standards “reflected the core set of skills necessary for work readiness
and to identify specific standards that are especially critical for particular jobs” (Achieve, Inc.,
2007, p. 8).
Through collaborative efforts, participants in the American Diploma Project Network
created the following standards that support the growth of student learning while,
simultaneously, preparing them for participation in the 21
st
century global economy:
 In addition to literature emphasized by high school English standards, students should
also be reading material that are informational in nature, such as textbooks, manuals,
articles, briefs and essays since it is what they will most commonly encounter in college
or on the job (Achieve, Inc., 2007, p. 9).

 High schools emphasis on narrative writing should be replaced with informative or
persuasive writing considering most of the writing students will do in college and work is
just that. They will also be asked to use evidence to support their position, thus, research
should be encouraged as an important skill to develop (Achieve, Inc., 2007, p. 9).

 The ability to work in teams and orally present one’s work is cited by professors and
employers as critical for success. Therefore, students should be encouraged to work
collaboratively and taught effective oral and written communication (Achieve, Inc., 2007,
p. 9).

 College faculty and employers cite a broad range of mathematics content as important,
including number concepts, geometry, algebra, data analysis and statistics. State
standards sometimes fall short on data analysis and statistics and often give only
superficial treatment to important geometric concepts, such as proofs. Therefore, students
should be provided with opportunities to access and analyze information (Achieve, Inc.,
2007, p. 9).

 Reasoning and solving mathematical problems are often cited as the most important skills
for incoming freshmen and employees. Yet state standards do not always cover them
explicitly, thus, students should be taught to think critically and problem-solve
information (Achieve, Inc., 2007, p. 9).

Partnership for 21
st
Century Skills Group
As overwhelming research continues to underscore the importance of 21
st
century skills
development, the Partnership for 21
st
Century Skills (P21) group was formed to assist students in

37

developing such capabilities so that they are able to learn well and succeed in a competitive
global economy (Rivero, 2010). Since its inception in 2002, 15 states have partnered with P21 to
share best practices on ways to develop 21
st
century skills in the classroom. In an effort to help
educators identify ways to integrate 21
st
century skills into the teaching of core academic
subjects, P21 developed the following framework (Framework, 2009):

 Core Subjects and 21
st
Century Themes

Schools must teach the following core subjects that are essential to student success -
English, reading or language arts, world languages, arts, mathematics, economics,
science, geography, history, government and civics (Framework, 2009).

In addition, schools must promote an understanding of academic content at much higher
levels by weaving 21st century interdisciplinary themes into core subjects:

. Global Awareness
. Finance, Economic, Business and Entrepreneurial Literacy
. Civic Literacy
. Health Literacy
. Environmental Literacy

 Learning and Innovation Skills

Educators must promote learning and innovation skills since they are what separate
students who are prepared for increasingly complex life and work environments in
todays’ world and those who are not (Framework, 2009). They include:

. Creativity and Innovation
. Critical Thinking and Problem Solving
. Communication and Collaboration

 Information, Media and Technology Skills

The 21
st
century has become a technology savvy and media-driven environment. It has
been marked by access to an abundance of information, rapid changes in technology tools
and the ability to collaborate and make individual contributions on an unprecedented
scale. Therefore, educators must prepare students to be able to exhibit a range of
functional and critical thinking skills (Framework, 2009), such as:

. Information Literacy
. Media Literacy

38

. ICT (Information, Communication and Technology) Literacy

 Life and Career Skills

If students are expected to navigate the complex life and work environments in the
globally competitive information world, educators must require that students pay
attention to developing adequate life and career skills (Framework, 2009), such as:

. Flexibility and Adaptability
. Initiative and Self-Direction
. Social and Cross-Cultural Skills
. Productivity and Accountability
. Leadership and Responsibility

Overall, efforts are being made to reform education in a way that would prepare students
for the global economy. Programs such as Year up, the American Diploma Project, and
Partnership for 21
st
Century Skills are just a few of several initiatives aiming to close the gap
between current educational practices in the public school system and its disconnect from real
world expectations. Proponents of the 21
st
century skills movement would agree the mission of
the American education system should be to “develop socially responsible, employable young
people with lifelong learning skills” (Murnane, p. xvii). Through collaborative efforts between
educators and the business sectors, this mission is one step closer to being realized.
Conclusion
There are genuine concerns that the American educational system is ill preparing its
students to meet the demands of the 21
st
century global economy. In an increasingly knowledge
based world, employers are now asking that students possess the following 21
st
century skills
upon entering the workforce: critical thinking and problem solving; collaboration across
networks and leading by influence; agility and adaptability; initiative and entrepreneurship;
effective oral and written communication; accessing and analyzing information; and curiosity
and imagination (Murnane & Levy, 1996; Wagner, 2008). Such skills correspond with a socio-

39

constructivist theoretical perspective that learning cannot occur in isolation (Packer &
Goicoechea, 2000). Rather, the construction of meaning and critical thinking involves the
interaction between experts and novice learners (Packer & Goicoechea, 2000).
Empirical studies were examined of pedagogical strategies predicated from a socio-
constructivist framework. Evidence showed that collaborative learning methods, reciprocal
teaching, and cognitive apprenticeship approach stimulated 21
st
century skills development and,
in the process, favorably influenced student learning and employability (Wagner, 2008).
Since legislation continues to dictate what occurs within the American public education
system, the No Child Left Behind (2002) act was assessed to better understand how it serves as a
guide to current educational practices. Research uncovered that in an attempt to close the gap
between the haves and the have-nots, NCLB (2002) placed much emphasis on testing children
through the use of standardized state exams and has been penalizing those public schools that fail
to meet their set standards (Wallis, 2008). The NCLB’s (2002) reliance on educators to teach
state mandated curriculum under artificial time constraints has narrowed down practices, limited
room for exploration and debate, and discouraged strong relationship building in the classroom
(Wallis, 2008). Hence, it digresses from a socio-constructivist theory of learning experiences and
consequently undermines the importance of 21
st
century skills development.
Also, an argument was formulated to address how provisions of No Child Left Behind
(2002) bring about maladaptive practices in the public school setting (i.e. retaining students,
pushing them out, and dissolving teacher/student bond) and, in turn, create barriers for students
to attain the 21
st
century skills needed to compete in today’s global economy.
Lastly, current initiatives were identified in an effort to improve curriculum and
pedagogical practices that took into account the importance of 21
st
century skills development.

40

Programs such as Year up, the American Diploma Project, and Partnership for 21
st
Century
Skills were just a few of several endeavors considered that aimed to bridge the chasm between
current educational practices in the public school system and real world expectations.
The results of this literature review underscore what has been asserted: In order to
succeed in today’s global economy, high school students must possess and effectively apply 21
st

century skills, created from meaningful learning experiences, to negotiate the demands of the
workforce (Murnane & Levy, 1996; Wagner, 2008). At the same time, there is an incentive to
push for education reform in response to the findings that provisions from No Child Left Behind
(2002) are precluding attainment of 21
st
century skills (Wallis, 2008).
Many programs, such as Year-Up (Lehigh, 2008), have evolved to embrace educational
tactics that factor in the importance of 21
st
century skills development. States have begun to align
their high school standards to meet the demands of the job market, while others redefined their
mission statement to reflect the importance of developing socially responsible and employable
students. Such efforts are worthy of praise. However, it is important to note, that although well
intentioned, these interventions have been created by people who are not liable to provisions of
NCLB (2002), thus, immune to potential sanctions. For example, it was a wealthy businessman
who founded Year-Up, sessions did not take place in a public education setting, and there were
no mandated-state curriculum or standards to adhere to (Lehigh, 2008). Assessments were based
on observation and self-report. Similarly, the American Diploma Project Network and
Partnership for 21
st
Century Skills group were formed to collaborate and share best practices on
ways to develop 21
st
century skills so that students are able to succeed in a competitive global
economy (Rivero, 2010). They, too, are not held accountable to the demands of NCLB (2002),
which may explain why no assessments were created to measure for such capabilities.

41

Despite the fear of failing to meet NCLB (2002) requirements, some public schools,
directly affected by the policy, have begun to acknowledge the interdependency between the
global economy and a well-educated labor force. As a result, enthusiasm for integrating 21
st

century skills into the curriculum is now increasingly reflected in the mission statements of such
schools. The central motivation for this research is to 1) identify one school with multiple
academies reforming their educational practices and 2) critically examine factors impeding or
catalyzing its efforts to adequately prepare students to learn content within the context of 21
st

century skills – effectively serving as a blueprint for other schools seeking to transform.

42

CHAPTER 3
METHODOLOGY

Introduction
The previous chapters substantiated growing concerns that the American educational
system are not preparing its students to meet the demands of the 21
st
century global economy
(Wagner, 2008). High stakes testing, imposed by No Child Left Behind (2002), have placed
some teachers in a quandary as many are forced to choose between student’s needs and school
expectations. Students who do not plan on attending post-secondary education are most affected
as their ability to attain 21
st
century skills become limited. On the basis of this study, it is clear
that in order to succeed in today’s global economy, high school students must possess 21
st

century skills to negotiate the demands of the workforce (Wagner, 2008). The purpose of this
case study was to identify one urban high school with multiple academies, within the Los
Angeles, California area whose mission aims to prepare students for the global economy and
understand how 21
st
century skills are integrated into the execution of state mandated curriculum.
The study also aimed to address factors that impede or catalyze efforts to adequately prepare
students to learn content within the context of 21
st
century skills, and sought to consider how
current classroom practices taking place in this urban public high school are affecting student
preparation for the labor force.

43

Research Questions
The overarching research questions addressed in the study are as follows:
1. What preconditions must exist in order to integrate 21
st
century skills development
into the classroom with respect to the state mandated curriculum for high school
students?
The subordinate research questions are:
2. What strategies have been implemented so that Stony Brook High School can
embrace 21
st
century skills in response to the challenges they face in preparing for the
global economy?
3. How does Stony Brook High School define 21
st
century skills?
4. What criterion does Stony Brook High School use to measure mastery of 21
st
century
skills development?
5. How do political and economic challenges affect classroom experiences for students
subjected to mandate testing and for teachers who must prepare them?
These questions will inform how other schools can incorporate 21
st
century skills
development in the classrooms while teaching academic content. The focus of this study was on
classroom level strategies. Principals, assistant principals, teachers, and high school students
served as intended subjects for this case study to guide and produce results for the
aforementioned research questions.
Sample and Population
For this case study, purposeful sampling was used to identify one high school, with
multiple academies, that met the following criteria: (a) location is in metro Los Angeles,
California (b) a stated mission to prepare its students to take part in the global economy, (c)

44

success on the measure of API above other high schools within the surrounding area. Although
purposeful sampling limits ones’ ability to generalize findings with confidence, Patton (2002)
found that it could produce valuable information about issues of central importance to the
purpose of the research.
This study took place at Stony Brook High School (SBHS), located in the metro Los
Angeles area. Specifically, data was collected from Academy A and Academy B, of SBHS.
Each academy was recognized for its’ strong educational performance. According to a school
recent report, SBHS – Academy A produced an API score of 739 for the 2013-2014 school year.
The High School met AYP in 17 out of 17 AYP criteria and had a 91.36% graduation rate for the
2009-2010 academic year (DataQuest, www.cde.ca.gov). Enrollment for the 2013-2014 school
years consisted of 2,313 students. Of those students, 543 were enrolled in Academy A, 61.2%
were Hispanic or Latino, 30.8% were African American, 5.6% were Asian, and 2.4% were
Caucasian, reflecting the breadth of diversity evident in this school (DataQuest,
www.cde.ca.gov).
SBHS – The graduation rate at Academy B was 93.02% for the 2013-2014 school year
(DataQuest, www.cde.ca.gov). Enrollment for the 2013-2014 school year consisted of 2,313
students. Of that population, 525 were enrolled in Academy B, 62.8% were Hispanic or Latino,
29.9% were African American, 5.2% were Asian, and 2.1% were Caucasian (DataQuest,
www.cde.ca.gov), reflecting a similar diversity span to Academy A to allow for generalization.
This study included interviews with four administrators (two principals and two assistant
principals in charge of curriculum) and four teachers from the school site, Academy A and
Academy B. In addition, 80 students were presented with a questionnaire to complete from each
participating academy. Only 56 students completed the survey. The purpose of the survey

45

instrument was to gauge their perceptions and understanding of 21
st
century skills development
and to determine if it is in alignment with the perceptions of administrators and staff. The unit
of analysis of principal interest occurred at the administrator, teacher, and student level. The
four teacher and four administrator subjects captured a rich enough description of their dynamic
with the students in the context of 21
st
Century skills. The administrator perspective provided an
interesting account of the challenges from the leadership perspective and could be useful for
promoting questions that may be addressed in a future study.
Data Collection Procedures
This research investigation was a qualitative, descriptive-interpretive case study. It
included the use of open-ended interviews and surveys. A qualitative design was chosen because
of its ability to pursue a phenomenon of interest in a real world setting with no predetermined
core established by and for the researcher (Patton, 2002). In this study, the phenomenon of
interest was how one urban high school with multiple academies were able to incorporate 21
st

century skills as instructional strategy to teach state-mandated academic content. According to
Schwartz (2010), “a descriptive approach is used to depict an account of the phenomenon under
study, with interpretive analysis as a complement to develop conceptual categories, or to
illustrate, support, or challenge theoretical assumptions held prior to the data gathering” (pg. 62).
For this study, the primary tool used to collect data was open-ended interviews.
According to Patton (2002) and Yin (2003), interviews are important sources of case study
information as they yield direct quotations from people about their experiences, opinions, and
knowledge. Interview questions were established for the various participants taking part in this
study. They consisted of open-ended questions. The purpose for asking these types of questions
was to capture the thoughts of other people in a way that represents accurately and thoroughly

46

their points of view of what was being discussed (Patton, 2002). Such questions were created
and categorized into sections consistent to the five research questions.
Interviews were conducted to represent various stakeholders from each academy within
Stony Brook High School, such as principals, assistant principals, and teachers. Prior to
conducting the interviews, each interview subject were given a copy of the questions two weeks
beforehand to allow them sufficient time to reflect and prepare their thought process in order to
provide rich and detailed responses during the interview. All interviews lasted approximately 30-
45 minutes and took place in empty offices assigned for therapy use during times they are
unoccupied. They were recorded and notes were taken during each interview. According to
Patton (2002), note taking can help interviewers form new questions and stimulate early insights.
The interviews took place in the spring of 2015 during a time that did not take away from
classroom instruction and avoids disruption. During the interviews, administrators and teachers
discussed a variety of issues related to 21
st
century skills and globalization. These issues
included: a) defining 21
st
century skills; b) the understanding of the importance of 21
st
century
skills development; c) visions of how to best implement 21
st
century skills into the curriculum; d)
professional development plans for teachers to enhance their knowledge and build capacity for
21
st
century skills instruction; e) the maintenance and accomplishment of meeting accountability
measures while providing 21
st
century skills development; and f) a process for ensuring that the
essential discussions and strategic plans were in place in order to begin the reform process.
Administrators and teachers were asked these questions in an attempt to collect data
regarding the steps taken to enhance curriculum, using 21
st
century skills deemed essential by
future employers, to prepare students to compete professionally in national and global labor
markets.

47

The interview protocol is as follows:
Table 1: Interview Protocol

Research Question 1
What preconditions must exist in order to integrate 21
st
Century skills development into the
classroom with respect to the state mandated curriculum for high school students?
 What beliefs and policies must be in place to begin the process of reforming education to
meet the needs of the 21
st
century?
 What is the nature of the conversations that must occur to encourage your school to move
toward teaching a curriculum that implements 21
st
century skills development?
 How do you deal with resistance to change from teachers, administrators or the community?
Research Question 2
What strategies have been implemented so that Stony Brook High School can embrace 21
st
century
skills in response to the challenges they face in preparing for the global economy?
 How did you establish your vision of what a school should be in the 21
st
century?
 How did you work with your school to gain momentum for the integration of 21
st
century
skills in the classroom?
 What are the key elements that compromise 21
st
century learning? (Kay & Honey, 2006)
Research Question 3
How does Stony Brook High School define 21
st
century skills?
 Please describe the skill set students need to be successful in the global economy?
 How do students become innovative learners? (Kay & Honey, 2006)
 How can students take ownership of developing and tracking their analytical thinking and
problem solving skills? (Kay & Honey, 2006)
Research Question 4
What criterion does Stony Brook High School use to measure mastery of 21
st
Century skills
development?
 How are students assessed in their work performance?
 Are students expected to effectively communicate orally and in written format? Please
explain.
 Are students expected to access and analyze information? If yes, please explain.
 Is imagination and curiosity encouraged in the classroom? If yes, please explain how it is
captured in their assessment.
 Are students afforded the opportunity to take initiative in the lesson plan of the day?
 How are students encouraged to collaborate in the classroom? How are they assessed for it?
 How are students expected to think critically and problem solve? How are they assessed for
it?
Research Question 5
How do political and economic challenges affect classroom experience for students subjected to
mandate testing and for teachers who must prepare them?
 What are some of the challenges you have experienced when attempting to infuse 21
st

century skill development into the construct of the traditional educational system?
 What political challenges have you experienced in terms of implementing 21
st
century skills
development into your school/classroom?
 What economic issues or pitfalls have you encountered when attempting to bring about 21
st

century change to your school/classroom?

48

Eighty survey questionnaires were handed to the four teachers interviewed for this study
to administer to their class. The responses from the surveys were analyzed and recorded using
Microsoft’s Excel program to evaluate current data.
Data Analysis Procedures
The goal of this case study was to investigate and determine patterns of strategic planning
one high school, with multiple academies, used to incorporate 21
st
century skills as instructional
strategy to teach state-mandated academic material in the classrooms. Interview questions and a
survey questionnaire were created with the purpose of identifying this phenomenon, which
helped guide responses to the research questions. The researcher dissected and identified
recurring patterns and applied an inductive analysis strategy to the data that was collected
through the interviews and surveys. The inductive analysis approach is described as immersion
in the relevant details of the data to detect patterns, themes, and relationships followed, by a
synthesis that explores and then confirms patterns (Patton, 2002).
Once all interviews and surveys were completed, time was spent coding and analyzing
the collected data. Triangulation of all data sources was included to increase accuracy and
credibility of findings (Patton, 2002). All interviews were taped and transcribed verbatim to
reduce the risk of subjective interpretation. Transcription and data templates were developed to
record information by a categorization of the research questions and help establish themes
surrounding 21
st
century skills definition, pre-conditions that must exist to execute 21
st
century
skills development, implemented strategies, measurable criterion, and accountability constraints
that challenge implementation.
After manually coding the data, HyperQualLite, a qualitative data analysis computer
program, was used for entering, assessing, and linking data. This software used the Macintosh

49

system as an organizing database for handling the raw qualitative data that was collected once all
interviews and questionnaires were completed and available in word processing format. Using
this data analysis program, interview and field data were entered directly into individual virtual
index cards to create stacks of data. It was then tagged and linked to create new specific and
illuminating configuration. It is important to note that data analysis was created directly from
original participant responses during the interviews to maintain the fidelity of the study. The
findings were reported in the subsequent chapter.
Ethical Considerations
This proposal was submitted to the Institutional Review Board (IRB) at the University of
Southern California. In addition, written consent was obtained from the Cluster Director, who
oversaw Stony Brook High School and all its academies, along with other participating
interviewees. The purpose of these consent forms was to ensure that all subjects were voluntarily
consenting to involvement in the study. The consents also allowed one to terminate participation
at any time based on his or her discretion. A confidentiality form was also provided for each
participant prior to any interviews taking place stating that all information would remain
classified and destroyed upon completion of the study. It is important to note that all recording
devices were exposed to the interviewees. Lastly, pseudonym names were provided for the
school district, high school, academies, and all participants in the study to protect privacy.

50

CHAPTER 4

FINDINGS, ANALYSIS, AND DISCUSSION

To determine how Stony Brook High School are confronting the barriers of educating
students using 21
st
century skills as pedagogy to prepare them for the labor market after high
school, four administrators (two principals and two assistant principals) and four teachers (1
English, 1 Biology, 1 History, and 1 Geometry teacher) were chosen as the subjects of
interviews. In addition to the eight interviews, 80 surveys were sent to all four teachers to present
to their students in the classroom. The surveys were completed by 70 percent of the students
who received them.
The goal to transform a traditional school setting with the purpose of preparing students
for the 21
st
century prompted this study to examine the actions and perceptions of administrators,
teachers, and students, and the connections that occur in the classroom. Two instruments were
used for data collection. They are the following: (1) Survey Questionnaire for Students
(Appendix A), and (2) Administrator/Teacher Interview Protocol (Appendix B).
Five areas were covered using the interview protocol questions. These areas included: 1)
the preconditions that must exist in order to integrate 21
st
Century skills development into the
classroom with respect to the state mandated curriculum for high school students; 2) the
strategies implemented so that Stony Brooke High School can embrace 21
st
Century skills in
response to the challenges they face in preparing for the global economy; 3) how SBHS define
21
st
century skills; 4) the criterion that SBHS uses to measure mastery of 21
st
Century skills
development; and 5) how political and economic challenges affect classroom experience for
students subjected to mandate testing and for teachers who must prepare them. A series of sub-
questions was asked, within each major category, to gather more information and to distinguish

51

specific actions taken or ideologies held by the administrators and teachers that would influence
them to use certain practices to incite educational reform using 21
st
Century skills.
The administrators and teachers interviewed were chosen based on their disposition to be
interviewed and partake in research aimed at preparing students to meet the demands of
globalization using 21
st
century skills as pedagogy. Insights and systems were shared by the
administrators and teachers in their efforts to encourage educational reform using 21
st
Century
skills learning in their respective academies at their school.
The data presented in the study will be organized in the following manner: a) Each
research question, including the accompanying sub-questions, will be listed, and the responses to
each from those interviewed will be detailed; b) the results of the student survey as a whole will
be discussed; and c) an analysis of the individual interview responses and survey results will be
conducted. The information gathered from the study is primarily descriptive.
Findings
This study explored five research questions that set to educe strategies used by
administrators and teachers from an urban high school to enhance 21
st
Century skills learning
into state mandated curriculum. The research questions are as follows:
1. What preconditions must exist in order to integrate 21
st
Century skills development
into the classroom with respect to state mandated curriculum for high school
students?
2. What strategies have been implemented so that Stony Brook High School embrace
21
st
Century skills in response to the challenges they face in preparing for the global
economy?
3. How does Stony Brook High School define 21
st
century skills?

52

4. What criterion does Stony Brook High School use to measure mastery of 21
st
Century
skills development?
5. How do political and economic challenges affect classroom experiences for students
subjected to mandate testing and for teachers who must prepare them?
Research Question #1: What preconditions must exist in order to integrate 21
st
Century skills
development into the classroom with respect to state mandated curriculum for high school
students?
The four administrators and four teachers interviewed were asked as sub-question 1:
What beliefs and policies must be in place to begin the process of reforming education to meet
the needs of the 21
st
century? Administrator 1 stated that core values must first be established
and strongly supported by a school board policy in order for reform to happen. Administrator 2
stated that the in addition to having core values, 21
st
Century skills must be viewed as essential
and non-negotiable for our students to master. Policies must be created to support 21
st
Century
skills learning and have to financial resources available to secure it. Administrator 3 found that
there has to be a fundamental shift in educational delivery. According to administrator 3,
curriculum has to be innovative and created in a way that allows students to experience the
world. He further reports that curriculum should no longer be formatted to promote didactic
learning but rather interactive to foster critical thinking skills and not just regurgitation of
knowledge. Administrator 3 stated that schools must acknowledge the needs of the 21
st
Century
and what companies now want, thus, policies must be created to provide opportunities for
creativity using 21
st
century skills to guide practices. Administrator 4 specified that a solid
understanding of what 21
st
Century skills looks like and how it can be implemented into
curriculum is essential in order for all educators to embrace it and have an ability to integrate

53

such skills into curriculum. Also, administrator 4 underscored the importance of having policies
to provide reoccurring professional development to train teachers and school staff on how to
engage in the reform process. Teacher 1 indicated that there must be a strong commitment to
core values that promote 21
st
century learning in order for reform to occur in an educational
institution. Teacher 2 stated that educational leaders must have a strong conviction that every
student can learn, regardless of placement level, and that the schools will use the “whatever it
takes” model to accomplish student mastery of 21
st
century skills learning. Teacher 3 advocated
for establishing policies that provide students with opportunities to be innovative thinkers and
learners, and that rigid policies aligned with traditional ways of teaching should be abolished.
Lastly, teacher 4 contended that educational systems must be composed of progressive leaders
that believe the importance of providing 21
st
century skills for students, and the schools need to
include the community to support them by partnering up to offer students internship
opportunities to implement the skills learned.
The second sub-question asked in the interviews was: What is the nature of the initial
conversations that must occur to encourage your school to move toward teaching a curriculum
that implements 21
st
Century skills development? Administrator 1 found that initial
conversations should be centered on the growing demands of 21
st
century skills. This means that
one has to acknowledge that the labor market is shifting and new skills are needed to be
considered marketable. According to administrator 1, this discussion is necessary so that
educators have a clear understanding of the importance of preparing our students with 21
st

century skills learning. Administrator 2 suggested first looking at the vision of the school to
assess how educational leaders want to maneuver its’ practices. Administrator 2 stated that
educational leaders should spearhead a discussion that realistically breaks down the new

54

demands of the job market, which skills could be taught to students, and what SBHS has the
potential to become in terms of driving change for other academic institutions who want to
promote academic and vocational exploration. Administrator 3 also found that a discussion of
the school vision needs to take place and it should not only come from educational leaders but
the community should also have a say on how they foresee 21
st
century skills implementation
occurring in the classroom and, subsequently, the community. Administrator 4 stated that the
nature of the conversations must include a comparison of the needs in the 60’s and the needs of
the 21
st
century and what the schools are currently doing to adhere to the new needs. In addition,
administrator 4 found that a 21
st
century skills are too vague and the schools must define a set of
21
st
century skills that students must possess and figure out how the district can incorporate it
into the classrooms. Teacher 1 stated that teachers should drive the conversation of the
importance of 21
st
century skills development and spearhead how it will look like so that they are
able to define best classroom practices that promote such skills and, therefore, have easier buy-in
from the district level since teachers will already create most of the work. Teacher 2 stated that
conversations must occur to determine the seriousness in wanting to implement 21
st
century
skills into curriculum because in order to incorporate 21s century skills into the classroom, the
schools must allocate funds to provide the technological necessities needed for students to be
globally competitive with their counterparts. Teacher 3 stated that the nature of conversations
revolving around 21
st
century skills development must be presented as a skill set that would be
integrated into existing curriculum so students would have the tools to become successful and
productive learners once graduated from high school. Lastly, teacher 4 stated that conversations
about how to create community buy-in should be initiated to encourage partnership building and

55

create collaborative efforts so that students are afforded opportunities to gain real world
experience and master 21
st
century skills learning.
The third interview sub-question asked: How do you deal with resistance to change from
teachers, administrators or community? Administrator 1 found that when there is a clear vision
and attainable goals to meet that vision, it becomes less foreign and; therefore, intimidating.
According to administrator 1, there needs to be constant professional development occurring
where goals get tackled one step at a time, as opposed to trying to tackle multiple goals at once
because it is less overwhelming. Administrator 2 expressed the importance of clearly set
expectations for all involved with the school, including following the school’s core values,
collaborating with colleagues, and being resourceful. Administrator 3 shared his experience
working with veteran teachers who were “stuck in their ways”. Administrator 3 found that
veteran teachers were not open to change because they were unfamiliar with 21
st
century skills
and how they could apply it to instruction, and they were satisfied with utilizing a didactic
learning approach. Administrator 3 stated that because it was non-negotiable to include 21
st

century skills to curriculum, the school created mentors and paired up teachers who had a
mastery for incorporating 21
st
century skills learning with veteran teachers who were all too
unfamiliar with the skills. According to administrator 3, this coaching method has proven to be
effective. Administrator 4 felt that the best way to deal with resistance to change from teachers,
administrator, and the community is to present the benefits of 21
st
skills learning. Administrator
4 stated that by presenting the gains from an economic and personal standpoint, all relevant
stakeholders would be more inclined to partake in this style of learning. Teacher 1 managed
resistance to change from other teachers by discussing the benefits of 21
st
century skills learning
in the classroom. Teacher 1 found that applying 21
st
century skills learning into instruction made

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teaching time more meaningful and it also created less busy work for teachers because they
allowed students to guide discussions and explore themes, as opposed to, teachers constantly
having to lead lessons. Teacher 2 dealt with resistance from teachers by providing opportunities
for them to adapt to change and learn new skills through professional development. Teacher 2
stated that the district focused on the teacher as a learner and expected the administration to
model desired behaviors when it came to facing challenges and learning new skills. Teacher 3
stated that one of the best ways that the district navigated resistance to change way by aligning
the skills and supporting teachers in including it in their daily instructional practices. According
to teacher 3, subject coaches met with teachers weekly to ensure that 21
st
century skills were
incorporated into the plan and if it was not, they would provide a scaffolding technique so that
teachers can master the process. Teacher 3 found that creating a culture where teachers are
viewed as learners as well set a tone that they do not have to be perfect and there will be
someone (i.e.; subject coach) to guide them through the process. Teacher 4 recommended
looking at a district’s mission statement to gauge the district’s rhetoric. Almost every district’s
mission statement outlines a desire and a commitment to doing what is best for students and
preparing them for the 21
st
century, so if there is resistance to change, it is time to engage in
serious discussions related to the mission statement and come to a consensus on how to best
increase student learning.
Research Question #2: What strategies have been implemented so that Stony Brook High
School can embrace 21
st
Century skills in response to the challenges they face in preparing for
the global economy?
The first sub-question asked of the administrators and teachers were: How did you
establish your vision of what a school should be in the 21
st
century? Administrator 1 stated that

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the school educational leaders meet each year to discuss and assess what is working and not
working to meet the vision. Administrator 2 stated that every summer the school comes together
and revisits personal goals and objectives created the year prior, issues and concerns get
addressed on what work and didn’t work, and collaboration ensues to make sure that new
objectives are related to the vision of the school. Administrator 3 found that the vision of what a
school should be in the 21
st
century was already established when he began working at Stony
Brook High School. According to administrator 3, the school’s vision supports instruction that
includes 21s century skills building, thus being a progressive school. Administrator 4 stated he
was a witness to Stony Brook’s progression from traditional to innovative learning. According
to administrator 4, when the school board began discussing 21
st
century skills, the discussion
centered on how to best prepare students for career opportunities and how to capitalize on ways
students are thinking and engaging in the world. He further stated that the school board then
began to scrutinize the courses being offered to students as part of the California A through G
requirements. The school board ensured that their visions were in alignment in order to create a
plan to offer students the skills necessary to succeed in the 21
st
century. Teacher 1 stated that the
school took a progressive role to reform after closely analyzing the changing demands of the
global economy and through relevant research. Teacher 2 stated that her vision was of what a
school should be in the 21
st
century was established by visiting other schools in more affluent
communities. Teacher 2 found that there was more room for innovative learning and students
had more control of what and how they wanted to learn. Teacher 2 observed such students apply
21
st
century mastery level skills in their everyday routine and she found that fascinating and
thought “why not my school, where I teach now?”. Teacher 3 felt that a vision for the school
district was created by a team of educational leaders set on innovative ways of learning. Teacher

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3 stated that once the vision as established, the educational team created steps to make it happen.
Teacher 4 replied that collaborative efforts amongst all relevant stakeholders led to an
established vision for Stony Brook High School. According to teacher 4, once it became
apparent that the needs of 21
st
century were shifting, there was a willingness from all parties to
want to change so that the school could be seen as a driving force in preparing our students for
the 21
st
century.
The second sub-question followed: How did you work with your school to gain
momentum for the integration of 21
st
century skills in the classroom? Administrator 1 responded
that he, along with other administrators and teachers were invited to take part in the curriculum
planning for the purpose of aligning their goals where student performance was the number one
priority. Administrator 2 stated that collaborative efforts helped to gain momentum for 21
st

century skills in the classroom, and such efforts helped to realize the school’s vision because
there was direction on how to differentiate student learning and course offerings to increase the
implementation of 21
st
century skill development. Administrator 3 also echoed what
administrator 1 shared about taking part in the curriculum planning. Administrator 3 also stated
that everyone on the panel was encouraged to share out their vision of what 21
st
century learning
would look like at Stony Brook High School. Administrator 4 stated that evidenced based
research on teaching strategies were explored that helped promote 21
st
century skills into
curriculum. According to administrator 4, not only would published articles be shared out but
also everyone on the panel was able to provide their contributions of how 21
st
century skills can
be incorporated into instruction for each subject matter. Teacher 1 shared that she was part of
the collaboration process and she was able to share out what she viewed as best teaching
practices and how it is in alignment with 21
st
century skills learning. Teacher 2 stated that

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coming out of graduate school two years prior really helped her in identifying innovative ways of
teaching because she learned about how the global demands are shifting in graduate school.
Teacher 3 stated that conversations ensured relating to the skills sets educational leaders believed
would be crucial components of students’ daily instructional experiences. Teacher 4 stated that
as a first year teacher, she was not part of the discussion piece that took place on ways to move
the school toward 21
st
century skills development. She did, however, share that part of her
coaching involved having a lead instructional coach support her in creating lesson plans that
incorporate 21
st
century skills development.
The third sub-question asked: What are the key elements that compromise 21
st
century
learning? Administrator 1found that one of the key elements that compromise 21
st
century
learning is not having clear goals of how such learning should take place, since without direction
teachers will have a difficult time navigating 21
st
century demands in unison. Administrator 1
explained that it is important to have a long-term plan in place as a guide for 21
st
century skills
development. Administrator 2 stated that limited resources in education can compromise 21
st

century learning because more emphasis may be placed on other challenges that seem more
pressing to those without an innovative mindset. Administrator 3 believes that people’s
resistance to change can compromise 21
st
century learning because they are unwilling to learn
how to incorporate necessary skills sets to prepare students for the future. Administrator 4 found
that the pressures to adhere to California’s rigid curriculum, based as it is on the state standards,
may divert teachers to a traditional way of teaching because it is essential for all students to
follow the A through G path. Teacher 1 found that veteran teachers are more stuck in their ways
of teaching and it is difficult to shit their mindset. She stated that this may compromise 21
st

century skills development for all students because only some will be able to fully develop such

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skills depending on what teacher the student gets for a particular class. Teacher 2 cited that
limited resources might compromise 21
st
century skills development because the school may not
always be able to fund projects, field trips, or technological advancements that would be
essential for students to engage in to further their skills. Teacher 3 found that delving into the
unknown could become a barrier in furthering 21
st
century skills development because it is
human nature to shy away from what is not familiar to them. Similar to teacher 1, teacher 4
found that veteran teachers are less swayed to create innovative ways of learning and when
budget cuts occur, it is those veteran teachers that get to stay and the new ones who are more
malleable get pink slips.
Research Question #3: How does Stony Brook High School define 21
st
century skills?
The first sub-question stated: What are the skill sets students need to be successful in the
global economy? Administrator 1identified the following skills that students need to possess:
(1) Collaboration among students; (2) effective oral and written communication; (3) ability to
foster critical thinking and problem solving skills; (4) agility and adaptability; (5) initiative and
entrepreneurship; (6) accessing and analyzing of information; (7) curiosity and imagination.
Administrator 2 believes that students need a skill set and instruction that combined the
traditional curriculum of reading, writing, and arithmetic with instruction in critical thinking,
accessing and utilizing information, and understanding how the world has changed.
Administrator 3 shared that students must experience agility and adaptability in learning. They
must be receptive to new learning and think outside of the box. They must use their curiosity to
foster imagination. Administrator 3 found that teachers should be the drivers to encourage such
learning and skill set development. Administrator 4 stated that effective oral and written
communication are key skills that students must master to be successful in the 21
st
century.

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According to administrator 4, teachers must equip students with the skills to write clearly, speak
articulately, and think logically to be successful in the 21
st
century since they are essential for the
global economy and post-secondary education. Teacher 1 articulated that students must develop
the skills of adaptability because there are constant technological advances occurring each day,
therefore, students, must be able to adapt to the reoccurring changes so they can continuously be
proficient in technological skills to function in the 21
st
century. Teacher 2 said that students have
to learn how to be critical thinkers so they have the capacity to analyze information and
understand information from an abstract lens. Teacher 3 identified that problem-solving skills
are essential to be successful in the 21
st
century. According to teacher 3, companies’ desire
employees who are able to problem solve on their own because it requires less handholding and
micro-managing. Teacher 4 explained that imagination and curiosity are skills that are essential
for the global economy. However, teacher 4 contends that traditional schooling does not promote
such learning. On the contrary, students are discouraged from exploring and confined to rigid
instruction. Teacher 4 stated that the reason she accepted a position at Stony Brook High School
was because of the flexibility that are given to teacher to lesson plan, as long as it incorporates
21
st
century skills into curriculum.
The second sub-question asked: How do students become innovative learners? (Kay &
Honey, 2006). Administrator 1 reported that students become innovative learners with the
appropriate support from school, administrators, staff, and community stakeholders. According
to administrator 1, the initiative to promote innovative learning is prevalent at Stony Brook High
School, as evidenced by the vision of the school. As such, the message is constantly relayed that
it is important to be committed to the school vision. Administrator 1 said that strategies are
constantly devised and revised to ensure that the school objective is realized. Similarly,

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Administrator 2 shared that by creating a welcoming learning environment and encouraging
students to be in charge of their learning, students will feel safe to become innovative learners.
Administrator 2 also acknowledged the realities of CA education standards and how it can easily
impede in the innovation learning process because it takes away student interest on subject
matters. However, he did point out that although there are state standards, it does not mean we
cannot be innovative in our approach of teaching and the use of coaching can help encourage
that. Administrator 3 echoed administrator 2’s explanation and discussed how the school has
established a support program to structure expectations for student learning. Administrator 3
also discussed how there is less rigidity in curriculum at Stony Brook High School, thus,
increasing student motivation to become innovative learners. Administrator 4 stated that
students become innovative learners by being given opportunities to be creative and they should
be allowed to discover ways to express what they have learned in various ways that are
applicable to the real world. Teacher 1 found that students become innovative learners when
they are able to apply knowledge learned into the real world and learning shouldn’t just be
restricted to the classroom. Students should venture out by taking community college courses
and partake in city council meetings to truly understand how their knowledge can be applied.
Teacher 2 explained that students could only be innovative if high expectations are set and an
encouraging and supportive environment is established by way of coaching. Teacher 3
acknowledged that innovation doesn’t happen overnight. It is a process that needs to be
introduced, developed, guided, and encouraged not only by the schools, but by the families and
communities too. Similarly, teacher 4 found that innovation must occur in school, and that
students must be coached on how to generate ideas, test those ideas, and have the opportunity to
consider if those ideas could be successful for further development.

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The third sub-question posed was: How can students take ownership of developing and
tracking their analytical thinking and problem solving skills? (Kay & Honey, 2006).
Administrator 1 mentioned that students have access to their grades and performance measures
through a program called PowerSchool and are able to track their academic progress, which
allows the students to have more ownership of their grades. Administrator 2 also identified
PowerSchool as a tool that was developed and granted access for students and families to track
their overall academic progress, class assignments, and percentile level. Administrator 2 stated
that having such information readily available for any student creates a sense of accountability
for him or her, similar to the real world. Administrator 3 found that having a program such as
PowerSchool available for all students and families provides them with a sense of control and
ownership into their education. Similarly, Administrator 4 echoed administrator 3’s sentiments.
He went on to further explain how Stony Brook High School teaches with transparency, meaning
there are no hidden agendas to students getting a certain grade because they are able to monitor
their progress from the first day they step into class for instruction. Teacher 1 found that having
a program, such as PowerSchool, available to all students took away a student’s ability to make
up excuses for not turning in work. For example, teacher 1 no longer hears the following
excuses from students, “I didn’t know I had an assignment due” or “I didn’t know it was due
today”. Teacher 2 stated that with PowerSchool, more expectations are placed on students to
manage their education. This allows students to develop into young adults and equip them with
the tools necessary to become self-advocates once they are in the real world. Teacher 3
underscored the importance of having all students have equal access to a computer to monitor
their academic progress. Teacher 3 explained how accessibility became a topic of conversation in
last school years’ planning. There was an urgency to ensure that all students were able to access

64

a computer to manage their grades to prevent disparities. Teacher 3 stated that such concerns
prompted the school to create computer lab hours so students can utilize them an any given time
on weekdays from 7:30am to 6pm and Saturdays from 9am to 5pm. Teacher 4 also claimed that
students must have access to a computer so they can track their academic progress and receive
continual feedback from teachers to take ownership of the learning process. According to
teacher 4, when a student has access to his or her learning progress, it allows for them to become
actively engaged in their school and learn how to problem solve. Teacher 4 found that
PowerSchool provide students to with the efficacy to navigate their own learning process.
Research Question #4: What criterion does Stony Brook High School use to measure mastery
of 21
st
Century skills development?
The first sub-question asked: How are students assessed in their work performance?
Administrator 1 stated that students at Stony Brook High School are assessed in their work
performance using the following guidelines: summative assessments (50% of overall grade),
formative assessments (30% of overall grade), class participation (15% of overall grade), and
homework (5% of overall grade). Administrator 2 explained that teachers use the Assessment
Triangle to measure student learning which are made up of three components: cognition –
thinking and learning of students within the subject domain, observations – tasks for students to
practice and demonstrate their knowledge and skills, and interpretations – methods and tools to
measure observations. Administrator 3 emphasized the importance of aligning assessments with
objectives. He stated that assessments are created to provide educators and students with
evidence of how well the students have learned what was intended for them to learn.
Administrator 3 said that assessments at Stony Brook are designed based on what the school
wants students to learn, therefore, since the vision of the school is to instill all students with 21
st

65

century skills, then assessments will be designed to measure critical thinking skills, creativity,
imagination, applicability, and many other skills. Administrator 4 further explained that aligning
assessments with learning objectives increase the probability of meeting the school’s mission and
good learning will ensue. Teacher 1 explained that assessments are based on the type of learning
objectives. For example, if the goal is to test for recognition, then an objective test will be
provided that include multiple-choice questions or filling in the blank. This would be considered
a formative exam and would not hold as much weight on a student’s grade as a summative exam
would because the overall goal of learning is to become critical thinkers, not robots. Teacher 2
and teacher 3 underscored the importance of building levels of comprehension. Teacher 2 found
that regurgitation of information is not as valuable as developing comprehension skills because it
necessary for 21
st
century learning. Teacher 4 stated that to test for understanding, assessments
are created where students are asked to interpret, infer, compare, and explain information.
Having students complete papers or engage in speeches would do this. Teacher 4 went on to
explain that summative assessments are worth the most in a student’s grade because they are the
exams that test more for 21
st
century skills development.
The second sub-question asked: Are students expected to effectively communicate orally
and in written format? Please explain. Administrator 1 explained that there are four domains in
the English and Language Standard that are used in the classroom to prepare students – reading,
writing, listening, and speaking. This standard was created to align with 21
st
century skills
development in the classroom because effective communication and writing are key ingredients
to becoming successful in the 21
st
century. Administrator 2 found that emphasis on oral
communication and writing in the classroom prepare students to become effective agents of
change in the real world. They also become more marketable by employers who seek are

66

seeking innovative learners to represent their companies. Administrator 3 stated that traditional
teaching methods do not encourage oral communication. This poses a barrier for students who
are not comfortable in front of an audience because it makes them less marketable for the new
demands of the job market. Similarly, Administrator 4 contended that in the past, not enough
students were offered opportunities to develop their written and oral skills, hence, instilling a
sense of insecurity or handicap for the student when exposed to the real world. Teacher 1 found
that through debates, students are able to find meaning in topics they have learned and afforded
opportunities to develop their oral skills by defending their stance based on what they have
learned. Teacher 2 stated that students at Stony Brook High School are constantly expected to
utilize their oral and writing skills to demonstrate learning. For example, each student is
expected to complete a final by creating a power point presentation and orally defending their
findings. This presentation is in conjunction to the analytical essays they are expected to
complete prior to presenting. Teacher 3 discussed that in order to promote effective oral and
written communication in the classrooms, smaller projects are assigned to get the students
acclimated to the experience. They are asked to write short essays each week on a topic learned
and are expected to share out their findings during class discussions. Teacher 4 stated that all
students are expected to participate in oral and written communication methods. Teacher 4 uses
the debate technique to develop oral and written skills for the students. By having students write
down their arguments, it creates a thought process that is clear and supported by evidence and, in
turn, creates a sense of confidence to present their findings to their peers.
The third sub-question asked: Are students expected to access and analyze information?
Administrator 1 underscored the importance for students to be able to access and analyze
information. According to administrator 1, student who are able to develop this skill are then

67

able to assess the quality and relevance of information. This is important because the amount of
information readily available via the Internet and at its speed would require someone to have the
ability to filter what is relevant or not for a particular matter. Administrator 2 found that the way
teachers develop such skills in their students is by assigning the students research projects where
they are encouraged to use a variety of sources to strengthen their argument. Administrator 3
believed that students with the ability to access and analyze information are also able to decipher
between facts and opinion and evaluate the arguments of others. This is important because
students must be able to make strong arguments and defend them with strong evidence in the 21
st

century, since the world is not functioning on evidence based practices and not instincts.
Administrator 4 stated that one of the ways that instructors teach students how to access and
analyze information is by exposing students to a variety of research articles and teaching them
how to analyze each for strength and weaknesses. Teacher 1 agreed that students are expected to
access and analyze information during their learning process because it creates the rigor in
getting them to a higher and more concise level of thinking. When students are taught to analyze
information they begin to look at the material from a different lens and no longer is it a cookie
cutter lesson plan. Teacher 2 consented and stated that students who are able to access and
analyze information are able to differentiate, organize, and attribute their thoughts. This is why
teacher 2 creates activities in the classroom that require students to discriminate research data,
determine bias, and identify underlying intent behind an author’s publication. Presenting
students with case studies, critiques, and other similar assignments fosters analytical skills.
Teacher 3 agreed that at Stony Brook High School, students are encouraged to be analytical
thinkers when taking on a researcher role because it helps them to manage conflicting or unclear
information. According to teacher 3, in the real world it becomes necessary to persuade others to

68

take a stand on an issue, but it cannot happen unless the person has an understanding of the
various data that is available and is able to identify what is relevant to their specific cause.
Teacher 4 explained that in order for students to access and analyze information, they must be
asked a variety of questions and be taught how to respond to them. Teacher 4 illustrated how
students are able to develop this 21
st
century skill in her class by initially fostering a debate in the
class and then allowing students to challenge stances using evidence-based research.
The fourth sub-question asked: Is imagination and curiosity encouraged in the classroom?
If yes, please explain how it is captured in their assessment. Administrator 1 stated that
imagination and curiosity is encouraged in the classroom because it is one of many 21
st
century
skills needed to succeed. They are also skills that motivate student learning. Administrator 2
further stated that encouraging imagination and curiosity in the classroom captures student
interest because they are encouraged to think outside the box. There is no right or wrong answer.
Students must come up with their own logic as to why they choose to execute an assignment the
way they do and as long as there is a clear rationale and evidence to support their stance, they
will receive full credit. Administrator 3 found that thinking outside the box is the best way to
foster imagination and creativity, which is why teachers are expected to assign students with
projects that will stimulate their thought process. Administrator 4 strongly supported Stony
Brook High Schools’ approach to encourage creativity in the classroom. He stated that to create
students have to be able to generate, plan, and produce ideas. Administrator 4 identified the types
of assessments that must happen to measure for creativity. He stated that teachers are expected
to assign students research projects, essays, business plans, or even performances to measure for
imagination and curiosity. Teachers must also have a rubric in place for students to follow as a
guide. Juries should be formed to provide feedback. Teacher 1 stated that assignments are given

69

to students that require creativity to stimulate thought process. The goal in such assignments is
for students to find ways to make connections from what they have learned to the real world
because it reflects applicability and imagination. Teacher 2 agreed that encouragement is
constantly occurring in the classroom for students to think more critically in order to foster
creativity. Teacher 2 explained that when students are given assessments, they are asked
questions that encourage a deeper level of thinking. They are asked to critically articulate their
thoughts through writing, presentations, and discussion. Teacher 3 and teacher 4 contended that
educators could not simply give students true or false questions about the civil rights movement
because their cognitive or imaginative skills are not being developed. Rather, when the lesson
about the civil rights movement has been covered, a students’ comprehension of the movement is
assessed by being asked to identify current issues that parallel similar struggles that the civil
rights movement brought about. Teacher 4 found that the skills students use to answer such a
question provokes creativity and the use of imagination.
The fifth sub-question asked: Are students afforded the opportunity to take initiative in
the lesson plan of the day? Administrator 1 reported that lesson planning is created based on the
objective of the course. Each class must meet certain domains in order for a student to be
considered proficient in the subject matter. Therefore, students have not been afforded the
opportunity to partake in lesson planning. Administrator 2 stated that although students are not
part of the lesson planning, he is not opposed to the idea of receiving student input on the types
of class objectives they would like to see covered. Administrator 2 agreed that students have the
right to express what they want to learn and it will be a topic of exploration in the near future.
Administrator 3 explained that California measurement for academic success makes it
problematic for students to partake in lesson planning because there are guidelines that must be

70

followed. However, Administrator 3 does encourage students to provide input on topics they
would like to see be covered. Such input would be taken into consideration as long as it aligns
with the mission of the school and meets the domains of the subject matter. Similarly,
Administrator 4 agreed that although students do not have a direct influence in lesson planning,
their feedback is always welcome. Teacher 1 stated that she would not be opposed to the idea.
According to teacher 1, students can express themselves through asking questions, starting
conservations around the material or making suggestions on what they would like to learn from
the objective of the day. Teacher 2 agreed that student feedback on topics they would like to see
covered would be taken into consideration during lesson planning. If the lesson has already been
created, teacher 2 would be willing to make adjusts to the lesson or refine the lesson based off
student responses. Teacher 3 expressed that although it seems ideal for students to partake in
lesson planning, it is not something that she can foresee occurring for a while. According to
teacher 3, there is too much red tape around lesson planning. Teacher 4 concurred and added
that there are already challenges in planning lessons. Teachers have the freedom to plan lessons
but administrators must approve it because they have the final say. Teacher 4 explained that
students would have to allow ample time for teachers to incorporate their ideas should it be
allowed in the future because it is time consuming to go back and change lesson plans and then
seek approval.
The sixth sub-question asked: How are students encouraged to collaborate in the
classroom? Administrator 1 explained that using a peer-to-peer learning approach or a student-
led learning technique encourages collaboration in the classroom. Administrator 1 discussed how
teachers are taught strategies to facilitate this style of learning. In doing so, it promotes a sense
of shared responsibility among the students. Administrator 1 stated that students are assessed in

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groups and this approach increases a student’s accountability level because their contribution,
ultimately, affects their peer’s grade. Administrator 2 stated that peer-to-peer and student-led
learning strategies encourages students to unravel and explore problem sets by asking questions
and offering explanations to support their stance. It also prepares them for college life where
they will be interacting with people from various background and experiences. Administrator 3
reiterated the use of peer-to-peer strategies and student-led teaching techniques as approaches
that Stony Brook teachers use in the classroom to encourage collaboration. Administrator 3
found that collaborative learning increase a student’s social capital because he or she looks at
their peer as a valued asset to their learning process. Administrator 4 purported that creating a
culture of collaboration is one of the most cost-effective process to establish because it does not
take hours of professional development to execute this modality of learning. He does emphasize
that to create a culture of collaboration, there needs to be a level of trust in the students and their
strengths must be valued. Teacher 1 stated that during class, students are encouraged to ask each
other questions about a topic or problem before asking the teacher. The purpose of this method is
so that students learn to depend on each other for their collective knowledge growth. Teacher 2
stated she promotes a student-led learning style in her classroom. According to teacher 2,
students are encouraged to share knowledge with each other by way of class discussions. For
example, when analyzing English literature, students are asked to interpret a character’s
motivation to engage in a certain type of behavior, using key points in the text as their evidence.
Students usually have various reasons to explain their standpoint but the key is not come to a
uniformed thought process, but rather to develop the ability to challenge each other’s ideas and
articulate their own. Teacher 3 found that student-led learning style in the classroom encourages
collaboration among students because each are encouraged to share their take on a certain topic

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and it, ultimately, creates a broader perspective of different ideas. The bigger lesson learned in
this process is that one does not necessarily have to be correct, but if he or she is able to prove
their theory, then it becomes a valid argument. Teacher 4 added that peer-to-peer teaching and
student-led discussions teaches students to be more proactive and depend on each other for their
personal and academic growth. Teacher 4 emphasized how such lessons are essential for 21
st

century.
The seventh sub-question asked: How are students expected to think critically and
problem solve? How are they assessed for it? Administrator 1 stated that students are considered
to think critically and problem solve when they can think logically, as opposed to emotionally.
Administrator 1 found that students who are able to evaluate broad perspectives and are willing
to reassess information based on new findings have mastered the ability to think critically. He
further discussed how teachers assign students with an end of the year project in which they are
expected to develop a program design – the student identifies a problem and then creates a
program to alleviate the issue. Administrator 2 stated that students are expected to think
critically and problem solve by identifying a problem, analyzing it from various perspectives,
exploring various solutions, determining which solution best fits the situation, and then
developing an action plan. According to Administrator 2, if students are able to apply these skills
in the classroom and in life, they are ready to successfully partake in the 21
st
century professional
world. Administrator 3 emphasized that students are expected to think critically and problem
solve because employers in the 21
st
century need employees with skills that foster a higher level
of learning than just the basics. As such, he explained that strategies in the classroom have been
identified and created for students to develop critical thinking and problem solving skills, such
as, cooperative learning, because there is continuous support from other peers and the teacher to

73

encourage critical thinking. Administrator 4 explained that students are expected to think
critically and learn how to problem solve through group dialogue because dialogue affords
students with opportunities to hear other viewpoints from each participant, look for biases or
non-supported evidence claims, provide alternative explanations using facts, develop a
conclusion, and share out their analysis based on their critical thinking levels. Teacher 1 found
that by asking open-ended questions in the classroom, it encourages critical thinking and
problem solving because students are able to express themselves without be told they are wrong.
Students get the opportunity to make meaning of their thoughts where they begin to critically
think on their own which leads to building problem solving strategies. Teacher 2 stated that
students are expected to problem solve and develop critical thinking with the support of teachers
and peers. Specifically, teacher 2 explained that educators must be the driver/ change agent in
this department by setting the stage for students and asking them challenging questions,
stimulating thoughts centered around debates, and expecting students to conduct presentations
thought research that reflect a level of critical analysis and evidence-based solutions. Teacher 3
and Teacher 4 both agreed that students are no longer expected to be told what to do or how to
think. On the contrary, there are higher expectations to use their brain to think critically.
Assignments are now provided to students that determine a great deal of thought and research.
Students are assessed by their ability to identify a problem, gather information, evaluate the
evidence, consider alternatives, and implement the best solution.
Research Question #5: How do political and economic challenges affect classroom experience
for students subjected to mandate testing and for teachers who must prepare them?
The first sub-question asked: What are some of the challenges you have experienced
when attempting to infuse 21
st
century skills development into the construct of the traditional

74

educational system? Administrator 1 addressed the challenges that occur in trying to keep the
momentum going for implementation of 21
st
century skills development among teachers. Due to
budget cuts and, therefore, limited funding, time set aside for collaboration has to be, at times,
voluntary because there are no funds to compensate teachers for that extra time. Similarly,
Administrator 2 conceded that union contracts protect a teachers’ time and understandably, it
must be respected and not forced upon for teachers to give up their time. Administrator 3 echoed
that the biggest challenge to infusing 21
st
skills development comes from union contracts
because language is not always clear about types of professional growth opportunities.
However, administrator 3 did recognize how teachers at Stony Brook are all bought into the
mission of the school and are usually more than willing to partake in any discussions or
professional development centered on 21
st
century skills development. Administrator 4
explained that some of the challenges experienced when attempting to infuse 21
st
century skills
development into the classroom has to do with the limited partnerships between the school and
local businesses in the community. He stated that not many business owners are bought in on the
idea that they too play a role in developing a students’ 21
st
century developmental skill.
According to administrator 4, business owners appreciate the idea but are skeptical to partake in
the process. He stated that partnership discussions and incentives will be the topic of discussion
for the upcoming summer stakeholder meeting and ways to expand community involvement.
Teacher 1explained that although 21
st
century skills implementation is crucial for student
learning and preparation for the global economy, time can be limited in the classroom because of
the excess amount of information that has to be taught in order to be up to date with lesson
planning. For example, teacher 1 stated that a book was assigned for the class to read and into the
fourth week, the class should have been done with the book, however, various discussions on the

75

book created a delay in moving forward with the next book, thus, falling being in the lesson.
Teacher 1 states that this poses a problem when evaluation is up and justification has to be given
on why students were not able to read all the books on the curriculum list. Teacher 2 commented
that limited access to technology pose a challenge to 21
st
century skills implementation.
According to teacher 2, other schools were observed to have ipads for their students to further
enrich their learning, but the limited budget at Stony Brook High School creates a barrier for
their students to receive the same added resources. According to teacher 2, 21
st
century skills
implementation continues to occur but at a slower pace than if students had the technology to
further their knowledge. Teacher 3 stated that one of the biggest challenges experienced by the
school has been a resistance to embracing the importance of 21
st
century skills development and
its’ relevance to a progressive America. Teacher 4 found that there are still a few veteran
teachers not receptive to transforming classroom practices. According to teacher 4, it is not a
tangible concept for teachers to accept that students are behind in learning globally and
curriculum must progress in order to be up to par with the rest of the world.
The second sub-question asked: What political challenges have you experienced in terms
of implementing 21
st
century skills development into your school/classroom? Administrator 1
replied that California’s current state legislature triggered barriers for the school because it is
constantly changing. Similarly, administrator 2 stated that California state policy makers shift
ideas from one day to the next, therefore, making it difficult to know where one should stand.
However, as an informed educator, administration 2 continues to be informed of new policies
that arise to maintain an awareness of the constant changes in order to function effectively.
Administrator 3 stated California’s measurement for academic success is problematic for
implementing 21
st
century skills development in the classroom because testing supports an old-

76

fashioned academic structure created by traditionalist politicians when it comes to educating
students. Administrator 4 found that there are limited politicians at the forefront with a deep
understanding of the necessity for educational reform in order for students to successfully thrive
in the 21
st
century. Teacher 1 admitted that California policy makers are in alignment with
traditional learning modalities, and as such, standardized testing is created to measure such
learning modalities. This makes it difficult for veteran teachers to acknowledge that didactic
learning is no longer effect and 21
st
century skills development is essential for our students.
Teacher 2 stated that there was minimal mention of how important 21
st
century skills
development is among politicians. She learned about its importance working at Stony Brook
High School. Although she fully supports the vision of the school, she cannot help but notice
how such skills are not translated into standardized testing. Teacher 3 stated that her biggest
concern centers on standardized testing and its inability to capture her true capacity as a teacher.
According to teacher 3, a student can master the skill of critical thinking and demonstrate it in
class, however, if a state exam is not testing for such a skill then her true capacity, as a teacher
has not been acknowledged. Teacher 3 calls for a reform in standardized testing to include
testing for mastery of 21
st
century skills development. Teacher 4 had similar views as teacher 3
and commented that a political challenge for the 21
st
century would be to develop a standardized
test that simultaneously measures 21
st
century skills development and accountability. Teacher 4
explained that 21
st
century learning continues to be challenged by the mandates of state testing.
The third sub-question asked: What economic issues or pitfalls have you encountered
when attempting to bring about 21
st
century change to your school/classroom? All four
Administrators consented that the current budget crisis has been a challenge for the school
because not all classrooms have been equipped with the necessary technology needed to further

77

21
st
century skills development for all students. However, administrator 1 did state that although
the technology is not fully present, the skills could still be taught with instructional practices.
For instance, a student can foster critical thinking skills without needing a gadget to guide the
process but this would mean that teachers would have to ask the right questions to foster such
thinking. Administrator 2 discussed the constant shifting of funds to meet the demands of the
school needs as a barrier to not fully bringing about 21
st
century learning into the classrooms.
Administrator 2 explained that grants were written recently to secure funds for technological
advancements at Stony Brook High School and that it was approved. Thus, Administrator 3
stated that curriculum planning would continue to be revisited during the summer so that
educational leaders could navigate the demands of what must be taught in the classroom and how
technological advancements can be incorporated in the process to facilitate 21
st
century skills
development. Administrator 4 conceded that despite a clear vision for student learning,
professional development, and constant meetings, the cost of implementation becomes evident.
Administrator 4 stated that Stony Brook High School should be viewed as a case study for ways
to increase 21
st
century skills building utilizing with limited funding. All teachers found that
limited funding hinders a mastery of 21
st
century skills development. According to teacher 1,
more field trips should be taken that would further support mastery of lessons learned in class but
having a restricted budget creates a barrier toward such opportunities. Similarly, teacher 2 stated
that applicability of newfound knowledge is not readily available in a students’ community. The
student must venture out to do so. Teacher 3 found that a budget is a matter of regulation and if
there is availability to choose 21
st
century skill building into what teachers and students are doing
on a regular basis it will happen. Teacher 4 articulated that a budget must be aligned with the
primary objectives of the school and each year Stony Brook progresses toward its goal.

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Survey Data
In this study, a survey was administered to 80 students, 56 of whom completed and
turned them in. The demographic characteristics of the students surveyed are illustrated in the
following figures. The figures displayed describe the results from the survey questionnaire. The
summary of the Questionnaire for Students compiles the answers from the surveys, and the data
is divided into yes, no, and no response categories. Questions 3 through 20 are outlined and
explained. The survey yielded a number of generalizations by the majority of the students
questioned. It illustrated significant patterns related to the unanimous yes results in four specific
areas: a) the ability to think critically and problem solve; b) the ability to collaborate with peers;
c) the ability to adapt when changes are made; and d) confidence in written communication
skills. The unanimous yes votes in these four critical areas indicate that the new directions Stony
Brook High School are taking in regards to teaching methodologies are proving to be effective
for student achievement and development of 21
st
century skills. The administrators and teachers
in the study agree 21
st
century skills are essential skills that need to be developed within the
educational system in order to be the global demands of the 21
st
century. However, the survey
results indicate that variability exists in terms of student’s perceptions of how well SBHS is
preparing them to identify the essential 21
st
century skills, become proficient for the labor force,
obtain a competitive job after graduation, and have the confidence to compete with others who
have pursued a post-secondary education for a position in today’s job market. Stony Brook High
School must be prepared to provide all students will the ability to meet the demands of the future
by increasing their capabilities and confidence level to fully encompass 21
st
century skills
development into their learning process and everyday life.

79

The survey results indicated key issues, which are corroborated by the eight interviews
conducted with the administrators and teachers. According to their interview responses,
educational leaders are aware that a restructuring of the educational system is essential in order
to prepare students for the global economy in the 21
st
century. This means equipping students
with 21
st
century skills and collaborating with local businesses so students are afforded
opportunities to gain real work experience and mastery of 21
st
century skills learning. However
survey results indicate that Stony Brook High School has not built partnerships with businesses
but whether it is in their future plans has been left unarticulated. Similarly, while administrators
and teachers identified taking initiative to perform tasks as an essential 21
st
century skill, survey
results yield that not all students feel encouraged to initiate lesson planning because of limited
time for changes or the red tape that come along with modifying a lesson. Stony Brook High
School can agree that increasing student achievement is at the forefront of their educational
agendas, but the barriers they are confronted with in terms of implementing reform measures
vary and are often skill-specific.
The survey results demonstrated that 73 percent of students planned to work after
graduation, 89 percent felt that their school is preparing them to become proficient for the labor
force in the 21
st
century, and 91 percent felt confident in establishing a successful career because
of what they learned at SBHS. In contrast, 0 percent of students agreed that their school partners
with local businesses to create internships/apprenticeships/work experience opportunities, and
only 34 percent felt that after graduating from high school, they would be able to compete for
employment with others who pursued post-secondary education.
Initial steps have been taken by administrators and teachers to ensure that students feel
prepared to become proficient for the 21
st
century labor force and that they have the confidence

80

in establishing a successful career because of what they learned at Stony Brook High School.
Such efforts indicate a strong belief in educational reform to include 21
st
century skills
development so that students are equipped with the tools necessary to successfully partake in the
global economy. However, minimal attempts have been made by SBHS to partner with local
businesses to enhance work experience opportunities for their students. Limited efforts to
collaborate with industries affect a student’s self-efficacy regarding their ability to compete for
employment with others who have a post-secondary degree. If students have opportunities to
increase their applicability of 21
st
century skills into the employment sector, they would gain a
greater understanding of how to utilize such skills instinctively, thus, becoming more marketable
for the global economy. This would then lead to students feeling confident that after graduating
from high school they would be able to compete with those who have college degrees. As such,
it is essential for schools to develop partnerships with businesses so students are prepared to
apply theirs 21
st
century skills into the real world.
The following figures detail the results from the survey. Figure 1 represents the duration
of time the student has been at Stony Brook High School. Figure 2 highlights the student’s
expected year of graduation. Figure 3 represents questions 3 through 20 on the written survey
and the percentages of yes and no responses received.

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Figure 1: Duration of Time as a SBHS Student

Figure 2: Student Expected Year of Graduation

82

Table 2: Survey Questionnaire for Students
3. The mission statement of SBHS is “To become life-long learners and contributing members of our global society.”
Yes 50
89%
No 6
11%
No response 0
0%

4. I plan to pursue post-secondary education after graduation.
Yes 41
73%
No 15
27%
No response 0
0%

5. I plan to work after graduation.
Yes 41
73%
No 15
27%
No response 0
0%

6. I am familiar with the essential 21
st
Century skills all students should possess for college and life.
Yes 48
86%
No 2
4%
No response 0
0%
Comment 6
10% Somewhat
7. I can articulate the essential 21
st
century skills I should acquire during my time at SBHS.
Yes 49
88%
No 3
5%
No response
0%
Comment 4
7% Some
8. I feel that my school is preparing me to become proficient for the labor force in the 21
st
century.
Yes 50
89%
No 0
0%
No response 0
0%
Comment 6
11% Somewhat
9. I feel confident in obtaining a competitive job after graduating from SBHS.
Yes 43
77%
No 9
16%
No response 0
0%
Comment 4
7% Somewhat
10. I feel confident in establishing a successful career because of what I learned at SBHS.
Yes 51
91%
No 5
9%
No response 0
0%

11. I feel that after graduating high school, I will be able to compete with others who have pursued post-secondary education for a
position in today’s job market.
Yes 19
34%
No 37
66%
No response 0
0%

12. My school has taught me to think critically and problem solve.
Yes 54
96%
No 2
4%
No response 0
0%

13. I feel comfortable collaborating with my peers.
Yes 54
96%
No 2
4%
No response 0
0%

14. Whether I like it or not, I am able to adapt when changes are made.
Yes 55
98%
No 0
0%
No response 1
2%

15. I feel comfortable taking the initiative to perform tasks.
Yes 45
80%
No 10
18%
No response 1
2%

16. I am confident in my oral skills.
Yes 51
91%
No 0
0%
No response 0
0%
Comment 5
9% Somewhat
17. I feel confident in my written communication skills.
Yes 53
95%
No 3
5%
No response 0
0%

18. My school has taught me how to access and analyze information.
Yes 52
93%
No 0
0%
No response 0
0%
Comment 4
7% Somewhat
19. My school has encouraged me to pursue my curiosity and imagination.
Yes 47
84%
No 6
11%
No response 3
5%

20. My school partners with local businesses to create internships/apprenticeships/work experience opportunities for the students.
Yes 0
0%
No 43
77%
No response 5
9%
Comment 8
14% Don’t Know

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Analysis
Research Question #1: What preconditions must exist in order to integrate 21
st
century
skills development into the classroom with respect to the state mandated curriculum for high
school students?
Table 3: Research Question 1

The four administrators and four teachers were in alignment regarding the beliefs and
policies required for educational reform and 21
st
century skills development. The three
reoccurring themes mentioned included a commitment to core values, a realignment of financial
resources, and a fundamental shift in education that must occur if one wants to prepare students
Research Question 1: What preconditions must exist in order to integrate 21
st
century skills development
into the classroom with respect to the state mandated curriculum for high school students?
(a) Beliefs and policies
Administrator 1 Core values, policies and financial resources
Administrator 2 Core values, policies and financial resources
Administrator 3 Shift in education, education reform is necessary because of the world changes
Administrator 4 Shared mindset that it is important to instill 21
st
century skills
Teacher 1 Core values
Teacher 2 Belief that every student can learn and commitment to core values
Teacher 3 Site leaders set the tone, policies and financial commitments for reform
Teacher 4 Progressive leaders, community support, partnerships
(b) Initial conversations
Administrator 1 Focus on the big picture, acknowledge demands for new skills
Administrator 2 Discussion of the vision and new demands of job market
Administrator 3 Discussion of the school vision and analysis of how 21
st
century skills look like in the
classroom.
Administrator 4 Comparison of old vs. new demands of the labor market and clear definition of 21
st

century skills
Teacher 1 Benefits of 21
st
century skills
Teacher 2 Importance of 21
st
century skills and funding
Teacher 3 Benefits of 21
st
century skills for the future
Teacher 4 partnership building and community benefits
(c) Resistance
Administrator 1 Clear expectations and continuous professional development
Administrator 2 Clear expectations for all staff and constant collaboration with them
Administrator 3 Create mandatory trainings and mentorship programs for support.
Administrator 4 Present the benefits of 21
st
century skills as buy-in and explain the economic gains
Teacher 1 Present the benefits of 21
st
century skills in classroom
Teacher 2 Provide professional development opportunities for them and model skills for staff
Teacher 3 Align skills to the vision, support teachers through subject coaches, create a culture
where teachers are viewed as learners
Teacher 4 Refer to the school’s mission statement

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for the 21
st
century. Preparing students for success in today’s world is dependent upon
establishing financial commitments to implement change, adhering to a set of core values, and
conceptualizing educational and curricular changes. The general consensus among Stony Brook
High School and the current labor market is that those who are able to develop and apply 21
st

century skills will far better in the global economy. Attainment of such skills shapes a student’s
opportunities for access to well-paying, stable professions. Compared to the past where a high
school diploma sufficed for success, Lipman (2004) found that in the current economy, a
student’s educational attainment is a significant factor in whether he or she will be a high-paid
knowledge employee or a member of the downgraded sector of labor. A shift from traditional
education practice to one that embraces 21century skills learning is viewed as essential for all
staff interviewed. Each interviewee realized that reform could only occur if districts set the tone
and engage in a series of initial conversations with relevant stakeholders to create change for
their schools. Various factors must be analyzed, discussed, and met prior to embarking on the
process of implementing 21
st
century skills development curriculum. There must be an
awareness of the political stance of educational leaders and community. Such knowledge can
prepare reformists to predict trends and obtain an understanding of how and why certain groups
and individuals shape what occurs in schools through their power and dominance over others
(Datnow, 2000). This understanding can be the initial impetus for assessing and analyzing
conditions necessary for reform. It can then lead to critical discussions involving all relevant
stakeholders to bring about change to the schools in the community.
The interviewees in the study realized the importance of having discussions centered on
the vision and new demands of the 21
st
century in order to engage in to the process of
educational reform. The responses indicated involving all relevant stakeholders in the planning

85

stages for change while focusing on the vision of the school. Administrator 1 found that this
discussion is necessary so there is a clear understanding of the importance of 21
st
century skills
and the connection between student learning and the needs of the job market. According to Barth
(2007), schools are keepers of institutional reform and to suggest a transformation could lead to
risky outcomes. As such, obtaining buy-in for a new educational philosophy is a monumental
task for educational leaders aware of the importance of 21
st
century skills development.
Resistance will occur. It is inevitable, which is why it is crucial that initial conversations take
place to lesson the challenges and broaden an understanding of the importance of educational
reform to keep up with the current global demands.
Dealing with many forms of resistance in regards to curriculum change and 21
st
century
skills implementation was a common obstacle for all of the interviewees. However, Barth (2007)
explained that although risk-taking and sense of security are essential for human learning, not
many are willing to take that risk. This has been attributed it to the high stakes testing that
permeate educational institutions and also because of the unknown on how to proceed with such
a shift. Therefore, clear expectations, constant collaboration, and professional development were
common themes identified as essential to combat against resistance. Stony Brook High School
took on the challenge to forge ahead with curricular changes by addressing fears and hesitation
of its stakeholders. By being transparent with expectations, constantly collaborating with
relevant stakeholders, and offering continuous professional development to master 21
st
century
skills development into curriculum, Stony Brook High School had tried to effectively bring those
resistant to 21
st
century skills development into a state of greater understanding and/or
acceptance. Persistence, along with the necessary support system in place, leads to positive

86

consequences, as evidenced by Stony Brook High School’s ability to meet the new demands of
the 21
st
century.
Research Question #2: What strategies have been implemented so that Stony Brook High
School can embrace 21 century skills in response to the challenges they face in preparing for the
global economy?
Table 4: Research Question 2
Research Question 2
What strategies have been implemented so that Stony Brook High School can embrace 21
st
century skills
in response to the challenges they face in preparing for the global economy?
(a) How did you establish your vision of what a school should be in the 21
st
century?
Administrator 1 Collaborate with board, teachers, and community to determine what is working to meet the
vision.
Administrator 2 Collaborate and revisit personal goals and objectives created the year prior.
Administrator 3 Pay attention to what is going on in education, the community, and in business
Administrator 4 Attend conferences centered on innovative learning to engage in the world and align goals
with the demands of the 21
st
century demands
Teacher 1 Analyze the changing demands of the global economy and relevant research
Teacher 2 Visiting others schools in more affluent communities to pay attention on their practices
Teacher 3 Create a team of educational leaders set on innovative learning methods
Teacher 4 Collaborate with relevant stake holders
(b) Working with school to gain momentum for 21
st
century skills integration in the classroom.
Administrator 1 Took part in curriculum planning meeting to create a common mindset
Administrator 2 Working collaboratively and directly with the school board
Administrator 3 Continuous discussions and collaboration with educational leaders
Administrator 4 Working directly with the board, use of research on evidence based teaching strategies,
analysis of publications regarding global economy
Teacher 1 Straightforward conversations that break down essential skills and illustrate why the skills are
necessary for daily instruction and learning
Teacher 2 Pre-existing support and knowledge from graduate school led to providing input with current
school about the importance of 21
st
century skills development.
Teacher 3 Constant communication about the curriculum and explanations of what is going on in the
district
Teacher 4 Worked with school leader to create lesson plans to integrate 21
st
century skills development
(c) Key elements that compromise 21
st
century learning.
Administrator 1 Lack of clear goals or direction; need a long-term progressive plan
Administrator 2 Limited financial resources because more focus is placed on those challenges
Administrator 3 People’s resistance to change
Administrator 4 Pressures to adhere to CA’s rigid educational standards
Teacher 1 Resistance to shift mindset from veteran teachers.
Teacher 2 Limited resources, it can hinder activities or technological advances from being funded
Teacher 3 Delving into the unknown, feelings of inadequacy
Teacher 4 Resistance from veteran teachers protected under union

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The ability to create a shared vision is not an insurmountable goal, however, , it is not
easily tackled. The interviewees in the study reported that establishing a vision of what a 21
st

century school should look like cannot occur without constant collaboration with all relevant
stakeholders. Educational leaders must also stay informed of the changing demands of the
global economy and be up to date with relevant research. Administrators stated that countless
collaborative efforts occurred, despite resistance, to discuss the importance of 21
st
century
learning and develop a curriculum to reflect such skills development. Through collaborative
efforts, educational leaders at Stony Brook High School managed all stakeholders to help
enhance their vision. During these times, relevant research on the new global demands and 21
st

century skills learning were examined and discussed. While collaborating to create a shared
vision was common among the educational leaders at Stony Brook, evidence-based research was
used as a tool to inspire others to move forward with educational reform. Such methods led to
the establishment of 21
st
century skills development into curriculum planning.
Gaining momentum for 21
st
century skills implementation occurred in various ways for
the interviewees. Similar to establishing a vision, a host of conversations between the
educational leaders at Stony Brook High School and all relevant stakeholders took place to
discuss the possibilities and importance of changing curriculum to encompass 21
st
century skill
building. They had to sell their vision and emphasize the benefits of this type of student learning
by way of educational research and evidence-based data. While it is true that a great deal of
disagreement, conflict, and distrust of a reform measure may arise (Datnow, 2000), the
educational leaders at Stony Brook successfully convinced relevant stakeholders to alter
curriculum to meet the demands of 21
st
century learning.

88

The key elements that the interviewees in the study believe compromise 21
st
century
learning were a lack of clear goals or direction, limited financial resources, people’s resistance to
change, and the pressures to adhere to California’s rigid educational standards. These elements
were identified as significant obstacles in 21
st
century skills implementation at Stony Brook High
School. Richard Elmore found that improvement of schools is dependent upon the following
changes: a) the perceptions and beliefs of those in the school system related to what is possible to
do, and what is worth doing; b) the organizational conditions in which work is completed; and c)
the ways in which teachers learn to do work (Elmore, 2004). The interviewees were able to
confront barriers that could possibly have compromised 21
st
century learning through their
shared vision. Their commitment to student success allowed for them to navigate challenges by
not allowing limited resources, resistance, and rigid educational standards to be the excuse to
continue traditional educational practices. Changing educational delivery to ensure that students
at Stony Brook would be able to meet the demands of the work force was considered non-
negotiable because of their shared vision. As such, subject coaches were introduced to assist
teachers in curriculum planning that would adhere to state standards while, simultaneously,
incorporating 21
st
century skills development. Resistance was met by offering constant
collaborative meetings and professional development hours to align the mindset of all
stakeholders. Lastly, cost-effective teaching strategies were identified to incorporate 21
st
century
skills development in the classroom.
Research Question #3: How does Stony Brook High School define 21
st
century skills?

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Table 5: Research Question 3
Research Question 3
How does Stony Brook High School define 21
st
century skills?
(a) Skill sets needed for students to be successful in the global economy
Administrator 1 Collaboration, oral & written communication, critical thinking & problem solving,
adaptability, initiative, access & analysis of information, and curiosity & imagination
Administrator 2 Reading, writing, computing, critical thinking, access and analysis of information, and
adaptability.
Administrator 3 Agility & adaptability, innovative thinking, curiosity & imagination, Teachers must be
the drivers to develop these skills in students
Administrator 4 Oral & written communication
Teacher 1 Adaptability due to the constant technological advances
Teacher 2 Critical thinkers to analyze information
Teacher 3 Problem solving skills
Teacher 4 Imagination and curiosity
(b) How do students become innovative learners (Kay & Honey, 2006)?
Administrator 1 Appropriate support from school personnel
Administrator 2 Supportive learning environment, encouragement, coaching
Administrator 3 Support program, less rigidity in curriculum
Administrator 4 Allowing students to maximize their potential in the classroom by asking questions
and being creative
Teacher 1 Through applicability in the real world and exploration of community opportunities
Teacher 2 If high expectations are set, encouraging and supportive environment, coaching
Teacher 3 Process that requires introduction, development, guidance, and encouragement by
schools and communities
Teacher 4 Students must be taught how to generate ideas, test them, and consider other options,
coaching
(c) Student ownership of developing analytical thinking and problem solving skills
Administrator 1 Students have access to grades and performance measures and track their progress
Administrator 2 Use of Powerschool as a tool to track overall academic progress
Administrator 3 Having a program called Powerschool available for all students and families
Administrator 4 Provide students with continuous data and feedback
Teacher 1 Students must be actively involved in managing their own learning and progress
Teacher 2 With Powerschool more expectations are placed on students to manage their learning;
if equips them with tools to become self-advocates
Teacher 3 By all having equal access to technology to monitor their academic progress
Teacher 4 Through technological access to promote continued learning

According to the interviewees, the skill sets students need to be successful in the 21
st

century were the following: Collaboration, oral & written communication, critical thinking &
problem solving, adaptability, initiative, access & analysis of information, and curiosity &
imagination (Wagner, 2008). As evidenced by their responses, Stony Brook is focused with
providing students with the skills necessary to cope with the demands of the 21
st
century job
market. Despite limited technology in the school due to funding, students are given assignments

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that encourages them to access and analyze information with the rich community resources
available at their discretion. Thanks to the Internet, people now have access to vast information
on whatever topic they choose to research. As such, it is important for students to develop the
skills necessary to appropriately navigate and augment the enormous flow of data readily
available to them. According to Wilson (2006), students need to be able to restructure and
accommodate continuous change and evolving technologies. Adaptability is crucial and can only
occur if the skills are confidently developed to maneuver and make important decisions in a fast-
paced society, hence, adhering to the demands of the global demands.
The interviewees in this study all agreed that in order for students to become innovative
learners, students must experience a supportive learning environment, be encouraged to ask
questions, and be creative. Various techniques to create a supportive learning environment were
reported to take place in the classroom. For instance teacher 4 stated that students must be taught
how to generate ideas, test them, and consider alternatives. Teacher 1 found that the best way to
encourage that is through coaching. Coaching involves experts, such as teachers, actively
directing attention in the classroom by way of encouragement and feedback to students carrying
out a task (Merrienboer et al., 2003; Renkl & Atkinson, 2003). Providing this type of supportive
learning environment for students helps to guide their zone of proximal development -
“difference between the child’s current level of performance and the level of performance the
child could attain with expert guidance” (Mayer, 2008, p. 462). Ultimately, innovative students
increase their marketability as employers now identify such characteristics to be appealing for
the 21
st
Century corporate culture.
The interviewees underscored the importance for students to take ownership of
developing and tracking their analytical thinking and problem solving skills. There was a general

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consensus that access to ones’ grades, tracking academic progress via PowerSchool, and
continuous feedback were key ingredients to a student’s ability to take ownership of their own
learning. The interviewees found that with PowerSchool, which is a database students and
parents can utilize to monitor their daily performance and progress, students learn to become
self-sufficient because they are no longer dependent on others to inform them of their progress at
their discretion. Such skills are essential for employability in the 21
st
century because employers
no longer have to micro-manage and can depend on employees to have the skills to problem
solve on their own. Advancements in technology led to innovative ways of managing data.
Programs like PowerSchool were created to empower students and families to navigate academic
their academic progress, inform them of areas needing improvement, and help them analyze
ways to achieve whatever academic goals they set for themselves. According to teacher 2, a
student’s ability to take ownership of his or her learning means that more expectations are placed
on student. There is limited room for excuses and students learn to become more responsible.
The interviews consider this as a critical skill to achieve in the 21
st
century.
Research Question #4: What criterion does Stony Brook High School use to measure
mastery of 21
st
century skills development?
Table 6: Research Question 4
Research Question 4
What criterion does Stony Brook High School use to measure mastery of 21
st
century skills
development?
(a) How are students assessed in their work performance?
Administrator 1 Summative and formative assessments, and homework
Administrator 2 Assessment Triangle – cognition, observations, and interpretation
Administrator 3 Assessments must be aligned with objectives, designed based on what learning area
is being measured
Administrator 4 Aligning assessments with learning objectives
Teacher 1 Assessments based on the type of learning objectives
Teacher 2 By building levels of comprehension and testing for such skills
Teacher 3 Tested for understanding, students asked to interpret, infer, compare, and explain
information
Teacher 4 Summative assessments test more for 21
st
century skills development
(b) Oral Communication and Written Format

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Table 6, Continued

Administrator 1 Through the use of four domains in the English and Language Standard used in the
classroom. It was created to align with 21
st
century skills development
Administrator 2 There is emphasis on oral communication and writing in the classroom
Administrator 3 Traditional teaching methods do not encourage oral communication
Administrator 4 Limited oral and written communication applicability lead to insecurities
Teacher 1 Yes, debates develop oral skills
Teacher 2 Powerpoint presentations and oral defenses
Teacher 3 Small projects – weekly short essays
Teacher 4 Debate techniques with written argumentative essays
(c) Access and Analyze Information
Administrator 1 It allows students to assess quality and relevance of information
Administrator 2 Yes, through research projects where a variety of sources are encouraged to
strengthen their argument
Administrator 3 Able to decipher between facts and opinions and evaluate the arguments of others
Administrator 4 Through exposure to a variety of research articles and analysis of strengths and
weaknesses
Teacher 1 Ability to analyze information creates multiple views on issues and not linear
thinking
Teacher 2 They can differentiate, organize, and attribute their thoughts
Teacher 3 Analytical thinking helps manage conflicting or unclear information
Teacher 4 Students encouraged to debate and challenge stances using evidence based research
(d) Imagination and Curiosity
Administrator 1 Encouraged in the classroom because it motivates student learning
Administrator 2 Encouraged because it captures student interest; innovative thinking
Administrator 3 It fosters imagination and creativity; project assignments
Administrator 4 To create, students have to be able to generate, plan, and produce ideas through
research projects, essays, business plans, or performances
Teacher 1 Assignments offered that promote creativity to stimulate thought process
Teacher 2 Assessments consist of questions that encourage a deeper level of thinking
Teacher 3 Critical articulation of thoughts through writing, presentation, and discussion
Teacher 4 Assessments consist of more than a yes/no response to promote creativity
(e) Initiative
Administrator 1 Lesson planning influenced by course objective with specific domains. Limited
student input
Administrator 2 Open to receiving student input, not currently happening
Administrator 3 CA measurement for academic success creates a barrier to initiative
Administrator 4 Students don’t have direct influence in lesson planning
Teacher 1 Questioning, starting conversations, making suggestions
Teacher 2 Student feedback on topics they’d like to see covered welcomed
Teacher 3 Too much red tape around lesson planning which limits initiative
Teacher 4 Too much red tape around lesson planning which limits initiative
(f) Collaboration
Administrator 1 Peer-to-peer learning approaches, student-led learning techniques
Administrator 2 Peer-to-peer learning approaches, student-led learning techniques
Administrator 3 Peer-to-peer learning approaches, student-led learning techniques, collaborative
learning
Administrator 4 Culture of collaboration in the classroom is most cost-effective technique, increase
social capital
Teacher 1 Collective knowledge growth through peer support
Teacher 2 Student-led learning style of teaching, group discussions
Teacher 3 Student-led learning leads to a creation of broader perspective of ideas
Teacher 4 Peer-to-peer teaching and student-led discussions

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Table 6, Continued

(g) Critical Thinking and Problem Solving
Administrator 1 Ability to evaluate broad perspectives and willing to reassess information based on
new findings
Administrator 2 By identifying a problem, analyzing it from various perspectives, exploring
solutions, determining which best fits, developing an action plan
Administrator 3 Through cooperative learning because there is continuous support from other peers
to encourage critical thinking
Administrator 4 Through group dialogue – affords students opportunities to hear other viewpoints,
look for biases, provide alternative explanations, develop a conclusion, and share out
Teacher 1 Open-ended questions in the classroom
Teacher 2 With teacher and peer support via debates and reflective research assignments
Teacher 3 Given assignments that encourage identification of a problem, evaluate evidence,
implement best solutions
Teacher 4 Assignments provided that determine a great deal of thought and research;
identification of a problem, evaluate evidence, implement best solutions

How students are assessed in their work performance has been an ongoing discussion
with the district and educational leaders. The interviewees in the study reported that various
types of assessment tools are used to measure student performance. They all agreed that students
are given a grade based on outcomes from their summative and formative assessments, class
participation, and homework. Emphasis was placed on the importance of aligning assessments
with learning objectives. Administrator 4 stated that by doing so, it increases the probability of
meeting the school’s mission. Similarly, administrator 3 found that assessments at Stony Brook
were influenced by the shared vision of what the school wanted its students to learn. Since the
mission of the school is to equip all students with 21
st
century skills, then assessments were
designed to measure such skills.
States are required to develop their own set of high-quality, academic assessments that
includes at a minimum, assessments in reading and language arts, mathematics, and science
(Garn & Cobb, 2008). Despite the expectations, Stony Brook High School managed to find
equilibrium in developing a student’s mastery skills for testing with 21
st
century skills for
survival in today’s complex economy. Some would argue that federal and state policies
encourage superficial learning by discouraging students from becoming critical learners.

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Standardized exams have not figured out how to appraise for collaboration, effective oral and
written communication, initiative and entrepreneurship, access and analysis of information, and
curiosity and imagination in a quantifiable manner (Meier & Wood, 2004). Consequently, the
development of such capabilities becomes less pervasive within the curriculum. Educational
leaders at Stony Brook realize that the only way to afford students with opportunities to acquire
21
st
century skills would be align assessments with the mission. Based on the students’
responses on the surveys, they feel confident in having attained the necessary skills to the meet
the demands in today’s competitive job market.
The interviewees in the study agreed that all students are expected to effectively
communicate orally and in written format. Creating domain standards in the classroom that
include such skills development does this. According to interviewee responses, traditional
teaching methods do not encourage oral communication, and limited oral and written skills can
then lead to insecurities. As such, power point presentations, oral defenses, debates, weekly
short reflective essays, and analytical essays are requirements for students to gain mastery of oral
and written communication skills.
Having the ability to write and communicate effectively impacts employability level
because employers view it as a defining factor to the success of an employee in the workplace
(American Diploma Project, 2004; Wagner, 2008). Communication, both orally and written, are
important when wanting to express ideas, plan, and/or persuade colleagues or costumers
(American Diploma Project, 2004). The lack of such skills can result in legal action for some
companies, as unclear communication can get misinterpreted, thus, making the employee a
potential liability.
Accessing and analyzing information are non-negotiable skills needed to successfully

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partake in the 21
st
century global economy. The interviewees of this study agreed that this type
of skills development occurs in the classrooms at Stony Brook High School. Students are
expected to complete research projects that entail accessing quality and relevant information to
strengthen their position. Through exposure to a variety of research articles and analysis of
strengths and weaknesses, student can distribute, organize, and attribute their thoughts to guide
their decision-making. Business leaders are now frequently identifying higher-order, critical-
thinking and analytical skills as crucial for students to master when they enter a service-oriented
and global workplace (Sawchuk, 2009). Employees who are able to problem solve and think
critically based on their ability to analyze information become a valued asset to companies
promoting self-sufficiency. Corporations once known for their hierarchical management styles
have now become balanced (Wagner, 2008). Work is now defined by tasks needing to be solved
from the employee or as a team. No longer is there one person supervising every employee’s
work performance.
An analysis of the interviewee responses from this study confirmed that imagination and
curiosity are valued skills and encouraged in the classrooms because it motivates student
learning, captures student interest, and promotes innovative thinking. Curriculum is structured to
support students develop their imagination and curiosity by way of project assignments.
According to administrator 4, students have to be able to generate, plan, and produce authentic
ideas. Students are measured by the quality of their research projects, essays, program plans, or
performance in class discussions. The teachers interviewed explained that assessments consist of
questions that encourage a deeper level of thinking. There has to be critical articulation of
thoughts through writing, presentation, and talks. Overall, imagination and curiosity are essential
skills that must be promoted in the classrooms since they are what separate students who are

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prepared for an increasingly complex life and work environments in today’s world and those
who are not (Framework, 2009).
According to the interviewees in the study, taking initiative in the lesson plan of the day
was not something that has been promoted nor discouraged to the students. The general
consensus was that there is too much red tape around lesson planning. The lessons must cover
certain state mandated criteria, which does not leave room for negotiation. However, there is
flexibility on how to execute the lessons. All eight administrators and teachers stated that they
would be receptive to receiving student feedback. This means having to open the lines of
communication to initiate talks, questions, and suggestions. Such actions are essential if Stony
Brook High School wants to prepare its students for the 21
st
century. Wagner (2008) found that
people who are able to demonstrate initiative become desired assets for employers seeking new
opportunities for advancement (Wagner, 2008).
At Stony Brook High School, students are encouraged to collaborate in the classroom
through student-led strategies. The common approaches reported by the interviewees are peer-
to-peer teaching techniques and collaborative learning. This is done through assigning group
projects and encouraging class discussions. Teacher 3 stated that student led learning leads to a
creation of broader perspective of ideas among the students. Administrator 4 found that creating
a culture of collaboration in the classroom is the most cost-effective approach and increases
one’s social capital. Much of the success with collaborative learning methods has to do with the
cooperative incentive and task structure assigned to it, in which group rewards are based on each
member’s contribution to that team, thus, promoting individual accountability (Merrienboer,
2003). In addition, classrooms that implement cooperative learning techniques improve their
work performance more than those focused on individualized learning, presumably since it helps

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expand students’ development of the following 21
st
Century skills (Wagner, 2008). Knowing
how to collaborate with others is a skill that will afford people the opportunity to increase their
marketability as employers identify this quality to be appealing for the 21
st
Century corporate
culture.
The interviewees in the study reported that all students are expected to think critically and
problem solve because it is an essential 21
st
century skill to possess. This skill is encouraged
through class discussion and research assignments. The common assignments require students to
identifying a problem, analyzing it form various perspectives, exploring solutions through group
dialogue, determining what best fits, and developing an action plan. According to the teachers
interviewed, classroom discussions afford students opportunities to hear other viewpoints.
Employees who are able to problem solve and think critically become a valued asset to
companies promoting self-sufficiency. Corporations once known for their hierarchical
management styles have now become balanced (Wagner, 2008). Work is now defined by tasks
needing to be solved from the employee or as a team. No longer is there one person supervising
every employee’s work performance.
Overall, the advantages of possessing 21
st
century skills are clear – there is more
opportunity for employment and success in how one performs (Sawchuk, 2009). Therefore, it is
pivotal that high schools prepare its’ students to master such capabilities so that he or she can
increase their marketability in a globally competitive economy.
Research Question #4: How do political and economic challenges affect classroom
experience for students subjected to mandate testing and for teachers who must prepare them?

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Table 7: Research Question 5
Research Question 5
How do political and economic challenges affect classroom experience for students subjected to
mandate testing and for teachers who must prepare them?
(a) Challenges
Administrator 1 Difficult to keep momentum going – limited funding
Administrator 2 Conflict with teachers’ union contracts
Administrator 3 Union contracts, unclear language
Administrator 4 Limited partnerships between school and local businesses
Teacher 1 Time restrictions and state mandate testing
Teacher 2 Limited access to technology, limited financial availability
Teacher 3 Resistance to innovative learning strategies
Teacher 4 Resistance to innovative learning strategies
(b) Political Challenges
Administrator 1 California’s current state legislature and policy issues,
Administrator 2 Daily changes in policy ideas
Administrator 3 Outdated measurement tools to determine academic success
Administrator 4 Limited politicians at the forefront with an understanding of 21
st
century learning
Teacher 1 Policy makers in alignment with traditional learning modalities, outdated
standardized testing
Teacher 2 Standardized testing and its inability to fully capture competency
Teacher 3 Standardize testing is needed that measures 21
st
century skills development
Teacher 4 Mandated state testing
(c) Economic Issues or Pitfalls
Administrator 1 Budget crisis
Administrator 2 Cuts consuming the entire year – limited technology for all students
Administrator 3 Choice regulation due to limited budget and deeming what is important
Administrator 4 Limited funding affects program improvement
Teacher 1 Budget crisis
Teacher 2 Limited funding and teachers get impacted the most
Teacher 3 Challenge is tremendous, especially with budget cuts
Teacher 4 Limited funding affects program improvement

Various challenges were identified by the interviewees in the study in regards to infusing
21
st
century skill development into the construct of the traditional educational system. Limited
funding, conflict with teacher’s union contracts, limited access to technology in the classrooms,
and resistance to innovative learning strategies were some concerns identified as possible
barriers to 21
st
century skills development. The current economic situation in California has
triggered a variety of constraints for professional development. At times, time allocated for
collaboration has to be promoted as voluntary because of the limited funds available to
compensate teachers for their time. Administrator 1 stated that although there is a strong turn out
for the reoccurring collaborative meetings, union contracts protect teachers’ time and,

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understandably, it must be respected. In addition, union contracts reflect ambiguous language
that does not clearly define the types of professional growth opportunities. Limited funding has
also affected the never-ending demand for technology in the classrooms. Veteran teachers still
exist at Stony Brook who are not in alignment with vision and resist new practices. Stony Brook
High School manages such resistance by making most professional development meetings
mandatory, along with the pairing of academic coaches to teacher 21
st
century skills development
into curriculum.
California’s current state legislature and meeting state and federal accountability
measures have also been problematic for schools seeking to bring 21
st
century skills instruction
into the classroom. According to the interviewees, it is constantly changing, thus, making it
difficult to make predictions that would secure long term funding to plan accordingly.
Administrator 2 found that policy makers shift ideas from one day to the next. One of the ways
to combat against this has been to remain informed on new policies that may arise to inform
decision-making and planning. Accountability measures have also been identified as concerns
for the interviewees. State and federal measures does not assess for 21
st
century skills
development. It does not encourage strong relationship building in the classroom because of its
inability to measure such teamwork through standardized testing (Wallis, 2008). These exams
have not figured out how to appraise for collaboration, effective oral and written communication,
initiative and entrepreneurship, access and analysis of information, and curiosity and imagination
in a quantifiable manner (Meier & Wood, 2004). Consequently, the development of such
capabilities becomes less pervasive within the curriculum. Stony Brook High School found that
by infusing 21
st
century skills into the curriculum in conjunction with training in test taking,

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teachers could still maintain accountability and provide students the essential skills needed to
prepare them for the global economy.
The interviewees in the study reported that they encountered economic challenges that
led to students having limited opportunities to fully apply 21
st
century skills into their learning.
The economic challenges brought about budget cuts, which affected the school’s ability to
purchase technology (i.e.; IPads) for each student to access. Understandably, this raises concerns
for the interviewees because the 21
st
century has become a technology savvy and media-driven
environment. It has been marked by access to an abundance of information, rapid changes in
technology tools and the ability to collaborate and make individual contributions on an
unprecedented scale. In order to meet the demands of new global economy, educators must now
prepare students to be able to exhibit a range of functional and critical thinking skills, such as
information literacy, media literacy, and ICT (Information, Communication, and Technology)
literacy (Framework, 2009). As such, Administrator 2 reported how Stony Brook took the
initiative of applying for grants to secure funding for such technology in the upcoming school
year. In the meantime, the general consensus is that students can still foster critical thinking
skills without heavily relying on technology to guide the process. The key is for teachers to
drive the process by engaging students in appropriate activities and ask questions to foster the
development of such skills. Administrator 4 even claimed that Stony Brook should be viewed as
a case study for other urban schools on ways to increase 21
st
century skills building with limit
funding available. Overall, confronting political and economic issues with a strategic plan
committed to 21
st
century skills development is important to ensure buy-in from all relevant
stakeholders.

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Summary
Chapter four analyzed the findings from the survey instrument and the interviews with
the four administrators and four teachers. The data collected from the interviews and survey
instrument was followed by an analysis of the responses and how they supported the research
questions and the material covered in the literature review in Chapter 2. In this chapter, issues
were highlighted on what administrators had to confront when attempting to incoporate 21
st

century skills at Stony Brook High School and their curriculum. The findings in this chapter
were examined for any patterns or strategies that could assist other urban schools in promoting
21
st
century skills development.
A worthy finding that came from the survey data and the interviews were about the
importance of having: A visionary plan implemented by all relevant stakeholders at Stony Brook
High School; a set of core values that highlights the importance of providing students with 21
st

century skills; a strategic and supportive plan to increase a teachers’ efficacy to handle the influx
of new learning strategies to enhance instruction and implement them with their students; a
collaborative understanding of the need to provide relevance for students inside an academic
setting and in the community through partnerships with businesses; and a belief that, despite
political accountability measures, exposure to 21
st
century skill development must not be
compromised for students if they are to be successful for the global economy. An understanding
of the disconnect between traditional modalities of learning and the new demands of the global
economy have become the catalyst to inspire Stony Brook High School to reform their
educational practices to best meet the needs and demands of a changing world in an effort to
support students for the future.

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The data gathered in the study demonstrates that Administrators and staff at Stony Brook
High School are committed with incorporating 21
st
century skills into their curriculum, making
available to staff professional development meetings to strengthen their confidence and ability to
embrace and execute 21
st
century skills learning, and providing instruction using 21
st
century
skills learning that mirrors the ways in which students learn to apply them outside the classroom.
Also, the data gathered from the questionnaire in the study indicates that students at Stony Brook
High School are aware of the importance of 21
st
century skills, they are confident in their
acquisition of such skills, and they feel that their school is preparing them to become proficient
for the current demands of the global economy. The following chapter will offer a summary of
the study, conclusions, and implications for educational reform.

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CHAPTER 5

SUMMARY, CONCLUSIONS, AND IMPLICATIONS

Chapter five contains a summary of the study, the research findings, conclusions resulting
from the collected data, the implications of the study, and recommendations for future research.
To comprehend how urban high schools might best reform their curriculum by engaging in the
process of 21
st
century skills development, this study sought to highlight best strategies Stony
Brooke High School utilized to reform educational practices and transition into the global era, as
stated in their mission statement. Through surveys involving students, this study sought to
validate how educational practices used to develop 21
st
century skills at Stony Brook High
School proved to be effective as reported by the students who were expected to develop them.
The perceptions shared by the administrators and teachers emphasized the need for an
indubitably stated and widely accepted vision to guide the process of educational reform.
Summary of the Study
The study aimed to serve as a rubric for urban schools wanting to reform their
educational practices by including 21
st
century skills learning. This was done by detailing the
methods and techniques administrators implemented at Stony Brook High School to successfully
move their academic institution toward an emphasis on 21
st
century skills development and
increase student preparedness for the global economy, despite the political and economic
challenges affecting current educational institutions. Despite biased accountability measures,
penalties for underperforming districts, and resistance from key stakeholders, the administrators
in the study made an effort to identify and implement instructional strategies that best prepared
students for the 21
st
century using 21
st
century skills as pedagogy. Through interviews with four
administrators and four teachers and a survey completed by 56 students at Stony Brook High

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School, data was collected and examined that highlighted specific strategies and concerns
regarding implementing 21
st
century skills. The interview protocol and the questionnaire were
guided by the following research questions:
1. What preconditions must exist in order to integrate 21
st
century skills development
into the classroom with respect to the state mandated curriculum for high school
students?
2. What strategies have been implemented so that Stony Brook High School can
embrace 21
st
century skills in response to the challenges they face in preparing for the
global economy?
3. How does Stony Brook High School define 21
st
century skills?
4. What criterion does Stony Brook High School use to measure mastery of 21
st
century
skills development?
5. How do political and economic challenges affect classroom experiences for students
subject to mandate testing and for teachers who must prepare them?
The literature reviewed addressed the value of 21
st
century skills in student learning and
employability, challenges of traditional educational practices, barriers that hinder 21
st
century
skills development, and current initiatives to address 21
st
century skills development. The
literature review support the hypothesis that today’s educational system does not adequately
prepare its students for the new demands of the 21
st
century. In order to succeed in today’s
global economy; high school students must possess and be able to apply 21
st
century skills to
negotiate the demands of the workforce. The demand for highly skilled individuals in the
information age is prevalent. As such, educational institutions need to be aware of the types of
skills they are providing for their students and how those skills will manifest in the work force.

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The participants in this study were selected based on the following criteria: (a) attended
or worked at a school in the metro Los Angeles part of California (b) attended or worked at a
school with a stated mission to prepare its students to partake in the global economy, and (c)
attended or worked at a school that reflected success on the measure of API above other high
schools within the surrounding area. Four administrators and four teachers were interviewed and
surveys were presented to 80 students. The surveys were completed and returned by 56 of those
who received them.
Findings
The analyzed data in the survey completed by the 56 students highlighted several factors
that reflected students’ perceptions about 21
st
century skills development at Stony Brook High
School. The 56 students unanimously agreed that as SBHS students, they are able to think
critically and problem solve, collaborate with peers, adapt with change, and have confidence in
their written and oral communication skills. The students’ responses showed that 89% of them
were aware of the mission statement of SBHS, that 73 percent of the students surveyed planned
to pursue post-secondary education after graduation, and that 73 percent also planned to work
after graduating from high school. While the goal is to equip all SBHS students with the
necessary 21
st
century skills to prepare them for the global economy, only 86 percent of students
reported being familiar with the 21
st
century skills needed for college and life, only 88 percent
were able to articulate those skills that should be acquired while at SBHS, and only 89 percent of
students felt that their school were preparing them to become proficient for the current labor
force. In addition to these outcomes, only 77 percent of students reported feeling confident in
obtaining a competitive job after graduation, which explains why only 34 percent of students felt
that after graduating from high school, they would be able to complete with others who have

106

some sort of post-secondary education in today’s job market. However, 91 percent felt confident
in establishing a successful career because of what they learned at SBHS, 93 percent believed
that their school taught them how to access and analyze information, and 84 percent of students
reported that their school encouraged them to pursue their curiosity and imagination. One
significant point of interest in the survey outcome was that 77% of the students agreed that
SBHS did not partner with local businesses to create internships/apprenticeships/work
experience opportunities for the students and 14 percent were unsure.
The findings from the student survey corroborated with the interview responses from the
four administrators and four teachers. The eight interviewees agreed that a restructuring of the
educational system and educating students in 21
st
century skills are essential in order to prepare
them for the current demands of the global economy. In terms of the preconditions that must
exist in order for schools to engage in the process of educational reform surrounding 21
st
century
skills implementation, the interviewees believed that a commitment to core values, a realignment
of financial resources, and a fundamental shift in education must be present. The interviewees in
the study realized the importance of having discussions centered on the vision and new demands
of the 21
st
century in order to engage in to the process of educational reform. They were
prepared to deal with resistance by setting clear expectations, having constant collaborations, and
offering professional development to all staff.
The eight interviewees discussed how they formulated a shared vision for their school
that embraced 21
st
century skills development. They had constant collaboration with all relevant
stakeholders and educational leaders were kept informed of the demands of the global economy.
They were able to gain momentum by hosting conversations and using evidence-based data to
support their argument. It was noted by the interviewees of this study that the key elements

107

believed to compromise 21
st
century learning were a lack of clear goals, limited financial
resources, people’s resistance to change, and the pressures to adhere to California’s rigid
educational standards. However, they were able to confront barriers that could have
compromised 21
st
century learning through their shared vision. Their commitment to student
success allowed for them to navigate challenges by not allowing limited resources, resistance,
and rigid educational standards to be the excuse to continue traditional educational practices.
Responses from the eight interviewees confirmed that Stony Brook is focused with
providing students with the skills necessary to cope with the demands of the 21
st
century job
market. The definition of 21
st
century skills were identified to be the following: collaboration,
oral & written communication, critical thinking & problem solving, adaptability, initiative,
access & analysis of information, and curiosity & imagination (Wagner, 2008). The
interviewees were then asked how students become innovative learners. They all agreed that
students must experience a supportive learning environment, be encouraged to ask question, and
be creative. The interviewees also underscored the importance for students to take ownership of
developing and tracking their analytical thinking and problem solving skills. There was a general
consensus that access to ones’ grades, tracking academic progress via PowerSchool, an online
database, and continuous feedback were key ingredients to a student’s ability to take ownership
of their own learning.
When asked how students are assessed in their work performance, the interviewees
reported that various types of assessment tools are used to measure student performance. They
all agreed that students are given a grade based on outcomes from their summative and formative
assessments, class participation, and homework. Emphasis was placed on the importance of
aligning assessments with learning objectives. Administrator 4 stated that by doing so, it

108

increases the probability of meeting the school’s mission. States are required to develop their
own set of high-quality, academic assessments that includes at a minimum, assessments in
reading and language arts, mathematics, and science (Garn & Cobb, 2008). Despite the
expectations, Stony Brook High School managed to find equilibrium in developing a student’s
mastery skills for testing with 21
st
century skills for survival in today’s complex economy.
The interviewees in the study reported that all SBHS students are expected to effectively
communicate orally and in written format. Students develop this skill by engaging in power
point presentations, oral defenses, debates, weekly short reflective essays, and analytical essays.
The interviewees also found that the ability to access and analyze information is a necessary skill
that must be developed. As such, students at SBHS expected to complete research projects that
entail accessing quality and relevant information to strengthen their position. Through exposure
to a variety of research articles and analysis of strengths and weaknesses, student can distribute,
organize, and attribute their thoughts to guide their decision-making.
An analysis of the interviewee responses from this study confirmed that imagination and
curiosity are valued skills and encouraged in the classrooms because it motivates student
learning, captures student interest, and promotes innovative thinking. Curriculum at SBHS is
structured to support students develop their imagination and curiosity by way of project
assignments. According to the interviewees, students have to be able to generate, plan, and
produce authentic ideas.
In regards to taking initiative in the lesson plan of the day, interview responses
demonstrated that it was not something that has been promoted nor discouraged to the students at
SBHS. The general consensus was that there is too much red tape around lesson planning. The
lessons must cover certain state mandated criteria, however, all eight interviewees stated that

109

they would be receptive to receiving student feedback. This means having to open the lines of
communication to initiate talks, questions, and suggestions. Such actions are essential if Stony
Brook High School wants to prepare its students for the 21
st
century.
The interviewees agreed that at Stony Brook High School, students are encouraged to
collaborate in the classroom through student-led strategies. The common approaches reported by
the interviewees are peer-to-peer teaching techniques and collaborative learning. This is done
through assigning group projects and encouraging class discussions because it leads to a creation
of broader perspective of ideas among the students. They are also expected to think critically
and problem solve because it is an essential 21
st
century skill to possess. This skill is encouraged
through class discussion and research assignments. The common assignments require students to
identifying a problem, analyzing it form various perspectives, exploring solutions through group
dialogue, determining what best fits, and developing an action plan. The consensus was that
employees who are able to problem solve and think critically become a valued asset to
companies promoting self-sufficiency in the 21
st
century.
When asked how they were able to navigate the political and economic challenges when
implementing 21
st
century skills in the classroom, the interviewees described the major
challenges they encountered to be: limited funding, conflict with teacher’s union contracts,
limited access to technology in the classrooms, and resistance to innovative learning strategies.
According to the interviewee responses, California’s current state legislature and meeting state
and federal accountability measures have been problematic for schools seeking to bring 21
st

century skills instruction into the classrooms because it is constantly changing, thus, making it
difficult to make predictions that would secure long term funding to plan accordingly. One of
the ways to combat against this has been to remain informed on new policies that may arise to

110

inform decision-making and planning. The economic challenges brought about budget cuts,
which affected the school’s ability to purchase technology (i.e.; IPads) for each student to access.
It was reported that Stony Brook High School took the initiative of applying for grants to secure
funding for such technology in the upcoming school year. In the meantime, the general
consensus is that students can still foster critical thinking skills without heavily relying on
technology to guide the process. The key is for teachers to drive the process by engaging
students in appropriate activities and ask questions to foster the development of such skills.
Overall, the interviewees in the study stated that confronting political and economic issues with a
strategic plan committed to 21
st
century skills development is important to ensure buy-in from all
relevant stakeholders.
Implications
In today’s educational climate it is essential for a district to offer intellectual leadership
for their schools and serve as a learning entrepreneur for all stakeholders and community
members (Marx, 2000). Public schools are still functioning under traditional learning modalities.
It is the responsibility of educational leaders to reform educational practices that would prepare
students for the current demands of the 21
st
century global economy. To do so, educational
leaders must rely on existing theoretical frameworks and existing innovative programs to guide
the process (Marx, 2000). One theoretical framework that supports modern day learning is socio-
constructivist theory. Much of the research on the skills needed for the 21
st
Century is supported
by this theory of knowledge acquisition because it places emphasis on interaction rather than the
action itself. The promotion of 21
st
Century skills, guided by a socio-constructivist theory,
recognizes the need for higher-order cognitive processes (Rueda & Dembo, 1995; Wagner,
2008). Furthermore, an emphasis in social interactions is encouraged because of the belief that

111

“learning involves becoming a member of a community and constructing knowledge at various
levels of expertise as a participant” (Packer & Goicoechea, 2000, p. 227).
Empirical studies of pedagogical strategies, influenced from a socio-constructivist
framework, were examined. Evidence showed that collaborative learning methods such as,
reciprocal teachings, cooperative classroom strategies, and cognitive apprenticeship approaches
stimulated 21
st
century skills development and, in the process, favorably influenced student
learning and employability (Wagner, 2008). An investigation of several studies found that
students have higher achievement levels when involved in a cooperative learning approach
(Slavin, Hurely, and Chamberlain, 2003). For instance, after a year-long study conducted in
ninth-grade mathematics, evidence concluded that classrooms selected to use a cooperative
technique improved their learning twice as much compared to the individual learning group
(Slavin & Karweit, 1984, as cited in Mayer, 2008). School districts can use this cooperative
learning strategy, which promotes 21
st
century skills development, to achieve higher levels of
learning than the conventional teaching approach. These collaborative learning methods serves
as a guide for urban school districts engaged in the process of educational reform and change, as
is evidenced by Stony Brook High School, who used this socio-constructivist influenced learning
approach to develop collaborative strategies into the classroom for the purpose of instilling its
students with 21
st
century skills needed to become marketable and participate in the global
economy.
The research study sought to understand strategies that Stony Brook High School were
successfully utilizing to address 21
st
century skills preparation for the current global economy.
All eight interviewees provided rich responses to better understand the educational strategies
used for increasing 21
st
century skill development, vision setting to align their school, and how

112

to deal with various types of resistance to the school’s objectives. However, limited
discussions took place regarding the use of a cognitive apprenticeship approach, by
partnering up with local businesses, to increase 21
st
century skills development at Stony
Brook High School. Positive outcomes of a cognitive apprenticeship, which is supported by a
socio-constructivist theoretical rationale, continue to serve as a catalyst for those wanting to
examine and redesign educational practices in an academic setting. Evidence revealed that the
presence of cognitive apprenticeship features in an internship setting contributed to an interns’
development of learning and expertise (Noble, 2002). As such, schools district who want to
reform their educational practices must keep in mind that relationship building and collaboration
with local businesses are important because it serves as a tool for students to develop and apply
21
st
century skills into real world situations.
Conclusions
Leaders of the 21
st
century calls upon capabilities needed for students to actively
participate in the global economy. Those capabilities, labeled as 21
st
Century skills, include the
following: collaboration among students, effective oral and written communication, ability to
foster critical thinking, problem solving, agility and adaptability, initiative and entrepreneurship,
accessing and analyzing of information, and curiosity and imagination (Murnane & Levy, 1996;
Wagner, 2008). As this study asserts, the marketability of high school students is at risk because
high schools are not equipping them with the necessary skills to contribute in the workforce.
The process toward earning a high school diploma is disconnected from what it takes for
graduates to compete successfully beyond high school in the classroom or workplace (Achieve,
2006). Businesses are calling for today's students to show a mastery of 21
st
Century skills to
solve real-world problems.

113

An understanding of the disconnect between traditional modalities of learning and the
new demands of the global economy have become the catalyst to inspire Stony Brook High
School to reform their educational practices to best meet the needs and demands of a changing
world in an effort to support students for the future. However, in order for this to have occurred,
certain preconditions were necessary to implement a 21
st
century skills development curricula in
the schools. Through collaboration, transparent conversations, and an alignment of district
objectives around a cohesive strategy, educational leaders at Stony Brook High School were able
to successfully structure and solidify the school’s movement toward educational reform.
The most notable findings derived from this case study were about the importance of
having: a visionary plan that is followed and implemented by all relevant stakeholders at Stony
Brook High School; a set of core values that speaks to providing students with the necessary
skills for the 21
st
century; a strategic and supportive plan to provide teachers with capacities to
handle the influx of new learning strategies to enhance instruction and adapt to them in the
classroom; a collaborative understanding of the need to provide relevance for students inside an
academic setting and in the community through partnerships with and businesses and industries;
and acceptance of the fact that, despite state and federal accountability measures, students must
have access and gain exposure to 21
st
century skill development if they are to be successful for
the global economy.
The role of education is critical for predictability on the future of mankind in the 21
st

century. Educational leaders have a responsibility of preparing students to meet the challenges
and demands of a radically changing world. Through an unwavering commitment to student
learning and preparation for the global economy, educational leaders at Stony Brook High
School are attempting this attainment despite the political challenges, state and federal

114

accountability measures, budget cuts, and resistance to change. They have implemented 21
st

century skills learning into curriculum and increased student achievement to best prepare them
for a future in the 21
st
century.
Recommendations for Future Research
The research in this study hypothesizes that educational leaders at Stony Brook High
School are reforming educational practices to increase 21
st
century skill development in the
classrooms. This process includes a revamp of educational learning strategies driven by the
demands of the current global economy. All of the interviewees who took part in this study
discussed ways to improve student learning. In addition, they all agreed that 21
st
century skills
are necessary and that today’s educational system must modify its’ practices to promote its
development in the classrooms. Lastly, all agree that continuously researching educational
practices to promote 21
st
century skills development is essential to help students be prepared and
marketable to participate in the global economy. Outcomes from the student survey
questionnaires further support the notion that Stony Brook High School is one step closer to
reforming their educational practices to meet its mission. While steps to reform educational
practices have been taken, there are several areas that still require further examination. Future
research studies may include the following:
1. Investigation of how urban schools are staying informed on global, educational, and
work force trends that may enhance educational practices in the United States.
2. Additional research of strategies urban schools might develop to create partnerships
with business industries to increase student opportunities for success and curricular
relevance.

115

3. Exploration of evidence based research to identify possible assessment instruments that
accurately measures student achievement related to 21
st
century skills development.

116

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121

Appendix A
Questionnaire for Students
Thank you for taking a few moments to complete this survey. In order to help you answer the
questions, the working list of essential 21
st
century skills (Wagner, 2008) are as follows:

 Critical thinking and problem
solving
 Collaboration across networks
leading by influence
 Agility and adaptability
 Initiative and entrepreneurship
 Effective oral and written
communication
 Accessing and analyzing information
 Curiosity and imagination

1. I have been a student at Stony Brook High School (SBHS) for:

⁯ 1 year
⁯ 2 years
⁯ 3 years
⁯ 4 years or more
⁯ Other (explain): ____________

2. I expect to graduate from SBHS in:

⁯ 2015
⁯ 2016
⁯ 2017
⁯ 2018
⁯ Other (explain): ____________

3. The mission statement of SBHS is “To become life-long learners and contributing
members of our global society”.

⁯ Yes ⁯ No

4. I plan to pursue post secondary education (i.e.; community college, 4 year college, trade school)
after graduation:

⁯ Yes ⁯ No

5. I plan to work after graduation:

⁯ Yes ⁯ No
122

6. I am familiar with the essential 21
st
century skills all students should possess:

⁯ Yes ⁯ No

7. I can articulate the essential 21
st
century skills I should acquire during my academic
career at SBHS:

⁯ Yes ⁯ No

8. I feel that my school is preparing me to become proficient for the labor force in the 21
st

century:

⁯ Yes ⁯ No

9. I feel confident in obtaining a competitive job after graduating from SBHS:

⁯ Yes ⁯ No

10. I feel confident in establishing a successful career because of what I learned at SBHS:

⁯ Yes ⁯ No

11. I feel that I am able to compete with others who have pursued post-secondary education
for a position today’s job market:

⁯ Yes ⁯ No

12. My school has taught me to think critically and problem solve:

⁯ Yes ⁯ No

13. I feel comfortable collaborating with my peers:

⁯ Yes ⁯ No

14. Whether I like it or not, I am able to adapt when changes are made:

⁯ Yes ⁯ No

15. I feel comfortable taking the initiative to perform tasks:

⁯ Yes ⁯ No

123

16. I am confident in my oral skills

Yes ⁯ No

17. I feel confident in my written communication skills:

⁯ Yes ⁯ No

18. My school has taught me how to access and analyze information:

⁯ Yes ⁯ No

19. My school has encouraged me to pursue my curiosity and imagination:

⁯ Yes ⁯ No

20. My school partners with local businesses to create internships/apprenticeships/work
experience opportunities for the students:

⁯ Yes ⁯ No

Thank you for completing this survey. All of your answers are completely
confidential. Please return the survey to your advisory teacher.

124

Appendix B
Table 1: Interview Protocol

Research Question 1
What preconditions must exist in order to integrate 21
st
century skills development into the classroom with
respect to the state mandated curriculum for high school students?
 What beliefs and policies must be in place to begin the process of reforming education to meet the
needs of the 21
st
century?
 What is the nature of the conversations that must occur to encourage your school to move toward
teaching a curriculum that implements 21
st
century skills development?
 How do you deal with resistance to change from teachers, administrators or the community?
Research Question 2
What strategies have been implemented so that Stony Brook High School can embrace 21
st
century
skills in response to the challenges they face in preparing for the global economy?
 How did you establish your vision of what a school should be in the 21
st
century?
 How did you work with your school to gain momentum for the integration of 21
st
century skills in
the classroom?
 What are the key elements that compromise 21
st
century learning? (Kay & Honey, 2006)
Research Question 3
How does Stony Brook High School define 21
st
century skills?
 Please describe the skill set students need to be successful in the global economy?
 How do students become innovative learners? (Kay & Honey, 2006)
 How can students take ownership of developing and tracking their analytical thinking and
problem solving skills? (Kay & Honey, 2006)
Research Question 4
What criterion does Stony Brook High School use to measure mastery of 21
st
century skills
development?
 How are students assessed in their work performance?
 Are students expected to effectively communicate orally and in written format? Please explain.
 Are students expected to access and analyze information? If yes, please explain.
 Is imagination and curiosity encouraged in the classroom? If yes, please explain how it is captured
in their assessment.
 Are students afforded the opportunity to take initiative in the lesson plan of the day?
 How are students encouraged to collaborate in the classroom? How are they assessed for it?
 How are students expected to think critically and problem solve? How are they assessed for it?
Research Question 5
How do political and economic challenges affect classroom experience for students subjected to
mandate testing and for teachers who must prepare them?
 What are some of the challenges you have experienced when attempting to infuse 21
st

century skill development into the construct of the traditional educational system?
 What political challenges have you experienced in terms of implementing 21
st
century skills
development into your school/classroom?
 What economic issues or pitfalls have you encountered when attempting to bring about 21
st

century change to your school/classroom?

Abstract (if available)

Abstract There are growing concerns about the academic proficiency of American high school students and their ability to compete in 21st century global economy. Leaders in government, businesses, and higher education find that mastery in 21st century skills would increase employability. However, there is a misalignment between workplace expectations and academic standards, best described as the “Global Achievement Gap” in the education system. Schools are still operating from a traditional teaching modality (i.e.: didactic classroom instruction, standardized testing, and individual learning). Academic institutions must transform their educational practices to prepare students in a constantly evolving world influenced by new technological advancements and global pressures that demand of people to be critical thinkers, problem solvers, collaborative, adaptable, demonstrate initiative and entrepreneurship, be able to effectively communicate orally and in written format, have the skills to accessing and analyzing information, and be imaginative (Murnane & Levy, 1996

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Asset Metadata

Creator Castro, Fatima M. (author)

Core Title Restoring the value of a high school diploma in the United States using 21st century skills as pedagogy: a case study of 21st century skills development and preparation for the global economy

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/08/2016

Defense Date 07/30/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 21st century skills,OAI-PMH Harvest,pedagogy,value of a high school diploma

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Crew, Rudolph (committee chair), Escalante, Michael (committee member), Garcia, Pedro E. (committee member)

Creator Email usclagrad@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-206372

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