The case for twenty-first century learning:
"What skills and attributes will allow young people to succeed in the new global economy? This volume addresses the question by examining the topic of twenty-first century learning. Twenty-first century learning frames an increasingly relevant and vital national conversation aabout what young p...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
San Francisco, CA
Jossey-Bass
2006
|
| Schriftenreihe: | New directions for youth development
110 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "What skills and attributes will allow young people to succeed in the new global economy? This volume addresses the question by examining the topic of twenty-first century learning. Twenty-first century learning frames an increasingly relevant and vital national conversation aabout what young people need in order to achieve: critical thinking, problem-solving, innovation, and communications skills. The chapters in this volume provide a broad scope of perspectives--from business leaders, educators, researchers, youth workers, and students--on the need, opportunity, application, and outcomes of twenty-first century learning. The twenty-first century calls us to reimagine the learning day--building partnerships that engage schools, after-school programs, businesses, and community-based organizations--and to embrace both traditional academic basics as well as small group and project-based learning. This volume provides the most comprehensive review to date of this important topic."--From p. [4] of cover. |
| Beschreibung: | 170 S. graph. Darst. |
| ISBN: | 9780787988272 |
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Datensatz im Suchindex
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| adam_text | Contents
Issue Editors Notes 1
Eric Schwarz, Ken Kay
Executive Summary 9
Part One: The Case for Twenty First Century Learning
1. Why American business demands twenty first century skills:
An industry perspective 25
Karen Bruett
Emphasizing the responsibility of all stakeholders to take part in preparing
youth to compete in the global economy, through technology Dell supports
schools in preparing students with twenty first century skills.
2. Why American business demands twenty first century learning:
A company perspective 31
Allyson Knox
Because Microsoft believes the challenges of competing in today s economy
are substantial, it measures current employee performance against twenty
first century competencies and invests in educating youth—future workers
—with twenty first century skills.
3. Why the American public supports twenty first century
learning 39
Michele Sacconaghi
A Time Warner Foundation survey found that Americans want a basics
plus education for students and see strong public sentiment for teaching
twenty first century skills in school and in after school programs.
4. Why America s disadvantaged communities need twenty first
century learning 41
BlendaJ. Wilson
High quality after school programs have the potential to help traditionally
underserved students develop new basic skills, which are necessary to
succeed in today s workforce, thereby closing the achievement gap.
5. Why the changing American economy calls for twenty first
century learning: Answers to educators questions 53
Frank Levy, Richard J. Murnane
Answers to educators questions around the effect of fluctuations in the
American economy on the future of education are provided through
exploring the composition of the future workforce and related concerns.
Part Two: Research and Practice for Twenty First Century Learning
6. Establishing the R D agenda for twenty first century
learning 63
Ken Kay, Margaret Honey
A long term agenda is needed to invest in targeted research to propel and
sustain the teaching and assessment of twenty first century skills critical for
the United States to compete globally.
7. Twenty first century learning in afterschool 81
Eric Sckwarz, David Stolow
School systems have limitations of time, structure, inertia, and bureaucracy,
and priorities that make it difficult to teach twenty first century skills, while
after school programs represent an untapped opportunity and possess cer¬
tain competitive advantages.
Part Three: Voices from the Field—Essays on Twenty First Century
Learning
8. Twenty first century learning in schools: A case study of New
Technology High School in Napa, California 101
Bob Pearlman
A case study of twenty first century teaching and learning at New Technology
High School demonstrates uses of project based learning, online portfolios,
outcomes based assessment, and technology to cultivate twenty first century
knowledge and skills.
9. Twenty first century learning in school systems: The case of
the Metropolitan School District of Lawrence Township,
Indianapolis, Indiana 113
Marcia Capuano, Troy Knoderer
Lawrence County, Indiana, school district works to institutionalize twenty
first century learning through a digital age literacy initiative, featuring a
strong emphasis on professional development for teachers, and using data
to measure progress.
10. Twenty first century learning in states: The case of the
Massachusetts educational system 121
David P. Driscoll
Exemplary practices in Massachusetts show how states can overcome K 12
and higher education challenges in helping more students graduate and be
prepared for the twenty first century workforce and citizenship.
11. Twenty first century learning after school: The case of 4 H 133
Cathann Kress
A long time leader in youth advancement, 4 H Youth Development s
Learn by Doing ideals serve as a natural model for helping youth develop
the twenty first century assets of leadership, connection, careers, and com¬
munity service.
12. Twenty first century learning after school: The case of Junior
Achievement Worldwide 141
John M. Box
After school programs such as JA Worldwide are building curricula to
ensure that the next generation of students has the twenty first century
skills and knowledge needed to enter the workforce prepared.
13. Twenty first century learning for teachers: Helping educators
bring new skills into the classroom 149
John I. Wilson
Educators are committed to implementing twenty first century skills, yet a
multitude of resources and public policy underpinnings need to be put into
place to support the transformation.
14. Twenty first century skills for students: Hands on learning after
school builds school and life success 155
Leide Cabral
One Boston student credits her participation in a quality after school pro¬
gram, emphasizing twenty first century skills through hands on learning
apprenticeships, with preparing her for a successful future.
Index 163
|
| adam_txt |
Contents
Issue Editors' Notes 1
Eric Schwarz, Ken Kay
Executive Summary 9
Part One: The Case for Twenty First Century Learning
1. Why American business demands twenty first century skills:
An industry perspective 25
Karen Bruett
Emphasizing the responsibility of all stakeholders to take part in preparing
youth to compete in the global economy, through technology Dell supports
schools in preparing students with twenty first century skills.
2. Why American business demands twenty first century learning:
A company perspective 31
Allyson Knox
Because Microsoft believes the challenges of competing in today's economy
are substantial, it measures current employee performance against twenty
first century competencies and invests in educating youth—future workers
—with twenty first century skills.
3. Why the American public supports twenty first century
learning 39
Michele Sacconaghi
A Time Warner Foundation survey found that Americans want a "basics
plus" education for students and see strong public sentiment for teaching
twenty first century skills in school and in after school programs.
4. Why America's disadvantaged communities need twenty first
century learning 41
BlendaJ. Wilson
High quality after school programs have the potential to help traditionally
underserved students develop "new basic skills," which are necessary to
succeed in today's workforce, thereby closing the achievement gap.
5. Why the changing American economy calls for twenty first
century learning: Answers to educators' questions 53
Frank Levy, Richard J. Murnane
Answers to educators' questions around the effect of fluctuations in the
American economy on the future of education are provided through
exploring the composition of the future workforce and related concerns.
Part Two: Research and Practice for Twenty First Century Learning
6. Establishing the R D agenda for twenty first century
learning 63
Ken Kay, Margaret Honey
A long term agenda is needed to invest in targeted research to propel and
sustain the teaching and assessment of twenty first century skills critical for
the United States to compete globally.
7. Twenty first century learning in afterschool 81
Eric Sckwarz, David Stolow
School systems have limitations of time, structure, inertia, and bureaucracy,
and priorities that make it difficult to teach twenty first century skills, while
after school programs represent an untapped opportunity and possess cer¬
tain competitive advantages.
Part Three: Voices from the Field—Essays on Twenty First Century
Learning
8. Twenty first century learning in schools: A case study of New
Technology High School in Napa, California 101
Bob Pearlman
A case study of twenty first century teaching and learning at New Technology
High School demonstrates uses of project based learning, online portfolios,
outcomes based assessment, and technology to cultivate twenty first century
knowledge and skills.
9. Twenty first century learning in school systems: The case of
the Metropolitan School District of Lawrence Township,
Indianapolis, Indiana 113
Marcia Capuano, Troy Knoderer
Lawrence County, Indiana, school district works to institutionalize twenty
first century learning through a digital age literacy initiative, featuring a
strong emphasis on professional development for teachers, and using data
to measure progress.
10. Twenty first century learning in states: The case of the
Massachusetts educational system 121
David P. Driscoll
Exemplary practices in Massachusetts show how states can overcome K 12
and higher education challenges in helping more students graduate and be
prepared for the twenty first century workforce and citizenship.
11. Twenty first century learning after school: The case of 4 H 133
Cathann Kress
A long time leader in youth advancement, 4 H Youth Development's
"Learn by Doing" ideals serve as a natural model for helping youth develop
the twenty first century assets of leadership, connection, careers, and com¬
munity service.
12. Twenty first century learning after school: The case of Junior
Achievement Worldwide 141
John M. Box
After school programs such as JA Worldwide are building curricula to
ensure that the next generation of students has the twenty first century
skills and knowledge needed to enter the workforce prepared.
13. Twenty first century learning for teachers: Helping educators
bring new skills into the classroom 149
John I. Wilson
Educators are committed to implementing twenty first century skills, yet a
multitude of resources and public policy underpinnings need to be put into
place to support the transformation.
14. Twenty first century skills for students: Hands on learning after
school builds school and life success 155
Leide Cabral
One Boston student credits her participation in a quality after school pro¬
gram, emphasizing twenty first century skills through hands on learning
apprenticeships, with preparing her for a successful future.
Index 163 |
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| spelling | The case for twenty-first century learning Eric Schwarz ..., issue ed. San Francisco, CA Jossey-Bass 2006 170 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier New directions for youth development 110 "What skills and attributes will allow young people to succeed in the new global economy? This volume addresses the question by examining the topic of twenty-first century learning. Twenty-first century learning frames an increasingly relevant and vital national conversation aabout what young people need in order to achieve: critical thinking, problem-solving, innovation, and communications skills. The chapters in this volume provide a broad scope of perspectives--from business leaders, educators, researchers, youth workers, and students--on the need, opportunity, application, and outcomes of twenty-first century learning. The twenty-first century calls us to reimagine the learning day--building partnerships that engage schools, after-school programs, businesses, and community-based organizations--and to embrace both traditional academic basics as well as small group and project-based learning. This volume provides the most comprehensive review to date of this important topic."--From p. [4] of cover. Erziehung Gesellschaft Education Aims and objectives United States Education Economic aspects United States Education Social aspects United States Educational change United States Educational innovations United States Educational planning United States Learning Teaching United States Youth development Youth in development Schulreform (DE-588)4053539-3 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content USA (DE-588)4078704-7 g Schulreform (DE-588)4053539-3 s DE-604 Scwarz, Eric Sonstige oth New directions for youth development 110 (DE-604)BV016451805 110 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015653977&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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