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Tesi sul tema "21st century skills"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 25 luglio 2025

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1

Shopshear, Jennifer Lynne. "21st century skills for 21st century learners." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3264.

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The purpose of the project was to develop and implement a survey for the purpose of better understanding how teacher's attitude affect their ability to achieve success and overcome challenges associated with the implementation of a 1 on 1 Learning Program. This project was intended to increase awareness as to how teachers currently use technology, their attitudes about the technology they use, and their perceptions as to how students will use technology. Research in this study affirms this can improve teacher/student achievements; promote creativity and motivation through effective communicati
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Гальченко, О. Ю. "Trends in esp teaching: 21st century skills." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7218.

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3

Leach, Nicole. "Humanistic School Culture and Social 21st Century Skills." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1333669153.

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4

Dean, Susan A. "Soft Skills Needed for the 21st Century Workforce." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3669.

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Technical skills are no longer enough for workers to compete in this highly competitive global work environment. Soft skills are of paramount importance. A multiple case study design through the lens of emotional intelligence formed the basis of the research study. The focus of the research was identification of the successful soft skills training strategies in the logistics industry. Three logistics organization leaders in the counties of Burlington, Middlesex, and Somerset, New Jersey, were participants in the study. Data were collected through semistructured interviews and the review of com
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5

Mcintyre-Odoms, Brenda Elizabeth. "Elementary Principals' Perceptions of 21st Century Skills in Southeastern Virginia." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51760.

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The purpose of this study was to identify the perceptions of elementary school principals in Southeastern Virginia regarding implementation of 21st century skills. The Partnership for 21st Century Learning Skills framework was used as a foundation to identify the skills needed for the 21st century. In addition, the framework was used to examine elementary principal's perceptions of the most important and relevant 21st century skills to implement in elementary schools. A mixed method study of elementary school principals in Southeastern Virginia Public Schools was conducted. Principals
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6

Meissner, Hartwig, and Annabella Diephaus. "Paper&Pencil Skills in the 21st Century, a Dichotomy?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80642.

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There is a worldwide development, better to say a non-development: We teach paper & pencil skills in primary schools almost like we did 30 or 50 or 100 years ago. Till today the primary school teachers spend up to more than 100 hours in the class room to teach and to train old fashioned algorithms though in daily life situations and for business purposes everybody uses a calculator. Why do we waste so much time of our children to teach them things which later on they will not need? We see an emotional dichotomy. Despite the research results from many research projects in many countries there s
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7

Arnold, Jacqueline. "Breaking new ground : cultivating 21st Century skills in secondary schools /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3299090.

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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership, 2007.<br>Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0037.
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8

Moyer, Lisa Ann. "Engaging Students in 21st Century Skills through Non-Formal Learning." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70949.

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National reforms, such as the Next Generation Science Standards (NGSS), Common Core State Standards Mathematical Practices (CCSMP), and Partnership for 21st Century Learning (P-21) challenge educators to provide students with dynamic learning experiences that address the needs of learners in today's society. These new standards represent a paradigm shift away from the meticulous content memorization of many state standards, toward more dynamic measures addressing the whole learner. To truly develop the leaders, innovators and thinkers of tomorrow, educators are beginning to look beyond the tra
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9

Keskinen, A. (Aki). "Digitaalisten pelien hyödyntäminen tulevaisuuden taitojen (21st century skills) harjoittelussa ja oppimisessa." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201406041670.

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Tässä tutkimuksessa tarkastelen tulevaisuuden taitojen (21st century skills) harjoittelemista ja oppimista digitaalisia pelejä hyödyntämällä. Tutkimuksen teoriaosassa esittelen nykypäivän oppijalle tärkeät tulevaisuuden taidot. Teoriaosa käsittelee myös digitaalisten pelien hyödyntämistä näiden kriittisen taitojen oppimisessa sekä antaa opettajalle selkeitä ohjeita pelien integroimisesta osaksi luovaa ja hauskaa oppimista. Tutkimusta varten tarkastelin aluksi kuutta mobiilia oppimispeliä. Tulevaisuuden taitojen harjoittelemista ja oppimista päädyin tutkimaan kaupallisen viihdepeli Minecraftin
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10

Higgins, Meagan R. "21st century learning skills : Global learning in an urban middle school." Thesis, A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2048.

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11

Short, Barbara, and Barbara Short. "21st Century Skills Development: Learning in Digital Communities: Technology and Collaboration." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12407.

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This study examines some aspects of student performance in the 21st century skills of Information and Communication (ICT) Literacy and collaboration. In this project, extant data from the Assessment and Teaching for 21st Century Skills project (ATC21S) will be examined. ATC21S is a collaborative effort among educational agencies in six countries, universities, educational research groups, high tech innovators and the multinational corporations Cisco, Intel and Microsoft. ATC21S demonstration tasks explore the use of digital literacy and collaborative problem solving constructs in educational
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12

Mabaso, Bongani A. "Twenty-first century skills development in rural school learners." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25645.

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The aim of this study is to explore the relationship between connected learning environments and rural learners' development of 21st century skills. The driving question for the research is, "what is the impact of introducing a technology supported connected learning environment on rural learners' development of 21st century skills?" The need arises out of the undesirable state of education in South African public schools, particularly in poor, rural and marginalised areas. The literature shows that the learning environments in these contexts are stuck with an old education system that needs r
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13

Baker, Kelvin. "From Pencil to Mouse: the 21st Century Animation House." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/366780.

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The fast pace of change within the animation, computer game and post production industries has presented a problem for Vocational Education and Training (VET) programme developers who are finding it increasingly difficult to stay relevant and up­to-date with the latest employability skill-sets in this industry sector. A comprehensive study of the Australian digital media industry -including the latest systems, software, technologies and production pipelines -is not readily available, making it difficult for Training Package developers to create up-to-date, flexible, meaningful and transferable
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14

Lee, Yeung, and 李陽. "An investigation of 21st century skills in innovative pedagogical practices using technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182542.

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15

Cox, Carolina Benito. "21st Century Skills and Principles of Flow in the Foreign Language Classroom." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4197.

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Flow theory explains the conditions for optimal engagement (enjoyment, interest, and concentration). There are three types of engagement: cognitive, emotional, and behavioral. When these are combined and present at their peak, flow takes place. In the era of information, media, and technology, current concerns in education include an increasing student disengagement and disaffection. Recently, educational organizations have focused on 21st century skills and the importance of developing these in order to better engage with society. This mixed study explores the relationship between the inclusi
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16

Allison, Jason Michael. "Project Based Learning to Promote 21St Century Skills: An Action Research Study." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192564.

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This action research study explored how instructional staff members at a rural high school in Central Virginia can improve their PBL instructional practices to promote students to acquire the 21st century skills of communication, collaboration, creativity, and critical thinking. Based on the results of this action research study, the top three strengths of PBL were students learning from mistakes, students taking responsibility for their learning, and that projects come in all shapes and sizes. The study revealed that there is not a tight fit or alignment between PBL and the Four Cs of communi
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17

Pitkänen, K. (Kati). "Learning computational thinking and 21st century skills in the context of Fab Lab." Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706012320.

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The increasingly automated world has made humans more and more passive consumers. Students are great at using technologies but are not able to design and create artifacts by using technologies. At the same time, programming and computational thinking skills are seen ever more important in society and working life. The new National Core Curriculum for Basic Education in Finland focuses on future skills. It emphasizes pupils’ participation and responsibility of their schoolwork. It aims to regenerate work methods and learning environments used in basic education by using technologies and seeking
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18

Єрмак, Аліна Володимирівна. "Education and personal skills of a chemical technology engineer in the 21st century." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15295.

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19

Lee, Yeung. "An investigation of 21st century skills in innovative pedagogical practices using teachnology [sic]." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182542.

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20

Young, Diane Killough. "Teachers' Perceived Barriers to Technology Integration as Prescribed by 21st Century Learning Skills." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1041.

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Technology is a learning and teaching tool that enhances students' communication, innovation, and critical thinking skills, also known as 21st century learning goals. Successfully using technology in the classroom to promote these learning goals, however, has presented some challenges for teachers. While research has identified a variety of obstacles that prevent teachers from using technology, little investigation has been done on the barriers of technology integration as related to 21st century learning goals. The purpose of this qualitative case study was to examine teachers' perceived barr
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21

Jones, Paul Mervyn. "School leadership for the 21st century : the professional development of the primary headteacher." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343359.

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22

Baker, Edna. "Professional development in 21st century skills in the Washington-Saratoga-Warren-Hamilton-Essex BOCES." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009baker_e.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.<br>"A Doctoral Research Project presented to Associate Professor James R. Butterworth, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: 21st century skills; career development; globalization; informational technology; instructional systems; mentoring; professional development; staff development; teacher training; teaching; technology. Includes bibliographical references: (p. 59-67).
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23

Colatosti, Sistino Paolo. "Canada World Youth's international development programs, providing youth the skills for the 21st century." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ36415.pdf.

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24

Bernier, Andrew N. "Designing a Systems Based Curriculum to Develop 21st Century Sustainability Literacy and Communication Skills." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714364.

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<p> With increasing uncertainty regarding the health of natural ecosystems susceptible to climate change, a growing and diversifying human population is continuing to strain the sustainability of natural resources. How is society to prepare a future citizenry in the age of information and technology to lead though unforeseen sustainability challenges while still using education methods designed for the age of industrialization? In this dissertation, the author proposes a dramatic shift in the intent of curriculum design, arguing to achieve a society competent in sustainability, the traditional
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25

Yamada, Hiroshi. "Developing 21st century skills in language teaching: A focus on English education in Japan." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263736.

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京都大学<br>新制・課程博士<br>博士(人間・環境学)<br>甲第23275号<br>人博第990号<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)准教授 金丸 敏幸, 教授 桂山 康司, 准教授 笹尾 洋介, 教授 田地野 彰<br>学位規則第4条第1項該当<br>Doctor of Human and Environmental Studies<br>Kyoto University<br>DGAM
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26

Ramirez, Fabian Alonso Rojas. "Analysis of 21st Century Skills in a Graduate Program for Educators Concerning Linked Learning." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931257.

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<p> The present study aimed to describe 21st century literacy skills learning during a master&rsquo;s program focused on Linked Learning that sought to provide career readiness to students. Two research questions guided this study: (1) How do university professors in a Linked Learning graduate program describe their use of 21st century learning Skills in technology? and (2) How do secondary teachers in a Linked Learning graduate program describe their use of 21st century learning skills in technology in their classrooms? This mixed-methods study analyzed data from faculty members and graduate
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Tsoukalas, Jillian M. "Exploring Problem Based Learning to Promote 21st Century Learning Skills in Full Day Kindergarten." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/949.

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The kindergarten program at the study site transitioned from half day to full day, yet the curriculum was not updated to accommodate the full day schedule, or to include best practices. In order to prepare learners for their future in education, activities were implemented to determine how problem based learning can promote acquisition of the 21st century learning skills. The purpose of this qualitative study was to create and implement an effective, full day curriculum that promotes 21st century learning skills for kindergarten students. This project, rooted in constructivism which allows fo
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Weeks, Kisia J. "Twenty-First Century Skills: A Needs Assessment of School-Based Agricultural Education Teachers." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7521.

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Preparing students to be career and work ready is a concern of educators and schools nationwide. Twenty-first century skills prepare students to enter the workforce or higher education with the ability to think critically and creatively, collaborate with others, take the initiative when approached with a task, and use technology to its fullest potential. If students are not learning the skills needed for success, it is because educators and schools are not teaching them. When students possess these skills, they are prepared to work in teams, think critically and creatively about a problem, dis
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Beardmore, Kevin Wayne. "SOFT SKILLS: OLD & NEW." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/65.

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The problem of a prepared workforce is perennial. Part of the challenge is one of supply and demand, as education systems attempt to produce graduates with the technical competencies required for the current jobs available. In the new service- and knowledge-based economy, however, soft skills are cited as a greater need by today’s employers. Increasingly sought across all industry sectors, these skills allow employees to work independently and interdependently, respond rapidly to customer needs, and adjust to changing market conditions. As a result, institutions of higher education are being c
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Daniel, Bethany Rae. "Defining Critical Thinking for the 21st Century World Language Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4288.

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Critical thinking has long been recognized as a valuable skill, both in education in general and within the world language teaching field specifically. In recent years, critical thinking has been identified as one of the 21st century skills that students need to succeed in modern society (Partnership, 2009). However, there is no clear, unifying definition of the term itself (Paul, 2004), and the definition of critical thinking is debated in many different fields without support from empirical data (Kuhn, 1999). Similarly, critical thinking has been often discussed in the literature as having g
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31

Bolton, Kim. "Technology for the 21st Century Workforce: A Case Study of a Rural East Tennessee Workforce Community." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3545.

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The purpose of this study was to assess technology use, on-the-job technology training, education levels, and salary ranges of employees in low-, middle-, and high- skill jobs in a rural county in East Tennessee to create an example of a small town workforce. For this study, technology included computers, robotics, and mobile technology. A survey determined the technology used, training provided, salaries, and job skill levels based on education obtained and required by major employers. The study identified the level of jobs requiring more technology skills and salaries or training related to
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32

Tate, Colin. "General practitioner : understanding personal qualities required to deliver 21st century healthcare from a business perspective." Thesis, University of Chester, 2013. http://hdl.handle.net/10034/551016.

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As a result of the recent NHS reforms following the white paper, liberating the NHS (Department of Health, 2010a), which subsequently became the Health and Social Care Act 2012, it is clear that primary care, led by GPs, faces a considerable change to how healthcare to the population is delivered. Meeting these challenges proves to be difficult due to the nature of primary care contracting, in that GPs are responsible for their own organisations and are required to reconfigure their organisations accordingly. Due to the traditional structure of primary care, GPs appear to lack skills in busine
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Burckart, Barbara M. "Using Autonomous Robots to Integrate Middle School Academic Standards, Technology Standards, and 21st Century Workplace Skills." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/435.

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The amount of knowledge that students are required to master continues to grow. Teachers struggle to find age appropriate ways to integrate state academic standards, technology standards, and 21st century workplace skills. Improved problem solving skills are deemed important to these standards as well as in the workplace. This dissertation utilized a robot design project to examine the changes in problem solving skills of seventh grade science students. In the process, 21st century workplace skills, technology standards, and South Carolina middle school science and math standards were identifi
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Seybert, Austin. "The versatile trombonist: a curriculum based model for improving audiation skills for the 21st century trombonist." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/7030.

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The original focus of this research paper was to ask the question, “Why are there so few versatile trombonists?” The research suggested that there were curriculum problems in higher education associated with the general lack of performance versatility amongst trombonists. In 2014 the Task Force for the Undergraduate Music Major (TFUMM) determined that the undergraduate curriculum was lacking improvisation and creativity. One of the core musical skills that is essential in improvising is audiation. After determining that audiation is one of the keys to performance versatility, I researched jazz
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Fok, Ping Sum (Teresa). "Understanding Stage Management in the 21st century in Australia: A Preliminary Survey." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2419.

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As a vocation that has been around for at least 150 years, stage management has gone through years of evolution in its scope of practice. From existing as a purely mechanical part of the theatre process to becoming vital co-creators in collaboration with Directors, Designers, and Playwrights, the roles and skills of a Stage Manager has expanded beyond the theatre into the events and entertainment industry that includes large sporting events, rock concerts, and corporate productions. Academic research into Stage Management is presently in its infancy, with a dearth of published literature. This
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36

Anderson, Nicole E. "Testing a Scale of Teacher Beliefs About Universal Curriculum Integration in the 21st Century (UCI21-T)." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7771.

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Curriculum integration is a unique approach to teaching. Twenty-first century skill approaches to curriculum integration train teachers in the process of curriculum integration, such that they are able to integrate various subject combinations in their teaching that produce new skills and dispositions in their students. Yet no scale to measure teachers' beliefs about the value of and efficacy beliefs towards implementing curriculum integration exists that is universal in the sense that it can be used any time any subject combination is integrated. Using a sample of 196 teachers at a profession
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Elchert, Daniel Matthew. "Psychosocial academic behavioral skills and college enrollment: a quantitative analysis using logistic and hierarchical generalized linear models." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/3249.

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Many high school students who want to attend college never actually enroll. Multiple factors like barriers (e.g., financial, discrimination) and poor academic achievement prevent some high school students from matriculating to college. Researchers must form a nuanced understanding of multidimensional factors that predict college enrollment. The purpose of this dissertation is to investigate the extent to which psychosocial academic behavioral skills (PABS) predict college enrollment in two and four year colleges. A cross-sectional, survey-based methodology was used to address the research ques
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Thiel, Brooke Louise. "The Influence of Agriscience Research on High School Students? Perceived Self-Efficacy of 21st Century Skills Attainment." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28369.

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The purpose of this study was to determine if student participation in agriscience research Supervised Agricultural Experiences (SAEs) contributed to the development of selected 21st century skills. The target population was 10th-12th grade students enrolled in high schools purposely selected for their involvement in agriscience research SAEs. Total study participants included 328 (N) students from a purposive sample. Participants completed an instrument used to measure perceived self-efficacy of 21st century skill attainment. The results of the study indicate that students who were enrolled i
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Robberts, Anna Sophia. "Design principles to create an enabling game-based learning environment for the development of 21st century skills." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78491.

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Learning environments that intrigue the Generation Z learner while transferring communication, collaboration, creativity and critical thinking skills are what is needed to prepare this generation for the challenges that they are going to face in the 21st century. This research focuses on design principles that would help educators and students in designing (and co-designing) game-based learning environments conducive to not only transferring content knowledge, but also of the most applauded skills that new graduates are compelled to possess. Employers agree that the students do not have what i
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Cunnington, Meaghan E. "Exploring a semi-immersive experiential program and the development of 21st century skills with early adolescent boys." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2633.

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To prepare students to live and contribute productively in the contemporary world, global policy and curricula has promoted the development of 21st century skills, such as communication, leadership, and personal and social responsibility. This study explored the efficacy to develop 21st century skills of one semi-immersive experiential education program for early adolescent boys. Using a mixed-methods approach, data was collected from students, parents and teachers involved in one iteration of the 10-week program. Findings reveal aspects which could increase the potential of this program - rel
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Cochran, Graham Ralph. "Ohio State University Extension competency study developing a competency model for a 21st century extension organization /." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243620503.

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Hewett, Katherine Joan Evelyn. "The Minecraft project| Predictors for academic success and 21st century skills gamers are learning through video game experiences." Thesis, Texas A&M University - Corpus Christi, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243481.

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<p> Video games are more than just entertainment. In fact, video games like <i> Minecraft</i> develop &ldquo;Four Cs&rdquo; skills in young gamers. These 21st century skills include critical thinking, creativity, communication, and collaboration (National Education Association, 2010) and are considered essential skills for future employment by workforce executives (Sardone &amp; Delvin-Scherer, 2010). This study explores predictors of academic success and the 21st century skills gamers are learning through video game experiences. </p><p> This sequential mixed model study analyzed descripti
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Petrunin, Kristin Firmery. "The Teaching of 21st Century Skills through Project-Based Learning and Professional Development for Career and Technical Education." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609129/.

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The purpose of this non-experimental, quantitative study is to investigate the relationship between the use of project-based learning (PBL) by secondary business teachers and time spent in professional development of secondary business teachers for the teaching of 21st century skills. The four identified 21st century skills that will be researched include: (1) critical thinking, (2) collaboration, (3) communication, (4) creativity and innovation. A sample of 316 secondary business teachers were surveyed about their classroom practice and reflection of teaching 21st century skills. This study
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Omohundro, Tracie. "First-Year Secondary Teachers’ Perceptions of Their Preparedness to Integrate 21st Century Skills into the Technology-Rich Classroom." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4047.

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School districts continue to integrate emerging technologies and expectations for 21st century teaching and learning. This movement began with release of Goals 2000 (1994) and has continued through National Education Technology Plan (2010) that noted the “challenge for our education system is to leverage technology to create relevant learning experiences that mirror students’ daily lives and the reality of their futures.” In order to meet that challenge, schools must enlist teachers who are prepared to teach 21st century skills in the technology-rich classroom. Teacher education programs al
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Torres, Jr Oscar. "ACQUIRING 21ST CENTURY LANGUAGE SKILLS: A CASE STUDY ON THE IMPACT OF TEACHERS' PERCEPTIONS OF STUDENTS' SECOND LANGUAGE SKILLS ON A WORLD LANGUAGE PROGRAM." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/124461.

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Educational Administration<br>Ed.D.<br>The primary goal of this study was to identify how middle school language teachers bridge the skills acquired and strategies taught in an elementary school language program with the skills taught and practiced at the middle school level. The study will answer in detail this question: What perceptions do middle school teachers form regarding their students' language skills and how do these perceptions impact a world language program? By identifying the language teachers' current perceptions as they relate to their lesson design and delivery, school distric
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Mohamed, Shafiza Binti. "A procedure that uses the latest advances in modern measurement theory to align the assessment of digital literacy with the policy requirements of Malaysia: Demonstrated through its application to the national high-stakes examination." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27384.

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The Malaysian Eleventh Plan (2016-2020) has digital literacy as one of the key drivers to support the pillar of “leveraging Information and Communication Technology (ICT) to scale up quality learning” (Ministry of Education, 2013, p. 20). This policy is part of a broader plan aimed to prepare students for the 21st century workforce. To achieve this goal, in 2016, the Digital Competency Standard (DCS) was developed to measure and provide a national framework for the reporting of student performance in digital literacy, based on three main domains: Technology, Digital citizenship and Cognitive.
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Dempster, Roslyn Chiasson. "A Quantitative Study of Perceptions of Principals, Leadership Team Members, and Teachers of the Application of 21st Century Leadership Skills." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615287.

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<p> Research indicates a shortage of principals by the year 2012 (NASSP, 2002). While graduate schools indicate an increase in the number of graduating candidates in school administration, many of these candidates are choosing not to enter the profession (Grogan &amp; Andrews, 2002). Existing principals are leaving their positions prematurely (Battle &amp; Gruber, 2010) which leads to the overarching question guiding this study: Are school administrators prepared to lead in the 21st century? The purpose of the study was twofold: (1) to determine individual members of school leadership tea
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Moore, Joshua Dane. "21st Century Workplace Competencies and the Connection between the University of Arizona College of Agriculture and Life Sciences and Undergraduate Students." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/560829.

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In 2010, an Association of Public and Land Grant Universities (APLU) study (Crawford, 2010) found that the agricultural industry representatives, Land Grant University alumni, and government employees look for certain skillsets (e.g., communication, leadership) in prospective employees. With the U.S economy recovering from a major economic recession, a greater number of new UA graduates with undergraduate degrees from CALS have cause to be concerned about their overall workforce competitiveness. Crawford's 2010 study examined which soft skills students should possess in order to be deemed hira
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Törell, Louise. "IKT- ett hjälpmedel eller ett hinder i undervisningen? : En kvalitativ studie om surfplattors inverkan på grundskolans undervisning ur olika lärarperspektiv." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297590.

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Denna studie är en kvalitativ intervjustudie som behandlar IKT-verktyg och dess inverkan på grundskolans undervisning. Studien bygger på en analys av sex stycken lärarintervjuer där lärarna utifrån sina erfarenheter och perspektiv ger en tydligare bild av de positiva och negativa aspekterna av surfplattans användning i grundskolans undervisning. Den syftar även på att analysera och synliggöra elever som eventuellt kan gynnas eller missgynnas av att ha en surfplatta i sin undervisning. Studien belyser olika påverkansfaktorer till IKT-användningen, exempelvis lärares IKT-kompetens, lärares attit
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Haack, Lori Jo. "21st century skills in collaborative web-based instruction: the effects on high school students' dynamic inquiry and understanding of genetics concepts." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/haack/HaackL0812.pdf.

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In order to advance in the 21st Century, students must be able to develop complex inquiry skills and apply critical thinking while mastering understanding of concepts. The purpose of this study was to determine the effects of Web-based collaboration on students' essential inquiry skills and understanding of genetic concepts. The effects on critical thinking, student involvement, and teacher attitudes were also determined. This project considered the effects of using a Wikispaces platform in an introductory biology class at a small rural high school in Northwest, Colorado. Students content unde
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