Case for Twenty-First Century Learning

ISBN-10: 0787988278

ISBN-13: 9780787988272

Edition: 2006

Authors: Youth Development Staff, Ken Kay, Eric Schwarz

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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 about what young people need in order to achieve: critical thinking, problem-solving, innovation, and communication 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. This is the 110th issue of New Directions for Youth Development, a quarterly journal published by Jossey-Bass. Click here to view the entire catalog of New Directions for Youth Development titles.
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Book details

List price: $29.00
Copyright year: 2006
Publisher: John Wiley & Sons, Incorporated
Publication date: 9/11/2006
Binding: Paperback
Pages: 136
Size: 5.75" wide x 8.75" long x 0.50" tall
Weight: 0.594
Language: English

THE REVEREND CANON TED KARPF is the partnerships officer in the Office of the Director-General's Representative for Partnerships and UN Reform at the World Health Organization headquarters in Geneva, Switzerland. J. TODD FERGUSON is programme adviser for the SRA Constella Group in Chicago, Illinois, United States of America. ROBIN YAEGER SWIFT is the study director of the clergy wellness project at the Duke Divinity School, Duke University, Durham, North Carolina, USA. JEFFREY V. LAZARUS works at the Communicable Diseases Unit, WHO Regional Office for Europe, and is on the faculty at Copenhagen University, Denmark.

Executive Summary
The Case for Twenty-First Century Learning
Why American business demands twenty-first century skills: An industry perspective (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
Why American business demands twenty-first century learning: A company perspective
Because Microsoft believes the challenges of competing in today's economy are substantial, it measures current employee performance against twentyfirst century competencies and invests in educating youth-future workers-with twenty-first century skills
Why the American public supports twenty-first century learning
A Time Warner Foundation survey found that Americans want a "basicsplus" education for students and see strong public sentiment for teaching twenty-first century skills in school and in after-school programs
Why America's disadvantaged communities need twenty-first century learning
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
Why the changing American economy calls for twenty-first century learning: Answers to educators' questions
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
Research and Practice for Twenty-First Century Learning
Establishing the R&D agenda for twenty-first century learning
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
Twenty-first century learning in afterschool
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 certain competitive advantages
Voices from the Field-Essays on Twenty-First Century Learning
Twenty-first century learning in schools: A case study of New Technology High School in Napa, California
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
Twenty-first century learning in school systems: The case of the Metropolitan School District of Lawrence Township, Indianapolis, Indiana
Lawrence County, Indiana, school district works to institutionalize twentyfirst century learning through a digital-age literacy initiative, featuring a strong emphasis on professional development for teachers, and using data to measure progress
Twenty-first century learning in states: The case of the Massachusetts educational system
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
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