Bringing 21st Century Learning to the High School Classroom: Program Evaluation on Pedagogical Change

Autor/in	Travis, Michael G.
Titel	Bringing 21st Century Learning to the High School Classroom: Program Evaluation on Pedagogical Change
Quelle	(2013), (192 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Hawai'i at Manoa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-1367-7
Schlagwörter	Hochschulschrift; Dissertation; Program Evaluation; Educational Change; Instruction; High Schools; Problem Solving; Critical Thinking; Innovation; Creativity; Entrepreneurship; Skill Development; Qualitative Research; Grants; Questionnaires; Teacher Attitudes; Program Implementation; Interviews; Helping Relationship; Risk; Interpersonal Communication; Faculty Development; Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Bildungsreform; Teaching process; Unterrichtsprozess; High school; Oberschule; Problemlösen; Kritisches Denken; Kreativität; Unternehmungsgeist; Kompetenzentwicklung; Qualifikationsentwicklung; Qualitative Forschung; Grant; Finanzielle Beihilfe; Fragebogen; Lehrerverhalten; Interviewing; Interviewtechnik; Helfende Beziehung; Risiko; Interpersonale Kommunikation
Abstract	Children today are born into a world with endless amounts of information at their fingertips, the ability to instantly connect with others, and smartphones with an app for virtually everything. It is a world that is vastly different than that of their parents or grandparents. As these students sit in classrooms all over the world, their teachers and administrators struggle with how to effectively change classrooms to meet the needs of a new digital generation, and provide students with a twenty-first century education that teaches skills like problem solving, critical thinking, innovation, creativity, and entrepreneurship. As part of a five-year grant initiative, a collection of private schools is attempting to create a paradigm shift where content takes a backseat to skill development. The purpose of this qualitative program evaluation was to examine how the grant has impacted the pedagogy of high school teachers at one of these schools. Using the Concern Based Adoption Model (CBAM), the researcher explored change from the teachers' perspectives, their implementation levels, and using collaborative mapping to find the objectives for change. The results of the research indicated that change has occurred in classrooms and that the grant implementation is moving forward. The Stages of Concern Questionnaire showed that 56% of the teachers were showing the highest levels of concern in the early levels related to Awareness, Informational and Personal Concerns. The Levels of Use interviews indicated that all teachers are implementing grant objectives at the Mechanical Level of use or higher. Using pattern coding from the interviews, four positive themes of change emerged: "Helping Hands," "Permission to Take Risks," "Change Can Happen," and "Learn from Others." Two challenging themes emerged as well, "Paradigm Shift" and "Never Stop Communicating." The research will provide the school's grant implementation team the changes needed to achieve the highest levels of implementation for the remainder of the initiative. In addition, this dissertation should provide other researchers with guidance for conducting professional development and using the CBAM for understanding change in a school environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01