國立虎尾科技大學 |

Preparing High School Students for the 21st Century Through Critical and Community-Engaged Pedagogies : = An Examination of the Efficacy of Competency-Based Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Preparing High School Students for the 21st Century Through Critical and Community-Engaged Pedagogies :/
Reminder of title:	An Examination of the Efficacy of Competency-Based Learning.
Author:	Clapp, Kaela.
Description:	1 online resource (260 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Secondary education. -
Online resource:	click for full text (PQDT)
ISBN:	9798383135945

Preparing High School Students for the 21st Century Through Critical and Community-Engaged Pedagogies : = An Examination of the Efficacy of Competency-Based Learning.
Clapp, Kaela.

Preparing High School Students for the 21st Century Through Critical and Community-Engaged Pedagogies :An Examination of the Efficacy of Competency-Based Learning. - 1 online resource (260 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2024.

Includes bibliographical references

Over the last two decades, increasingly scholarship has promoted pedagogies and curricular frameworks that push students to develop skills that transfer between disciplines and outside of classroom contexts. There are a number of kairotic moments that are taking hold of our society today that warrant a shift in education. As new AI tools emerge, professional career paths change, and global challenges progress, secondary education must adapt to meet the needs of contemporary learners. This dissertation examines progressive frameworks in secondary education, including Competency-Based Learning (CBL), Social-Emotional Learning (SEL), and Project-Based Learning (PBL), to understand the intersection with community engaged pedagogies in composition studies. Through this examination, this dissertation attends to the following research question: How do SEL and CBL align with the goals of critical pedagogy in terms of impact on student engagement and their ability to be critically reflective? This project details the scholarship in CBL (Levine and Patrick; Aurora Institute) and SEL (Comer; CASEL) alongside critical pedagogy (Freire; Macedo; hooks; Shor; Kincheloe), place-based pedagogy (Ball and Lai; Esposito; Gruenewald), indigenous pedagogy (Johnson; Powell; ho'omanawanui; Lyons), collaborative learning (Bruffee; Trimbur; Yonezawa and Jones; Cochran-Smith and Lytle), and community engagement (Honnet and Poulsen; Cushman). The scholarly conversation situates my IRB-approved study, "An Approach to Teaching Place, Perspective, and Partnership in Ninth Grade," which investigates the efficacy of a co-taught, interdisciplinary course grounded in CBL. Using the pilot course, Global Sustainability by Design: Place, Partnership, and Perspective as a case study, this dissertation ultimately contributes to the discussion and understanding of the ways in which CBL and SEL action values and concepts outlined in critical pedagogy, creating frameworks for implementing progressive educational approaches into high school settings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383135945Subjects--Topical Terms:

1179560
Secondary education.
Subjects--Index Terms:

Community-engaged pedagogiesIndex Terms--Genre/Form:

554714
Electronic books.

Preparing High School Students for the 21st Century Through Critical and Community-Engaged Pedagogies : = An Examination of the Efficacy of Competency-Based Learning.
LDR:03577ntm a22004097 4500 001 1146347
005 20240812064415.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798383135945
035 $a (MiAaPQ)AAI31297072
035 $a AAI31297072
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Clapp, Kaela. $3 1471727
245 1 0 $a Preparing High School Students for the 21st Century Through Critical and Community-Engaged Pedagogies : $b An Examination of the Efficacy of Competency-Based Learning.
264 0 $c 2024
300 $a 1 online resource (260 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Nordstrom, Georganne.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2024.
504 $a Includes bibliographical references
520 $a Over the last two decades, increasingly scholarship has promoted pedagogies and curricular frameworks that push students to develop skills that transfer between disciplines and outside of classroom contexts. There are a number of kairotic moments that are taking hold of our society today that warrant a shift in education. As new AI tools emerge, professional career paths change, and global challenges progress, secondary education must adapt to meet the needs of contemporary learners. This dissertation examines progressive frameworks in secondary education, including Competency-Based Learning (CBL), Social-Emotional Learning (SEL), and Project-Based Learning (PBL), to understand the intersection with community engaged pedagogies in composition studies. Through this examination, this dissertation attends to the following research question: How do SEL and CBL align with the goals of critical pedagogy in terms of impact on student engagement and their ability to be critically reflective? This project details the scholarship in CBL (Levine and Patrick; Aurora Institute) and SEL (Comer; CASEL) alongside critical pedagogy (Freire; Macedo; hooks; Shor; Kincheloe), place-based pedagogy (Ball and Lai; Esposito; Gruenewald), indigenous pedagogy (Johnson; Powell; ho'omanawanui; Lyons), collaborative learning (Bruffee; Trimbur; Yonezawa and Jones; Cochran-Smith and Lytle), and community engagement (Honnet and Poulsen; Cushman). The scholarly conversation situates my IRB-approved study, "An Approach to Teaching Place, Perspective, and Partnership in Ninth Grade," which investigates the efficacy of a co-taught, interdisciplinary course grounded in CBL. Using the pilot course, Global Sustainability by Design: Place, Partnership, and Perspective as a case study, this dissertation ultimately contributes to the discussion and understanding of the ways in which CBL and SEL action values and concepts outlined in critical pedagogy, creating frameworks for implementing progressive educational approaches into high school settings.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Secondary education. $3 1179560
650 4 $a Rhetoric. $3 567738
650 4 $a Pedagogy. $3 1148703
650 4 $a Educational evaluation. $3 555501
653 $a Community-engaged pedagogies
653 $a Competency-Based Learning
653 $a Critical pedagogy
653 $a Project-Based Learning
653 $a Social-Emotional Learning
655 7 $a Electronic books. $2 local $3 554714
690 $a 0681
690 $a 0533
690 $a 0456
690 $a 0443
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Hawai'i at Manoa. $b English. $3 1471728
773 0 $t Dissertations Abstracts International $g 85-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31297072 $z click for full text (PQDT)