Interpreting 21st Century Educational Reform in Alberta: A Pilot Study

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dc.contributor.authorBurns, Amy
dc.contributor.authorGereluk, Dianne
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2017-06-28T22:25:51Z
dc.date.available2017-06-28T22:25:51Z
dc.date.issued2017-05
dc.description.abstractThis paper will highlight the unique findings of a pilot study designed to understand the interpretations made by classroom teachers of 21st century educational reform, with particular attention on the effects of these findings for pre-service teacher education. The study was conducted with two teachers and two school-based leaders in one Alberta school division known for its commitment to 21st century educational ideals. It was found that both teachers and school-based leaders are interpreting 21st century education in very different ways. Most interestingly is the propensity for 21st century education to become hallmarked by one aspect that then becomes foundational.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5336
dc.identifier.urihttp://hdl.handle.net/1880/52115
dc.languageen
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subject21st centuryen_US
dc.subjectreformen_US
dc.subjectK-12en_US
dc.subjectteachersen_US
dc.subjectpre-service teachersen_US
dc.titleInterpreting 21st Century Educational Reform in Alberta: A Pilot Studyen_US
dc.typeunknown
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