21st Century Learning Frameworks and the Missions of Public Education: An Integrative Review

Autor/in	Humbert, K. Micah
Titel	21st Century Learning Frameworks and the Missions of Public Education: An Integrative Review
Quelle	(2012), (180 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-5686-0
Schlagwörter	Hochschulschrift; Dissertation; Social Justice; Economic Factors; Public Education; Role of Education; Educational Change; Educational History; Political Issues; Equal Education; Educational Trends; Educational Principles; Educational Philosophy; Educational Policy; Literature Reviews + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Gerechtigkeit; Ökonomischer Faktor; Öffentliche Erziehung; Bildungsauftrag; Bildungsreform; History of education; Bildungsgeschichte; Politischer Faktor; Bildungsentwicklung; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik
Abstract	This study examined the relationship between the missions of public education in the United States and selected 21st century reform frameworks published by think tank organizations. This was conducted through the process of an integrative review. To begin, a literature search was conducted to identify the broad missions of public education in the United States and the specific reform frameworks used in this study. Seven broad missions were identified as were seven independently developed frameworks. The scope of the search and factors used to identify materials for inclusion were described in Chapter III. The legal, scholarly, and historical missions of public education were also described in Chapter II and organized for use in this study in Table 1. Through the process of an integrative review, a series of tables identified 217 specific framework components which were aligned to the broad missions of public education with connections made 312 times. It was noted that some of the components filled more than one mission while ten did not align at all. The findings were summarized in Table 18. By looking at the alignment frequency as a whole, and grouping missions based on the number of framework components to which they were aligned, three themes from the literature became evident. These themes revealed within the selected frameworks a focus on economic factors, the continued importance of equitability issues, and a lack of focus on issues of political and social justice. [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	2017/4/10