Literaturnachweis - Detailanzeige
| Autor/in | Crosby, Owen B. |
|---|---|
| Titel | The Influence of Globalization, Economics, and Educational Policy on the Development of 21st-Century Skills and Education in Science, Technology, Engineering, and Mathematics in Irish Schools Such as Kishoge Community College |
| Quelle | (2017), (180 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Southern California |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Dissertation; Foreign Countries; STEM Education; 21st Century Skills; Global Approach; Economic Factors; Educational Policy; Curriculum; Educational Practices; Science Fairs; Competition; Inquiry; Active Learning; Ireland |
| Abstract | Over the past several decades, Ireland has seen dramatic economic growth as a result of globalization, changes to its economic policies, and an influx of multinational corporations (MNCs). As a result, the development of human capital and the cultivation of knowledge-based workers equipped with the skills necessary for competitiveness in the global marketplace became a greater priority for Ireland's national educational systems. Educational leaders began to place greater emphasis on science, technology, engineering, and mathematics (STEM) and developing 21st-century skills through inquiry-based learning strategies such as science and technology fairs. However, competing priorities exist between Ireland's strategic goals of increasing STEM educational opportunities and 21st-century skill development and its current education policies centered on its nationally standardized assessment known as the Leaving Certificate. The purpose of this study was to examine the influence of globalization and educational policy on the curriculum and instructional practices in schools in Ireland. This study also examined how science fairs and competitions, such as SciFest, influence the use of inquiry-based instructional strategies by teachers in the classroom to prepare students to enter the 21st-century workforce in the STEM fields. The principal findings of this predominantly qualitative study were that all participants felt that STEM education and 21st-century skill development are important in Ireland. However, they also felt that changes to the current educational policies in Ireland must occur to ensure that all students have access to STEM courses and opportunities to develop 21st-century skills. Study participants agreed that students benefit from participating in science competitions and show an increased interest in studying STEM-related fields in college as a result of that participation. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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