21st Century Skills in the United States: A Late, Partial and Silent Reform

Autor/in	Anderson-Levitt, Kathryn
Titel	21st Century Skills in the United States: A Late, Partial and Silent Reform
Quelle	In: Comparative Education, 57 (2021) 1, S.99-114 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1845059
Schlagwörter	21st Century Skills; Educational Change; Competence; Common Core State Standards; Educational Policy; Educational History; Global Approach + Suchen Sie Ihr Suchwort? Bildungsreform; Kompetenz; Common core curriculum; Curriculum; Kerncurriculum; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Globales Denken
Abstract	This article examines the history of US movements for competencies, often called 'twenty-first century skills', in international context. Ironically, US actors were a source of early ideas about competencies but 'late' adopters of a competency-added reform--a partial and silent policy incorporated within the Common Core State Standards of 2010. The US case might appear to support a realist theory that the country independently invented the same solution to the same problem addressed by other countries' competency-based reforms. However, this article shows that some US actors actually invited international influence, supporting the theory that the common problem was actually a social construction. In addition, soft power exercised by technology corporations partly explains how the solution of a competency-added curriculum was finally adopted by most US states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01