Journal articles on the topic 'Prints 21st century Themes'
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Bruno, Nicola. "Thirty-Six Views of X: Variations on a Theme Reveal Individual artistsʼ Approaches to Composition." Art and Perception 8, no. 2 (June 8, 2020): 158–74. http://dx.doi.org/10.1163/22134913-bja10003.
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How do artists position the key element of their composition? Is this choice random, or does it follow rules? I propose that a fruitful domain for studying key element framing is found in suitable serial works having a strong thematic homogeneity. What characterizes such series is that they might be regarded as variations on a theme by the same artist, allowing meaningful assessments of random variations while keeping other factors approximately constant. In this work, I report two studies on series originally inspired by 19th century Japanese prints (Hokusaiʼs Thirty-six views of Mount Fuji) and later revisited, in similar form, both in later Japanese works and at the beginnings of the 20th and then 21st centuries in Europe. I call this database of images Thirty-six views of X. Results do not support framing according to a centring bias or to ‘power’ points or lines defined by known principles of composition, suggesting that key element framing shows an overall bias for moderate asymmetry, that this bias is modulated by individual and cultural differences, and that there may be an additional effect of print aspect ratio.
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Miller, John. "Literacy in the 21st Century: Emergent Themes." Peabody Journal of Education 73, no. 3 (June 1, 1998): 1–14. http://dx.doi.org/10.1207/s15327930pje7303&4_1.
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GOSPEL, HOWARD, and STEPHEN WOOD. "Labour Relations: Themes for the 21st Century." British Journal of Industrial Relations 33, no. 4 (December 1995): 515–17. http://dx.doi.org/10.1111/j.1467-8543.1995.tb00451.x.
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Miller, John W. "Literacy in the 21st Century: Emergent Themes." Peabody Journal of Education 73, no. 3-4 (June 1998): 1–14. http://dx.doi.org/10.1080/0161956x.1998.9681883.
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Njoroge, Catherine Njeri, and Caroline Mutwiri. "Perceptions of Postgraduate Students on Accessibility of Print and Electronic Information Resources at Mahatma Gandhi Library." International Journal of Current Aspects 6, no. 1 (May 3, 2022): 84–95. http://dx.doi.org/10.35942/ijcab.v6i1.246.
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The increase in research output in the 21st century has led postgraduate students to adopt new ways of information searching and this has had a bearing in the way they perceive and use information resources both print and electronic formats. This has made it critical to establish their perceptions in order to ensure that university libraries invest only in those resources that have the potential to support post graduate research. The study therefore sought to determine perceptions of post graduate students (PGS) towards accessibility of print and electronic information resources (EIRs). The study reviewed current research study findings on perceptions under the four study themes. It was based on Social Cognitive Theory (SCT) advanced by Albert Bandura in1986. A descriptive research design was adopted. Independent variables constituted a comparison on the extent of use, accessibility, relevance and preference towards choice of format between print and EIRs. Dependent variable was use of print and EIRs. The target population was 3159 postgraduate students enrolled for Business Administration program in the School of Business (SOB) at the university of Nairobi (UoN). Convenience sampling which is a method of non-probability sampling was applied in the study to identify a representative sample size for PGs enrolled in the Business Administration progam in the SOB. Yamane Taro (1967) mathematical formula, a sample of 97 respondents was drawn. The questionnaire was the main data collection tool. Validity was ensured through conducting a pilot study at Technical University of Kenya (TUK) using a pilot data of 10 PGs. Cronbach’s alpha coefficient value greater than 0.7 was used to test reliability of the questionnaire. Qualitative data was analyzed thematically while Quantitative data was analyzed using descriptive statistics via Statistical Packages for Social Sciences (SPSS) Version 23 and presented through percentages, frequencies, pie charts, tables and graphs. Logistical and ethical considerations were strictly adhered to. The profound study findings were that majority of PGs across age highly used both information formats and that these formats will continue to coexist supplementing each other meaning that libraries cannot satisfy user needs without availing both formats in their collection as none is exclusive of the other. However, divergent views of a few alluded to the fact that technology will obliterate print resources thereby pointing to emergence of paperless libraries. The study recommended that university libraries continuously acquire both formats for PG studies. It also gave key suggestions for further research especially a study on students’ perceptions towards use of both information resources in this era of university education realignment where education reforms are taking centre stage to drive competencies.
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Alawiah, Tuti, Abdul Hakim Yassi, Nasmilah, and Abidin Pammu. "Proposed 21st Century Learning Themes in English Classrooms." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 583–89. http://dx.doi.org/10.17507/jltr.1303.14.
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In many universities in Indonesia, English is still a mandatory subject. The universities provide the courses under the names Bahasa Inggris (English), English for Academic purposes, English I to II, English for Proficiency, English for Health Science, etc. Different universities give 2 credits, 3 credits, or more than 4 credits. The teaching materials used are from various sources, such as from the internet, English books published by famous publishers, or modules written by the lecturers. However, the materials provided are often not suitable for the current situation. Therefore, this research was conducted to investigate and seek better alternatives for English learning. What are the students’ target needs with respect to English class materials development? What are the students’ learning needs with respect to the development of English class material for Social and Political Science’s Students? And what suitable materials are available that are in line with 21st-century learning? This study surveyed 437 new students in the first semester from the Social and Political Science Faculty and eight English lecturers National University of Indonesia. Google form questionnaires were used to collect and analyze data. The three main indicators to be analyzed were: students’ present situation, students’ target situation, and students’ learning situation. The results show that 60.9% agree that the topics discussed relate to 21st-century learning, 80.3% of all necessary English skills are learned by the students, and they prefer learning from YouTube/social media and academic journals. Nearly half (46.9 %) were comfortable with learning through blended learning, and 95.6% agreed with the use of Google meet, Google classroom, and Zoom meetings. Furthermore, the materials considered appropriate to 21st-century learning include global awareness, finance, economics, business and entrepreneurial literacy, civic literacy, health literacy, and environmental literacy.
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ATIYAH, MICHAEL. "MATHEMATICS IN THE 20TH CENTURY." Bulletin of the London Mathematical Society 34, no. 1 (January 2002): 1–15. http://dx.doi.org/10.1112/s0024609301008566.
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A survey is given of several key themes that have characterised mathematics in the 20th century. The impact of physics is also discussed, and some speculations are made about possible developments in the 21st century.
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Brintnell, E. Sharon, Helen M. Madill, M. Thelma Cardwell, and Isobel M. Robinson. "Old Themes, New Directions — Occupational Therapy in the 21st Century." Canadian Journal of Occupational Therapy 53, no. 4_suppl (November 1986): 38–44. http://dx.doi.org/10.1177/00084174860530s414.
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The paper begins with a brief look at direction for the future of occupational therapy as expressed in occupational therapy literature over the past six decades. The major contribution in the areas of practice, research and education, professional organization and therapy/knowledge base are highlighted. It then considers current social issues in Canadian society which have a bearing on occupational therapy and implications for its future development; population trends, health status and hospitalization, universal access to health and social services, unemployment, client expectations, multiculturism medical ethics, family breakdown and child abuse. It looks at the occupational therapy profession in relation to these social issues and concludes with a summary of implications for occupational therapy and predictions for its future into the 21st century based on the analysis of these trends.
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Bakker, Barbara. "Egyptian Dystopias of the 21st Century." Journal of Arabic and Islamic Studies 21 (October 23, 2021): 79–94. http://dx.doi.org/10.5617/jais.9151.
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During the first two decades of the 21st century an increasing amount of narratives termed as Arabic dystopian fiction appeared on the Arabic literary scene, with a greater part authored by Egyptian writers. However, what characterises/marks a work as a dystopia? This paper investigates the dystopian nature of a selection of Egyptian literary works within the frame of the dystopian narrative tradition. The article begins by introducing the features of the traditional literary dystopias as they will be used in the analysis. It then gives a brief overview of the development of the genre in the Arabic literature. The discussion that follows highlights common elements and identifies specific themes in six Egyptian novels selected for the analysis, thereby highlighting differences and similarities between them and the traditional Western dystopias. The article calls for a categorisation of Arabic dystopian narrative that takes into consideration social, political, historical and cultural factors specific for the Arabic in general, and Egyptian in particular, literary field.
Keywords: Arabic literature, dystopia, dystopian literature, contemporary literature, Egypt, fiction, speculative fiction.
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Adams, Donnie, and Vicneswary Muthiah. "SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW." Journal of Nusantara Studies (JONUS) 5, no. 1 (January 30, 2020): 189–210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210.
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Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.
Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was done on two main databases, Web of Science and Scopus. There were three main stages in the process: identification of keywords, screening of articles, and determination of the articles. This resulted in a final database of 16 eligible documents.
Findings: The review of these documents resulted in three main themes – personal challenges, school context, and stakeholders, and 11 sub-themes. There were three subthemes for personal challenges such as lack of knowledge and skills, while school context challenges can be divided into six sub-themes such as lack of trained staff and inadequate facilities and resources. The two subthemes for stakeholders challenges are negative attitudes of parents and interventions from the Ministry.
Contributions: This systematic review expands the literature of principalship in the 21st Century by highlighting the challenges faced in the context of North American, African, European, and Australian schools. Further work on the challenges faced by school principals in other continents should be carried out to achieve a better understanding on the issue.
Keywords: 21st century, challenges, principal leadership, school leadership, systematic review.
Cite as: Adams, D., & Muthiah, V. (2020). School principals and 21st century leadership challenges: A systematic review. Journal of Nusantara Studies, 5(1), 189-210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210
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Burgos, Manolita Hernaez. "The Learning Experiences of Guro 21 Completers: A Phenomenology." International Journal of Management Excellence 11, no. 2 (August 31, 2018): 1607–24. http://dx.doi.org/10.17722/ijme.v11i2.1014.
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The purpose of this undertaking was to describe the learning experiences of GURO 21 Completers in the workplace. Employing phenomenological approach with 14 GURO 21 completers, who underwent in depth interview and focused group discussion, the results of the interview were transcribed, translated and coded to produce root and branch codes. As regards to the experiences, the following were the emerged themes:overload of tasks and responsibilities, scarce technological and financial resource, opportunity to be under tutelage of first-rate mentors, personal and professional achievement, heightened commitment and capability, reinforced instructional competence. As to their coping strategies, the themes were: collaboration and sharing, embracing technology, organization and planning, creativity and innovation and diligence and commitment. As to their aspirations, the themes generated were PLLP is an indispensable tool, 21st Century teachers are life-long learners, 21st Century teachers have special traits and competencies and 21st Century teaching require suitable resources and facilities.
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Jongebreur, A. A. "Strategic Themes in Agricultural and Bioresource Engineering in the 21st Century." Journal of Agricultural Engineering Research 76, no. 3 (July 2000): 227–36. http://dx.doi.org/10.1006/jaer.2000.0573.
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ŞENGÜL, Sare, Mehmet ERÇOBAN, and Leyla ÖZTÜRK ZORA. "AN EVALUATION OF MATHEMATICS SECONDARY SCHOOL CURRICULA FROM THE PERSPECTIVE OF 21ST CENTURY SKILLS." IEDSR Association 6, no. 16 (November 15, 2021): 145–66. http://dx.doi.org/10.46872/pj.415.
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The purpose of this study is to comparatively examine 2013, 2017 and 2018 secondary school mathematics curricula in terms of 21st century skills. 2013-2017-2018 mathematics course curricula were examined in terms of general features and basic approaches, goals, achievements, learning areas and themes, learning-teaching processes, assessment phase. Document analysis method which is one of the qualitative research designs was used in this study. The data of the study were analyzed with the descriptive analysis technique. The results of the study show that 21st century skills are more explicit, especially in the basis approaches and general features of the 2017 and 2018 program. It has been determined that productivity and accountability skills are not included in the achievements of the curricula, and information, media and technology skills are not included in the measurement and assessment approach. In addition, when the learning outcomes are evaluated in terms of 21st century skills, it has been determined that most of the learning outcomes include indirect explanations for skills and more than one skill at the same time. Also, no explanation for 21st century skills were found in learning domains and themes in any of the curricula examined. With regard to research findings, suggestions were offered for future studies.
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Gallagher, Tiffany L., and Jennifer Rowsell. "UNTANGLING BINARIES: WHERE CANADA SITS IN THE “21st CENTURY DEBATE”." Articles 52, no. 2 (April 10, 2018): 383–407. http://dx.doi.org/10.7202/1044472ar.
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This article examines the extent to which the competencies of the 21st century learner are reflected in the learning outcomes within the English language arts curriculum standards documents for the Canadian provinces. Manifest summative content analysis was used to code learning outcomes in accordance with themes derived from the competencies of 21st century learners. For all provinces, there were few learning outcomes that required students to use digital resources to access information or create knowledge / solutions; there were no learning outcomes related to competencies in the context of core subjects or using social media to communicate and learn. Espoused learning pedagogies need to be galvanized into English language arts curriculum standards that are consistent with 21st century and digital literacy learning competencies.
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Nehring, James H., Megin Charner-Laird, and Stacy A. Szczesiul. "Redefining Excellence: Teaching in Transition, From Test Performance to 21st Century Skills." NASSP Bulletin 103, no. 1 (February 15, 2019): 5–31. http://dx.doi.org/10.1177/0192636519830772.
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This study examined classrooms in three, high performing, public secondary schools serving high need communities. Of 22 classes observed, we found approximately one third exhibited an instructional demand for 21st century skills. In many of the remaining classes, teachers appeared to apply misconceptions of 21st century skills, and unintentionally deployed those misconceptions to reinforce the narrow and shallow skill set associated with test-based accountability. Themes from teacher and administrator interviews support this finding. School and system level implications are discussed.
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Smith, Thomas J. "Work Design in the 21st Century - Panel Summary." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 12 (July 2000): 2–753. http://dx.doi.org/10.1177/154193120004401286.
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This summary outlines major themes introduced during a multiple-session symposium series devoted to the topic of work design in the 21st century. The 6 sessions in the series address the future of work design in relation to: (1) macroergonomic analysis of work systems design; (2) production systems design and automation of work; (3) human factors research needs in internet design; (4) design of education and training; (5) work design and community design; and (6) work in extreme environments. Session chairs participated in a 7th panel session to offer perspectives on the future of work design in relation to session topics. These perspectives are summarized here. The panel co-chair, Michael Wade, also provides a perspective on future trends in the integration of work and recreation. Collectively, the session and panel participants provide a rich body of judgment and opinion regarding the trajectory and evolution of work design in the coming decades, as well as likely reciprocal interactions between changes in work design and transformations in performance of human sociotechnical, organizational and socioeconomic systems.
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Plath, Ulrike, Elle-Mari Talivee, Kadri Tüür, and Aet Annist. "Loodusmõttest aktivismini: saateks keskkondluse erinumbrile / From Nature Contemplation to Activism: A Special Issue on Environmentalism." Methis. Studia humaniora Estonica 24, no. 30 (December 13, 2022): 5–26. http://dx.doi.org/10.7592/methis.v24i30.22100.
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The introduction to the special issue of Methis on Estonian environmentalism provides an overview of the phenomenon of environmentalism and its spread across political periods, economic formations, and regions. The essay starts by contextualising the central concepts of the issue, ‘environmentalism’ and its possible translation into Estonian as ‘keskkondlus’, and its relationship with the concept of ‘nature’. At the end of the 1980s, amidst a deepening awareness of environmental crisis, some authors announced ‘nature’ to have met its end. While this end has become widely accepted within environmental discourse, the approach clashes with the traditional thinking about the beauty of nature and its strong bonds with national identities. To foster discussion and to bridge the discursive and ideological gap between the two perceptions, the authors of the articles use the concept as an umbrella term for both paradigms.
The second part of the introductory article discusses East European environmentalism, drawing attention to the research into erroneous assumptions regarding the lack of environmental activism within the Soviet Union. Before its brief heyday in the 1980s, East European environmentalism was hidden within economy, policy, society and culture. However, its roots went deeper, reaching back to 18th- and 19th-century thought, to Baltic German – and later Estonian – early voluntary associations and the value seen in the homeland and its natural objects. The founding of animal and nature protection societies in the late 19th century was an early practical outcome, and similar thought became pronounced in print culture. In early 20th century, several nature protection areas were established, and people became avid consumers of popular science journals – an interest that would continue throughout the Soviet period. The 1970s saw an environmental movement to protect the wetlands of Estonia which were in danger of being drained. Throughout the 20th century, also fiction reflected the prevailing views of nature and emerging concerns about the environment.
The issue’s opening article by Ulrike Plath and Kaarel Vanamölder takes us back to the 17th century to demonstrate the possibility of climate movements more than three centuries ago. This is followed by Karl Hein’s case study that depicts in detail the emergence of animal protection in Estonia a hundred years ago in the context of local and regional history. The next four articles focus on different aspects of environmental movements in the Soviet period. Elle-Mari Talivee retells the story of the peculiar character of Atom-Boy created by the childrens’ author Vladimir Beekman who depicts in this form the various developments in the Soviet nuclear industry. This example from children’s literature is paralleled by similar environmental concerns expressed in visual arts, as outlined in Linda Kaljundi’s article. In a more theoretical take on liberal and autocratic environmental protection, Viktor Pál discusses the Soviet propagandistic use of environmental issues. Olev Liivik contextualises the protests against phosphorite mining in the 1970–80s within the wider trends in the Soviet Union, including the practice of sending letters of complaint to the media, and the various waves of environmental dissent. The discussion of a more compact case of the so-called Green Cycling Tours by Tambet Muide demonstrates the same increasingly oppositional stance that took hold in the 1980s. Regarding the post-Soviet era, Tõnno Jonuks, Lona Päll, Atko Remmel and Ulla Kadakas analyse the various conflicts that have emerged around natural and cultural objects protected by law since the 1990s. In the freestanding article of the issue, Raili Lass writes on interlinguistic and intersemiotic procedures of translation in the theatre but, as our introductory essay suggests, points of convergence may be found here with the discussion of staging of conflicts in environmental protection. In the “Theory in Translation” section Timothy Morton’s classic discussion of environmentalism is published in Ene-Reet Soovik’s translation, accompanied by introductory remarks from the translator and Kadri Tüür.
The final part of the issue’s introduction offers a comparative and interdisciplinary take on the themes discussed. The revelatory nature of historical events of any era, especially natural disasters or the conditions of their unfolding, uncovers the socio-environmental relations that push people to respond. Whether or not such responses become environmental movements depends on the context that either recognises or ignores human embeddedness in the environment. Searching for such parallels connects 21st century climate activism and 17th century upheavals, animal protection in the 1920s and a hundred years later. The Soviet period allows a simultaneous scrutiny of both the limited and ideological take on the apparent lack of Soviet environmentalism as well as the methodological challenges of finding the footprints of hidden awareness and activism. Unearthing this from literature, art and the restrained presence of expert voices also provides an explanation to the sudden explosion of activism in the 1980s. The silence of the next decades further proves that there is nothing obvious in the ways in which environmentalism can take hold of society, which demands precise and detailed inquiry such as provided by the authors of this special issue.
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Schrooten, Mieke, and Jan Van den Broeck. "Social Work and the City. Urban Themes in 21st-Century Social Work." Journal of Social Intervention: Theory and Practice 27, no. 7 (December 13, 2018): 7. http://dx.doi.org/10.18352/jsi.590.
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Cockburn, Tom. "Childhood and Citizenship: The viewpoint of the 21st Century." Revista Espaço Pedagógico 27, no. 2 (July 27, 2020): 297–312. http://dx.doi.org/10.5335/rep.v27i2.11423.
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The latter part of the Twentieth Century saw an increasing recognition of children’s claims to citizenship. Significant inroads were made towards children’s rights, placed onto the global agenda by the United Nations Convention of the Rights of the Child (UNCRC) in 1989. The academic field in childhood studies responded to this social movement (Cockburn, 2013; Warming, 2011) by problematising conventional models of citizenship into one that would be fit for purpose to apply to children. This article will outline the key features of childhood studies’ approach to children’s citizenship in the twentieth century. It will then provide a short commentary on the developments this century. Finally, it will identify the themes that are likely to be pertinent now and the near future.
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Chan, Margaret Kit Yok. "TREND OF EDUCATION RESEARCH IN PRE AND POST COVID19 PANDEMIC." Problems of Education in the 21st Century 80, no. 2 (April 20, 2022): 238–41. http://dx.doi.org/10.33225/pec/22.80.238.
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Education research trends are related to the style of types or their directions conditioned by social demand or the specificity of cultural changes at a given time and place (Potyrala, 2020). Accordingly, educational tendencies are of certain regularities with outlines in the development of ideas related to education and upbringing showing perspectives that can be predicted by describing models, planning research on future processes, as well as taking preventive measures. Before the turn of the century, the education research was delving on the evolution of traditional face-to-face education towards digital education with the advancement of the technologies in developing 21st century students coming from the alpha, Y and Z generations. Trilling and Fadel (2009) foresaw the 21st century student need learning traditionally school subjects with contemporary content themes to be combined with the 21st century skills.
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Gómez, Miguel. "GPS and Geography: Using Technology to Apply Geography with Middle Grade Students." Social Studies Research and Practice 8, no. 2 (July 1, 2013): 43–54. http://dx.doi.org/10.1108/ssrp-02-2013-b0003.
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Despite the emphasis on 21st century learning in our schools, the use of technology and the opportunity to think creatively is often lacking in our social studies curriculum. Specifically, opportunities for students to apply the five themes of geography to the world around them is hard to undertake when teaching is primarily conducted via a traditional textbook or supplemented with only audio and visual materials. In order to give students an authentic opportunity to apply the five themes of geography and to build their 21st century learning skills through the use of creative thinking tasks, handheld global positioning system (GPS) devices were introduced to a middle grades classroom. This manuscript documents the steps taken with these handheld GPS devices over the course of a two-week unit on the five themes of geography. Following a detailed explanation of each day’s activity, a discussion highlights how the infusion of technology and the opportunity to think creatively created a culture of learning within the classroom.
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Bures, Regina M. "Living Arrangements Over the Life Course." Journal of Family Issues 30, no. 5 (February 5, 2009): 579–85. http://dx.doi.org/10.1177/0192513x08331131.
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Living arrangements are influenced by social and demographic trends. Changes in social norms related to marriage, childbearing, educational attainment, and women's employment have reshaped families, making residential family membership much less continuous over the life course. The increasing complexity of family living arrangements makes a life course perspective essential for understanding families. The special issue titled "Living Arrangements Over the Life Course: Families in the 21st Century" addresses several key themes that will characterize families in the 21st century, including gender and the family, union formation and dissolution, living arrangements, and family migration.
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Liang, Siya, Ching Sing Chai, and Vivian W. Y. Lee. "Surveying and Modelling 21st Century Online Learning Patterns of Medical Students." International Journal of Environmental Research and Public Health 19, no. 19 (October 3, 2022): 12648. http://dx.doi.org/10.3390/ijerph191912648.
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Medical education in the 21st century is shifting more toward online learning because of extensive application of information and communication technology (ICT). We surveyed medical students’ 21st century online learning experiences and modeled the interrelations among relevant dimensions of 21st century online learning. Based on the general themes proposed by multiple 21st century learning frameworks and current medical education emphases, a seven-factor instrument was developed for surveying 364 medical students’ learning process, thinking process, and basic science-related clinical ability. The associations among the seven factors and the structural relationships of how online learning practices and thinking processes affected basic science-related clinical ability were explored. The developed instrument was validated and possessed good reliability. The seven dimensions were interrelated. Specifically, meaningful learning with ICT was positively associated with other learning practices. The learning practices were positively associated with the thinking processes and the thinking processes were positively associated with students’ basic science-related clinical ability. Our findings suggested that students engaged in active and collaborative learning with technology would employ higher-order thinking and perceived better basic science-related clinical ability. The findings support engaging medical students with 21st century learning practices to strengthen students’ self-perception of clinical ability.
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Sholihin, Anwar. "Orkestra Tong Sampah Pembelajaran: Hubungan Simbiotik Fungsional antara Ajaran Islam dengan Kegiatan Pembelajaran." Progressa: Journal of Islamic Religious Instruction 1, no. 2 (May 6, 2019): 81. http://dx.doi.org/10.32616/pgr.v1.2.123.81-86.
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To be "educated" today requires mastery of core subjects, 21st century themes, and 21st century skills. To help students achieve skills in 21st century skills, teachers and administrators need an educational support system that strengthens their teaching capacity, leadership and management and both students and educators need a conducive learning environment for satisfying results. In implementing the teaching and learning of Islamic education, Islamic education teachers are seen in the community as the best example or role model that forms people who are moral and pious. This study aims to identify and explain the functional symbiotic relationship between Islamic teachings and learning activities. The conclusions of this paper are the elements described in this section as "21st century student results" (represented by pelangi) are the skills, knowledge, and skills students must master to succeed in work and life in the 21st century. While in Islam the Prophet Muhammad is a person who teaches: 1) by example and example with the principle of "Talkless, Do More", 2) a person who constantly learns. 3) teaching with stories to learn from, 4) teaching with dialogue, practicing thinking and analyzing, 5) teaching with portrayals. If one does not run, the orchestra of the learning trash can is running
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Sulaiman, Tajularipin, Suzieleez Syrene Abdul Rahim, KaiYan Wong, and Wan Marzuki Wan Jaafar. "The Use of “Scratch and Challenge Board” as an Alternative Assessment Tool to Enhance University Students’ Skills." Asian Journal of University Education 17, no. 3 (August 1, 2021): 85. http://dx.doi.org/10.24191/ajue.v17i3.14506.
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Abstract: In the teaching and learning process, assessment can be applied in various ways. In order to ensure the quality of education, assessment should be performed as a platform to support student learning. The role of assessment also ensures that students’ learning outcomes meet the needs of the 21st century skills. “Scratch & Challenge Board” (SCB) can be used to support the 21st century teaching and learning environment through focus group discussions. Therefore, the aim of this study was to explore the perspectives of university students on the use of “Scratch & Challenge Board” as an alternative assessment tool in enhancing students’ skills. This study applied the qualitative research approach. Data were collected through focus group interviews and related documents such as students’ assignments. A total of 10 focus group were obtained, with 3-4 students in each group, and each discussion was moderated by an experienced moderator. Collected data were analysed using constant comparative data analysis methods to obtain the themes. Four (4) themes emerged in this study: (i) alternative assessment encourages active participation in learning, (ii) integrating technologies in assessment tools, (iii) relevant with 21st century skills, and (iv) improvement in learning environment. In conclusion, the “Scratch and Challenge Board” is an assessment tool that not only supports face-to-face teaching and learning, but can also be integrated with technological devices and social media platforms. The “Scratch and Challenge Board” also enhances students’ 21st century skills
Keywords: Assessment tool, Alternative assessment, Group discussion, Teaching innovation
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Qamar Abbas Cheema and Taimur Shamil. "21st Century and Pakistan’s New Narrative for National Stability." Strategic Studies 37, no. 4 (April 11, 2017): 133–48. http://dx.doi.org/10.53532/ss.037.04.00202.
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Throughout the course of history, states and non-state actors have developed themes, values and ideas to promote their visions. Such deliberate and well-constructed ideologies are termed as narratives either to face the challenges or to run a rules-based national and international system while looking their goals and power apparatus. A national narrative is constructed in a way that identity, history, ideology, geography, culture, foreign policy and other national discourses become components of it. Pakistan, since its independence in 1947, has been in search of a comprehensive narrative that should suit the fabric of the state. The existing narrative has been unresponsive to the needs of people and becomes outdated for several reasons. A new narrative for identity construction, political maturity, educational growth, strong security, economic prosperity, good governance, religious reorientation, innovative skills, media maturity and ethnic unity is required which can establish a new societal architecture for a strong and resilient state and society. Building of such a new narrative is a strategic imperative which could bring national stability in Pakistan in the 21st century.
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Chiu, Siu-Wai, Shui-Chee Law, Mei-Lun Ching, Ka-Wan Cheung, and Ming-Jie Chen. "Themes for mushroom exploitation in the 21st century: Sustainability, waste management, and conservation." Journal of General and Applied Microbiology 46, no. 6 (2000): 269–82. http://dx.doi.org/10.2323/jgam.46.269.
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Scullion, Hugh, David G. Collings, and Patrick Gunnigle. "International human resource management in the 21st century: emerging themes and contemporary debates." Human Resource Management Journal 17, no. 4 (November 2007): 309–19. http://dx.doi.org/10.1111/j.1748-8583.2007.00047.x.
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Dewanti, Sintha Sih, Badrun Kartowagiran, Jailani Jailani, and Heri Retnawati. "LECTURERS' EXPERIENCE IN ASSESSING 21ST-CENTURY MATHEMATICS COMPETENCY IN INDONESIA." Problems of Education in the 21st Century 78, no. 4 (August 5, 2020): 500–515. http://dx.doi.org/10.33225/pec/20.78.500.
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Mathematics is one of the fields that has important role in the 21st-century thinking because mathematics involves the process of logical and systematic thinking to solve problems. This makes mathematical competencies need to be developed through learning and integrated into knowledge, skills, and attitudes. When learning has facilitated the development of 21st-century mathematical competencies, the assessment must also be able to photograph it. This research aimed to find out whether the lecturers of the Mathematics Education Study Program have conducted a 21st-century mathematics competency assessment. This research used a qualitative approach with the phenomenological method. The data were collected using in-depth interviews with each participant. The research participants were 20 lecturers from Mathematics Education Study Program who came from 12 provinces in Indonesia. Data analysis was performed by using the help of ATLAS.ti 8 software to analyze participants' transcripts and documentation, formulate important phrases or sentences, formulate meaning, bring themes up, and be integrated into in-depth descriptions of the phenomenon. The result showed that lecturers of the Mathematics Education Study Program have not focused on the 21st-century mathematics competency assessment. The assessment of each mathematical competency was only done globally and not carried out in detail about each of the competency indicators. Keywords: 21st-century mathematical competencies, competency assessment, lecturers' experience in assessment, Mathematics Education Study Program lecturers.
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Tengku Kasim, Tengku Sarina Aini, Nur Atikah Miasan, and Yusmini Md. Yusoff. "21ST CENTURY LEARNING CHALLENGES AMONG NOVICE TEACHERS OF ISLAMIC EDUCATION IN MALAYSIA." International Journal of Education, Psychology and Counseling 5, no. 37 (December 3, 2020): 206–20. http://dx.doi.org/10.35631//ijepc.5370017.
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21st-century learning emphasizes student-centered learning and active learning that transforms the role of teachers into facilitators. Teachers act to help students solve problems given to them as a learning process. Therefore, teachers play an important role in determining the learning outcomes that can be achieved. However, previous studies have found that the implementation of 21st-century learning has contributed to various forms of challenges for teachers. Thus, this article discusses the results of a study that successfully identifies the form of challenges faced by novice teachers in implementing 21st-century learning. The study was conducted using qualitative design, in a semi-structured interview with 10 novice teachers of Islamic education secondary school. The findings of the study found that although they successfully applied the pedagogy of 21st Century learning, they had to face several forms of challenges. Two dominant forms of challenge emerge as themes to be discussed in this article. First, the challenges in choosing a learning approach and second; challenges to apply M-learning effectively. The findings of the study have implications for educators, especially novice teachers, to better understand and possess 21st-century skills more effectively in order to be able to provide a new generation that is competitive in the face of life, in line with the rapid development of Information and Communication Technology (ICT).
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Storch, Sharon L., and Anna V. Ortiz Juarez-Paz. "The role of mobile devices in 21st-century family communication." Mobile Media & Communication 7, no. 2 (December 24, 2018): 248–64. http://dx.doi.org/10.1177/2050157918811369.
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Use of media devices has evolved over the past 10–15 years and the resulting effects on family communication are of interest for this study. Through 26 semi-structured interviews, the authors sought to understand the role mobile devices play in family communication. Qualitative grounded theory analysis was used to find themes and interpret results (Creswell, 2013). One overarching paradoxical theme emerged from these data, family connect–family disconnect. In family connect, categories of across distance, reassurances, and boundaries are shared. Within family disconnect, distractions, misunderstandings, and negative emotional responses are conveyed. Future research avenues recommended are decision making related to mobile devices based on values and morals, in-depth social media and app usage, emoji emotional responses, individuals under 18 and between 18 and 30 years old, and a network analysis of one extended family.
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Silva, André Luiz Reis da, and Gabriela Dorneles Ferreira da Costa. "Brazil and Turkey in the 21st century: strategic interests in comparative perspective1." Estudos Internacionais: revista de relações internacionais da PUC Minas 8, no. 4 (February 18, 2021): 132–50. http://dx.doi.org/10.5752/p.2317-773x.2020v8n4p132-150.
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This research aims to compare the strategic interests and the positioning at the foreign policy level of Brazil and Turkey in the 21st century, considering the rise to power of, respectively, Workers’ Party (PT, in Portuguese) and Justice and Development’s Party (AKP, in Turkish). Methodologically, it was used bibliographical research and analysis of speeches in the General Debate of the United Nations General Assembly (UNGA) between 2010 and 2015. It was verified convergence between Brazil and Turkey in themes as the acknowledgment of the multipolarity of the World Order, the necessity of the United Nations Security Council (UNSC) reform, the importance of the fortification of the global economic governance by G-20 and the compromise with the International Law, with the terrorism combat and with the Humans Right protections. As divergence point, it was verified the debates about the sort of reform to be implemented at the UNSC and some questions involving the Arab Spring, such as the military intervention at Libya in 2011. At last, some themes are more recurrent at one country’s foreign policy than another’s; as topics regarding Central Asia and Middle East, at Turkey’s case, and subjects regarding BRICS and south-american regional integration, at Brazil’s case.
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Vasil, Martina. "Using Popular Music Pedagogies to Foster 21st-Century Skills and Knowledge." General Music Today 33, no. 3 (February 5, 2020): 46–51. http://dx.doi.org/10.1177/1048371320902752.
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Recent changes in educational policy have placed 21st-century skills at the forefront of arts education, presenting arts educators with an opportunity to reassess instructional practices. Popular music pedagogies are approaches to learning and practicing popular music that may be useful for addressing 21st-century skills and knowledge in arts classrooms. In this article, the author describes how art and music teachers infused music, art, and technology in two related arts projects for Grades 3 to 5 that explored the artwork of Jean-Michel Basquiat, jazz music, the work of DJ Kool Herc, and a deejay application on electronic tablets. Through the use of popular music pedagogies, teachers addressed many aspects of 21st-century skills and knowledge. Furthermore, the artwork of Jean-Michel Basquiat and the music of DJ Kool Herc resonated with students due to their historical significance and the everlasting artistic themes found within their work—individuality, innovation, communication, expression, and authenticity.
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Aziz, Muhammad Noor Abdul, Nurahimah Mohd Yusoff, and Mohd Faiz Mohd Yaakob. "Challenges in using authentic assessment in 21st century ESL classrooms." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 759. http://dx.doi.org/10.11591/ijere.v9i3.20546.
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This paper seeks to explore the challenges faced by excellent teachers in preparing for authentic assessment in their English as a Second Language (ESL) classrooms. This qualitative case study involving six excellent teachers was based on purposive sampling. Data sources in this study used classroom observation and a series of semi-structured interviews with the excellent teachers. Thematic analysis was used to identify emerging themes from the codes gathered from the interviews and observations. Data showed that excellent teachers faced multiple challenges prior to preparing for authentic assessment. They have also been using variations of authentic assessment to help children in their learning besides accurate documentation and extensive reading from around the globe to equip themselves with the current knowledge. Since there is no clear guideline for teachers who practice authentic assessment in their classes, this study provided some insights on the preparations and the use of authentic assessment as part of their teaching and learning process.
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SAHİTO, Nasreen. "EVALUATING THE NATIONAL CURRICULUM OF COMPUTER SCIENCE GRADE 6 TO 8 BY USING BLOOM’S TAXONOMY." IJAEDU- International E-Journal of Advances in Education 5, no. 15 (December 28, 2019): 361–69. http://dx.doi.org/10.18768/ijaedu.593884.
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Critical thinking, problem solving and logical reasoning are considered as the 21st century learning skills. These higher order thinking skills (HOTS) can only be developed through curriculum and teaching and learning strategies, because it include critical, logical, reflective, metacognitive, and creative thinking. The purpose of this study is to analyze National Curriculum 2006 (Pakistan) of Computer Education in order to observe that how much it is helpful for the development of higher order thinking skills among the students and whether it has focused on merging 21st century interdisciplinary themes with core contents of the subject. The National Curriculum2006 (Pakistan) of Computer Education from grade VI to VIII was analyzed using the revised blooms taxonomy. Out of six levels, upper three levels Analyzing, Evaluating and Creating were considered as HOTS. Frequency and Proportions were calculated for Student Learning Outcomes (SLOs) meeting HOTS criteria. P21 framework was used for checking the contents and SLOs which merging the 21st century interdisciplinary themes in curriculum. Overall only 9% of the SLOs in curriculum met the requirement of HOTS. There was a slightly increasing trend was observed from grade 6 to 8. Grade 6 had 6%, grade 7 had 9% and grade 8 had 11% of HOTS. However overall proportion of SLOs meeting HOTS was low but an increasing trend was observed from grade VI to grade VIII. In order to develop HOTS among the students, there is a need to redesign the curriculum, teachers should be trained accordingly and assessment standards should also be meeting with curriculum needs. It will help in the re-designing of National Curriculum for Computer Education Grade VI-VIII. This study can be expended to analyze the National Curriculum for other subjects. Keywords Higher Order Thinking Skills, Curriculum, SLOs, 21st century skills, Critical Thinking
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Jensen, Amber. "Fostering preservice teacher agency in 21st century writing instruction." English Teaching: Practice & Critique 18, no. 3 (October 14, 2019): 298–311. http://dx.doi.org/10.1108/etpc-12-2018-0129.
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Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.
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R. Palompon, Daisy. "THE CARING CULTURE FOR OLDER PEOPLE IN THE 21ST CENTURY." Volume-10 : Issue 1, July, 2018 10, no. 1 (July 15, 2018): 77–84. http://dx.doi.org/10.31674/mjn.2018.v10i01.011.
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A study of the culture and environment of caring among older people care providers including the policies and its interplay in the process of delivering care was conducted to develop an older people care culture theory. This study utilized focused ethnography which involves generating data by observing participants and the structure of an older people health facility in their natural setting. Administrative consent as well as individual participants’ informed consent was acquired prior to the start of the study. Participant observation, dialogue and interview were utilized by the researcher and the research participants. Data analysis was done using the observations and dialogues on the caring governance which were transcribed in the individual journals of the researchers using NVIVO 11.Four major themes were generated: nurturing environment, flourishing milieu, thriving abode and unifying care. The elderly caring structure focused on the growth and empowerment of the older persons despite their limitations. These processes are developed through a nurturing-flourishing-thriving-unifying environment. An eclectic combination and complementary relationship between the physic-social-psychological-spiritual components of the care provider, venue of care and the one cared for provides a focus on the support for the caring culture of older people.
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Ticha, Ignatius Khan. "African languages and language practice research in the 21st century: Interdisciplinary themes and perspectives." South African Journal of African Languages 38, no. 3 (September 2, 2018): 375–77. http://dx.doi.org/10.1080/02572117.2018.1518053.
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Arago, Tipenga, Sadia Ali, Tahany Dassouki, Simonne Massner, Dominique Mendiola, Jennifer Po, Kevin Sun, and Gerard Bellefeuille. "Social Media and 21st-Century Child and Youth Care Practice." Journal of Education, Teaching and Social Studies 1, no. 1 (May 20, 2019): p12. http://dx.doi.org/10.22158/jetss.v1n1p12.
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The exponential growth of online information and communication technologies such as texting and social media sites like Facebook, Instagram, and Snapchat have opened up new possibilities for child and youth care (CYC) practitioners to engage with children, youth, and families. Yet very little is known about the therapeutic use of these technologies as a direct CYC practice method. Hence, this qualitative, course-based research project aimed to explore the use of social media as a therapeutic practice by CYC students at MacEwan University. The Instagram social networking site was used to collect data. A thematic analysis identified four overarching themes: (a) a relationship, engagement, and communication building tool, (b) a source of support and information, (c) a creative space for self-expression, and (d) a safe place. The results of this course-based study indicate that CYC students use social media responsibly in their work with children, youth, and families. The use of social media appears to have a positive impact and beneficial use in CYC as long as it is utilized and maintained in a professional manner. More research into social media is, however, required to help CYC practitioners keep pace with information and communication technologies and become well-informed about their use and misuse.
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Ali, Suraini Mohd, Haliza Harun, Norhaili Massari, Fariza Puteh-Behak, Ramiaida Darmi, Normazla Ahmad Mahir, Suzana Selamat, and Yurni Emilia Abd Hamid. "The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes." Mediterranean Journal of Social Sciences 8, no. 1 (January 26, 2017): 252–58. http://dx.doi.org/10.5901/mjss.2017.v8n1p252.
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Abstract There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.
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Avery, Kent, Carolyn Huggan, and Jane P. Preston. "The Flipped Classroom: High School Student Engagement Through 21st Century Learning." in education 24, no. 1 (June 21, 2018): 4–21. http://dx.doi.org/10.37119/ojs2018.v24i1.348.
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The purpose of this qualitative study is to document the experiences of students who participated in a flipped classroom during a Grade 11 Modern World History and a Grade 11 Biology course. An abridged literature review revealed the flipped classroom provides enriched opportunities for collaborative learning and for greater teacher-student interaction; however, during the homework phase, some students are not equipped to be independent learners. For this action research project, we collected data from 48 students who completed three sets of qualitative questionnaires and participated in two focus groups. Augmented data included excerpts from reflective journals maintained by the flipped classroom teachers. From the data, three dominant themes surfaced. First, the flipped classroom promoted active learning. Second, it supported stronger relationships among students and their teachers. Third, it activated a steep learning curve. Details of 21st century learning are used to conceptualize the findings. One implication of the study is that, at the start of the flipped experience, teachers need to communicate fluidly to students what the flipped classroom is and is not. Keywords: flipped classroom; action research; 21st century learning
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Topper, Amelia Marcetti, and Jeanne M. Powers. "Democracy’s College: The American Community College in the 21st Century: Framing the Issue." education policy analysis archives 21 (February 25, 2013): 14. http://dx.doi.org/10.14507/epaa.v21n14.2013.
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In this manuscript, the guest editors of the EPAA Special Issue on “Democracy’s College: The American Community College in the 21st Century”: a) introduce the background, history, and context of community colleges in the larger higher education landscape; b) summarize the three research papers and two video commentaries that were peer-reviewed and selected for inclusion in this special issue; and, c) discuss the individual contributions and major themes across the selected papers. Their importance is discussed in terms of each paper’s insights for the general research on this topic and each paper’s potential to inform community college research, practice, and policy.
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Lisak-Gębala, Dobrawa. "New Century – ‘New Essays’?" Czytanie Literatury. Łódzkie Studia Literaturoznawcze, no. 8 (December 30, 2019): 13–35. http://dx.doi.org/10.18778/2299-7458.08.08.
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This article constitutes an attempt at organising the non-conservative tendencies in Polish essays published in the 21st century, which apply to themes, the lowering of the tone, and forms of writing. One major stream is travel writing, which focuses not on the Mediterranean legacy, but on the ‘second world’: long-disadvantaged provincial areas. Many essayists abandon the traditional topic of books and works of art, and turn to ‘reading’ the animal world, the plant world, and the world of ordinary objects. The essay has also become a tool for introducing polarisation between that which is mainstream and that which is marginal and concerns minorities. The fact of choosing a non-traditional topic often entails a non-canonical cognitive attitude, which translates into experiments within the area of the form of expression. The author of this article argues that all those innovations can be accommodated by the flexible convention of the essay as a genre which, in principle, is supposed to constitute an artistic cognitive experiment.
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Rutgers, Wim. "Dutch Caribbean Poetics in a Historical Perspective." Werkwinkel 13, no. 1-2 (December 1, 2018): 9–26. http://dx.doi.org/10.2478/werk-2018-0001.
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Abstract This article provides an overview of two hundred years of Dutch Caribbean poetics: from Eurocentrism to originality, from imitation towards creation. In the 19th century colonial poets of the ABC islands followed European examples, in the beginning of the 20th century they searched for local themes and forms, and from the last decades of the 20th and in the beginning of the 21st centuries they combined the local and the global arriving at a creative amalgam of the glocal.
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Dougherty, Stephen. "The Machine in the Garden in the 21st Century." American Studies in Scandinavia 49, no. 1 (January 29, 2017): 83–99. http://dx.doi.org/10.22439/asca.v49i1.5464.
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In this essay I will suggest Leo Marx’s debt to a style of thinking about technology which cuts against the grain of the liberal humanism and liberal progressive ideology that informs his writing. This style of thinking, associated with the word technicity, underscores the intimacy of our relation to technology. The Machine in the Garden insists that technology is a crucial aspect of our human nature—it encourages us to see that nature is inseparable from our technological condition. In this sense, the machine and the garden are confounded in Marx’s book. The book’s key themes and conflicts short-circuit the mission to promote the liberal individualist illusion of escape from the shaping forces of history. What we can begin to glean in The Machine in the Garden is that there is no place for a transcendence that guarantees the “naturalness” of nature, or the romantic integrity of the self. There is only the world—an increasingly technologically mediated world—which on the one hand creates the very means for our access to nature, and on the other hand, dispels the very ‘Nature’ it reveals through an inevitable process of contamination across the nature/culture divide.
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Elbert, Jamie, Dr Jillianne Code, and Dr Valerie Irvine. "iPads on Practicum: Perspective of a Student-Teacher." Arbutus Review 4, no. 1 (November 1, 2013): 1–18. http://dx.doi.org/10.18357/tar41201312703.
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Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.
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Oktoriyadi, Oktoriyadi. "The Implementation of Steam Integrated Thematic Learning Based on Local Wisdom of Kapuas Hulu in Elementary School." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 3, no. 1 (January 6, 2020): 42. http://dx.doi.org/10.26418/jp2d.v3i1.97.
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Kapuas Hulu is one of the districts in Indonesia whose children are still digitally discriminated against in the 21st century, especially disadvantaged villages. Nevertheless, students must think critically and creatively in responding to their limitations and socio-cultural conditions to solve the problems at hand. The principle of global thinking and acting locally and having 4C competencies (critical thinking, communication, collaboration, creativity) as 21st-century life skills are very much needed by students to face competition in the current and future industrial revolution 4.0 era. To prepare such students, one of them was by implementing STEAM integrated thematic learning based on local wisdom. STEAM-based learning could train the abilities and talents of students facing 21st-century problems (Danang Wijaya, et al. 2015: FP-87). The results of the study concluded that integrated STEAM thematic learning based on local wisdom was suitable for application in elementary schools. Implementation in learning was done through integrating the content and context of Kapuas Hulu's local wisdom with the scientific disciplines contained in STEAM and the basic competencies of the content of the lessons in the existing themes to produce designs or products of local wisdom. The impact of its implementation was to be able to develop students' cognitive, affective, and psychomotor abilities that support 21st-century life skills in facing competition in the industrial revolution era 4.0 with the principles of global thinking and acting locally.
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Damiano, Rodolfo F., Andrey O. da Cruz, José G. de Oliveira, Lisabeth F. DiLalla, Sean Tackett, Oscarina da Silva Ezequiel, and Giancarlo Lucchetti. "Mapping the scientific research on the negative aspects of the medical school learning environment." Revista da Associação Médica Brasileira 64, no. 11 (November 2018): 1050–57. http://dx.doi.org/10.1590/1806-9282.64.11.1050.
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SUMMARY Objective: We sought to understand the landscape of published articles regarding medical schools’ learning environments (LE) worldwide, with an explicit focus on potentially negative aspects of the LE as an effort to identify areas specifically in need of remediation or intervention that could prevent future unprofessional behaviours, burnout, violence and mistreatment among students and physicians. Methods: A bibliometric analysis was conducted in six electronic databases (PubMed/Medline, Web of Science, Cochrane Library, SCOPUS, ERIC-ProQuest and PsycINFO) through December 31, 2016, including 12 themes: learning environment - general, hidden curriculum (negative), unethical behaviours, bullying/hazing, violence, sexual discrimination, homophobia, racism, social discrimination, minorities’ discrimination, professional misconduct, and "other" negative aspects. Results: Of 9,338 articles found, 710 met the inclusion criteria. The most common themes were general LE (233 articles), unprofessional behaviours (91 articles), and sexual discrimination (80 articles). Approximately 80% of articles were published in the 21st century. Conclusion: There is a clear increase in scientific articles on negative aspects of the medical school LE in high-quality journals, especially in the 21st century. However, more studies are needed to investigate negative LE aspects with greater attention paid to experimental, longitudinal, and cross-cultural study designs.
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Damiano, Rodolfo F., Andrey O. da Cruz, José G. de Oliveira, Lisabeth F. DiLalla, Sean Tackett, Oscarina da Silva Ezequiel, and Giancarlo Lucchetti. "Mapping scientific research on the negative aspects of the medical school learning environment." Revista da Associação Médica Brasileira 65, no. 2 (February 2019): 232–39. http://dx.doi.org/10.1590/1806-9282.65.2.232.
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SUMMARY OBJECTIVE: We sought to understand the landscape of published articles regarding medical schools’ learning environments (LE) worldwide, with an explicit focus on potentially harmful aspects of the LE as an effort to identify areas specifically in need of remediation or intervention that could prevent future unprofessional behaviors, burnout, violence and mistreatment among students and physicians. METHODS: A bibliometric analysis was conducted in six electronic databases (PubMed/Medline, Web of Science, Cochrane Library, SCOPUS, ERIC-ProQuest, and PsycINFO) up to December 31, 2016, including 12 themes: learning environment – general, hidden curriculum (harmful), unethical behaviors, bullying/hazing, violence, sexual discrimination, homophobia, racism, social discrimination, minorities discrimination, professional misconduct, and other negative aspects. RESULTS: Of the 9,338 articles found, 710 met the inclusion criteria. The most common themes were general LE (233 articles), unprofessional behaviors (91 articles), and sexual discrimination (80 articles). Approximately 80% of articles were published in the 21st century. CONCLUSION: There is a definite increase in scientific articles on negative aspects of the medical school LE in high-quality journals, especially in the 21st century. However, more studies are needed to investigate negative LE aspects with greater attention to experimental, longitudinal, and cross-cultural study designs.
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Day, Christopher. "In-service Teacher Education in Europe: conditions and themes for development in the 21st century." Journal of In-Service Education 23, no. 1 (March 1997): 39–54. http://dx.doi.org/10.1080/13674589700200002.
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