Thelma M. Gunn

The Implementation and Assessment of a Shared 21st Century Learning Vision

Abstract Traditional educational patterns are giving way to more innovative modes and methods of learning, primarily due to radical technological changes that have increased the availability of information and improved communication. In an attempt to address this shift toward 21st century skills and learning, a single school district began a large-scale, district-wide 3-year professional development study involving the implementation of technology, differentiated instruction, and assessment for learning upgrades and teacher inservicing. After 3 years, results suggest that significant changes did occur with respect to teachers’ knowledge and use of information and communication software, the purposes for communication, differentiated instruction and assessment practices, and levels of information and communication usage. In particular, the number of hours of professional development a teacher reported having undertaken was the most notable factor affecting levels of significance.

Career Education at the Elementary School Level Student and Intern Teacher Perspectives

A teacher-training program was introduced in Southern Alberta, Canada, to enable intern teachers to integrate career education projects into their mainstream elementary school courses. This non-experimental, descriptive evaluation used content analysis to examine the effectiveness of 25 career education projects and their corresponding 56 types of career education interventions that were implemented by intern teachers. Twenty-five project reports and 555 student evaluation surveys were examined to determine trends in project strengths, challenges, and recommendations for career education. Students benefited from engaging in a variety of developmentally appropriate learning experiences that allowed them to engage in self-exploration and identify potential careers of interest. Implications for future research and practice are provided.

Integrated career education in senior high: Intern teacher and student recommendations

Intern teachers in Southern Alberta, Canada participated in two career education courses. As a culminating activity, intern teachers created and delivered integrated career education projects in their final practicum placements, submitted project reports, and collected standardized evaluation surveys from their students. This nonexperimental study analyzed 10 intern teachers’ senior high projects and 170 corresponding student evaluation surveys to determine trends in project strengths, challenges, and recommendations for future career education. Senior high students benefited from engaging in self-exploration and career research activities, as students often expressed that they found career education to be helpful and relevant to their futures. Implications for future research and practice are discussed.