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21st century learning skills: Global learning in an urban middle school

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dc.contributor.advisor Alagic, Mara en_US
dc.contributor.author Higgins, Meagan R.
dc.date.accessioned 2009-06-29T12:07:21Z
dc.date.available 2009-06-29T12:07:21Z
dc.date.copyright 2008 en
dc.date.issued 2008-05
dc.identifier.other t08020
dc.identifier.uri http://hdl.handle.net/10057/2048
dc.description Thesis [M.Ed.] - Wichita State University, College of Education, Dept. of Curriculum and Instruction en
dc.description.abstract The purpose of this research was to experience firsthand how the integration of global learning and 21st century skills would logistically work, and what the experience would be like both for the teacher and for the students involved. The research was conducted in an urban middle school in a classroom void of curricular standards, and without mandated assessments. This narrative inquiry has two parallel strands; that of the researcher/teacher, and the stories of the students told by the researcher. Through the combined stories themes of teacher transformation, new teacher-student relationships, and global awareness both for the teacher/researcher and students begin to emerge. en
dc.format.extent vii, 52 leaves, ill. en
dc.format.extent 798142 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Wichita State University en
dc.subject.lcsh Electronic dissertations en
dc.title 21st century learning skills: Global learning in an urban middle school en
dc.type Thesis en

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