Research (CCSR) conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. We seek to expand communication among researchers, policymakers, and practitioners as we support the search for solutions to the problems of school reform. CCSR encourages the use of research in policy action and improvement of practice, but does not argue for particular policies or programs. Rather, we help to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working.

/pdf/teaching-adolescents-to-become-learners-the-role-of-2wj9wohxsv.pdf

Teaching Adolescents To Become Learners The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review

Game-based Learning and 21st century skills

A large amount of studies have been produced on disaster-related issues over the last century of research, yet there continues to be gaps in translating knowledge into action. This paper discusses ...

From knowledge to action: Bridging gaps in disaster risk reduction

The flipped classroom has been recognized by educators as an innovative and effective instructional approach. It totally overthrows traditional instruction by switching in-class instruction time with at-home practicing time. While the effectiveness of the flipped room has been identified, the challenges of applying it to school settings have also been pointed out, such as the need for effective in-class learning designs and the necessity of helping students learn across at-home and in-school contexts. In this paper, the challenges as well as the definition, characteristics, and educational objectives of flipped learning are introduced; moreover, the seamless flipped learning model is proposed by integrating the features of mobile and wireless communication technologies into the flipped classroom model to provide a guide for researchers and educators to develop effective flipped learning activities and plans for helping students learn seamlessly across contexts.

/pdf/seamless-flipped-learning-a-mobile-technology-enhanced-mdwizun6gi.pdf

Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

A study was conducted for creating digital classrooms to support students to develop information literacy competency and critical thinking skills through domain knowledge learning in digital classrooms. A total of 107 students from four Secondary 1 classes were invited from a secondary school in Hong Kong to participate in the study. In the 13-week trial teaching, every three students shared a Tablet PC for learning two topics in the Integrated Humanities subject. The pre- and post-tests of the two target subject topics found that the students had a statistically significant growth in domain knowledge. The three identical information literacy tests and critical thinking tests throughout the trial teaching found that the students had a statistically significant growth in information literacy competency and critical thinking skills. The semi-structured interviews found that the students and teachers positively perceived the effectiveness of the pedagogical designs of the digital classrooms on supporting the development of information literacy competency and critical thinking skills. Three implications are drawn for enhancing the pedagogical designs in digital classrooms that put emphasis on fostering students' development of information literacy competency and critical thinking skills through day-to-day domain knowledge learning in class.

Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy

21st Century Skills (ISBN 978-0-470-47538-6) was published in 2009 by Jossey-Bass, San Francisco, California, United States. The book has a total of 206+xxxi pages. The authors of the book are Bernie Trilling and Charles Fadel. Bernie Trilling is founder and CEO of 21st Century Learning Advisors, and the former global director of the Oracle Education Foundation. He has worked on various pioneering educational products and services and he is an active member of a number of organizations dedicated to bringing 21st century learning methods to students and teachers around the world. Charles Fadel is founder and chairman of the Center for Curriculum Redesign and the Fondation Helvetica Education, and the former Global Education Lead at Cisco Systems. He has engaged with a wide variety of education ministries or boards and has worked on education projects in more than thirty countries.

Bernie Trilling

Papers

21st Century Skills: Learning for Life in Our Times

Educación en cuatro dimensiones: las competencias que los estudiantes necesitan para su realización