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The Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level- [electronic resource]
The Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101247
- ISBN
- 9798379954239
- DDC
- 370
- 서명/저자
- The Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level - [electronic resource]
- 발행사항
- [S.l.]: : University of Oregon., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(91 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: Alonzo, Julie.
- 학위논문주기
- Thesis (D.Ed.)--University of Oregon, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약High school students depend on school to provide the skills needed to attend a post-secondary institution or enter the work force directly upon graduation. However, high school curriculum standards may not align with the skillset demanded of the students post-high school. In prioritizing skills by curriculum standards, schools inevitably privilege certain skills and oppress others, creating hierarchies of importance that are predominantly weighted towards "cognitive/hard" skills as opposed to "non-cognitive/soft" skills. Based on post-high school demand from colleges/universities and professional settings, evidence suggests that the K-12 system, and especially the high school level, may benefit from a shift in the prioritization of hard skills towards soft skills. This descriptive study explored the necessity of the explicit teaching of soft skills at the high school level for the employability and subsequent internal promotability of graduating high school students by analyzing the perceptions of elementary, middle, and high school teachers alongside the perceptions of employers. The perceptions of individual teacher groups at different levels of the K-12 "education chain" allowed for analysis of some of the possible gaps in current prescribed-curriculum skill alignment. The perceptions of employers allowed for an analysis of skill demand post-high school in comparison to the K-12 prescribed-curriculum. In essence, this study provides a clearer picture as to where there might be possible gaps in curriculum for students that affect their employability after graduation.
- 일반주제명
- Education.
- 일반주제명
- Education policy.
- 일반주제명
- Educational philosophy.
- 일반주제명
- Curriculum development.
- 일반주제명
- Secondary education.
- 키워드
- Readiness
- 키워드
- Skill literacy
- 키워드
- Soft skills
- 기타저자
- University of Oregon Department of Educational Methodology Policy and Leadership
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798379954239
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aNorth, Stephen Kapono.
■24510▼aThe Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Oregon. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(91 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Alonzo, Julie.
■5021 ▼aThesis (D.Ed.)--University of Oregon, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aHigh school students depend on school to provide the skills needed to attend a post-secondary institution or enter the work force directly upon graduation. However, high school curriculum standards may not align with the skillset demanded of the students post-high school. In prioritizing skills by curriculum standards, schools inevitably privilege certain skills and oppress others, creating hierarchies of importance that are predominantly weighted towards "cognitive/hard" skills as opposed to "non-cognitive/soft" skills. Based on post-high school demand from colleges/universities and professional settings, evidence suggests that the K-12 system, and especially the high school level, may benefit from a shift in the prioritization of hard skills towards soft skills. This descriptive study explored the necessity of the explicit teaching of soft skills at the high school level for the employability and subsequent internal promotability of graduating high school students by analyzing the perceptions of elementary, middle, and high school teachers alongside the perceptions of employers. The perceptions of individual teacher groups at different levels of the K-12 "education chain" allowed for analysis of some of the possible gaps in current prescribed-curriculum skill alignment. The perceptions of employers allowed for an analysis of skill demand post-high school in comparison to the K-12 prescribed-curriculum. In essence, this study provides a clearer picture as to where there might be possible gaps in curriculum for students that affect their employability after graduation.
■590 ▼aSchool code: 0171.
■650 4▼aEducation.
■650 4▼aEducation policy.
■650 4▼aEducational philosophy.
■650 4▼aCurriculum development.
■650 4▼aSecondary education.
■653 ▼aCurriculum reform
■653 ▼aIntersectionality
■653 ▼aReadiness
■653 ▼aSkill literacy
■653 ▼aSoft skills
■690 ▼a0515
■690 ▼a0458
■690 ▼a0998
■690 ▼a0533
■690 ▼a0727
■71020▼aUniversity of Oregon▼bDepartment of Educational Methodology, Policy, and Leadership.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0171
■791 ▼aD.Ed.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933447▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
