Nested Learning Systems for the Thinking Curriculum

Item

Title: Nested Learning Systems for the Thinking Curriculum
Abstract/Description: The 21st century will require knowledge and skill well beyond the basic levels of reading and arithmetic that American schools know how to produce more or less reliably. Delivering a “thinking curriculum” to all American students requires major reform in the ways schools and districts organize their work. The transformation of the institution of schooling that will be needed to make this aspirational goal a real achievement is daunting. This article examines cognitive science, systems engineering, and social science concepts that are pointing toward a new foundation for policies and practices that may radically improve the proportion of students who can achieve true 21st-century skills.
Author/creator: Resnick, Lauren B.
Date: 2010
In publication: Educational Researcher
Volume: 39
Issue: 3
Pages: 183-197
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Theoretical
Keywords: social capital; professional development; instructional leadership; human capital; 21st-century skills; education organization; high-demand curriculum; learning systems; routines; systems engineering
IRE Approach/Concept: Systems Thinking
Language: en
Open access/full-text available: en Yes
Peer reviewed: en Yes
ISSN: 0013-189X
DOI: 10.3102/0013189X10364671
URL: Official Publisher's Webpage (SAGE Journals); Full-text PDF Shared by Author (ResearchGate)
Citation: Resnick, L. B. (2010). Nested Learning Systems for the Thinking Curriculum. Educational Researcher, 39(3), 183–197. https://doi.org/10.3102/0013189X10364671
Cited in: The Policy Context of United States Educational Innovation and Improvement
Abbreviation: Educational Researcher

Item sets: Oxford Bibliography: The Policy Context of United States Educational Innovation and Improvement

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