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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