Demands for Test Performance and 21st-Century Learning: High-Performing Schools in Northern Ireland Respond

• In Event: Roundtable Session 8
  In Roundtable Session: International Perspectives on Education Policy

Abstract

This study examined three post-primary schools in Northern Ireland to identify when, how, and why, students practiced higher level cognitive skills, interpersonal skills and intrapersonal skills, known collectively in the literature as 21st century learning. Selected schools served at least 25% low income families, consistently outperformed demographic peers on required exams for the General Certificate of Secondary Education, and revealed through inspection reports and professional reputation a schoolwide commitment to instruction of 21st century skills. Analysis of classroom observations and focus group interviews with students, teachers, and administrators revealed that 21st century learning occurred mainly in non-tested subjects, extra-curricular activities, school projects, and academic support programs (“pastoral care”). Classroom instruction in tested subjects tended toward lower level cognitive skills.

Authors

• James H. Nehring, University of Massachusetts - Lowell

• Stacy Agee Szczesiul, University of Massachusetts - Lowell