Running head: 21ST CENTURY SKILLS OF THE 4CS

RESULTS OF A SURVEY OF 21ST CENTURY SKILLS OF COMMUNICATION,

COLLABORATION, CRITICAL THINKING, AND CREATIVITY

A Dissertation

Presented to

The Faculty of the Graduate School of Arts and Sciences

American International University

W
Teaching and Learning Doctorate of Education

Dr. Lynne Celli, Advisor

IE
In Partial Fulfillment
of the Requirements for the Degree
EV
Doctor of Education

by

Darra Wheeler Happ

PR

August 2013
 UMI Number: 3575592

All rights reserved

INFORMATION TO ALL USERS

The quality of this reproduction is dependent upon the quality of the copy submitted.

In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.

W
IE
UMI 3575592
Published by ProQuest LLC (2013). Copyright in the Dissertation held by the Author.
EV
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
PR

ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, MI 48106 - 1346
21ST CENTURY SKILLS - THE 4CS

Results of a Survey of Twenty First Century Skills of Communication, Collaboration,

Critical Thinking, and Creativity

A Dissertation Presented
By
Darra Wheeler Happ

Approved as to style and content by:

W
Dr. Lynne Celli, Chairperson

Dr. Linda Denault, Committee Member

IE
EV
Dr. Judith Klimkiewicz, Committee Member
PR

Christine N. Michael, Ph.D.

Program Director

Nicholas E. Young, Ph.D., Ed.D.

Associate Dean, Ed, D. Doctoral Program

SUBMITTED TO THE GRADUATE SCHOOL OF AMERICAN INTERNATIONAL

COLLEGE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
OF DOCTOR OF EDUCATION

ii
21ST CENTURY SKILLS - THE 4CS

This dissertation, directed and approved by Darra Wheeler Happ's Committee, has

been accepted and approved by the Faculty of American International College in partial

fulfillment of the requirements for the degree of:

DOCTOR OF EDUCATION

_____________________________

Nicholas E. Young, Ph.D., Ed.D.

Associate Dean, Ed.D. Doctoral Program

W
__________________________________
Dr. Lynne Celli, Chairperson

Dr. Linda Denault, Committee Member

IE
EV

Dr. Judith Klimkiewicz, Committee Member

PR

iii
21ST CENTURY SKILLS - THE 4CS

RESULTS OF A SURVEY OF 21ST CENTURY SKILLS OF COMMUNICATION,

COLLABORATION, CRITICAL THINKING, AND CREATIVITY

W
IE
EV
PR

Copyright © 2013

Darra Wheeler Happ

iv
21ST CENTURY SKILLS - THE 4CS

Dedication

This dissertation is dedicated to all the creative thinkers in my life.

W
IE
EV
PR

v
21ST CENTURY SKILLS - THE 4CS

Abstract

According to the Partnership for 21st Century Skills (2013), twenty-first century skills of

communication, collaboration, critical thinking, and creativity (4Cs) are considered essential for

achievement in today’s society and are best taught within the context of core subject areas.

Researchers know little about the prevalence of twenty-first century based activities in the

classroom, despite a report citing a survey of chief executive officers of the global marketplace

which stated the need for individuals who possess twenty-first century skills (IBM 2010 Global

CEO Study, 2010). Associate professor and researcher Kyung Hee Kim published a study

revealing that although the Intelligence Quotient (IQ) scores of American students continue to

W
increase, creative thinking scores have decreased significantly since 1990 (Kim, 2011). Fisher
IE
(2009) suggested that in order to improve student achievement and increase motivation, high

schools should develop collaborative learning activities. Arne Duncan, the U.S. Secretary of
EV
Education, asserted that the workforce of today requires individuals who must be both intelligent

and innovative (PCAH, 2011). This study surveyed teachers about the prevalence of classroom
PR

assignments in grades 9 through 12 that rely on the twenty-first century learning skills of the 4Cs

and analyzed and interpreted teachers' perceptions of the student benefits and teacher challenges

involved in classroom assignments that foster these twenty-first century skills. An analysis of

the research revealed that teachers with 17 years or more of teaching experience appear to be

offering critical thinking opportunities in the classroom more frequently than teachers in the

other experience brackets and those teachers with 11 to 16 years of experience seem to show the

lowest prevalence of 4C application on many of the items. This research study revealed that

math and science teachers tend not to provide students with opportunities to engage in

collaborative work that requires students to share responsibility for achieving a goal. In contrast,

vi
21ST CENTURY SKILLS - THE 4CS

art, music, and physical education teachers tended to provide opportunities for students to work

effectively within a team environment and provide opportunities for students to be helpful to one

another. Opportunities to help students acquire the twenty-first century skills of the 4Cs must be

developed and used in school settings in an effort to prepare today's adolescents for the global

marketplace.

W
IE
EV
PR

vii
21ST CENTURY SKILLS - THE 4CS

TABLE OF CONTENTS

DEDICATION ................................................................................................................ v

ABSTRACT ............................................................................................................... vi

LIST OF TABLES ......................................................................................................... xi

LIST OF FIGURES ..................................................................................................... xvi

CHAPTERS

1. INTRODUCTION ........................................................................................... 1

W
Statement of the Problem ......................................................................... 1

Hypotheses ............................................................................................ 10
IE
2. REVIEW OF THE LITERATURE ................................................................ 11
EV
Importance of Twenty-First Century Skills ............................................. 11

Technology in the Classroom ................................................................. 12

PR

Communication in the Classroom........................................................... 15

Collaboration in the Classroom .............................................................. 17

Critical Thinking in the Classroom ......................................................... 21

Creativity in the Classroom .................................................................... 23

Creativity Crisis ........................................................................................28

Resiliency .............................................................................................. 31

Motivation ............................................................................................. 32

Brain-based Classrooms ......................................................................... 32

viii
21ST CENTURY SKILLS - THE 4CS

The Use of Assessments ......................................................................... 35

Conclusion ............................................................................................. 36

3. RESEARCH METHODOLOGY ................................................................... 39

Methodology.......................................................................................... 40

Project ................................................................................................... 41

Participants and Setting .......................................................................... 41

Instrumentation ...................................................................................... 42

W
Procedures ............................................................................................. 44

Description of Data Analysis .................................................................. 46

IE
Issues for Consideration ......................................................................... 48
EV
Recruitment and Consent ....................................................................... 48

Risks and Confidentiality ....................................................................... 49

PR

Data Monitoring ..................................................................................... 49

Conflict of Interest ................................................................................. 49

Reliability .............................................................................................. 49

Benefits to Participants and/or Society ................................................... 50

4. RESULTS AND DISCUSSION..................................................................... 51

Purpose of the Study .............................................................................. 51

Analysis Pertaining to Hypothesis One—Prevalence of 4C Skill Development in

Three High Schools ................................................................................ 52

ix
21ST CENTURY SKILLS - THE 4CS

Analysis Pertaining to Hypothesis Two - Existing Benefits for Students112

Analysis Pertaining to Hypothesis Three - Teachers Challenges ........... 114

5. SUMMARY AND CONCLUSIONS ........................................................... 117

Research Findings ................................................................................ 118

Communication.................................................................................... 118

Collaboration ....................................................................................... 120

Critical Thinking .................................................................................. 121

W
Creativity..................................................................................................122

Perceived Benefits to Students.................................................................125

IE
Teacher Challenges .............................................................................. 126
EV
Implications for Practice ...................................................................... 128

Recommendations for Future Research ................................................ 130

PR

REFERENCES ........................................................................................................... 132

APPENDICES

A. Survey of 21st Century Skills of the 4Cs .....................................139

B. Human Subjects Review Board Committee Approval Form.......147

C. Protecting Human Research Participants.................................... 148

D. Berkshire Hills School District Consent Form............................149

E. Taconic Hills School District Consent Form............................. .150

F. Berkshire Farm School District Consent Form............................151

G. Informed Consent Statement for Participants in Survey..............152

x
21ST CENTURY SKILLS - THE 4CS

LIST OF TABLES

Table 1 Descriptive Statistics for Responses to Survey Item #3—My students gain practice
communicating to audiences outside of the classroom ................................................... 56

Table 2 Descriptive Statistics for Responses to Survey Item #3—My students gain practice
communicating to audiences outside of the classroom ................................................... 57

Table 3 Descriptive Statistics for Responses to Survey Item #3—My students gain practice
communicating to audiences outside of the classroom ................................................... 58

Table 4 Analysis of Variance Statistics for Responses to Survey Item #3—My students gain
practice communicating to audiences outside of the classroom. ..................................... 59

Table 5 Descriptive Statistics for Responses By School to Survey Item #10—My students are
able to judge the effectiveness of their own multiple media and technology presentations and the
presentations of others. .................................................................................................. 61

W
Table 6 Descriptive Statistics for Responses to Survey Item #10—My students are able to judge
the effectiveness of their own multiple media and technology presentations and the presentations
of others ........................................................................................................................ 62
IE
Table 7 Descriptive Statistics for Responses to Survey Item #10—My students are able to judge
the effectiveness of their own multiple media and technology presentations and the presentations
EV
of others. ....................................................................................................................... 63

Table 8 Inferential Statistics for Responses to Survey Item #10—My students are able to judge
the effectiveness of their own multiple media and technology presentations and the presentations
of others ........................................................................................................................ 64
PR

Table 9 Descriptive Statistics for Responses By School to Survey Item #13— At least once a
month, my students are required to present their work in front of an audience. .............. 65

Table 10 Descriptive Statistics for Responses to Survey Item #13— At least once a month, most
of my students are required to present their work in front of an audience. ...................... 66

Table 11 Descriptive Statistics for Responses to Survey Item #13— At least once a month, most
of my students are required to present their work in front of an audience ....................... 67

Table 12 Inferential Statistics for Responses to Survey Item #13— At least once a month, most
of my students are required to present their work in front of an audience ....................... 68

Table 13 Descriptive Statistics for Responses By School to Survey Item #4— My students gain
practice working effectively and respectfully within a team environment at least several times
per month ...................................................................................................................... 69

xi
21ST CENTURY SKILLS - THE 4CS

Table 14 Descriptive Statistics for Responses to Survey Item #4— My students gain practice
working effectively and respectfully within a team environment at least several times per month
..................................................................................................................................... 70

Table 15 Descriptive Statistics for Responses to Survey Item #4— My students gain practice
working effectively and respectfully within a team environment at least several times per month
..................................................................................................................................... 72

Table 16 Inferential Statistics for Responses to Survey Item #4— My students gain practice
working effectively and respectfully within a team environment at least several times per month
..................................................................................................................................... 73

Table 17 Descriptive Statistics for Responses By School to Survey Item #5— I provide
opportunities for my students to experience the importance of being helpful to one another in
order to accomplish common goals at least several times per month .............................. 74

Table 18 Descriptive Statistics for Responses to Survey Item #5— I provide opportunities for my

W
students to experience the importance of being helpful to one another in order to accomplish
common goals at least several times per month ............................................................. 75

Table 19 Descriptive Statistics for Responses to Survey Item #5— I provide opportunities for my
IE
students to experience the importance of being helpful to one another in order to accomplish
common goals at least several times per month ............................................................. 76
EV
Table 20 Inferential Statistics for Responses to Survey Item #5— I provide opportunities for my
students to experience the importance of being helpful to one another in order to accomplish
common goals at least several times per month ............................................................. 77

Table 21 Descriptive Statistics for Responses By School to Survey Item #8— I provide
PR

opportunities for my students to engage in work requiring shared responsibility for

accomplishing common goals at least several times per month ...................................... 78

Table 22 Descriptive Statistics for Responses to Survey Item #8— I provide opportunities for my
students to engage in work requiring shared responsibility for accomplishing common goals at
least several times per month ......................................................................................... 79

Table 23 Descriptive Statistics for Responses to Survey Item #8— I provide opportunities for my
students to engage in work requiring shared responsibility for accomplishing common goals at
least several times per month ......................................................................................... 80

Table 24 Inferential Statistics for Responses to Survey Item #8— I provide opportunities for my
students to engage in work requiring shared responsibility for accomplishing common goals at
least several times per month ......................................................................................... 81

Table 25 Descriptive Statistics for Responses By School to Survey Item #7— I provide
opportunities for my students to interpret information and draw conclusions based on thorough
analysis at least several times per month........................................................................ 82

xii
21ST CENTURY SKILLS - THE 4CS

Table 26 Descriptive Statistics for Responses to Survey Item #7— I provide opportunities for my
students to interpret information and draw conclusions based on thorough analysis at least
several times per month. ................................................................................................ 83

Table 27 Descriptive Statistics for Responses to Survey Item #7— I provide opportunities for my
students to interpret information and draw conclusions based on thorough analysis at least
several times per month. ................................................................................................ 84

Table 28 Inferential Statistics for Responses to Survey Item #7— I provide opportunities for my
students to interpret information and draw conclusions based on thorough analysis at least
several times per month. ................................................................................................ 86

Table 29 Descriptive Statistics for Responses By School to Survey Item #9— I provide
opportunities to reflect critically on learning experiences and, as a result, set goals for further
development of critical thinking several times per month. ............................................. 87

Table 30 Descriptive Statistics for Responses to Survey Item #9— I provide opportunities to

W
reflect critically on learning experiences and, as a result, set goals for further development of
critical thinking several times per month. ...................................................................... 88

Table 31 Descriptive Statistics for Responses to Survey Item #9— I provide opportunities to
IE
reflect critically on learning experiences and, as a result, set goals for further development of
critical thinking several times per month. ...................................................................... 89
EV
Table 32 Inferential Statistics for Responses to Survey Item #9— I provide opportunities to
reflect critically on learning experiences and, as a result, set goals for further development of
critical thinking several times per month. ...................................................................... 90

Table 33 Descriptive Statistics for Responses By School to Survey Item #11— I provide
PR

opportunities for my students to formulate and ask meaningful questions in order to clarify their
understanding of content material at least several times per month ................................ 91

Table 34 Descriptive Statistics for Responses to Survey Item #11— I provide opportunities for
my students to formulate and ask meaningful questions in order to clarify their understanding of
content material at least several times per month ........................................................... 92

Table 35 Descriptive Statistics for Responses to Survey Item #11— I provide opportunities for
my students to formulate and ask meaningful questions in order to clarify their understanding of
content material at least several times per month ........................................................... 94

Table 36 Inferential Statistics for Responses to Survey Item #11— I provide opportunities for my
students to formulate and ask meaningful questions in order to clarify their understanding of
content material at least several times per month ........................................................... 95

Table 37 Descriptive Statistics for Responses By School to Survey Item #12— I provide
opportunities for my students to use a wide range of idea creation techniques (e.g.,
brainstorming, mind mapping, etc.) at least several times per month ............................. 96

xiii
21ST CENTURY SKILLS - THE 4CS

Table 38 Descriptive Statistics for Responses to Survey Item #12—I provide opportunities for
my students to use a wide range of idea creation techniques (e.g., brainstorming, mind mapping,
etc.) at least several times per month ............................................................................. 97

Table 39 Descriptive Statistics for Responses to Survey Item #12—I provide opportunities for
my students to use a wide range of idea creation techniques (e.g., brainstorming, mind mapping,
etc.) at least several times per month ............................................................................. 98

Table 40 Inferential Statistics for Responses to Survey Item #12— I provide opportunities for my
students to use a wide range of idea creation techniques (e.g., brainstorming, mind mapping, etc.)
at least several times per month ..................................................................................... 99

Table 41 Descriptive Statistics for Responses By School to Survey Item #14— At least several
times a month I provide opportunities for my students to demonstrate that creativity and
innovation are components of a long-term, cyclical process of small successes and frequent
mistakes ...................................................................................................................... 100

W
Table 42 Descriptive Statistics for Responses to Survey Item #14— At least several times a
month I provide opportunities for my students to demonstrate that creativity and innovation are
components of a long-term, cyclical process of small successes and frequent mistakes 101
IE
Table 43 Descriptive Statistics for Responses to Survey Item #14— At least several times a
month I provide opportunities for my students to demonstrate that creativity and innovation are
components of a long-term, cyclical process of small successes and frequent mistakes 102
EV
Table 44 Inferential Statistics for Responses to Survey Item #14— At least several times a month
I provide opportunities for my students to demonstrate that creativity and innovation are
components of a long-term, cyclical process of small successes and frequent mistakes 103
PR

Table 45 Descriptive Statistics for Responses By School to Survey Item #15— I provide
opportunities for my students to discuss and demonstrate original and inventive ideas at least
several times per month ............................................................................................... 104

Table 46 Descriptive Statistics for Responses to Survey Item #15— I provide opportunities for
my students to discuss and demonstrate original and inventive ideas at least several times per
month.......................................................................................................................... 105

Table 47 Descriptive Statistics for Responses to Survey Item #15— I provide opportunities for
my students to discuss and demonstrate original and inventive ideas at least several times per
month.......................................................................................................................... 106

Table 48 Inferential Statistics for Responses to Survey Item #15— I provide opportunities for my
students to discuss and demonstrate original and inventive ideas at least several times per month
................................................................................................................................... 107

Table 49 Descriptive Statistics for Responses By School to Survey Item #6— I have received
formal professional development in the area of twenty-first Century Skills that focused on
communication, collaboration, critical thinking, and creativity. ................................... 108

xiv
21ST CENTURY SKILLS - THE 4CS

Table 50 Descriptive Statistics for Responses to Survey Item #6— I have received formal
professional development in the area of twenty-first century skills that focused on
communication, collaboration, critical thinking, and creativity. ................................... 109

Table 51 Descriptive Statistics for Responses to Survey Item #6— I have received formal
professional development in the area of 21st Century Skills that focused on communication,
collaboration, critical thinking, and creativity. ............................................................. 110

Table 52 Inferential Statistics for Responses to Survey Item #6— I have received formal
professional development in the area of twenty-first Century Skills that focused on
communication, collaboration, critical thinking, and creativity. ................................... 112

W
IE
EV
PR

xv
21ST CENTURY SKILLS - THE 4CS

LIST OF FIGURES

Figure 1. Response Distribution by School to Survey Item #3—My students gain practice
communicating to audiences outside of the classroom. .................................................. 57

Figure 2. Response Distribution by Teacher Experience to Survey Item #3—My students

gain practice communicating to audiences outside of the classroom .............................. 58

Figure 3. Response Distribution by Teacher Content Area to Survey Item #3—My students gain
practice communicating to audiences outside of the classroom ...................................... 59

Figure 4. Response Distribution by School to Survey Item #10—My students are able to judge
the effectiveness of their own multiple media and technology presentations and the presentations
of others. ....................................................................................................................... 61

Figure 5. Response Distribution by Teacher Experience to Survey Item #10— My students are
able to judge the effectiveness of their own multiple media and technology presentations and the

W
presentations of others. .................................................................................................. 62

Figure 6. Response Distribution by Teacher Content Area to Survey Item #10—My students are
IE
able to judge the effectiveness of their own multiple media and technology presentations and the
presentations of others. .................................................................................................. 63

Figure 7. Response Distribution by School to Survey Item #13— At least once a month, my
EV
students are required to present their work in front of an audience. ................................ 65

Figure 8. Response Distribution by Teacher Experience to Survey Item #13— At least once a
month, most of my students are required to present their work in front of an audience... 66
PR

Figure 9. Response Distribution by Teacher Content Area to Survey Item #13— At least once a
month, most of my students are required to present their work in front of an audience... 67

Figure 10. Response Distribution by School to Survey Item #4— My students gain practice
working effectively and respectfully within a team environment at least several times per month.
..................................................................................................................................... 69

Figure 11. Response Distribution by Teacher Experience to Survey Item #4— My students gain
practice working effectively and respectfully within a team environment at least several times
per month. ..................................................................................................................... 71

Figure 12. Response Distribution by Teacher Content Area to Survey Item #4— My students
gain practice working effectively and respectfully within a team environment at least several
times per month............................................................................................................. 72

xvi
21ST CENTURY SKILLS - THE 4CS

Figure 13. Response Distribution by School to Survey Item #5— I provide opportunities for my
students to experience the importance of being helpful to one another in order to accomplish
common goals at least several times per month. ............................................................ 74

Figure 14. Response Distribution by Teacher Experience to Survey Item #5— I provide
opportunities for my students to experience the importance of being helpful to one another in
order to accomplish common goals at least several times per month. ............................. 75

Figure 15. Response Distribution by Teacher Content Area to Survey Item #5— I provide
opportunities for my students to experience the importance of being helpful to one another in
order to accomplish common goals at least several times per month. ............................. 76

Figure 16. Response Distribution by School to Survey Item #8— I provide opportunities for my
students to engage in work requiring shared responsibility for accomplishing common goals at
least several times per month. ........................................................................................ 78

Figure 17. Response Distribution by Teacher Experience to Survey Item #8— I provide

W
opportunities for my students to engage in work requiring shared responsibility for
accomplishing common goals at least several times per month. ..................................... 79
IE
Figure 18. Response Distribution by Teacher Content Area to Survey Item #8— I provide
opportunities for my students to engage in work requiring shared responsibility for
accomplishing common goals at least several times per month. ..................................... 80
EV
Figure 19. Response Distribution by School to Survey Item #7— I provide opportunities for my
students to interpret information and draw conclusions based on thorough analysis at least
several times per month. ................................................................................................ 83
PR

Figure 20. Response Distribution by Teacher Experience to Survey Item #7— I provide
opportunities for my students to interpret information and draw conclusions based on thorough
analysis at least several times per month........................................................................ 84

Figure 21. Response Distribution by Teacher Content Area to Survey Item #7— I provide
opportunities for my students to interpret information and draw conclusions based on thorough
analysis at least several times per month........................................................................ 85

Figure 22. Response Distribution by School to Survey Item #9— I provide opportunities to
reflect critically on learning experiences and, as a result, set goals for further development of
critical thinking several times per month. ...................................................................... 87

Figure 23. Response Distribution by Teacher Experience to Survey Item #9— I provide
opportunities to reflect critically on learning experiences and, as a result, set goals for further
development of critical thinking several times per month. ............................................. 88

xvii
21ST CENTURY SKILLS - THE 4CS

Figure 24. Response Distribution by Teacher Content Area to Survey Item #9— I provide
opportunities to reflect critically on learning experiences and, as a result, set goals for further
development of critical thinking several times per month. ............................................. 89

Figure 25. Response Distribution by School to Survey Item #11— I provide opportunities for my
students to formulate and ask meaningful questions in order to clarify their understanding of
content material at least several times per month ........................................................... 92

Figure 26. Response Distribution by Teacher Experience to Survey Item #11— I provide
opportunities for my students to formulate and ask meaningful questions in order to clarify their
understanding of content material at least several times per month ................................ 93

Figure 27. Response Distribution by Teacher Content Area to Survey Item #11— I provide
opportunities for my students to formulate and ask meaningful questions in order to clarify their
understanding of content material at least several times per month ................................ 94

Figure28. Response Distribution by School to Survey Item #12—I provide opportunities for my

W
students to use a wide range of idea creation techniques (e.g., brainstorming, mind mapping, etc.)
at least several times per month ..................................................................................... 96
IE
Figure 29. Response Distribution by Teacher Experience to Survey Item #12—I provide
opportunities for my students to use a wide range of idea creation techniques (e.g.,
brainstorming, mind mapping, etc.) at least several times per month ............................. 97
EV
Figure 30. Response Distribution by Teacher Content Area to Survey Item #12— I provide
opportunities for my students to use a wide range of idea creation techniques (e.g.,
brainstorming, mind mapping, etc.) at least several times per month ............................. 98
PR

Figure 31. Response Distribution by School to Survey Item #14— At least several times a month
I provide opportunities for my students to demonstrate that creativity and innovation are
components of a long-term, cyclical process of small successes and frequent mistakes 100

Figure 32. Response Distribution by Teacher Experience to Survey Item #14— At least several
times a month I provide opportunities for my students to demonstrate that creativity and
innovation are components of a long-term, cyclical process of small successes and frequent
mistakes ...................................................................................................................... 101

Figure 33. Response Distribution by Teacher Content Area to Survey Item #14— At least several
times a month I provide opportunities for my students to demonstrate that creativity and
innovation are components of a long-term, cyclical process of small successes and frequent
mistakes ...................................................................................................................... 102

Figure 34. Response Distribution by School to Survey Item #15— I provide opportunities for my
students to discuss and demonstrate original and inventive ideas at least several times per month
................................................................................................................................... 104

xviii
21ST CENTURY SKILLS - THE 4CS

Figure 35. Response Distribution by Teacher Experience to Survey Item #15— I provide
opportunities for my students to discuss and demonstrate original and inventive ideas at least
several times per month ............................................................................................... 105

Figure 36. Response Distribution by Teacher Content Area to Survey Item #15— I provide
opportunities for my students to discuss and demonstrate original and inventive ideas at least
several times per month ............................................................................................... 106

Figure 37. Response Distribution by School to Survey Item #6— I have received formal
professional development in the area of twenty-first century skills that focused on
communication, collaboration, critical thinking, and creativity. ................................... 109

Figure 38. Response Distribution by Teacher Experience to Survey Item #6— I have received
formal professional development in the area of twenty-first century skills that focused on
communication, collaboration, critical thinking, and creativity. ................................... 110

Figure 39. Response Distribution by Teacher Content Area to Survey Item #6— I have received

W
formal professional development in the area of twenty-first Century Skills that focused on
communication, collaboration, critical thinking, and creativity.......................................111
IE
EV
PR

xix
21ST CENTURY SKILLS - THE 4CS

CHAPTER ONE: INTRODUCTION

Statement of the Problem

The purpose of this study was discovering the prevalence of classroom assignments in

grades 9 through 12 that rely on the twenty-first century learning skills of communication,

collaboration, critical thinking, and creativity and to describe, analyze, and interpret teachers'

perceptions of the student benefits and teacher challenges involved in classroom assignments that

foster these twenty-first century skills. In May of 2010, IBM released a report citing a survey of

W
more than 1,500 chief executive officers from 60 countries and 33 industries worldwide, which

stated that chief executives believe that “more than rigor, management discipline, integrity, or
IE
even vision—successfully navigating an increasing complex world— will require creativity”

(IBM 2010 Global CEO Study, 2010). In May of 2011, the President’s Committee on the Arts
EV

and the Humanities (PCAH) released a report, Reinvesting in Arts Education: Winning

America’s Future through Creative Schools, which focused on the findings of the most current
PR

and most important research on creativity and arts education.

The PCAH report showed that creative pursuits, including arts education, have valuable

implications for both students and teachers. Students who are successful in the arts are more

motivated to apply themselves to other learning tasks (Israel, 2009). Bransom et al. (2010) found

that sustained engagement in a fine arts program gave high school students a substantial

advantage in reading achievement when compared to students who took fewer art courses.

The creative process has been discussed and documented for centuries. Plato and

Aristotle were concerned with creativity, as have countless other writers, musicians, and artists

(Steiner, 2001). Educational researchers have investigated creativity, the implications of art

1
21ST CENTURY SKILLS - THE 4CS

instruction, and how creative expression may relate to the academic and social growth of

children. The PCAH report included ways in which creative expression can be incorporated into

classrooms on a daily basis, and suggested the use of local teachers and artists as a viable and

inexpensive resource for schools. Helping educators to develop and value an awareness of the

creative process may allow students to become more familiar and comfortable with their own

creative abilities. In addition to helping students become more familiar with the ability to create

ideas, helping students to communicate their ideas effectively, collaborate with others, and think

critically about ideas may help students meet the challenges of the twenty-first century (Trilling

& Fadel, 2009).

W
The changing demands on the workforce of the global marketplace have shifted the focus
IE
of the educational community from the mastery of content driven material to the mastery of

process driven creative thinking skills. Educators can no longer cling to the ways of the past.
EV
More than ever before, greater emphasis must be placed on helping students learn the twenty-

first century skills of communication, collaboration, critical thinking, and creativity through
PR

project-based learning activities.

Students are required to answer a question or solve a problem in project-based

classrooms. The goal of project-based classroom activities is to mirror real life types of learning

and work that people do every day in the world outside the classroom. Political leaders and

corporate chief executive officers have concurred that employees must possess creative and

critical thinking skills and be able to collaborate and communicate with others in order to

contribute to the world market in a meaningful way. However, in November of 2011, associate

professor and researcher Kyung Hee Kim published a study revealing that although the

2
21ST CENTURY SKILLS - THE 4CS

Intelligence Quotient (IQ) scores of American students continue to increase, creative thinking

scores have decreased significantly since 1990 (Kim, 2011).

Kim (2011) asserted that the decline in creative thinking among upper grade elementary

school children might stem from some change in the schooling of these children. Kim suggested

that the increased emphasis on standardized testing might have shifted the focus away from

creative thinking activities to more rote learning drill exercises. Some researchers have asserted

that creativity should not be solely the concern of art and music teachers. The components of the

critical and creative thinking processes are stepping-stones to broader thinking that can build

pathways to solutions for the difficult problems that are present in today’s world. According to

W
Higgins and Reeves (2006), creativity focuses on the ability to make connections between
IE
independent things. Higgins and Reeves (2006) also asserted that creativity is about

understanding issues from new vantage points as an integral part of the complex act of defining,
EV
reframing, and solving problems. Epstein (2008) found that encouraging creativity supports a

child’s academic performance and encourages life-long learning.

PR

An arts-rich education has many positive social and professional implications for both

students and teachers, including improved school climate and increased engagement in school

activities (Catterall, 2009; Sousa, 2006). Heath, Soep, and Roach (1998) discovered that

students who were involved in arts education for at least nine hours a week were four times more

likely to have high academic achievement and three times more likely to have high attendance.

Sousa (2006) discussed the benefits of an arts rich education and the role it can play in the

crucial topic of school climate.

Sousa (2006) relied on the research of Fiske (1999) to illustrate the connection between

arts rich schools and the relationship to a teacher’s ability to take risks and be innovative in the

3
21ST CENTURY SKILLS - THE 4CS

classroom. In a study of 29 arts rich New York City schools, Sousa found that administrators

encouraged teachers to take risks, expand the curriculum, and acquire new skills. As a result, the

teachers had a notably higher degree of innovation in their teaching, were considered more

encouraging of students, and had greater interest in improving their own professional skills

The PCAH report cited the work of Heath et al. (1998) and McLaughlin (2000) to

illustrate the beneficial and far-reaching effects that arts education could have on students.

McLaughlin established that those who participated in arts programs were more likely to be high

academic achievers, be engaged in school government, and be a participant in math or science

fairs. In the PCAH’s report, Reinvesting in Arts Education: Winning America’s Future through

W
Creative Schools, Arne Duncan, the U.S. Secretary of Education, highlighted the importance of
IE
creativity in the global economy. Duncan asserted that the workforce of today requires

individuals who must be both intelligent and innovative (PCAH, 2011).

EV
Defining creativity can be difficult, although most researchers agree that the creative

process is made up of several stages. The delineation of the stages of creativity varies among
PR

researchers. Beghetto (2005) divided the creative process into two main stages, the divergent

stage (brainstorming) and the convergent stage (choosing ideas and completing the task).

Medd and Houtz (2002) cited Wallas (1926) when they described the four distinct stages

of the creativity process, which include preparation (problem identification), incubation,

illumination, and verification. Glassman (1991) described the incubation stage as taking the time

to work on other things, including distractions. The illumination stage is widely known as the

“Aha!” stage by creativity researchers, referring to the exact moment when the idea become

clear. According to Glassman, the verification stage, also sometimes called the implementation

stage, is defined as the final stage of verifying the idea and solving the realistic problems of