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Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
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Index

[Page numbers followed by b, f, n, or t refer to boxed text, figure captions, notes, or tables, respectively.]

A

Achievement competency, academic performance and, 4546

Adaptability and flexibility, 25, 55, 64, 89, 93, 138

After-school programs. See Informal learning environments

Agreeableness, 24, 29

American Association for the Advancement of Science, 125126

Antisocial behavior

cognitive skills to reduce, 22

educational outcomes, 4547, 94

employment outcomes, 5152

evidence of linkage to adult outcomes, 45, 65

Anxiety, 45, 59

Apprenticeship teaching, 169170

Argumentation skills, 6

learning goals for mathematics, 123124

Assertiveness, 24

Assessing 21st century skills

in alignment with Common Core Standards and NRC framework, 13, 190

challenges to, 1112, 149150, 189190

challenges to systemic implementation of interventions for deeper learning, 190191, 193

classroom systems for, 179

for collaboration, 148, 149

cost of, 12, 189190

evidence-based approach in, 144

intrapersonal and interpersonal competencies, 12, 148149, 189

meaningful learning, 83

measurement of typical performance, 149150

measures of cognitive competence, 22, 145147

problem-solving skills, 145

to promote deeper learning, 165166, 176180, 188190

psychometric analysis, 2527, 189

purpose, 176177

qualities of measures for, 177

recommendations for design and development of instruction, 9, 10, 181, 182

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
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recommendations for development of Common Core Standards and science standards, 13, 192

recommendations for research, 1213, 67, 192

recommendations for systemic implementation of interventions to promote 21st century skills, 1314, 192193

research needs, 1213, 67, 189, 191

self-regulation skills, 95

student self-assessment, 178179

study goals, 2

teacher capacity for, 12, 190

transfer of competencies, 144145

Assessment, traditional

current approach, 11, 12, 145, 188189

intelligence testing, 22

retention and recognition tests, 83

study goals, 2, 1718

transfer tests, 83

See also Assessing 21st century skills

Assessment and Teaching of 21st Century Skills, 16, 24

ATC21S project, 18, 149

Attention competency

academic performance and, 4546

educational outcomes, 94

role of, 94

Auditory perception, 28

B

Bar exams, 145146

Benchmarks for Science Literacy, 125126

Bloom, B. S., 21

Board games, for mathematics instruction, 120b

Bowling Alone (Putnam), 59

C

Carnegie Corporation, 1617

Cisco, 16

Civic engagement

definition, 59

determinants of, 6061

educational attainment as predictive of, 5, 66

trends, 59, 60

Cognitive competencies

achievement competency and, 45

assessment, 22, 145147

component skills, 168

components of cognitive architecture, 7576

deeper learning and, 74, 8485

development of, to promote capacity for transfer, 89, 180181

differential psychology, 2223

domain-general knowledge in problem solving, 7677

domain of 21st century skills, 3, 4, 21

employment outcomes and, 4950

evidence of linkage to adult outcomes, 4, 37, 6566

goals of Common Core Standards and NRC framework, 6, 133135

health outcomes and, 58

for learning, 98

learning goals for mathematics, 122125

models of human thinking and learning, 7374

noncognitive determinants, 52

practice and feedback in, 7982

to promote transfer, instructional design for, 159173

skill clusters, 4, 32t

stability over time, 23

strategies for coping with complexity, 104

structure of scientific knowledge, 128

successful interventions to promote deeper learning, 150159

taxonomy of reflective latent variables, 2728

trends in workplace demands, 5456

types of intelligences, 23

See also Critical thinking skills; Problem-solving skills

Cognitive load theory, 98

Collaboration. See Teamwork and collaboration

College and career readiness, 1, 17, 35

Common Core State Standards for English language arts and mathematics

anchor standards for reading, 109111, 110f

articulation of 21st century competencies in, 11

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
×

assessment frameworks and methods, 13, 190

conceptual approach to English arts instruction, 108111

evolution of mathematics standards, 113117

goals for capacity to transfer knowledge, 6, 7, 141

implementation challenges, 189, 191

NRC science framework and, 6

promotion of deeper learning principles in, 6

promotion of intrapersonal and interpersonal competencies in, 6

recommendations for assessment systems, 13

significance of, for future of education, 6, 101, 108

sociocultural perspective in, 74

study goals, 17

21st century skills in context of, 2, 102, 111112, 114115b, 122124, 123f, 139141, 189

Common Core State Standards for Mathematics, 117

Communication skills, 4, 16, 17, 24

as component of 21st century skills, 12

as element of interpersonal competence, 3, 59

goals of NRC science framework, 138

learning goals for mathematics, 123

trends in workplace demands, 54

Communities of practice, 9596, 187

Competencies

definition, 3, 23

developmental psychology taxonomy, 45

O*NET content model, 30, 31t

psychometric analysis, 2527, 189

See also Cognitive competencies; Interpersonal competencies; Intrapersonal competencies

Complexity, 104

Conduct disorders, 45

Conflict resolution, 4

Congress

recommendations for, 14

Conscientiousness, 24, 29, 89

in development of expertise, 8

as educational outcome factor, 3839

employment outcomes, 5051

evidence of linkage to adult outcomes, 45, 65

health outcomes and, 58

Construction of meaning, 104105

Costs

assessment, 12, 189190

employer investment in employee training, 155

Council of Chief State School Officers, 2, 17, 101

Creativity, 16, 17

as component of 21st century skills, 2

Critical thinking skills

four resources model of reading, 106107

importance of, 16, 122123

societal demand for, 1

study goals, 12, 17

See also Cognitive competencies

Crystallized intelligence, 23, 28

Curriculum

developmental considerations in design of, 186

divergent approaches to English arts instruction, 103104

integrated, 7, 114115b, 133134

problem-solving and metacognitive strategies in, 170171

to promote deeper learning, 7, 186

recommendations for design and development of instruction, 910, 181182

recommendations for systemic implementation of interventions to promote 21st century skills, 1314, 192193

research needs, 186, 191

study goals, 2, 1718

typical mathematics instruction, 113, 118

Curriculum and Evaluation Standards for School Mathematics, 116

D

Decoding texts, 106, 107108

Deeper learning

assessment, 83, 176180

case examples of learning environments for, 8688, 120122b, 134135b

cognitive competencies and, 74, 8485

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
×

components of, 8486

current understanding of, 8283, 160b

definition, 1, 23, 5, 17, 74, 99

development of 21st century

competencies and, 8, 19, 70, 74, 99

early instruction to promote, 161

evidence-based guidelines for instruction to promote, 159161

evidence of successful instructional intervention to promote, 150159

formative assessment to promote, 165166, 188190

four resources model of reading, 106108

goals of Common Core Standards and NRC framework, 6, 111112, 114115b, 123f, 189

guided discovery and feedback to promote, 162164

instructional features for, 79, 9799

interpersonal processes in, 9597

in mathematics instruction, 119122

objectives, 56, 6970

practice and feedback in, 7982

priming student motivation for, 164165

questioning techniques to promote, 162

recommendations for design and development of instruction, 910, 181

in science instruction, 129131

study goals, 1618

systemic implementation of interventions to promote, 19, 185186

teacher preparation for promoting, 186188

through problem-based learning, 166167

use of examples and cases to promote, 164

use of multiple and varied representations to promote, 9, 161162, 163b, 181

See also Transfer of knowledge and skills

Department of Education, U.S., 13, 190

Depression, 45

Development

considerations in curriculum design for deeper learning, 186

early academic competencies and later academic achievement, 4547

intelligence, 2324

intrapersonal and interpersonal domains, 24

personality traits, 24, 38

Differential psychology, 2223

Digital technology

cognitive demands, 3

societal demand for 21st century skills, 5354

study goals, 2

See also Information and communications technology literacy

Discourse skills, 6

Disparities in adult outcomes, development of 21st century competencies to reduce, 13, 190, 192193

Diversity issues, 137, 138

Domain-general knowledge, 7677

E

Edison, Thomas Alva, 16

Educational outcomes

civic engagement and, 6061

correlations between competencies and behaviors in, 4547

development of 21st century competencies to reduce disparities in, 1314, 190, 192193

early competencies and later achievement, 4547

employment outcomes, 4749

evidence of linkage to adult outcomes, 4, 5, 37, 66, 99

evidence of 21st century skills as causal in, 45, 4041t, 44t, 6566

health outcomes and, 5657

international comparison, 1516

interpersonal processes in, 96

personality factors, 3839, 44t

rates of monetary return, 4748

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
×

significance of 21st century skills in, 2, 1819

social good, 1, 15

socioeconomic factors, 16

study goals, 17

transfer in the labor market and, 6164

Education and training of teachers, 186188

Elementary and Secondary Education Act, 14, 193

Emotional functioning

instructional design principles for enhancing, 175

intrapersonal competency in, 3, 21

stability, 30, 51

successful interventions to promote competence in, 151152, 153154

Engaging Schools: Fostering High School Students’ Motivation to Learn, 119

English language arts

deeper learning goals, Common Core Standards and, 111112, 114115b

development of Common Core Standards for, 101102

divergent approaches to instruction, 102106

four resources model, 106108

instructional interventions promoting intrapersonal competencies, 151

integrated approach to instruction in Common Core Standards, 108109, 114b

See also Common Core State Standards for English language arts and mathematics; Reading skills

Essential processing, 9899, 163b

Ethics, 2, 17

Examples and cases, instructional use of, 9, 164, 181

Expertise

current understanding of, 7879

development of

metacognition in, 9192

problem-solving strategies and, 77

self-regulated learning in, 93

transfer of knowledge and, 82, 8586, 9798

Externalizing behaviors, 45

Extraneous processing, 9899, 163b

Extraversion, 26, 30

Extroversion, 29

F

Facebook, 53

Feedback

in formative assessment, 177178

in guided discovery, 162164

importance of, in learning, 8082, 147, 171

to promote problem solving and metacognition, 10, 182

self-regulated learning and, 93

Fifth Dimension, 154

Fluid intelligence, 23, 27

Forecasting ability, assessment of, 145

Formative assessment, 10, 165166, 176, 177180, 182, 188

Formative latent variable, 26, 27, 30

Four resources model, 106108, 109111

Framework for K-12 Science Education, A (NRC science framework), 18

articulation of 21st century competencies in, 11

assessment frameworks and methods, 13, 190

cognitive competency goals in, 136137

Common Core State Standards for English language arts and mathematics, 6

core disciplinary ideas, 132

crosscutting concepts, 132133

deeper learning goals in, 130132

goals for capacity to transfer knowledge, 6, 7, 141

goals for science instruction, 128129

historical evolution of standards, 125126

implementation challenges, 189, 191

interpersonal competencies in, 138

intrapersonal competencies in, 137138

key practices, 133, 138

organization of, 131132

promotion of deeper learning principles in, 6

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
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promotion of intrapersonal and interpersonal competencies in, 6

recommendations for assessment systems, 13

significance of, for future of education, 6, 101

sociocultural perspective in, 74

study goals, 17

21st century skills in context of, 2, 102, 131, 133134, 136141, 136f, 189

FrameWorks Institute, 18

G

Generative processing, 89, 9899, 108, 163b

Gestalt psychology, 72, 8283

Goal-setting, 2122

Guided discovery, 162164

H

Handbook of Educational Psychology, 159161

Handbook of Reading Research, 105

Health outcomes

cognitive competency and, 58

educational attainment and, 5657, 66

evidence of 21st century skills as causal in, 45, 43, 65

personality traits and, 58

Hewlett Foundation, 18, 24, 131

Higher order thinking, 1, 17

How Students Learn: History, Mathematics, and Science in the Classroom, 121b

I

Individual differences, 2223

Informal learning environments

exhibit design to promote deeper learning, 162, 164, 165

priming student motivation in, 165

settings, 2, 1718, 153

study goals, 2, 1718

successful interventions to promote deeper learning, 153154

Information and communications technology literacy, societal demand for, 24, 5356

Information processing model memory, 7576, 75f

Initiation, 93

Innovation, 2, 16, 17

Insight, 72

Institute of Education Science, 159161

Intel, 16

Intellectual openness, 89

Intelligence

developmental stability, 2324

testing, 22, 168

types of, 23, 2728

Internalizing behaviors, 45

Internet and social media

utilization trends, 53

See also Information and communications technology literacy

Interpersonal competencies

assessment challenges, 12, 149, 189

assessment measures, 22

current assessment practices, 148149

deeper learning and, 9597

developmental stability, 23, 24

development of, to promote capacity for transfer of knowledge, 8, 180181

domain of 21st century skills, 3, 4, 21, 22

employment outcomes, 5556

evidence of linkage to adult outcomes, 45, 37, 65, 66

in goals of Common Core Standards and NRC framework, 6, 111112, 123125, 138, 140

instructional design principles, 173175

learning goals for mathematics, 125

recommendations for design and development of instruction, 1011, 182183

self-regulated learning and, 93, 97

significance of, in learning, 22

skill clusters, 34t, 95

successful interventions to promote, 150159

teaching practices to support deeper learning, 78

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
×

Intrapersonal competencies

assessment challenges, 12, 149, 189

assessment measures, 22

current assessment practices, 148149

for deeper learning, 99

developmental stability, 23, 24

development of, to promote capacity for transfer of knowledge, 8, 180181

domain of 21st century skills, 3, 4, 2122

evidence of linkage to adult outcomes, 45, 37, 65, 66

in goals of Common Core Standards and NRC framework, 6, 111112, 123125, 135137, 140

instructional design principles, 173175

learning goals for mathematics, 125

recommendations for design and development of instruction, 1011, 182183

significance of, in learning, 22

skill clusters, 4, 33t, 8889

successful interventions to promote, 150159

teaching practices to support deeper learning, 78

See also Motivation; Self-regulation

J

Jangle fallacy, 25

John D. and Catherine T. MacArthur Foundation, 1617

L

Latent variables, 2527

formative, 26, 27, 30

reflective, 26, 2730

Leadership skills, 4, 95

Learning 21st century skills

formative assessment to promote, 176

problem-based approach, 166167

role of beliefs and motivation in, 8991

self-regulation in, 9295

study goals, 2, 1718

See also Deeper learning; Teaching 21st century skills and competencies

Learning theory

memory processes in, 98

sociocultural perspective, 7374, 95, 99

strong and weak problem-solving strategies, 7677

of transfer, 7072

21st century skills in, 2, 17

use of schemas, 7879

Learning to learn, 12, 17

Lexical hypothesis, 28

Locus of control, 30, 30n

Long-term memory, 76

M

Mathematics

attention competency and, 94

case example of environment for deeper learning, 8688, 150151

cognitive skills in, 122125

deeper learning expectations in, 119122

early academic competencies and later academic achievement, 4547

early instruction, 120122b

evolution of Common Core Standards, 113117

international comparison of student performance, 1516

learning goals for intrapersonal and interpersonal competency, 125

recommendations for pedagogical reform, 118119

research perspectives on teaching for understanding, 117119

study goals, 17

typical instructional approach, 113, 118

See also Common Core State Standards for English language arts and mathematics

Memory

for expertise, 79

information processing model, 7576, 75f

learning theory, 98

long-term, 76

in metacognitive skills, 92

schematic knowledge, 78

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
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taxonomy of cognitive abilities, 28

types of learning outcomes, 83, 83t

working, 7576

Mental health, academic performance and, 4546

Metacognition

definition, 8, 22, 91, 167

design principles for teaching, 168172, 172b

function, 167168

mathematics instruction to promote, 122

recommendations for instruction to enhance, 10, 182

significance of, in learning, 8, 9192

Microsoft, 16

Model building skills, 145

Modeling, 10, 164, 169, 182

Monitoring and reflecting, 145, 170

Motivation

in Common Core Standards framework, 111112

as component of 21st century skills, 12, 17

as determinant of intelligence, 2324

in learning, 8991, 99

priming, 10, 164165, 181

social dimensions of, 97

Multimedia learning, 98, 161162, 163b

N

National Council of Bar Examiners, 145146

National Council of Teachers of Mathematics, 116

National Governors Association, 2, 17, 101

National Institute of Child Health and Human Development, 105

National Science Education Standards, 126127, 132

National Science Foundation, 17

Nellie Mae Education Foundation, 17

Neuroticism

definition, 29

developmental patterns, 24

educational outcomes and, 3839

employment outcomes and, 51

health outcomes and, 58

interpersonal relationship success and, 59

21st century competencies aligned with, 89

New basic skills, 1, 17

Next generation learning, 1, 17

Next Generation Science Standards, 13, 101, 190

No Child Left Behind, 116, 129

Nonverbal communication skills

NRC science framework. See Framework for K-12 Science Education, A

O

Occupational Information Network, 25

O*NET content model, 30, 31t, 3536

Openness to experience, 29, 30, 3839, 89

Organisation for Economic Co-Operation and Development, 1516, 23

Out-of-school programs. See Informal learning environments

P

Packet Tracer, 178

Parenting interventions to promote 21st century competencies, 154155

Partnership for 21st Century Skills, 16, 131

Pearson Foundation, 17

Peer modeling, 165

Persistence, 12, 17, 125, 140

Personality theory

determinants of relationship success, 59

determinants of school success, 3839, 44t

developmental stability, 2324, 38

in differential psychology, 2224

employment outcomes, 5051

evidence of linkage to adult outcomes, 6566

Five Factor model, 24, 2830, 38, 5051

predictors of health outcomes, 58

taxonomy of reflective latent variables, 2830

Positive Action Program, 153

Power law of practice, 80

Practice, 7982, 171

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
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Practice-based professional education, 186187

Preventing Reading Difficulties in Young Children, 105

Priming student motivation, 10, 164165, 181

Principles and Standards for School Mathematics, 116

Problem-based learning, 166167

Problem-solving skills

adult outcomes and, 16, 17

assessment, 145

definition, 167

design principles for teaching, 167172, 172b

instructional features of deep learning for, 89

learning goals for mathematics, 123125

recommendations for instruction to enhance, 10, 182

societal demand for, 1

strong methods, 77

weak methods, 7677

See also Cognitive competencies

Procedural information, 76

Productivity, 6263, 66

Professional development, teacher

recommendations for systemic implementation of interventions to promote 21st century skills, 1314, 193

reforms to support instruction for deeper learning, 186188, 191

study goals, 2, 1718

Professional Standards for Teaching Mathematics, 118

Programme for International Student Assessment, 1516, 145, 146, 149

Prompting, in problem-solving instruction, 169

Putnam, Robert, 59

Q

Questioning techniques, 162

R

Raikes Foundation, 17

Reaction time, 28

Reading skills

anchor standards in Common Core Standards, 109111, 110f

attention competency and, 94

divergent approaches to instruction, 102103

early academic competencies and later academic achievement, 4547

four resources model, 106107, 109111

integrated approach to instruction in Common Core Standards, 108109

international comparison of student performance, 1516

study goals, 17

See also Common Core State Standards for English language arts and mathematics; English language arts

Reciprocal teaching, 169170

Recommendations

for design of instructional practices for deeper learning, 910, 181

for development of assessments of 21st century competencies, 1213, 192

for research into instruction targeted to transferable intrapersonal and interpersonal competencies, 11, 182183

for research into linkage between 21st century skills and adult outcomes, 5, 6667

for research into transfer of knowledge and skills, 7, 141

Reflective latent variables

clusters of 21st century competencies, 35

cognitive abilities taxonomy, 2728

definition, 26

personality taxonomy, 2830

Representations of concepts and tasks, 9, 98, 128, 133134, 161162, 181

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
×

Research needs

assessment of 21st century competencies, 1213, 189, 191, 192

curriculum to develop 21st competencies, 186, 191

instruction targeted to transferable intrapersonal and interpersonal competencies, 1011, 182183

linkage between 21st century skills and adult outcomes, 5, 6667

self-regulated learning, 9394

self-regulation, 95

transfer of knowledge within and across disciplines, 7, 141

Retrieval ability, 28

Rote learning, 9, 72, 8283

S

Schematic knowledge, 7879

Science and engineering instruction

case example of deeper learning in, 134135b

content and process approaches, 126127

current practice, 128131

development of sophisticated scientific knowledge in, 128

evolution of national standards for education in, 125126

hands-on activities in, 126127

inquiry in, 127

in integrated curriculum, 132135

international comparison of student performance, 1516

science practices goals for, 130131

strands of science proficiency, 133135

study goals, 17

teacher preparation for, 188

See also Framework for K-12 Science Education, A (NRC science framework)

Science for All Americans, 126

Scientific method, 126127

Secretary’s Commission on Achieving Necessary Skills, 25, 35

Seeds of Science/Roots of Reading, 114b

Self-affirmation theory, 91

Self-direction, 93

Self-efficacy beliefs, 30, 51, 8991, 139140, 164165

Self-esteem, 30, 51

Self-evaluation, 30, 89, 178179

Self-regulation

academic and social outcomes predicted by, 9495

assessment, 95

defining features of, 2122, 94

instructional interventions based on, 93

in learning, 9294, 97, 99

learning goals for mathematics, 125

overlap with 21st century skills, 35, 93, 140

research needs, 9394, 95

social dimensions of, 97

successful interventions to promote, 152153

Semantic information, 76

SimScientists, 146147, 178

Skill acquisition curves, 8082, 81f

Social and cultural competency

determinants of success in personal relationships, 5859

role of social relationships in learning, 9596

successful interventions to promote, 151152, 153154

as 21st century competency, 24, 35

See also Interpersonal competencies

Sociocultural models of learning, 7374, 95, 99

Socioeconomic disparities

academic performance and, 16

civic engagement and, 60

State assessments, 11, 111, 189, 191

Stereotype threat, 91

Student centered learning, 1, 17, 103

Study skills, 35

Stupski Foundation, 17

Summative assessment, 176, 188189

Susan Crown Enchange Fund, 17

Systems thinking, 123

T

Taking Science to School, 128, 133

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
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Teaching 21st century skills and competencies

case example of learning environment for, 8688

challenges to systemic implementation, 190191, 193

cognitive competencies to promote transfer, instructional design for, 159173

early intervention, 161

implications of sociocultural model of human learning, 7374

instructional features for deeper learning, 79, 9799

intrapersonal and interpersonal domain, instructional design principles for, 173175

problem-solving and metacognitive strategies, 167172

recommendations for design and development of instruction, 910, 181182

resources for implementation, 7

role of assessment in, 176180

study goals, 2, 17

successful intervention to promote deeper learning, 150153

teacher assessment skills for, 12

teacher preparation for, 186188

use of examples and cases, 9, 164, 181

Team training, 159, 175

Teamwork and collaboration

assessment, 148, 149

component skills, 95

for learning, 9596

in mathematics instruction, 118119

in science education, 138

self-regulated learning and, 93

as 21st century skills, 12, 4, 16, 17, 24

Tools of the Mind, 152

Transfer of knowledge and skills, 19, 143

assessment challenges, 144145

assessment goals, 144

challenges to systemic implementation of interventions to promote, 190191, 193

as characteristic of 21st century skills, 23, 74

cognitive competencies for, instructional design for enhancing, 159173

current understanding, 7072, 82, 99

definition, 15

delineation of learning goals for instruction in, 144

development of 21st century competencies to promote, 89, 180181

domain-general knowledge for, 7677

domain-specific teaching for, 170, 172173

educational attainment and capacity for, 5

expertise and, 8586, 9798

as goal of Common Core Standards and NRC framework, 6, 7, 141

instructional challenges, 98

labor market outcomes of educational attainment, 6164

as product of deeper learning, 56, 8, 6970, 99

recommendations for research, 7, 141

role of beliefs in, 89

shortcomings of current practice and research needs, 7

specific and general forms, 7072

successful instructional interventions to promote, 150159

types of knowledge and, 8486

types of learning and, 83, 83t

use of schemas, 78

workplace interventions to promote, 155159

See also Deeper learning

21st century skills and competencies

alignment with personality factors, 3135

assessment challenges, 1112

clusters of component skills, 12, 34, 25, 3234t

deeper learning for development of, 56, 8, 70, 74, 99

definition, 1, 23, 5, 6, 17, 23, 25, 35, 67, 74

degrees of correlation with adult outcomes, 3738

domains of competence, 3, 2122, 25

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
×

evidence of causality in educational and adult outcomes, 45, 37, 4044t, 6467

goals of Common Core Standards and NRC framework and, 111112, 123f, 131, 133134, 136141, 136f, 189

interactions among, 22

knowledge base, 2425

parenting interventions to promote, 154155

recommendations for design and development of instruction, 910, 181

recommendations for research, 5, 6667

recursive relationship with deeper learning, 8, 99

resources for implementation in current instructional practice, 7, 140

self-regulated learning and, 93

societal benefits of promoting, 190

societal demand for, 1, 15, 16, 5356

study goals, 12, 1618

successful instructional interventions to promote, 150159

systemic implementation of interventions to promote, 1314, 19, 185190, 192193

taxonomy, 3536

transferable knowledge as characteristic of, 23, 74

trends in education, 16

See also Teaching 21st century skills and competencies

Twitter, 53

V

Visual perception, 28

W

William and Flora Hewlett Foundation, 1617

Work ethic, 89

Working memory, 7576, 98

Work outcomes

adaptability of firms to technological change, 6263

cognitive competency and, 4950, 5456

earnings, 4748, 49, 54, 55, 6364, 66

educational attainment and, 37, 4749, 6164, 66

evidence of 21st century skills as causal in, 45, 37, 4243t, 6566

interpersonal skills as factor in, 5556

noncognitive correlations, 5153

nonmonetary rewards, 48

personality factors in, 5051

significance of 21st century skills in, 2, 1819, 70

study goals, 17

team training interventions, 159

transferability of skills across occupations, 6264

trends in marketplace demands, 5356, 70

workplace interventions to promote transferable competencies, 155159

Writing skills, 107

Suggested Citation:"Index." National Research Council. 2012. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/13398.
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Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills."

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments.

This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

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