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The Necessity of Nuance in Education...

North, Stephen Kapono,

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The Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level // Stephen Kapono North.
Author:	North, Stephen Kapono,
Description:	1 electronic resource (91 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30529418
ISBN:	9798379954239

The Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level /
North, Stephen Kapono,

The Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level /Stephen Kapono North. - 1 electronic resource (91 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

High school students depend on school to provide the skills needed to attend a post-secondary institution or enter the work force directly upon graduation. However, high school curriculum standards may not align with the skillset demanded of the students post-high school. In prioritizing skills by curriculum standards, schools inevitably privilege certain skills and oppress others, creating hierarchies of importance that are predominantly weighted towards "cognitive/hard" skills as opposed to "non-cognitive/soft" skills. Based on post-high school demand from colleges/universities and professional settings, evidence suggests that the K-12 system, and especially the high school level, may benefit from a shift in the prioritization of hard skills towards soft skills. This descriptive study explored the necessity of the explicit teaching of soft skills at the high school level for the employability and subsequent internal promotability of graduating high school students by analyzing the perceptions of elementary, middle, and high school teachers alongside the perceptions of employers. The perceptions of individual teacher groups at different levels of the K-12 "education chain" allowed for analysis of some of the possible gaps in current prescribed-curriculum skill alignment. The perceptions of employers allowed for an analysis of skill demand post-high school in comparison to the K-12 prescribed-curriculum. In essence, this study provides a clearer picture as to where there might be possible gaps in curriculum for students that affect their employability after graduation.

English

ISBN: 9798379954239Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Curriculum reform

The Necessity of Nuance in Education: Exploring the Need for the Explicit Teaching of Soft Skills at the High School Level /
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520 $a High school students depend on school to provide the skills needed to attend a post-secondary institution or enter the work force directly upon graduation. However, high school curriculum standards may not align with the skillset demanded of the students post-high school. In prioritizing skills by curriculum standards, schools inevitably privilege certain skills and oppress others, creating hierarchies of importance that are predominantly weighted towards "cognitive/hard" skills as opposed to "non-cognitive/soft" skills. Based on post-high school demand from colleges/universities and professional settings, evidence suggests that the K-12 system, and especially the high school level, may benefit from a shift in the prioritization of hard skills towards soft skills. This descriptive study explored the necessity of the explicit teaching of soft skills at the high school level for the employability and subsequent internal promotability of graduating high school students by analyzing the perceptions of elementary, middle, and high school teachers alongside the perceptions of employers. The perceptions of individual teacher groups at different levels of the K-12 "education chain" allowed for analysis of some of the possible gaps in current prescribed-curriculum skill alignment. The perceptions of employers allowed for an analysis of skill demand post-high school in comparison to the K-12 prescribed-curriculum. In essence, this study provides a clearer picture as to where there might be possible gaps in curriculum for students that affect their employability after graduation.
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650 4 $a Education policy. $3 2191387
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650 4 $a Secondary education. $3 2122779
653 $a Curriculum reform
653 $a Intersectionality
653 $a Readiness
653 $a Skill literacy
653 $a Soft skills
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