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dc.contributor.authorSullivan, Kevin
dc.date.accessioned2021-01-28T13:20:13Z
dc.date.available2021-01-28T13:20:13Z
dc.date.issued2020
dc.date.submitted2020en
dc.identifier.citationSullivan, K., Bray, A., Tangney, B., Developing twenty-first-century skills in out-of-school education: The Bridge21 Transition Year programme, Technology, Pedagogy and Education, 2020en
dc.identifier.otherY
dc.descriptionPUBLISHEDen
dc.description.abstractTwenty-first-century (21 C) skills need to be taught intentionally and well, using pedagogical approaches that engage students and help them learn both skills and curriculum content. This article describes an instrumental case study of an out-of-school education programme (Bridge21) designed to help students develop 21 C skills. In order to determine the effectiveness of the programme, a mixed-methods approach was employed that included the collection of quantitative and qualitative data using student surveys (N = 329) and group interviews. A detailed skills framework was used to analyse which skills are inherent to the various activities that make up the programme. Findings suggest that the Bridge21 model can provide significant and sustained increases in student confidence across a range of skills, and that various elements of the programme design contribute directly to this.en
dc.language.isoenen
dc.rightsYen
dc.subject21C skillsen
dc.subject21C teaching and learningen
dc.subjectCollaborationen
dc.subjectProject-based learningen
dc.titleDeveloping twenty-first-century skills in out-of-school education: The Bridge21 Transition Year programmeen
dc.typeJournal Articleen
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/ksulliva
dc.identifier.rssinternalid223162
dc.identifier.doihttps://doi.org/10.1080/1475939X.2020.1835709en
dc.rights.ecaccessrightsopenAccess
dc.subject.darat_thematicEducationen
dc.status.accessibleNen
dc.identifier.urihttp://hdl.handle.net/2262/94863


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