| The purpose of this mixed-methodology multi-case study was to explore high school English teachers' perceptions of and attitudes about 21st-century learning---their benefits, the challenges for effective implementation, and their impact on classroom instruction and learning. The researcher administered a survey, conducted focus groups and interviews, and analyzed archival data at two high schools identified by the Partnership for 21st Century Learning as exemplar schools implementing innovative learning practices. The primary and overriding finding of this study is that 21st-century instructional practices impact a high school English teacher's classroom instruction to a moderately high degree. Additional findings reveal the importance of communication and collaboration, a constructivist classroom, purposeful lessons, support for students who lack direction, a need for change in the educational system, and backing from within the school, as well as from parents, the school district, and the state. |
