In an increasingly diverse and interconnected world, the need for the development and mastery of soft skills has perhaps never been greater. Schools can play a key role in soft skills education, but implementation in the classroom has faced a range of challenges that have impeded instruction. One solution is embedding soft skills within an extant…

This article provides an insider account of one school's journey towards a curriculum offer which makes use of a meaningful, mastery project-based approach. The initiative incorporates consideration of self-determination theory to secure outcomes which are relevant to the needs of students. The account offers insights into a work in progress and…

Typical characteristics of Master's-level education usefully complement the development of professional attributes leading to improved outcomes for those professions. These include critical reflection on one's own practice, scholarship and research, and also that of others. This requires access to and engagement with a well-organized and verified…

In January 2011, the Lumina Foundation published its Degree Qualifications Profile (DQP) to challenge faculty and academic leaders in the U.S. to think deeply and concretely about aligning expectations for student learning outcomes across higher education. Since then, the DQP has kindled extensive discussions about what the postsecondary degrees…

Now that many schools are developing curriculums thoughtfully linked to standards--including benchmarks for achievement--many teachers wrestle with this question: Can we still make room for individualized instruction? The authors, who have taught at diverse international schools in many countries, believe the answer is yes. They argue that under…

Explores outcome-based education, tracing its historical basis in competency-based education and mastery learning. Discusses the results of an ongoing dialogue between the authors (a classroom teacher and a university researcher). Although OBE offers some powerful ideas, it is not radical enough. OBE is based on behavioral objectives determined by…

Traces the roots of outcome-based education in mastery learning. Considers such obstacles as lack of reform preconditions, poor understanding of program features, teacher resistance, teacher domestication, staff mobility, and routinization. (SK)

Outcome-based educational philosophical principles and program characteristics are described, with a focus on changes in the management of time, students, instructional resources, and testing required of both teachers and administrators by such programs. Outcome-based approaches require an instructional management system that is assessment-driven…

Questions frequently arise about the origins of outcome-based education and mastery learning, their similarities and differences, their theoretical and practical links, and evidence about their effects on student learning. Historical and theoretical perspectives show a clear distinction between outcome-based education and mastery learning.…

The most radical and fundamental school reform of all was the creation of the free and universal system of public education in the United States, but there has been a plethora of reform efforts since. This book reviews the history of over 30 reforms since 1960, remarking on how ideas have influenced educational practice and commenting on how poor…