An exploration of 21st century practices in the upper elementary classroom: How COVID-19 impacted implementation

The Common Core State Standards require students to showcase their learning through performance standards, yet from the limited literature that is currently available there is not much proof that students have been able to raise to the rigor of these new requirements. Using Ryan and Deci’s self- determination theory, research has shown that when students are offered high levels of autonomy in a supportive learning environment there is more engagement, allowing for deeper conceptual learning, more transference of knowledge to other learning, resulting in a positive effect on achievement, as measured through state standards. Through the use of a mixed-methods explanatory sequential design, the research has found to what degree Illinois educators carry out 21st century practices within their upper elementary classrooms, and how the global COVID-19 pandemic affected this. Further, it has determined what supports are needed to carry out these practices successfully. It offers insights and recommendations for school districts, professional development curators, and teacher preparation programs seeking to design their content and classroom practices in ways that best meet the needs of 21st century educators and learners