Informing Progress: Insights on Personalized Learning Implementation and Effects. Research Report. RR-2042-BMGF

Literaturnachweis - Detailanzeige

Autor/inn/en	Pane, John F.; Steiner, Elizabeth D.; Baird, Matthew D.; Hamilton, Laura S.; Pane, Joseph D.
Institution	RAND Corporation
Titel	Informing Progress: Insights on Personalized Learning Implementation and Effects. Research Report. RR-2042-BMGF
Quelle	(2017), (59 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Individualized Instruction; Program Implementation; Program Effectiveness; Competency Based Education; Flexible Progression; Educational Environment; Barriers; Charter Schools; School Districts; Achievement Gains; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Achievement Tests; Urban Schools; Low Income Students; Minority Group Students; Technology Uses in Education; Data Use; Profiles; Student Needs; Time Factors (Learning); Reading Achievement; Mathematics Achievement; Elementary School Students; Middle School Students; High School Students; Public Schools; Grants; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Charter school; Charter-Schule; School district; Schulbezirk; Achievement gain; Leistungssteigerung; Lehrerverhalten; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Charakterisierung; Profilanalyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Public school; Öffentliche Schule; Grant; Finanzielle Beihilfe
Abstract	The basic concept of personalized learning (PL) -- instruction that is focused on meeting students' individual learning needs while incorporating their interests and preferences -- has been a longstanding practice in U.S. K-12 education. Options for personalization have increased as personal computing devices have become increasingly affordable and available in schools and developers created software to support individual student learning. In recent years, it has become more common for schools to embrace schoolwide models of PL. We collected data from schools in the Next Generation Learning Challenges (NGLC)'s Breakthrough School Models program. Our study seeks to describe the practices and strategies these schools used to implement PL, understand some of the challenges and facilitators, and consider these alongside achievement findings to discern patterns that may be informative. Teachers and students reported higher levels of many aspects of personalization than their counterparts in a national sample. These included time for one-on-one tailored support for learning; using up-to-date information on student progress to personalize instruction and group students; students tracking their own progress; competency-based practices; and flexible use of staff, space, and time. However, some more-difficult-to-implement aspects did not appear to differ from practices in schools nationally, such as student discussions with teachers on progress and goals; keeping up-to-date documentation of student strengths, weaknesses, and goals; and student choice of topics and materials. We estimate study students gained about 3 percentile points in mathematics relative to a comparison group of similar students. In reading, there was a similar trend, though it was not statistically significant. Low-performing and high-performing students appeared to benefit. (As Provided).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01