K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education

Autor/in	Arnett, Thomas
Institution	Clayton Christensen Institute for Disruptive Innovation
Titel	K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education
Quelle	(2022), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Centered Learning; Learner Engagement; Educational Benefits; Holistic Approach; Barriers; Elementary Secondary Education; Educational Change; Networks + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsertrag; Holistischer Ansatz; Bildungsreform
Abstract	The conventional model of schooling is outdated and overdue for replacement. As learners make their way through high school, survey results show that close to 66% end up disengaged. Those who successfully navigate the system gain a narrow set of academic skills that may or may not align with their individual needs, interests, and strengths. And as a side effect of conventional schooling, learners often form fixed mindsets about their abilities and see their value and identity through the narrow framing of academic ranking systems. Learner-centered education is a distinct educational paradigm that offers a more holistic approach to meeting the needs of every learner, with the goal of helping youth thrive and build fulfilling lives. It embraces the unique talents, interests, and potential of every learner and collaborates with learners to design learning experiences and pathways tailored to their interests, needs, and aspirations that help them pursue their potential. Yet, such learning environments are far and few between as learner-centered education struggles to gain traction within the broader public K-12 education landscape. Despite numerous efforts over the last century to reform and transform conventional education, the hallmarks of the conventional model remain entrenched. In partnership with Education Reimagined, this paper offers a theory-based framework for understanding why established schools struggle to change their instructional models, and then offers insights to help learner-centered models take root. [Written in partnership with Education Reimagined.] (As Provided).
Anmerkungen	Clayton Christensen Institute for Disruptive Innovation. 425 Broadway Street, Redwood City, CA 94063. Tel: 650-887-0788; e-mail: info@christenseninstitute.org; Web site: http://www.christenseninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01