Personalized Learning Practice in U.S. Learner-Centered Schools

Autor/inn/en	Lee, Dabae; Huh, Yeol; Lin, Chun-Yi; Reigeluth, Charles Morgan
Titel	Personalized Learning Practice in U.S. Learner-Centered Schools
Quelle	In: Contemporary Educational Technology, 14 (2022) 4, S.385 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lee, Dabae) ORCID (Huh, Yeol) ORCID (Lin, Chun-Yi) ORCID (Reigeluth, Charles Morgan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Centered Learning; Individualized Instruction; Career Choice; Educational Change; Outcomes of Education; Teacher Attitudes; Kindergarten; Elementary Secondary Education; Problem Based Learning; Student Projects; Active Learning; Institutional Characteristics; Teacher Student Relationship; Educational Practices; Competency Based Education; Criterion Referenced Tests; Performance Based Assessment; Evaluation Methods; Alignment (Education); National Surveys + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individualisierender Unterricht; Bildungsreform; Lernleistung; Schulerfolg; Lehrerverhalten; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Aktives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Leistungsermittlung
Abstract	Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence of PL enhancing learning outcomes, teachers reported having difficulty envisioning PL in practice. This national survey study investigated how PL is practiced in K-12 learner-centered schools in the U.S. to inform educators of learner-centered teachers' PL practice and identify gaps between their practice and research. Five essential components were identified: PL plans, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring. Based on the five components, we identified 308 learner-centered schools and received 272 teacher responses from 41 schools. The five components were implemented with different levels of implementation fidelity. We uncovered several areas in need of improvement. Career goals were not often considered when creating PL plans. A misalignment between student progress and assessment practice was found. There was a lack of community involvement during the PBL process. Teachers were not able to build a close relationship with all students. These findings from learner-centered schools revealed that paradigm change demands continuous effort to transform all aspects of the educational system. Suggestions are made for practice and future research. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01