Ahead of the Curve: Implementation Challenges in Personalized Learning School Models

Autor/inn/en	Bingham, Andrea J.; Pane, John F.; Steiner, Elizabeth D.; Hamilton, Laura S.
Titel	Ahead of the Curve: Implementation Challenges in Personalized Learning School Models
Quelle	In: Educational Policy, 32 (2018) 3, S.454-489 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904816637688
Schlagwörter	Individualized Instruction; Models; Program Implementation; Case Studies; Technology Uses in Education; Urban Schools; Qualitative Research; Educational Change; Barriers; Change Strategies; Focus Groups; Observation; Administrator Surveys; Outcome Measures; Teacher Effectiveness; School Support; Information Management; Organizational Communication; Conflict; Educational Facilities; Teacher Education; Elementary Secondary Education; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Analogiemodell; Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Bildungsreform; Lösungsstrategie; Beobachtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulförderverein; Procurement of information; Informationsbeschaffung; Konflikt; Bildungsstätte; Lehrerausbildung; Lehrerbildung
Abstract	In the current educational context, school models that leverage technology to personalize instruction have proliferated, as has student enrollment in, and funding of, such school models. However, even the best laid plans are subject to challenges in design and practice, particularly in the dynamic context of a school. In this collective case study, we identify challenges, disruptions, and contradictions as they occur across schools engaged in implementing technology-mediated personalized learning. Using cultural historical activity theory--a theoretical framework concerned with the individual and contextual factors influencing school change--to frame the analysis, we also examine some of the structural and contextual sources of these disruptions and contradictions. Our findings enable us to offer recommendations for policymakers and for practitioners engaged in implementing personalized learning models, as well as directions for future research on this topic. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01