This is the eighth installment in our series of “Notes From the Field” on personalized learning. When we first visited schools in spring 2016 for this project, teachers seemed to be taking on an unsustainably...
We need to rethink traditional models for teaching and learning. Finding ways to use the innovative technology of the 21st century can improve public education by maximizing teacher expertise, and creating new ways for parents to engage with their child’s schooling. Some technology can also create more flexible learning environments for students to receive curriculum and instruction tailored to their unique needs. Using these technologies in the classroom can greatly increase the efficiency of teaching, learning, and administration. Our work addresses policy barriers that make many of the most promising innovations impossible to implement.
Current Work: A Learning Agenda for Taking Personalized Learning to Scale
With funding from the Bill & Melinda Gates Foundation, CRPE is conducting a multi-year, multi-method effort to learn about how school districts and regional partners can support the successful implementation, expansion, and sustainability of personalized learning (PL) in schools. CRPE researchers will use a combination of field studies, surveys, and secondary data analysis to explore how schools, districts, and partner organizations outside the school district help to seed and grow PL and with what results.
Key questions for the project include:
What do principals, teachers, and system leaders need to know and be able to do to successfully support, implement, and scale up PL?
What policies and practices, at the classroom, school, district, partnership, and state levels, offer important supports (and barriers) for successfully implementing and scaling up PL?
What are the early results for teachers and students?
This is the eighth installment in our series of “Notes From the Field” on personalized learning. When we first visited schools in spring 2016 for this project, teachers seemed to be taking on an unsustainably...
This is the seventh installment in our series of “Notes From the Field” on personalized learning. “There are so many digital resources out there, I am lost as to which ones are good.I usually try...
This is the sixth installment in our series of “Notes From the Field” on personalized learning. The theory behind personalized learning (PL)—crafting an individualized education experience for each student—holds tremendous potential for better serving all...
This is the fifth installment in our series of “Notes From the Field” on personalized learning. Last spring, on our first visit to 35 schools committed to personalized learning, teachers often told us they weren’t...
Polarization was the theme of 2016, and we’d be kidding ourselves to think that will be much different in 2017. Still, there has rarely been more need for new ideas that people can begin to...
This is the fourth in our series of “Notes From the Field” on personalized learning. Principals and teachers trying to personalize their students’ learning are charged with radically reimagining the classroom. It’s a tall order...
This is the third in our series of “Notes From the Field” on personalized learning. Over the course of this project we’ve heard a lot from schools about what personalized learning (PL) means for teachers...
After I sent my kids back to school last week and watched the steady stream of adorable “first day” Facebook posts, I began thinking about all of the little things that schools do, or don’t...
This is the second in our series of “Notes From the Field” on personalized learning. Twenty-five years ago, I was a young history teacher soaking up progressive teaching methods that aimed to foster deep, personalized...
This is the first in our series of “Notes From The Field” on personalized learning. My colleague and I recently visited a middle school science classroom. Students, outfitted with safety glasses, were organized into groups...
Current Research
Previous Research
