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...
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 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...
In 2015, CRPE kicked off a multi-year, multi-method study of district and regional systemic efforts to support schools implementing personalized learning. Personalized learning (PL) is designed to tailor instruction to individual students’ strengths, needs, and...
Reorganizing time, talent, technology, and physical space to support personalized learning takes money, planning, and time. Dozens of philanthropies, new support organizations, and policy groups are dedicated to helping schools implement this model. To date,...
This paper takes the first systematic look at costs associated with implementing personalized learning schools, how leaders of these schools choose to allocate their funds, and what it might take to make personalized learning financially...
We at CRPE have been watching the evolution of New York City Department of Education’s (NYCDOE) “iZone” for years. Betheny Gross and I did a paper on the early days of the iZone, when the...
Author Steven Hodas shares his experiences working with the New York Department of Education to foster innovative practices and develop more nimble procurement procedures.
Grappling with new ways to solve problems is a regular challenge in the K–12 space, yet good ideas don’t fall from the trees. Technology is now being used to try to solve problems like differentiating...
Current Research
Previous Research
