Lakisha Young explains how Oakland REACH is training parents to be literacy tutors.
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?
Lakisha Young explains how Oakland REACH is training parents to be literacy tutors.
This commentary is a response to the Center on Reinventing Public Education’s State of the American Student project, an effort launched in fall 2022 to track and report on pandemic recovery and school reimagining efforts...
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The Center on Reinventing Public Education, now at ASU’s Mary Lou Fulton Teachers College, will study pandemic recovery and district redesign.
Administrators from eight districts who nurtured new learning options reflect on what worked – and what’s still needed.
Our analysis reveals dozens of New England districts’ federal spending priorities as they move forward with pandemic recovery.
How can school systems possibly find the bandwidth to act on new visions for public education when their leaders are constantly trapped in crisis mode? One particular mechanism might allow them to pull this off:...
Current Research
Previous Research
