Happy 2023! Did you, like me, take time over the break to play with one of the new artificial intelligence bots? I asked ChatGPT to write a blog in the style of Robin Lake on...
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?
Happy 2023! Did you, like me, take time over the break to play with one of the new artificial intelligence bots? I asked ChatGPT to write a blog in the style of Robin Lake on...
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:...
Partnerships between schools, families, and expanded learning providers are a powerful tool that could be used for lasting change in education.
Pod staffing arrangements have the potential to be replicated at a much larger scale and in a way that endures beyond the pandemic.
This paper poses the question of how personalized learning platforms might affect students’ academic, social, and emotional outcomes.
Research on the pandemic’s negative impact on student learning, peer-to-peer relationships, and teenagers’ mental health makes it easy to assume high schoolers are eager to “return to normal.” Yet recent conversations with high school students...
What seven initiatives led by community leaders of color can teach us about advancing racial justice in K–12 educational spaces.
Current Research
Previous Research
