As health and safety concerns recede, districts are under pressure to provide fewer days and hours of student-teacher contact than before the pandemic.
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?
As health and safety concerns recede, districts are under pressure to provide fewer days and hours of student-teacher contact than before the pandemic.
This piece originally appeared in The 74. Anyone who cares about kids must rejoice over their being back in school with their peers. But that should not blind us to the harsh truths we have...
In 2020–21, many teachers, despite all of their struggles, saw a surge of collaboration and coordination.
We spoke with teachers and administrators in three New England districts with large numbers of multilingual learners about how the pandemic influenced student learning and teaching practice last year.
A diverse array of communities are working to reinvent schooling in pursuit of their visions for thriving young people and families.
States and districts should be using this moment as an opportunity to reassess how they support adolescents and their families.
When schools closed down last spring, some parents and educators responded by forming “pandemic pods,” or small groups of students who came together outside of school to learn during the pandemic. These experiments from last...
Samantha* had been a veteran educator for fourteen years, first as a classroom teacher and then a principal, when the pandemic shut down schools. Last year, when she learned about the then-growing learning pod movement,...
For the second year in a row, many school districts are not ready to switch kids to remote learning if in-person school is interrupted. While most large districts offer full-time remote learning, parents had to...
Margarita Muñiz Academy’s development of its “Portrait of a Scholar” project led to a number of changes focused on providing greater opportunities for student voice and participation.
Current Research
Previous Research
