The purpose of the present study was to provide empirical data that helps to characterize current... more The purpose of the present study was to provide empirical data that helps to characterize current teaching and learning practices in eight RI middle school classrooms. Each teacher self-identified as implementing personalized learning practices through either the Summit Learning (SL) platform (four teachers) or other versions of Blended Learning (BL) practices (four teachers) for at least two years. More specifically, we sought to understand and describe each teacher’s current practices and perceptions (as well as their students’ perceptions of teacher practices) in order to advance our understanding of the definitions and unique attributes of personalized learning practices in Rhode Island. After reporting our methods and findings, we discuss six key ideas worthy of more discussion and consideration in how PL is defined and implemented in Rhode Island, and we provide recommendations and outline future questions to understand successful personalized learning practices, and ultimately, their impact on student learning and development.
The purpose of the present study was to provide empirical data that helps to characterize current... more The purpose of the present study was to provide empirical data that helps to characterize current teaching and learning practices in eight RI middle school classrooms. Each teacher self-identified as implementing personalized learning practices through either the Summit Learning (SL) platform (four teachers) or other versions of Blended Learning (BL) practices (four teachers) for at least two years. More specifically, we sought to understand and describe each teacher’s current practices and perceptions (as well as their students’ perceptions of teacher practices) in order to advance our understanding of the definitions and unique attributes of personalized learning practices in Rhode Island. After reporting our methods and findings, we discuss six key ideas worthy of more discussion and consideration in how PL is defined and implemented in Rhode Island, and we provide recommendations and outline future questions to understand successful personalized learning practices, and ultimately, their impact on student learning and development.
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practices (four teachers) for at least two years. More specifically, we sought to understand and describe each teacher’s current practices and perceptions (as well as their students’ perceptions of teacher practices) in order to advance our understanding of the definitions and unique
attributes of personalized learning practices in Rhode Island. After reporting our methods and findings, we discuss six key ideas worthy of more discussion and consideration in how PL is defined and implemented in Rhode Island, and we provide recommendations and outline future questions to understand successful personalized learning practices, and ultimately, their impact on student learning and development.
practices (four teachers) for at least two years. More specifically, we sought to understand and describe each teacher’s current practices and perceptions (as well as their students’ perceptions of teacher practices) in order to advance our understanding of the definitions and unique
attributes of personalized learning practices in Rhode Island. After reporting our methods and findings, we discuss six key ideas worthy of more discussion and consideration in how PL is defined and implemented in Rhode Island, and we provide recommendations and outline future questions to understand successful personalized learning practices, and ultimately, their impact on student learning and development.