Research Article

Personalized Learning Practice in U.S. Learner-Centered Schools

Dabae Lee 1 , Yeol Huh 1 * , Chun-Yi Lin 2 , Charles Morgan Reigeluth 3
More Detail
1 Department of Instructional Technology, Kennesaw State University, Kennesaw, GA, USA2 Department of Education & Graduate Institute of Curriculum and Instruction, National Taiwan Normal University, Taipei, TAIWAN3 Department of Instructional Systems Technology, Indiana University, Bloomington, IN, USA* Corresponding Author
Contemporary Educational Technology, 14(4), October 2022, ep385, https://doi.org/10.30935/cedtech/12330
Published: 10 August 2022
OPEN ACCESS   2607 Views   1679 Downloads
Download Full Text (PDF)

ABSTRACT

Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence of PL enhancing learning outcomes, teachers reported having difficulty envisioning PL in practice. This national survey study investigated how PL is practiced in K-12 learner-centered schools in the U.S. to inform educators of learner-centered teachers’ PL practice and identify gaps between their practice and research. Five essential components were identified: PL plans, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring. Based on the five components, we identified 308 learner-centered schools and received 272 teacher responses from 41 schools. The five components were implemented with different levels of implementation fidelity. We uncovered several areas in need of improvement. Career goals were not often considered when creating PL plans. A misalignment between student progress and assessment practice was found. There was a lack of community involvement during the PBL process. Teachers were not able to build a close relationship with all students. These findings from learner-centered schools revealed that paradigm change demands continuous effort to transform all aspects of the educational system. Suggestions are made for practice and future research.
Keywords: personalized learning, competency-based student progress, project-based learning, problem-based learning, multi-year mentoring

CITATION (APA)

Lee, D., Huh, Y., Lin, C.-Y., & Reigeluth, C. M. (2022). Personalized Learning Practice in U.S. Learner-Centered Schools. Contemporary Educational Technology, 14(4), ep385. https://doi.org/10.30935/cedtech/12330

REFERENCES

  1. Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). Making schools effective for all: Rethinking the task. School Leadership & Management, 32(3), 197-213. https://doi.org/10.1080/13632434.2012.669648
  2. American Psychological Association Presidential Task Force on Psychology in Education. (1993). Learner-centered psychological principles: Guidelines for school redesign and reform. https://eric.ed.gov/?id=ED371994
  3. Bernacki, M. L., Greene, M. J., & Lobczowski, N. G. (2021). A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose(s)? Educational Psychology Review, 33(4), 1675-1715. https://doi.org/10.1007/s10648-021-09615-8
  4. Bloom, B. S. (1968). Learning for mastery. Instructions and Curriculum, 1(2), 1-10.
  5. Breitenstein, S. M., Gross, D., Garvey, C. A., Hill, C., Fogg, L., & Resnick, B. (2010). Implementation fidelity in community-based interventions. Research in Nursing & Health, 33(2), 164-173. https://doi.org/10.1002/nur.20373
  6. Burke, D. L. (1996). Multi-year teacher/student relationships are a long-overdue arrangement. Phi Delta Kappan, 77(5), 360-361. https://www.proquest.com/scholarly-journals/multi-year-teacher-student-relationships-are-long/docview/218490646/se-2
  7. Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation Science, 2(1), 40. https://doi.org/10.1186/1748-5908-2-40
  8. Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64(8), 723-733. https://doi.org/10.1177/016146816306400801
  9. Cheng, E. W. L., & Ho, D. C. K. (2001). The influence of job and career attitudes on learning motivation and transfer. Career Development International, 6(1), 20-28. https://doi.org/doi:10.1108/13620430110381007
  10. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum.
  11. Department for Education and Skills. (2004). Department for Education and Skills: Five year strategy for children and learners. http://www.educationengland.org.uk/documents/pdfs/2004-five-year-strategy.pdf
  12. Dewey, J. (1938). Experience and education. Kappa Delta Pi.
  13. District Reform Support Network. (2016). Transforming the culture of teaching and learning: Four race to the top-district grantees’ implementation of personalized learning. https://rttd.grads360.org/#communities/pdc/documents/12121
  14. Driscoll, M. P. (2005). Constructivism. In M. P. Driscoll (Ed.), Psychology of learning for instruction (pp. 384-410). Allyn & Bacon.
  15. Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237-256. https://doi.org/10.1093/her/18.2.237
  16. Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308-318. https://doi.org/10.1080/00220670209596604
  17. George, P. S., Spreul, M., & Moorefield, J. (1987). Long-term teacher-student relationships: A middle school case study. National Middle School Association.
  18. Gross, B., Tuchman, S., & Patrick, S. (2018). A national landscape scan of personalized learning in K-12 education in the United States. iNACOL. https://aurora-institute.org/wp-content/uploads/iNACOL_ANationalLandscapeScanOfPersonalizedLearning.pdf
  19. Groves, R. M., Fowler Jr, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2013). Survey methodology. John Wiley & Sons.
  20. Hampton, F. M., Mumford, D., & Bond, L. (1997). Enhancing urban student achievement through multi-year assignment and family-oriented school practices. ERS Spectrum, 15(2), 7-15.
  21. Hampton, F. M., Mumford, D. A., & Bond, L. (1998). Parent involvement in inner-city schools the project FAST extended family approach to success. Urban Education, 33(3), 410-427. https://doi.org/10.1177/0042085998033003006
  22. Han, S., Capraro, R., & Capraro, M. M. (2014). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 1-25. https://doi.org/10.1007/s10763-014-9526-0
  23. Henson, K. T. (2003). Foundations for learner-centered education: A knowledge base. Education, 124(1), 5-16.
  24. Hong, J. (2016). Educational meaning of experiences of youth participation in community: Focused on activity in ‘Youth Participation Committee’. Ewha Women’s University. https://dspace.ewha.ac.kr/handle/2015.oak/214661
  25. Hull-Blanks, E., Kurpius, S. E. R., Befort, C., Sollenberger, S., Nicpon, M. F., & Huser, L. (2005). Career goals and retention-related factors among college freshmen. Journal of Career Development, 32(1), 16-30. https://doi.org/doi:10.1177/0894845305277037
  26. Johnson, M. K., Beebe, T., Mortimer, J. T., & Snyder, M. (1998). Volunteerism in adolescence: A process perspective. Journal of Research on Adolescence, 8(3), 309-332. https://doi.org/10.1207/s15327795jra0803_2
  27. Keller-Margulis, M. A. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49(4), 342-352. https://doi.org/10.1002/pits.21602
  28. Kulik, C.-L. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60(2), 265-299. https://doi.org/10.3102/00346543060002265
  29. Lambert, N. M., & McCombs, B. L. (Eds.). (1998). How students learn: Reforming schools through learner-centered education. American Psychological Association. https://doi.org/10.1037/10258-000
  30. LEAP Innovations. (2020). LEAP learning framework for personalized learning: 2020 edition. https://www.leapinnovations.org/leap-learning-framework/
  31. Lee, D. (2014). How to personalize learning in K-12 schools: Five essential design features. Educational Technology, 54(2), 12-17. http://www.jstor.org/stable/44430266
  32. Lee, D., Huh, Y., Lin, C.-Y., Reigeluth, C. M., & Lee, E. (2021). Differences in personalized learning practice and technology use in high- and low-performing learner-centered schools in the United States. Educational Technology Research and Development, 69(2), 1221-1245. https://doi.org/10.1007/s11423-021-09937-y
  33. Li, K. C., & Wong, B. T.-M. (2019). How learning has been personalised: A review of literature from 2009 to 2018. In S. K. S. Cheung, L.-K. Lee, I. Simonova, T. Kozel, & L.-F. Kwok (Eds.), Blended learning: Educational innovation for personalized learning (pp. 72-81). Springer. https://doi.org/10.1007/978-3-030-21562-0_6
  34. Li, K. C., & Wong, B. T.-M. (2021). Features and trends of personalized learning: a review of journal publications from 2001 to 2018. Interactive Learning Environments, 29(2), 182-195. https://doi.org/10.1080/10494820.2020.1811735
  35. Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401. https://doi.org/10.1016/j.jsp.2012.01.001
  36. McCombs, B. L. (2008). From one-size-fits-all to personalized learner-centered learning: The evidence. The FM Duffy Reports, 13(2), 1-12.
  37. McCombs, B. L. (2013). The Learner-centered model: Implications for research approaches. In J. H. D. Cornelius-White, R. Motschnig-Pitrik, & M. Lux (Eds.), Interdisciplinary handbook of the person-centered approach (pp. 335-352). Springer. https://doi.org/10.1007/978-1-4614-7141-7_23
  38. McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. Jossey-Bass.
  39. OECD. (2018). OECD education 2030. http://www.oecd.org/education/2030/
  40. Patrick, S. (2011). New learning models: The evolution of online learning into innovative K-12 blended programs. Educational Technology, 51(6), 19-26. http://www.jstor.org/stable/44429967
  41. Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016a). Meeting the Every Student Succeeds Act’s promise: State policy to support personalized learning. iNACOL. https://files.eric.ed.gov/fulltext/ED590504.pdf
  42. Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016b). Promising state policies for personalized learning. iNACOL. https://files.eric.ed.gov/fulltext/ED567893.pdf
  43. Perkins, D. N. (1991). What constructivism demands of the learner. Educational Technology, 31(9), 19-21.
  44. Reigeluth, C. M. (1987). The search for meaningful reform: A third-wave educational system. Journal of Instructional Development, 10(4), 3-14. https://doi.org/10.1007/BF02905306
  45. Reigeluth, C. M. (2009). Instructional theory for education in the information age. In C. M. Reigeluth, & A. A. Carr-Chellman (Eds.), Instructional-design theories and models: Building a common knowledge base (pp. 387-399). Routledge. https://doi.org/10.4324/9780203872130
  46. Reigeluth, C. M. (2012). Instructional theory and technology for the new paradigm of education. Revista de Educación a Distancia [Distance Education Magazine], 50, 1.
  47. Reigeluth, C. M., & Karnopp, J. (2020). Vision and action: Reinventing schools through personalized competency-based education. Marzano Resources.
  48. Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. R&L Education.
  49. Sebba, J., & Britain, G. (2007). An investigation of personalized learning approaches used by schools. DfES Publications.
  50. Solberg, V. S., Wills, J., Redmon, K., & Skaff, L. (2014). Use of individualized learning plans as a promising practice for driving college and career efforts: Findings and recommendations from a multi-method, multi-study effort. National Collaborative on Workforce Disability for Youth, Institute for Educational Leadership. https://eric.ed.gov/?id=ED588651
  51. Tynkkynen, L., Dietrich, J., & Salmela-Aro, K. (2014). Career goal-related success expectations across two educational transitions: A seven-year longitudinal study. European Journal of Developmental Psychology, 11(3), 356-372. https://doi.org/10.1080/17405629.2013.840577
  52. U.S. Department of Education. (2010). Transforming American education: Learning powered by technology. Office of Educational Technology. https://www.ed.gov/sites/default/files/netp2010.pdf
  53. Underwood, J., Baguley, T., Banyard, P., Coyne, E., Farrington-Flint, L., & Selwood, I. (2007). Impact 2007: Personalising learning with technology. British Educational Communications and Technology Agency. http://oro.open.ac.uk/34533/
  54. Walkington, C., & Bernacki, M. L. (2020). Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of Research on Technology in Education, 52(3), 235-252. https://doi.org/10.1080/15391523.2020.1747757
  55. Watson, S. L., & Reigeluth, C. M. (2008). The learner-centered paradigm of education. Educational Technology, 48(5), 39-48. http://www.jstor.org/stable/44429608
  56. Watson, W. R., & Watson, S. L. (2016). Principles for personalized instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models (pp. 109-136). Routledge. https://doi.org/10.4324/9781315795478-13
  57. Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K–12 education is it effective and how does it achieve its effects? American Educational Research Journal, 48(5), 1157-1186. https://doi.org/10.3102/0002831211419491
  58. World Bank. (2019). World development report 2019: The changing nature of work. The World Bank. https://www.worldbank.org/en/publication/wdr2019
  59. World Economic Forum. (2020). The future of jobs. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
  60. Zhang, L., Yang, S., & Carter, R. A. (2020). Personalized learning and ESSA: What we know and where we go. Journal of Research on Technology in Education, 52(3), 253-274. https://doi.org/10.1080/15391523.2020.1728448