Personalized learning and ESSA: What we know and where we go

被引：17

作者：

Zhang, Ling ^{[1
]}

Yang, Sohyun ^{[1
]}

Carter, Richard Allen, Jr. ^{[2
,3
]}

机构：

[1] Univ Kansas, Dept Special Educ, Instruct Design Technol & Innovat Specializat, Lawrence, KS 66045 USA

[2] Univ Wyoming, Dept Counseling Leadership Advocacy & Design, Special Educ, Laramie, WY 82071 USA

[3] Univ Wyoming, 1000 E Univ Ave, Laramie, WY 82071 USA

来源：

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2020年 / 52卷 / 03期

关键词：

Personalized learning; thematic analysis; INTRINSIC MOTIVATION; CHOICE; INSTRUCTION; MATHEMATICS; OUTCOMES; SYSTEM;

D O I：

10.1080/15391523.2020.1728448

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL.

引用

页码：253 / 274

页数：22

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