東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Features of Personalized Learning in Middle School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Features of Personalized Learning in Middle School./
Author:	O'Connell, Neil.
Description:	1 online resource (195 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29328306click for full text (PQDT)
ISBN:	9798841768449

Features of Personalized Learning in Middle School.
O'Connell, Neil.

Features of Personalized Learning in Middle School. - 1 online resource (195 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2022.

Includes bibliographical references

With the widespread implementation of personalized learning practices in our nation's schools, how students are grouped into learning cohorts within the model could be resurfacing old issues of inequitable practices. The literature regarding personalized learning offers two main paths for grouping within the model, student interest and student needs based on proficiency within the standards. How students are grouped within the model varies between districts and schools. With no consensus and the possibility for inequitable practices, I ask the questions: What are some of the main features of personalized learning at the middle school level? What are the grouping strategies being used in schools that have implemented personalized learning? What is the student perception of their experience of personalized learning in their school? A critical qualitative study was done to answer the previously stated questions. Participants were administrators, teachers, and students from schools that have implemented the personalized learning model. A baseline survey, observation, interviews, and academic identity measure survey produced the data that was reported to reflect the perceptions of everyone involved in the study. When trying to understand what is happening behind the numbers, it is important to ask the people directly involved.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841768449Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Personalized learningIndex Terms--Genre/Form:

542853
Electronic books.

Features of Personalized Learning in Middle School.
LDR:02614nmm a2200361K 4500 001 2355551
005 20230523082846.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798841768449
035 $a (MiAaPQ)AAI29328306
035 $a AAI29328306
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a O'Connell, Neil. $3 3695978
245 1 0 $a Features of Personalized Learning in Middle School.
264 0 $c 2022
300 $a 1 online resource (195 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Halverson, Richard.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2022.
504 $a Includes bibliographical references
520 $a With the widespread implementation of personalized learning practices in our nation's schools, how students are grouped into learning cohorts within the model could be resurfacing old issues of inequitable practices. The literature regarding personalized learning offers two main paths for grouping within the model, student interest and student needs based on proficiency within the standards. How students are grouped within the model varies between districts and schools. With no consensus and the possibility for inequitable practices, I ask the questions: What are some of the main features of personalized learning at the middle school level? What are the grouping strategies being used in schools that have implemented personalized learning? What is the student perception of their experience of personalized learning in their school? A critical qualitative study was done to answer the previously stated questions. Participants were administrators, teachers, and students from schools that have implemented the personalized learning model. A baseline survey, observation, interviews, and academic identity measure survey produced the data that was reported to reflect the perceptions of everyone involved in the study. When trying to understand what is happening behind the numbers, it is important to ask the people directly involved.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 2191387
650 4 $a Educational leadership. $3 529436
650 4 $a Middle school education. $3 969762
653 $a Personalized learning
653 $a Middle school
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0449
690 $a 0458
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of Wisconsin - Madison. $b Ed Leadership & Policy Analysis. $3 2103661
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29328306 $z click for full text (PQDT)