Shifting Educational Paradigms: From Traditional to Performance-Based Education for Diverse Learners

• In Event: Roundtable Session 19
  In Roundtable Session: Utilizing Teacher Perspectives for Innovation

Abstract

Abstract
In an effort to increase academic achievement for students considered at risk of failure, one alternative high school program engaged in a shift from a traditional to a performance-based system of curriculum delivery and assessment. This qualitative study used semi-structured interviews with administrators and teachers to document their perspectives of the change process. Analyses found that national mandates, local mandates, a catalyst, and a common moral purpose were key factors in the shift occurring. Challenges included communication, time, and alignment with traditional school systems. Successes included increased teacher, student engagement, and academic rigor. This study adds to a growing body of literature addressing school reform efforts for students considered at risk. Suggestions for further research are presented.

Author

• Susan C. Sullivan, Montana State University