An Analysis of Approaches to Goal-Setting Within Middle School Personalized Learning Environments

• In Event: 25.050 - Middle-Level Teacher Development: Learning, Practice, and Enactment

Abstract

This study investigates the goal setting approaches of eleven middle grades teachers during Year 1 of their implementation of a state-wide personalized learning initiative. As an increasing number of middle schools explore personalized learning, there is an urgent need for empirical research in this area. Goal setting is a critical aspect of personalized learning and thus an important instructional area to investigate. Using qualitative inquiry, this study presents five dominant trends in teachers’ approaches to goal setting, offering a narrative case description for each. These approaches are then critically analyzed using three key elements of personalized learning. Implications and recommendations are offered for middle schools engaged in personalized learning environments.

Authors

• Jessica DeMink-Carthew, The University of Vermont

• Mark W. Olofson, University of Texas at El Paso

• Steven Netcoh, University of Vermont

• Life LeGeros, The University of Vermont

• Susan Turgeon Hennessey, University of Vermont