Pathways to Personalization in Middle Schools

• In Event: 14.039 - Negotiating Differences in Middle-Level Education

Abstract

This study explored middle grades teachers experiences implementing personalized learning in response to a statewide mandate for personalized learning plans for each student; proficiency-based graduation requirements; flexible pathways, including online, blended and out-of-school learning by which students attain proficiency; and an increased emphasis on student ownership of their learning. Through qualitative, cross-case analysis of interviews, artifacts, and observations from a sample of ten teachers across five middle schools, this study documented similarities and differences in teachers’ purposes and shifting use of time, space and roles during initial efforts to personalize learning. Findings inform ongoing design of implementation plans and professional development and contribute to the limited body of research on personalization in middle schools.

Authors

• John M. Downes, The University of Vermont

• Steven Netcoh, University of Vermont

• Katy Farber, The University of Vermont

• Scott Thompson, The University of Vermont

• Penny A. Bishop, The University of Vermont

• Jessica DeMink-Carthew, The University of Vermont