92,036 research outputs found

    When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

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    Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities

    Roadmap for Next-Generation Accountability Systems

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    Offers a framework for designing and implementing state accountability systems that enable consistent, aligned goals to ensure college- and career-readiness; valid measurement, support, and interventions; transparent reporting; and continuous improvement

    Schools Can't Wait: Accelerating the Redesign of University Principal Preparation Programs

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    Reviews recent efforts by 22 universities to provide higher quality training programs for school leaders. Includes examples of effective redesign practices and outlines an action plan for implementing successful educational leadership initiatives

    Strengthening High School Teaching and Learning in New Hampshire's Competency-Based System

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    For a century, most students have advanced from grade to grade based on the number of days they spend in class, but in New Hampshire, schools have moved away from "seat time" and toward "competency-based learning," which advances students when they have mastered course content. This report profiles how two high schools in New Hampshire made this shift and examines the changes that were necessary to make competency-based advancement an important part of New Hampshire's strategy for implementing the Common Core State Standards and ensuring that students graduate ready for college and a career

    Stability and sensitivity of Learning Analytics based prediction models

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    Learning analytics seek to enhance the learning processes through systematic measurements of learning related data and to provide informative feedback to learners and educators. Track data from Learning Management Systems (LMS) constitute a main data source for learning analytics. This empirical contribution provides an application of Buckingham Shum and Deakin Crick’s theoretical framework of dispositional learning analytics: an infrastructure that combines learning dispositions data with data extracted from computer-assisted, formative assessments and LMSs. In two cohorts of a large introductory quantitative methods module, 2049 students were enrolled in a module based on principles of blended learning, combining face-to-face Problem-Based Learning sessions with e-tutorials. We investigated the predictive power of learning dispositions, outcomes of continuous formative assessments and other system generated data in modelling student performance and their potential to generate informative feedback. Using a dynamic, longitudinal perspective, computer-assisted formative assessments seem to be the best predictor for detecting underperforming students and academic performance, while basic LMS data did not substantially predict learning. If timely feedback is crucial, both use-intensity related track data from e-tutorial systems, and learning dispositions, are valuable sources for feedback generation

    It's Not a Matter of Time: Highlights From the 2011 Competency-Based Learning Summit

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    Outlines discussions about the potential and challenges of competency-based learning in transforming the current time-based system, including issues of accountability, equity, personalization, and aligning policy and practice. Includes case summaries

    Advancing Faculty DiversityThrough Self-Directed Mentoring

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    Mentoring is widely acknowledged to be important in career success, yet may be lacking for female and minority law professors, contributing to disparities in retention and promotion of diverse faculty. This Article presents the results of a unique diversity mentoring program conducted at one law school. Mentoring is often thought of as something directed by the mentor on behalf of the protégé. Our framework inverts that model, empowering diverse faculty members to proactively cultivate their own networks of research mentors. The studied intervention consisted of modest programming on mentorship, along with supplemental travel funds to focus specifically on travel for the purpose of cultivating mentors beyond one’s own institution. Participants were responsible for setting their own mentorship goals, approaching mentors and arranging meetings, and reporting annually on their activities and progress. Both quantitative and qualitative evidence demonstrate that the program has been effective along its measurable goals in its first year. Participants report growing their networks of mentors, receiving significant advice on research and the tenure process, and being sponsored for new opportunities. The authors conclude that this type of mentoring initiative, if more broadly applied, could have a significant impact on reducing disparities in retention and promotion in the legal academy. To facilitate such replication, the Article describes both the process of designing the program and the actual operation of the program as carried out at one school. In sum, the Article offers a concrete starting point for discussions at any law school interested in advancing faculty diversity through improved mentoring

    Building Summit Basecamp: Year 1

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    This case study shares what's been learned in the first year of Summit Basecamp, an ambitious effort to support public schools across the United States in implementing personalized learning. While recognizing that Summit Basecamp is one approach to personalized learning, we believe the lessons from the 2015-16 school year can inform the work of others in the field.Summit Basecamp is now called the Summit Learning Program. This publication is the fourth case study that FSG has written with Summit Public Schools

    Maximizing Competency Education and Blended Learning: Insights from Experts

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    In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

    Strengthening Assessments of School Climate: Lessons from the NYC School Survey

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    A growing number of cities and states are using surveys to collect vital information about school climate from students, teachers and parents. The New York City Department of Education's (DOE) annual survey of parents, students, and teachers is the largest of its kind in the United States. Since 2010, the Research Alliance has been working with the DOE to assess the reliability and validity of the survey's measures. Our new brief, "Strengthening Assessments of School Climate", summarizes our findings and recommendations to date. It also presents a set of broader lessons that have emerged from our work, which can provide guidance to others that are implementing school survey efforts. In addition, it includes a Policymaker Perspective, authored by Lauren Sypek, the DOE's School Survey Director, reflecting on the process of collaborating to improve the School Survey as well as some of the changes that have been made to the survey as a result of this partnership
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