Using Learning Progressions to Enhance Student Outcomes and Performance

Learning discrepancies are difficult for students to recover from. In earlier years, rote memorization, drill-and-practice, and whole-group instruction have proven little success. Students continually lack proficiency and have minimal gain year after year. More recently, small groups and interventions have made improvements on student proficiency, but they still struggle to increase overall student achievement. Research suggests learning progressions as a dynamic, individualized approach to increase not only academic achievement, but also depth of knowledge and student efficacy. Learning progressions allow for flexibility in levels of learning, the content taught, and how a student grasps information. Then learning progressions promote rigorous and relevant programs for students. Educators who accurately diagnose student needs, build corresponding learning progressions, develop a matching curriculum, and deliver the instruction with appropriate use of formative assessments will increase their students’ achievement and make a positive impact on the educational system

Conceptualizations and Issues related to Learning Progressions, Learning Trajectories, and Levels of Sophistication

In this paper the nature of learning progressions and related concepts are discussed. The notions of learning progressions and learning trajectories are conceptualized and their usage is illustrated with the help of examples. In particular the nuances of instructional interventions utilizing these concepts are also discussed with implications for the teaching and learning of mathematics

The Role of Learning Progressions in Standards-Based Education Reform

The Role of Learning Progressions in Standards-Based Education Reform written by Frederic A. Mosher, summarizes findings from two reports examining the concepts of learning progressions and learning trajectories as they are being applied in science and mathematics education. This policy brief reviews conclusions from the two extensive reports and discusses the implications of their findings for policy and for future research and development

A Comparative Analysis of The Impact of a Progressive Learning Curriculum on Student Achievement In A Northeastern Urban Public School District

This study used a non-experimental, one-group, pretest-posttest design to compare the scale scores on the 2017–2018 and 2018–2019 Mathematics sections of the New Jersey Student Learning Assessment (NJSLA). This investigation compared the 2018 New Jersey Student Learning Assessment in Mathematics (NJSLA-M) scale score means for sampled special education students in Grades 4 – 8 to the 2019 NJSLA-M scale score means for the same group. A Paired-samples t-Test was used to determine what statistical differences exist, if any, between the scores 2017–2018 results of the students prior to receiving instruction based on learning progressions and the 2018–2019 results after receiving instruction in learning progressions. Results show that there was no significant difference in the pretest and posttest mean scale scores suggesting that there was no significant impact of the learning progressions model of student performance after one year of exposure

ความก้าวหน้าในการเรียนรู้วิทยาศาสตร์

Learning Progressions in Science Luecha Ladachartรับบทความ: 14 ธันวาคม 2558; ยอมรับตีพิมพ์: 20 มีนาคม 2559DOI: http://doi.org/10.14456/jstel.2016.11 บทคัดย่อ บทความนี้มีวัตถุประสงค์เพื่อนำเสนอการวิจัยที่ศึกษาความก้าวหน้าในการเรียนรู้วิทยาศาสตร์ของผู้เรียน โดยเริ่มต้นด้วยการนำเสนอนิยามและกระบวนการพัฒนาความก้าวหน้าในการเรียนรู้วิทยาศาสตร์ อธิบายตัวอย่างงานวิจัยที่ศึกษาความก้าวหน้าในการเรียนรู้วิทยาศาสตร์เรื่องต่าง ๆ ทั้งความเข้าใจทางวิทยาศาสตร์และการปฏิบัติงานทางวิทยาศาสตร์ นำเสนอประโยชน์และความท้าทายของการวิจัยเกี่ยวกับความก้าวหน้าในการเรียนรู้วิทยาศาสตร์ และให้ข้อเสนอแนะเกี่ยวกับวิจัยด้านวิทยาศาสตร์ศึกษาในประเทศไทย คำสำคัญ: ความก้าวหน้าในการเรียนรู้วิทยาศาสตร์  การวิจัยด้านการเรียนรู้วิทยาศาสตร์ วิทยาศาสตร์ศึกษา Abstract This article aims at presenting research on students' learning progressions in science. It begins with a definition of learning progressions in science and processes by which learning progressions in science are developed. Then, it exemplifies a variety of learning progressions in both scientific concepts and practices. Next, it discusses benefits and challenges of research on learning progressions in science. It also suggests for research on science education in Thailand. Keywords: Learning progressions in science, Research on learning science, Science educatio

The role of learning progressions in global scales

Learning progressions are valuable tools for the international assessment community. Ray Adams reports

From research to practice: The case of mathematical reasoning

Mathematical proficiency is a key goal of the Australian Mathematics curriculum. However, international assessments of mathematical literacy suggest that mathematical reasoning and problem solving are areas of difficulty for Australian students. Given the efficacy of teaching informed by quality assessment data, a recent study focused on the development of evidence-based Learning Progressions for Algebraic, Spatial and Statistical Reasoning that can be used to identify where students are in their learning and where they need to go to next. Importantly, they can also be used to generate targeted teaching advice and activities to help teachers progress student learning. This paper explores the processes involved in taking the research to practice

A Construct-Modeling Approach to Develop a Learning Progression of how Students Understand the Structure of Matter

This paper builds on the current literature base about learning progressions in science to address the question, “What is the nature of the learning progression in the content domain of the structure of matter?” We introduce a learning progression in response to that question and illustrate a methodology, the Construct Modeling (Wilson, 2005) approach, for investigating the progression through a developmentally based iterative process. This study puts forth a progression of how students understand the structure of matter by empirically inter-relating constructs of different levels of sophistication using a sample of 1,087 middle grade students from a large diverse public school district in the western part of the United States. The study also shows that student thinking can be more complex than hypothesized as in the case of our discovery of a substructure of understanding in a single construct within the larger progression. Data were analyzed using a multidimensional Rasch model. Implications for teaching and learning are discussed—we suggest that the teacher’s choice of instructional approach needs to be fashioned in terms of a model, grounded in evidence, of the paths through which learning might best proceed, working toward the desired targets by a pedagogy which also cultivates students’ development as effective learners. This research sheds light on the need for assessment methods to be used as guides for formative work and as tools to ensure the learning goals have been achieved at the end of the learning period. The development and investigation of a learning progression of how students understand the structure of matter using the Construct Modeling approach makes an important contribution to the research on learning progressions and serves as a guide to the planning and implementation in the teaching of this topic. # 2017 Wiley Periodicals, Inc. J Res Sci Teach 54: 1024–1048, 201

Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series

The hypothetical learning progressions presented here are the products of the deliberations of two working groups of science education researchers, each group also including a state science curriculum supervisor, organized by the Consortium for Policy Research in Education (CPRE),with support from the National Science Foundation. Their charge was to produce hypothetical learning progressions describing the pathways students might be expected to follow as they acquire deep understanding of two of the core learning goals set by the National Research Council’s (NRC) Committee on a Conceptual Framework for the New K-12 Science Education Standards. The goals in question address students’ understanding of the structure, properties, and transformations of matter in the physical sciences and of the flow of matter and energy in ecosystems in the life sciences. These two core goals were chosen because a good bit of research has been done on children’s learning in these areas, some of it carried out by members of our working groups. These hypothetical learning progressions are intended to inform those who are working on the new national science standards, to serve as tools for those charged with developing curriculum and assessments to implement the new standards, and to encourage others to undertake the theoretical and empirical work needed to fill important gaps in our knowledge about learning progressions

The place of professional learning groups in the induction of in-service teacher educators : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University, Palmerston North, New Zealand

In New Zealand In-service Teacher Educators (ISTEs) provide professional development for teachers, principals and management in Early Childhood Centres and Schools. ISTEs have been teachers or principals themselves. However, the role of ISTE is different to that of a teacher or principal. There are varied practices throughout New Zealand relating to the induction of ISTEs. The research of Trowler and Knight (1999) concluded that educators required support in gaining explicit knowledge about their new professional role and a process was required to enable this learning to take place. This study investigated how the use of professional learning groups (PLGs) supported the professional learning of five new ISTEs and also examined the perspectives of three members of the team responsible for implementing the PLGs. A mixed-methods approach was taken with predominantly qualitative and some quantitative information gathered from on-line surveys and semi-structured interviews. Broadly, the study's findings suggested that ISTEs do find the transition into their new role difficult and that the PLGs were a relevant structure to support their professional learning and induction. The findings also identified factors related to the broader area of induction of ISTEs. These were collaboration, observation and feedback related to ISTE practice and the leadership and facilitation of the PLG. This study's findings support research that concluded PLGs had the potential to strengthen professional learning and that there were conditions that were necessary for this to occur. The first was the purpose of the PLG related to the PLG as part of a larger induction structure. The second was what occurred in the PLG including the composition of the PLG and the environment that was necessary within the PLGs for them to be effective. Finally, the findings are presented relating to the ISTEs' and the Implementation Team's perspective on the continuation of the PLGs to support the professional learning of new ISTEs. The findings support research that proposed the transition into new professional roles was stressful and that an induction process that met educators' needs was vital to positively support the transition. The findings culminate in five recommendations and three suggestions for further research