Formative program evaluation: a system of student-centered learning
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In the fall of 2010, five Kansas City elementary schools pioneered a new instructional model, which embraced a "learner-centered" paradigm of education. The model called for organizing students by instructional level rather than grade level and progression via mastery rather than age or seat time. Students were encouraged to assume ownership of their learning as they worked both individually and collaboratively in pairs and small groups, facilitated by teachers, peers, technology, and/or tutors. The purpose of this formative evaluation is to provide feedback to Faxon Elementary, one of the original five pioneer schools implementing the student-centered system of learning. It will examine the school's transition to the student-centered system of education, assessing the extent to which there have been shifts in the roles assumed by both teachers and students. It will also be used to inform the ongoing implementation of the program--in particular to examine the effectiveness of the launch of the program, the extent to which the initial and ongoing professional development is achieving desired changes in teaching and learning, the fidelity of implementation, ongoing challenges, and to document any initial accomplishments.
Access is limited to the campus of the University of Missouri--Columbia.