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dc.contributor.advisorPlacier, Peggyeng
dc.contributor.authorEsselman, Mary E.eng
dc.date.issued2012eng
dc.date.submitted2012 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on November 1, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Peggy Placiereng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2012.eng
dc.description"July 2012"eng
dc.description.abstract[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.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentxi, 236 pageseng
dc.identifier.oclc872567625eng
dc.identifier.urihttps://hdl.handle.net/10355/15927
dc.identifier.urihttps://doi.org/10.32469/10355/15927eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subjectstudent-centered learningeng
dc.subjectpersonalized learningeng
dc.subjectstudent voiceeng
dc.subjectteacher as facilitatoreng
dc.titleFormative program evaluation : a system of student-centered learningeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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