Personalized Learning Practice in U.S. Learner-Centered Schools

Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence PL enhancing outcomes, teachers reported having difficulty envisioning in practice. This national survey study investigated how practiced K-12 learner-centered schools the U.S. to inform educators teachers’ practice and identify gaps between their research. Five essential components were identified: plans, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, multi-year mentoring. Based on five components, we identified 308 received 272 teacher responses from 41 schools. The implemented with different levels implementation fidelity. We uncovered several areas need improvement. Career goals not often considered when creating plans. A misalignment progress assessment was found. There lack community involvement during PBL process. Teachers able build close relationship all students. These findings revealed that paradigm change demands continuous effort transform aspects system. Suggestions are made for