Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning

Autor/inn/en	Patrick, Susan; Sturgis, Chris
Institution	International Association for K-12 Online Learning
Titel	Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning
Quelle	(2011), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; Elementary Secondary Education; State Policy; Educational Policy; Educational Change; Individualized Instruction; Accountability; Technology Uses in Education; Educational Finance; Educational Cooperation; Federal State Relationship; Academic Standards; State Standards; Student Evaluation; Faculty Development; Alabama; Florida; New Hampshire; Oregon + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Politics of education; Bildungspolitik; Bildungsreform; Individualisierender Unterricht; Verantwortung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsfonds; cooperation; Kooperation; Bund-Länder-Beziehung; Schulnote; Studentische Bewertung
Abstract	Performance-based learning is one of the keys to cracking open the assumptions that undergird the current educational codes, structures, and practices. By finally moving beyond the traditions of a time-based system, greater customized educational services can flourish, preparing more and more students for college and careers. This proposed policy framework, designed to expedite state policy development in performance-based learning, may be applied to all next generation learning. Building upon the 2011 Competency-Based Learning Summit convened by the International Association for K-12 Online Learning (iNACOL) and the Council of Chief State School Officers (CCSSO), this discussion explores how state policy can loosen the regulatory environment that is handcuffing administrators and educators who are ready to move toward student-centered, competency-based models of learning. Transitioning to a competency-based system requires deep analysis and wide-reaching creativity. Thus, chief state school officers will want to work collaboratively, drawing on insights and innovations from other states in order to expedite the process of constructing a set of policies that promote innovation and breakthrough strategies, rather than the traditional compliance model. (Contains 8 resources, 7 online resources and 3 footnotes.) [Funding for this paper was provided by the Stupski Foundation. For related report, "It's Not a Matter of Time: Highlights from the 2011 Competency-Based Summit," see ED537332.] (ERIC).
Anmerkungen	International Association for K-12 Online Learning. 1934 Old Gallows Road Suite 350, Vienna, VA 22182. Tel: 888-956-2265; Tel: 703-752-6216; Fax: 703-752-6201; e-mail: info@inacol.org; Web site: http://www.inacol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10