Volume 6, Issue 3

Personalized Learning, Autumn 2014cover v6 i3

This issue includes a range of perspectives on the opportunities and challenges of personalized learning. Research into the effectiveness of technology in education has shown that it is often less transformative than we might hope, but in personalized learning there is great potential that technology can make a crucial difference. Technology can automate much of the hard work involved in personalization – assessing, setting new activities, and monitoring progress – leaving the teacher free to work on more in-depth issues with their students. Technology is sophisticated enough to do this, and we know the teaching processes that are needed to support this. The challenge is to bring the two together in a way that improves outcomes for children.

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Contents
PageTitleAuthor
4–7Individualizing teaching in beginning readingCarol McDonald Connor
8–9Solving the achievement gapStuart Yeh
10–11Leveraging behavioural insights to improve
postsecondary outcomes
Benjamin Castleman and
Lindsay Page
12–13Personalizing learning and teacher expectationsWilliam Powell and
Ochan Kusuma-Powell
14–15Matching teacher strategies to children's temperamentsSandee McClowry
16–17Understanding quality differentiationCarol Ann Tomlinson
18–19Is 'personalized' the next generation of learning?
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David Andrews
20–21Personalizing instruction using ubiquitous digital
technology: One vision of the possibilities
Robert Slavin and
Nancy Madden
22–23What gets what works working?Jonathan Haslam
24–25Evidence in the news
26–27The latest research

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