Learner Variability Is the Rule, Not the Exception

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dc.contributor.author Pape, Barbara
dc.date.accessioned 2019-04-09T15:17:26Z
dc.date.available 2019-04-09T15:17:26Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/20.500.12265/16
dc.description.abstract School systems that use a one-size- ts-all model continue to under-serve nearly all of their students. These schools prepare young people for an industrial world that no longer exists. Rigid class structures are the norm. Little, if any, attention is given to the social and emotional skills that even the business community has listed as top priorities for its workforce. For decades, policy discussions have focused on the shortcomings of these factory-model schools that do not prepare students for current and future work, personalize their opportunities for learning, nor do they nurture them to reach their potential. While there are shining examples, gains have been slow to come in schools nationwide to make learning relevant, productive, and fulfilling for each learner. en_US
dc.subject learner variability
dc.title Learner Variability Is the Rule, Not the Exception en_US
dc.type Technical Report en_US


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