Learner Variability Is the Rule, Not the Exception

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dc.contributor.authorPape, Barbara
dc.date.accessioned2019-04-09T15:17:26Z
dc.date.available2019-04-09T15:17:26Z
dc.date.issued2018
dc.description.abstractSchool 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.description.provenanceSubmitted by Jessie Fischer (jfischer@digitalpromise.org) on 2019-04-09T15:17:26Z No. of bitstreams: 1 Learner-Variability-Is-The-Rule-2018.pdf: 549708 bytes, checksum: bb3d7baca7fcca67140e1aa0dd0b6980 (MD5)en
dc.description.provenanceMade available in DSpace on 2019-04-09T15:17:26Z (GMT). No. of bitstreams: 1 Learner-Variability-Is-The-Rule-2018.pdf: 549708 bytes, checksum: bb3d7baca7fcca67140e1aa0dd0b6980 (MD5) Previous issue date: 2018en
dc.identifier.urihttp://hdl.handle.net/20.500.12265/16
dc.subjectlearner variability
dc.titleLearner Variability Is the Rule, Not the Exceptionen_US
dc.typeTechnical Reporten_US

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