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This national survey examines how PL is implemented in U.S. K-12 learner-centered schools to inform educators and reveal gaps between practice and research. 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M. (2022). Personalized learning practice in U.S. learner-centered schools.  \nContemporary Educational Technology, 14(4), ep385. [https://doi.org/10.30935/cedtech/12330](https://doi.org/10.30935/cedtech/12330)  \nARTICLE INFO ABSTRACT  \n\n| Received: 23 Jun 2022\u003Cbr>Accepted: 25 Jul 2022 | Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence of PL enhancing learning outcomes, teachers reported having difficulty envisioning PL in practice. This national survey study investigated how PL is practiced in K-12 learner-centered schools in the U.S. to inform educators of learner-centered teachers’ PL practice and identify gaps between their practice and research. Five essential components were identified: PL plans, competency-based student progress, criterion-referenced assessment, project-or problem-based learning, and multi-year mentoring. Based on the five components, we identified 308 learner-centered schools and received 272 teacher responses from 41 schools. The five components were implemented with different levels of implementation fidelity. We uncovered several areas in need of improvement. Career goals were not often considered when creating PL plans. A misalignment between student progress and assessment practice was found. There was a lack of community involvement during the PBL process. Teachers were not able to build a close relationship with all students. These findings from learner-centered schools revealed that paradigm change demands continuous effort to transform all aspects of the educational system. Suggestions are made for practice and future research.\u003Cbr>Keywords: personalized learning, competency-based student progress, project-based learning, problem-based learning, multi-year mentoring |\n| --- | --- |\n| INTRODUCTION |  |\n\nPersonalized learning (PL) is part of the learner-centered paradigm of education (American Psychological Association Presidential Task Force on Psychology in Education, 1993; Lambert & McCombs, 1998; McCombs, 2008; McCombs & Whisler, 1997) that is theoretically based on constructivism (Henson, 2003; Perkins, 1991) . Constructivists, including Lev Vygotsky, Jean Piaget, and John Dewey, argued that knowledge is individually and socially constructed rather than transmitted between teachers and learners (Driscoll, 2005) . Given its theoretical foundation, McCombs and Whisler (1997) defined learner centered as the dual focuses on  \nindividual learners’ characteristics and on the knowledge about how learning best occurs to drive instructional decision making.  \nThe learner-centered paradigm is fundamentally different from the teacher-centered paradigm (American Psychological Association Presidential Task Force on Psychology in Education, 1993; Lambert & McCombs, 1998; McCombs, 2013) . In the learner-centered paradigm, each student is considered as an active and unique contributor to their learning, whereas in the teacher-centered paradigm, students are considered passive receivers of standardized content that a teacher delivers to them (McCombs, 2008; Reigeluth & Karnopp, 2013) .","cbCaiisR140cu94F","https://ap.wps.com/l/cbCaiisR140cu94F","pdf",268886,13,"English","# Abstract\n# Introduction\n## Learner-centered vs. teacher-centered paradigms\n## Rationale for personalized learning\n## International evidence and policy context","[{\"question\":\"What is the focus of the national survey in this study?\",\"answer\":\"It investigates how personalized learning is practiced in U.S. K-12 learner-centered schools, highlighting gaps between educator practice and research-based expectations.\"},{\"question\":\"What five essential components of personalized learning are identified?\",\"answer\":\"The study identifies PL plans, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring.\"},{\"question\":\"How were implementation differences evaluated in the selected schools?\",\"answer\":\"The five components were examined with different levels of implementation fidelity across the 308 identified learner-centered schools using responses from 272 teachers.\"}]","Personalized Learning Practice in U.S. Learner-Centered Schools | PDF",1792090184,33]