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Download full textMosher, Frederic A. – Consortium for Policy Research in Education, 2011
The concept of "learning progressions" has begun to show up in discussions of education policy and research as a potential answer to the question of how to specify what being "on track" might mean. A number of recent NRC (National Research Council) reports on science education highlight the concept (National Research Council, 2001; National…
Descriptors: Science Education, Foreign Countries, Educational Change, Instructional Improvement
Daro, Phil; Mosher, Frederic A.; Corcoran, Tom – Consortium for Policy Research in Education, 2011
The concept of learning progressions offers one promising approach to developing the knowledge needed to define the "track" that students may be on, or should be on Learning progressions can inform teachers about what to expect from their students. They provide an empirical basis for choices about when to teach what to whom Learning progressions…
Descriptors: Mathematics Education, Instructional Effectiveness, Learning Processes, Educational Strategies
Learning Progressions in Science: An Evidence-Based Approach to Reform. CPRE Research Report # RR-63
Corcoran, Tom; Mosher, Frederic A.; Rogat, Aaron – Consortium for Policy Research in Education, 2009
The purpose of this report is to describe the work that has been done so far on learning progressions in science, examine the challenges to developing usable learning progressions, determine if further investments are warranted, and if so, what investments are needed to realize their promised benefits. The report examines the quality and utility…
Descriptors: Research and Development, Research Reports, Educational Change, Instructional Improvement
