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ERIC Number: ED505515
Record Type: Non-Journal
Publication Date: 2004
Pages: 44
Abstractor: As Provided
Reference Count: 9
Knowing & Being Known: Personalization as a Foundation for Improving Student Learning
Lambert, Mary Beth; Lowry, Louise K.
Online Submission
This report includes observations from the first year of a three-year study of seven small high schools in Washington State. It discusses the results schools are beginning to see from knowing students and their learning needs more deeply. Progress to date includes teachers recognizing the need for personalization, designing structures to support personalization, perceiving (along with students) positive differences in relationships, and beginning to talk about and implement changed instructional practices to meet the needs of individual learners. Five appendixes are included: (1) Methodology; (2) Gates Foundation Attributes and Essential Components; (3) Washington State Context; (4) Resources on Personalization; and (5) References. [This document was written with Mike Copland, Chrysan Gallucci, and Catherine A. Wallach.]
Publication Type: Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington