ERIC Number: EJ1072006
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Shifting Educational Paradigms: From Traditional to Competency-Based Education for Diverse Learners
Sullivan, Susan C.; Downey, Jayne A.
American Secondary Education, v43 n3 p4-19 Sum 2015
In pursuit of innovative educational opportunities, district administration piloted competency-based education in their alternative program. This qualitative study used semi-structured interviews with school personnel to document perspectives of the programmatic shift. Analyses found local and national mandates, a catalyst, and a common moral purpose to be key factors for change. Challenges included: effective communication among all stakeholders; finding adequate time to develop and implement an alternative educational approach; and difficulties with alignment between two systems of accountability. Successes included increased teacher and student engagement and an increase in the academic rigor of the program. Evidence suggests successes far surpassed challenges.
Descriptors: Competency Based Education, Nontraditional Education, Semi Structured Interviews, Educational Change, School Personnel, Interpersonal Communication, Stakeholders, Alignment (Education), Accountability, Learner Engagement, Teacher Participation, Difficulty Level, Participative Decision Making, Decision Making, At Risk Students, Student Diversity, Conventional Instruction, Technological Literacy, High Schools, Case Studies, Validity, Credibility, Secondary School Teachers, Principals, Electronic Equipment, Qualitative Research, Educational Legislation, Federal Legislation, State Standards, Academic Standards, Barriers
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A