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ERIC Number: EJ1146224
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1937-0814
Using a Personal Learning Framework to Transform Middle Grades Teaching Practice
Nagle, James; Taylor, Don
Middle Grades Research Journal, v11 n1 p85-100 2017
In 2013 the Vermont legislature enacted Act 77 mandating that students in Grades 7-12 develop personalized learning plans (PLPs) to guide them toward high school graduation using proficiency-based requirements. In the present qualitative self-study, we document the impact of implementation of a personal learning framework integrating PLPs into a humanities curriculum on a seventh- and eighth-grade team at a Vermont middle school during a 2-year period. Findings indicate that: (1) teaching transformed over time--it became more constructivist and integrated; (2) the personal learning framework required students to develop a growth mindset through the iterative process of goal setting, evidence curation, and reflection; and (3) the use of the personal learning framework and the digital tools to facilitate the development of PLPs afforded exposure to multiple and new literacies.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education; Grade 7; Junior High Schools; Middle Schools; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont
Grant or Contract Numbers: N/A