ERIC Number: ED603867
Record Type: Non-Journal
Publication Date: 2015-Jul
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Role of Learning Progressions in Competency-Based Pathways
Achieve, Inc.
In 2015, leaders within Achieve's Competency-Based Pathways State Partnership set out to more clearly understand the potential of learning progressions research to transform instructional practice and what is being done to translate that research into training and tools for educators. After a series of conversations with experts in the learning sciences, Achieve convened a set of state leaders, researchers and practitioners to identify promising efforts and steps to ensure state and district leaders can utilize this growing base of research. This report captures key findings from that conversation and identifies areas for further work.
Descriptors: Competency Based Education, Elementary Secondary Education, Goal Orientation, Maps, Student Experience, Academic Standards, Student Development, Learning Processes, Student Evaluation, Student Needs, Educational Research, Mathematics Instruction, Science Instruction, Language Arts, Literacy Education
Achieve, Inc. 1775 Eye Street NW Suite 410, Washington, DC 20006. Tel: 202-419-1540; Fax: 202-828-0911; Web site: http://www.achieve.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: Achieve, Inc.
Grant or Contract Numbers: N/A