Abstract

Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that leaders enact to create the conditions for personalized learning practices. Drawing on a five-year, qualitative study of 11 personalized learning programs in the Midwest, we identify three macrotasks supporting personalized learning: reorganizing learning environments to support student voice and choice, assembling idiosyncratic technology ecosystems to distribute teaching and learning tasks, and redesigning instructional time to prioritize student’s interests, agency, and learning relationships. After we describe a number of microtasks associated with each macrotask, we discuss how a consideration of these kinds of leadership tasks can open the contemporary discussion of personalized learning from a narrow focus on learning technologies to an expansive vision of student-centered school reform.

摘要

个性化学习是指旨在将学生的兴趣和需求置于学校核心地位的一系列实践。实施个性化学习的学校需要领导者，以支持教育者和学生重新设计K-12学校教学的核心实践。为了回答领导者如何支持这种重新设计的问题，我们使用分布式领导理论来关注领导者制定的宏任务和微任务，从而为个性化学习实践创造条件。通过对中西部11个个性化学习计划进行的为期五年的定性研究，我们确定了支持个性化学习的三个宏任务：重组学习环境以支持学生的声音和选择，组装特质技术生态系统以分配教与学任务，并重新设计教学时间，以优先考虑学生的兴趣，代理和学习关系。在我们描述了与每个宏任务相关的许多微任务之后，我们讨论了如何考虑这些领导任务如何使当代的个性化学习讨论从狭focus的学习技术聚焦到以学生为中心的学校改革的广阔视野。