Abstract

The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL.

摘要

2015年通过的《每个学生都成功法案》（ESSA）为各州提供了许多新方案的资金，以满足学生的需求。突出的选择之一是个性化学习（PL）。这项研究试图确定各州如何将PL置于其州计划中。本研究使用定性研究设计来分析州ESSA计划中PL的存在及其相关性。通过这种分析，出现了四个主题：（a）PL的定义，（b）学生的PL目标，（c）PL的支持和（d）PL的伙伴关系。这项研究的结果表明，许多州在其州计划中都包含了PL的各个方面。但是，关于如何最好地实施PL尚无共识。本文报告了这些发现，并就如何实施和实施PL向政策制定者和州教育部门提供了指导。