Title
Informing the Implementation of Personalized Learning in the Middle Grades through a School-Wide Genius Hour
Document Type
Article
Publication Title
RMLE Online
Publication Date
2021
Published Version
Originally published:
Life LeGeros, Penny Bishop, Steven Netcoh & John Downes (2022) Informing the Implementation of Personalized Learning in the Middle Grades through a School-Wide Genius Hour, RMLE Online, 45:1, 1-22, DOI: 10.1080/19404476.2022.2009707
Abstract
Over the past decade, personalized learning has emerged as a major aim in the contemporary education systems of many countries. This qualitative case study examined middle school educators’ perceptions of how their school’s collective experimentation with Genius Hour supported the broader implementation of personalized learning. Teachers in the study perceived Genius Hour to foster student self-direction and to engage students through relationships and choice provision. Teachers benefited from experiencing a model of personalized learning in practice and participating in its initial success, although logistical, personal, and curricular considerations kept them from integrating the practice into their classrooms more generally. Implications of the collective experiment with school-wide Genius Hour are discussed, including considerations for practice and future research.
DOI
10.1080/19404476.2022.2009707
Recommended Citation
LeGeros, Life; Bishop, Penny A.; Netcoh, Steven; and Downes, John Matthew, "Informing the Implementation of Personalized Learning in the Middle Grades through a School-Wide Genius Hour" (2021). Tarrant Institute for Innovative Education Publications. 1.
https://scholarworks.uvm.edu/tiie/1