Teachers in high-performing learner-centered schools implemented personalized learning more thoroughly and used technology for more functions than teachers in low-performing learner-centered schools¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teachers in high-performing learner-centered schools implemented personalized learning more thoroughly and utilized technology for more functions than those in low-performing schools. → Dabae Lee 2021
Evidence¶
Dabae Lee 2021¶
Dabae Lee, Yeol Huh, Chun-Yi Lin, Charles M. Reigeluth, Eunbae Lee. (2021). Differences in personalized learning practice and technology use in high- and low-performing learner-centered schools in the United States. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09937-y
q2 · i? · associational · r?
National survey comparison of ELA teachers in identified learner-centered schools, with schools classified as high- or low-performing by standardized test results. The survey found teachers in high-performing schools "implemented PL more thoroughly and utilized technology for more functions". No effect sizes are printed.
"Generally, teachers in high-performing schools implemented PL more thoroughly and utilized technology for more functions than those in low-performing schools."
Discussion¶
Related Claims¶
- Teachers in high-performing learner-centered schools more frequently used technology for sharing resources and reported having a more powerful technology system — a narrower finding that bears on this claim
- Teachers in high-performing learner-centered schools stayed longer with the same students and developed close relationships with more students — related
- Teachers in high-performing learner-centered schools more frequently considered career goals in personalized learning plans, shared project outcomes with the community, and assessed non-academic outcomes — a narrower finding that bears on this claim
- Over 96 percent of surveyed low-performing schools adopted three SIG-promoted improvement practices: data-informed differentiated instruction, expanded technology access or computer-assisted instruction, and collaborative or leader-facilitated ongoing professional development — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
high-performing-schools-implement-pl-more-thoroughly |
title |
Teachers in high-performing learner-centered schools implemented personalized learning more thoroughly and used technology for more functions than teachers in low-performing learner-centered schools |
description |
Teachers in high-performing learner-centered schools implemented personalized learning more thoroughly and used technology for more functions than teachers in low-performing learner-centered schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dabae-lee-2021 |
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