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Advice: Understanding effectiveness of implementation conditions and circumstances for different constituents

Understanding which implementation conditions and circumstances are most or least likely to be effective for different students and educators

Context

Some promising evidence exists to support blended learning. However, more needs to be done to better understand what works, for whom, and under what conditions when combining personalization, data use, and mastery-based progression to blend learning. More evidence is especially needed about the particular aspects of blending (like which content or subject areas, models, institutional structures, systems, and/or policies), that may facilitate or hinder effective implementation, and which students and educators may be advantaged or disadvantaged by implementation.

Educators, decision makers, researchers, and funders all have a role to play in the generation of this evidence about what parts of blending work for whom, and under what conditions and circumstances.

All stakeholders need to be patient: generating rigorous evidence takes time.

Teacher Does

  • Participates in measurement — especially studies that consider specific conditions, circumstances, and student/teacher groups — whenever the opportunity arises, for example:
    • formal requests to take part in research studies,
    • pilots that their school system is running, or
    • system-provided supports with measurement for instructional strategies that the educator wants to try out.

Leader/Administrator/Decision-maker Does

  • Opens up schools and classrooms to measurement — especially studies that consider specific conditions, circumstances, and constituents — whenever they can (e.g., accepting formal requests to take part in research studies, piloting initiatives that they're interested in trying out, or supporting requests for help measuring instructional strategies that educators are piloting.)

Researcher Does

  • Focuses on investigating the particular aspects of blending (like content or subject areas, blended models, institutional structures, systems, and/or policies) that may facilitate or hinder learning for different groups of students and/or different types of educators.

Funder Does

  • Directs funding to studies of the particular aspects of blending (like content or subject areas, blended models, institutional structures, systems, and/or policies) that may facilitate or hinder learning for different groups of students and/or different types of educators.