Promising Progress, Fragile Foundations: A Five-Year Analysis of School Innovation, 2019-2024
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| Title: | Promising Progress, Fragile Foundations: A Five-Year Analysis of School Innovation, 2019-2024 |
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| Language: | English |
| Authors: | Chelsea Waite, Janette Avelar, Arizona State University (ASU), Center on Reinventing Public Education (CRPE) |
| Source: | Center on Reinventing Public Education. 2024. |
| Availability: | Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/ |
| Peer Reviewed: | Y |
| Page Count: | 50 |
| Publication Date: | 2024 |
| Document Type: | Reports - Evaluative |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Educational Innovation, National Programs, Instructional Design, Educational Change, COVID-19, Pandemics, Educational Trends, Futures (of Society), Elementary Secondary Education, Educational Practices, Equal Education, Learning Processes, Student Welfare, Post High School Guidance, Guided Pathways, Blended Learning, Artificial Intelligence, Educational Technology, Technology Integration, Family School Relationship, Sustainability |
| Abstract: | Since 2019, the world has irrevocably changed, and public education is not exempt. The pandemic and related political, social, economic, and technological developments have indelibly changed the K-12 landscape. Over the past five years, the Canopy Project has documented innovations in K-12 education, uncovering how schools are addressing systemic challenges and envisioning the future of learning. This report highlights the progress and persistence of these trailblazing schools and offers actionable recommendations for sustaining and spreading innovation. To improve student experiences and outcomes on a large scale and in schools beyond the Canopy project, policymakers, funders, and researchers must play critical roles in strengthening the conditions for innovation in schools. This report demonstrates that reimagining learning environments in sustainable, school-wide ways is achievable in any school, anywhere in the country. This transformation is already underway, and students are reaping the benefits. However, for school innovation to endure and expand, policymakers, funders, and researchers must support the conditions necessary. [This report was produced with Transcend.] |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED662925 |
| Database: | ERIC |
| Abstract: | Since 2019, the world has irrevocably changed, and public education is not exempt. The pandemic and related political, social, economic, and technological developments have indelibly changed the K-12 landscape. Over the past five years, the Canopy Project has documented innovations in K-12 education, uncovering how schools are addressing systemic challenges and envisioning the future of learning. This report highlights the progress and persistence of these trailblazing schools and offers actionable recommendations for sustaining and spreading innovation. To improve student experiences and outcomes on a large scale and in schools beyond the Canopy project, policymakers, funders, and researchers must play critical roles in strengthening the conditions for innovation in schools. This report demonstrates that reimagining learning environments in sustainable, school-wide ways is achievable in any school, anywhere in the country. This transformation is already underway, and students are reaping the benefits. However, for school innovation to endure and expand, policymakers, funders, and researchers must support the conditions necessary. [This report was produced with Transcend.] |
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