Abstract
To improve the existing knowledge about the features of a learner-centered school in the Information Age as outlined by Reigeluth and Garfinkle (Envisioning a new system of education. In: Reigeluth CM, Garfinkle RJ (eds) Systemic change in education. Educational Technology Publications, Englewood Cliffs, 1994), this study (Aslan, Investigating “the coolest school in America”: a study of a learner-centered school and educational technology in the information age. PhD doctoral dissertation, Indiana University, Bloomington, 2012) investigated a truly exemplary and effective learner-centered school, the Minnesota New Country School (MNCS). Multiple mixed methods were used for data collection and analysis. The findings revealed that the features of the MNCS – including instructional and assessment methods, school culture, student success, and the roles of the advisors, parents, and students in the learning process – were all highly systemically interrelated and interdependent. Based on the findings and discussion, we offer some tentative revisions to the educational design theory by Reigeluth and Garfinkle (Envisioning a new system of education. In: Reigeluth CM, Garfinkle RJ (eds) Systemic change in education. Educational Technology Publications, Englewood Cliffs, 1994).
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References
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Aslan, S., Reigeluth, C.M. (2023). The Minnesota New Country School: Systemic Change Thinking in Action. In: Spector, M.J., Lockee, B.B., Childress, M.D. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_102-2
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DOI: https://doi.org/10.1007/978-3-319-17727-4_102-2
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The Minnesota New Country School: Systemic Change Thinking in Action- Published:
- 14 May 2023
DOI: https://doi.org/10.1007/978-3-319-17727-4_102-2
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The Minnesota New Country School: Systemic Change Thinking in Action- Published:
- 23 May 2019
DOI: https://doi.org/10.1007/978-3-319-17727-4_102-1