期刊名称：RMLE Online: Research in Middle Level Education
电子版ISSN：1940-4476
出版年度：2022
卷号：45
期号：1
页码：1-22
DOI：10.1080/19404476.2022.2009707
语种：English
出版社：Taylor and Francis Ltd
摘要：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.
