The Impact of Blended, Mastery-Based, Personalized Learning On At-Risk Student Achievement
At-risk children have demonstrated that the traditional industrial model of education does not work well for them, yet the majority continue to be educated in this fashion. With the evolving ability to incorporate technology into education, the potential exists to cease the education of at-risk students through means that have proven ineffective and develop innovative personalized methods to meet their educational needs. Innovations in education are occurring which show the promise of highly impacting all students, including those designated as “at-risk.” Mastery-based, personalized instructional models with blended or hybrid instructional delivery is a disruptive educational innovation which when linked with the use of teachers as mentors can provided the framework to develop student-teacher relationships while providing students’ academic choice over pace, place, time, and path. .
Dr. Dustin D. Barrett currently works as a high school principal at an alternative high school serving at-risk students in grades 9-12. He has over 20 years of experience in secondary schools as a science teacher and building administrator.
Dr. Eian Harm currently works as the Research and Innovative Projects Coordinator in the West Ada School District in Idaho. Prior to his current role Eian worked as both a STEM Academic Coach and a high school science teacher.
Dr. Kellerer is the Director of the NNU Doceō Center at Northwest Nazarene University since its inception in January 2013. He is passionate about personalized learning that leads to systemic change in schools and districts. Kellerer was also the project manager for a statewide pilot project to use Khan Academy in K-12 public and private institutions to enhance personalized learning environments. He is also part of supporting educational efforts internationally. Prior to directing the NNU Doceō Center, Kellerer was the Executive Director of Information Technology at Northwest Nazarene University (NNU). Kellerer received his Doctorate in Education (EdD) in 2002 in Curriculum and Instruction with an emphasis on technology in distance education.