1. the need for systemic transformational change in school districts  (Page 3/4)

There is also substantial research supporting the efficacy of the customized, learner-centered paradigm of education. McCombs and Whisler (1997) summarize much of the research literature about learner-centered learning. Lambert and McCombs (1998) do an even more thorough review of the extensive research supporting the efficacy of learner-centered education (Reigeluth, Watson, Lee Watson, Dutta, Zengguan,&Powell, 2008). Finally, Bransford, Brown, and Cocking (1999) also provide substantial research and theoretical support for learner-centered learning.

The failure of piecemeal change to transform schooling

American school districts were designed to respond to the needs of the Industrial Age, but our society has evolved into the Information Age, which has different requirements for education. This mismatch is what Banathy (1992) calls “co-evolutionary imbalance,” and it places our country in peril because children are not being educated to succeed in our Information Age society. To correct this co-evolutionary imbalance whole school systems must be transformed to provide children with a customized, personalized education.

As children receive a personalized, learner-centered education, fewer of them will be left behind. Actually, many of us who are advocates for learner-centered education believe that there will be a dramatic end to children being left behind in their pursuit of an education. Think about it. If children are receiving an education that is customized and personalized to meet their individual needs, interests, and abilities, and if they are if they are given the time they need to master required knowledge and skills, how can they possibly be left behind? By contrast, the current approach to teaching and learning—the dominant paradigm—is designed to leave children behind and will continue to do so if left in place.