Case Study of Autonomous Public Secondary Schools on Practices of Competency-based Education

2020 ◽  
Vol 58 (2) ◽  
pp. 161-190
Author(s):  
Su-Jin Choi ◽  
Sang-wan Park
Keyword(s):  
Secondary Schools ◽  
Competency Based Education ◽  
Competency Based

Competency-based education in the state policy arena: Comparative case study of two neighboring states

2021 ◽  
pp. 147821032110313
Author(s):  
Heather P. Williams ◽  
Kathleen Shoup ◽  
Marita Diffenbaugh ◽  
Kelly Brady
Keyword(s):  
Educational Leaders ◽  
Career Readiness ◽  
Comparative Case Study ◽  
College And Career Readiness ◽  
Competency Based Education ◽  
College And Career ◽  
Competency Based ◽  
Policy Arena ◽  
And Diffusion

Educational leaders and policymakers are reconsidering the role of competency-based education (CBE) to meet the needs of all students, address issues of equity and enduring achievement gaps, and demonstrate college and career readiness outcomes for PK-12 students. This study sought to understand the policy conditions where CBE policies were adopted in two neighboring states as well as describe the two states’ implementation plans for policy diffusion. The study used a comparative case study design to study Idaho and Utah due to their geographic proximity, socioeconomic status, and state legislative structures. We argue that although the policies in both states have many similarities and were passed under similar political conditions within each state’s policy arena, the planned implementation and diffusion of those policies was very different and influenced a divergent population of local education agencies (LEA) in each state. We also explore the role intermediary organizations played in the development and diffusion of policy in both states.

Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

2015 ◽  
Vol 32 (7) ◽  
pp. 12-15 ◽  
Author(s):  
Kristin M. Woodward
Keyword(s):  
Information Literacy ◽  
Student Body ◽  
Student Centered ◽  
Content Type ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

Assessment challenges in competency-based education: A case study in health professions education

2015 ◽  
Vol 38 (5) ◽  
pp. 482-490 ◽  
Author(s):  
James T. Fitzgerald ◽  
John C. Burkhardt ◽  
Steven J. Kasten ◽  
Patricia B. Mullan ◽  
Sally A. Santen ◽  
...  
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Competency Based Education ◽  
Competency Based

scholarly journals Competency-Based Education: Examining Educators’ Experiences

2021 ◽  
Author(s):  
Andrea Bingham ◽  
Matthew Adams ◽  
Randall Lee Stewart
Keyword(s):  
Qualitative Case Study ◽  
Instructional Model ◽  
Competency Based Education ◽  
Competency Based ◽  
K 12

Competency-based education (CBE) is an increasingly popular instructional model in K-12 schools. In this qualitative case study, we examine how teachers make sense of CBE, and what challenges they in implementing a CBE model. We find that CBE teachers’ teaching identities had to undergo a shift to truly engage in CBE. Rather than acting as conveyors and assessors of knowledge, teachers had to construct their classrooms in a way that engaged and supported students in owning their own learning. We also found that educators face challenges around time, communication, and alignment.

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