Powerful Learning

Abstract

The goal of the Accelerated Schools Project is to provide powerful learningexperiences for all children. Because teachers are sometimes reluctant to embracenew practices, this study investigated the effects of a yearlong project designed tobring powerful learning to the forefront in two urban accelerated schools. Theinterventions were Powerful Learning Partners, Powerful Learning Seminars,and a teacher-constructed checklist. Outcome measures were self-reported listingsof strengths and challenges, self-assessments, and essays about powerful learning.Results indicate that partners and seminars can increase accelerated practices.Inflated self-assessment scores suggest that teachers are not fully aware ofconstructivist learning principles and accelerated practices.