Perceptions of Inconsistencies in Content and Delivery of Professional Development on the Personalized Learning Approach: A Qualitative Case Study

Autor/in	O'Leary, Kate Elizabeth
Titel	Perceptions of Inconsistencies in Content and Delivery of Professional Development on the Personalized Learning Approach: A Qualitative Case Study
Quelle	(2022), (200 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2312-9
Schlagwörter	Hochschulschrift; Dissertation; Independent Study; Individualized Instruction; Faculty Development; Elementary School Teachers; Program Implementation; Adult Learning; Self Determination; Learning Theories; Student Empowerment; Educational Planning; Mentors + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Selbststudium; Individualisierender Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Adulte education; Adult training; Erwachsenenbildung; Selbstbestimmung; Learning theory; Lerntheorie; Studienberechtigung; Bildungsplanung
Abstract	Personalized learning is gaining popularity among educational leaders due to reexamining teaching and learning the pedagogy by increasing student ownership. However, the implementation of personalized learning is limited, even after professional development opportunities. The problem addressed in this study was the inconsistency in the content and delivery of professional developments on the personalized learning approach (PLA), which leads to inconsistencies in personalized learning implementation. The purpose of this qualitative descriptive single-case study was to explore the inconsistencies in personalized learning training and identify aspects of professional development that contribute to the successful implementation in elementary classrooms. The theoretical frameworks of adult learning theory and self-determination theory were used in the study. Nine elementary teachers teaching grades 1-5 participated in this study. Nine participants completed a questionnaire, five engaged in a one-on-one interview, and nine participants provided an artifact or description of artifact from training. Interviews were recorded and transcribed verbatim; data was coded and categorized using thematic analysis to answer the research questions. Results from this study indicated that leaders who provide professional development should cultivate: (a) a systematic roadmap for change, (b) a common commitment from all stakeholders, (c) personalized professional learning opportunities, (d) creating a culture for student empowerment, (e) instructional planning provisions, (f) support and mentorship, and (g) defining a framework for personalized learning. Future research should utilize longitudinal methods to identify the varying needs of teachers as they gain knowledge and increase the implementation of personalized learning in elementary classrooms. A study conducted in a larger region would also identify professional learning opportunities associated with personalized learning in a broader, more comprehensive view. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01