Dissertation/Thesis Abstract

An Examination of the Attitudinal and Structural Barriers to Successful Implementation of Personalized Learning
by Sullivan, Jeremy, Ed.D., Lindenwood University, 2019, 151; 22618627
Abstract (Summary)

Personalized learning has become a common term in the education lexicon; however, there is not an industry-accepted and universally adopted definition or model. While personalized learning is mentioned in 39 states’ Every Student Succeeds Act plan, the models vary greatly because personalized learning requires a full paradigm shift from teacher-centered to student-centered instruction. The purpose of this study was to examine the current barriers K-12 classroom teachers experience when implementing personalized learning. The four core strategies of flexible learning environments, personal learning paths, learner profiles, and competency-based progression identified by Pane et al. (2017a) were utilized to frame personalized learning. The districts chosen to participate publicly identified personalized learning as an instructional priority, and data regarding K-12 classroom teacher beliefs about personalized learning, current structural barriers to personalized learning, extent and types of training on the four core strategies, and current teacher competency levels for the four core strategies were gathered using a cross-sectional census survey. Data were analyzed by examining the mode and frequency distribution of all responses. Analysis of the data indicated strong support for personalized learning in general and the four core strategies. The most frequent structural barriers identified were a lack of time to prepare personalized lessons and too much diversity in achievement levels among students. Teachers reported low levels of participation in professional learning and low levels of competency at using the four core strategies. Overall, analysis of the data indicated teachers believe personalized learning should be utilized; however, teachers are not adequately trained or prepared to utilize the strategies with fidelity and experience structural barriers beyond their control.

Indexing (document details)
Advisor: Hanson, Brad
Commitee: DeVore, Sherry, Jungmann, John
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 81/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Education philosophy
Keywords: Personalized learning, Student achievement, Student-centered instruction
Publication Number: 22618627
ISBN: 9781085673204
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