Dissertation
Intentional thought processes of teachers who create personalized learning pathways that result in improved academic outcomes in reading for students
Doctor of Education (Ed.D.), Drexel University
2018
DOI:
https://doi.org/10.17918/D84Q18
Abstract
Despite years of educational reform, many students do not perform on grade level, and all graduates are not prepared to succeed in college. As a result, there has been a renewed interest in personalized learning. This qualitative case study explored the thinking and decision-making processes of teachers who implement personalized learning for students and whose students have been documented to show higher academic achievement, compared with their peers, in reading. The purpose of the research was to explore the decision-making process of selected teachers in creating personalized learning opportunities that promote student achievement. Concepts from the Bandura social cognitive theory of learning provided the theoretical framework for the investigation into how the teacher designs instruction that individualizes learning. Through intensive observation and interview, the inquiry sought to discover the answers to the following questions: (1) How do teachers integrate personalized learning into their overall vision for instruction? (2) How do teachers create approaches to personalized learning opportunities for their students? (3) How do teachers design work spaces for personalized learning? The research may identify characteristics of the thinking of teachers of high-performing classrooms that may be replicated by other teachers when implementing personalized learning pathways leading to improved academic outcomes in reading for students.
Metrics
77 File views/ downloads
37 Record Views
Details
- Title
- Intentional thought processes of teachers who create personalized learning pathways that result in improved academic outcomes in reading for students
- Creators
- Donna Runner - DU
- Contributors
- Sheila R. Vaidya (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- vi, 122 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 8087; 991014632063404721