Dissertation
Customization to support all learners: a phenomenological study of critical issues relative to customized learning
Doctor of Education (Ed.D.), Drexel University
2018
DOI:
https://doi.org/10.17918/D8MH39
Abstract
When the needs of learners are misunderstood or ignored, traditional teaching strategies prove ineffective and the needs of the 21st century learner are not met. The purpose of this qualitative research is to describe the lived experiences of teachers as they use customized teaching strategies to support student learning in their classrooms. Specific issues relative to technology and underperforming and underrepresented student groups were explored to gain a deeper understanding of how gender, disabilities, culture, and socio-economic status impact students' leaning and inform the effective use of customized teaching strategies that are supported by technology. From a social constructivist's perspective, this phenomenological research addressed the following research questions: How do teachers in K-12, public schools in Pennsylvania describe their experience with implementing customized practices in a complex, dynamic, and technologically-enhanced educational environment? How do teachers characterize their efforts to use technology and customization to address the needs of all learners, especially those who do not benefit from a 'one-size-fits-all' instructional approach? How do teachers describe the impact of their personal experiences on their customized practices? The conceptual framework examined how technology has impacted the mindset of the 21st century student, the characteristics of effective customization, and teacher adoption of technology and customized teaching practices. The findings of this phenomenological study include descriptions offered by seven middle school teachers relative to their customized teaching strategies. Seven findings were synthesized into five results: the dynamic differences between a customized and traditional instructional approach, components that are critical to customization, enhanced relationships and learning experiences, support of 21st century skills, and the lack of explicit consideration of needs based on gender, culture, and socio-economic status. Recommendations for future research, a consideration of the needs of specific demographic groups, professional development, increasing collaboration, and re-designing school systems are discussed.
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Details
- Title
- Customization to support all learners
- Creators
- Daniel Benjamin Berra - DU
- Contributors
- Salvatore Falletta (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 144 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 8049; 991014632665004721