國立虎尾科技大學 |

Understanding the Conditions Necessary for Successful Implementation of Personalized Learning in Urban Schools : = A Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Understanding the Conditions Necessary for Successful Implementation of Personalized Learning in Urban Schools :/
Reminder of title:	A Case Study.
Author:	Onye, Nkolika Etell.
Description:	1 online resource (136 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798460430239

Understanding the Conditions Necessary for Successful Implementation of Personalized Learning in Urban Schools : = A Case Study.
Onye, Nkolika Etell.

Understanding the Conditions Necessary for Successful Implementation of Personalized Learning in Urban Schools :A Case Study. - 1 online resource (136 pages)

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

Includes bibliographical references

Students are the core business of schools and yet many would say that schools are failing them (TNTP, 2018), High school graduates now require specialized knowledge that includes a strong academic background, technical skills as well as critical thinking and collaboration skills, whetehr they seek collegeor career (Kurshan and McManus (2017), Students require learning experiences that prepare them differently, to be competitive, globally. Personalized learning has been defined as "empowering all students to be self-directed learners within a rigorous, mastery-based, and culturally relevant curriculum that fosters the use of voice and choice" (Providence Schools, White Paper, p. 1). Research about personalized learning is insufficient to provide urban districts with the information they require to achieve the successful and sustainable implementation of personalized learning environments that meet the needs of poor, minority students (Patrick et al., 2013; Penuel & Johnson, 2016). Furthermore, there is insufficient research regarding the role of the school principal in designing viable personalized learning opportunities for students. Finally, it is unclear how urban principals can influence teachers' implementation of PL that results in positive outcomes for minorities (Williams, 2013), especially groups of students at most risk in urban schools such as students of color and poor students, multilingual learners, and students with disabilities.The purpose of this qualitative case study was to investigate the role and actions of the principal that most impact the implementation of personalized learning in urban schools, determine teachers' beliefs about what conditions and/or decisions impact their ability to implement successful personalized learning experiences that result in positive outcomes for young people, and determine the role, if any, of trust in implementation. To meet this purpose, using a case study design, I explored the conditions that support an effective personalized learning environment that results in increased efficacy for teachers, explored teachers' beliefs about which key levers support their own ability to implement PL, and determined whether enabling school structures, trust, and academic emphasis impacted implementation. There results of the study yielded several significant findings. 1) Every effort must be made to include student voice and agency when implementing PL. 2) Teachers need continuous professional development. 3) PLCs can help schools to develop a learning community in which staff develop collegial trust and efficacy. 4) Time is a factor that directly impacts teachers' ability to develop PLCs that can support the implementation of a personalized learning experience.5) School leaders must create systems and structures that provide time for teachers to learn and communicate with each other and gather feedback.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798460430239Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Personalized EducationIndex Terms--Genre/Form:

554714
Electronic books.

Understanding the Conditions Necessary for Successful Implementation of Personalized Learning in Urban Schools : = A Case Study.
LDR:04414ntm a22004097 4500 001 1144436
005 20240611104226.5
006 m o d
007 cr mn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798460430239
035 $a (MiAaPQ)AAI28544841
035 $a AAI28544841
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Onye, Nkolika Etell. $3 1469452
245 1 0 $a Understanding the Conditions Necessary for Successful Implementation of Personalized Learning in Urban Schools : $b A Case Study.
264 0 $c 2021
300 $a 1 online resource (136 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Jenkins, Chris.
502 $a Thesis (Ed.D.)--Northcentral University, 2021.
504 $a Includes bibliographical references
520 $a Students are the core business of schools and yet many would say that schools are failing them (TNTP, 2018), High school graduates now require specialized knowledge that includes a strong academic background, technical skills as well as critical thinking and collaboration skills, whetehr they seek collegeor career (Kurshan and McManus (2017), Students require learning experiences that prepare them differently, to be competitive, globally. Personalized learning has been defined as "empowering all students to be self-directed learners within a rigorous, mastery-based, and culturally relevant curriculum that fosters the use of voice and choice" (Providence Schools, White Paper, p. 1). Research about personalized learning is insufficient to provide urban districts with the information they require to achieve the successful and sustainable implementation of personalized learning environments that meet the needs of poor, minority students (Patrick et al., 2013; Penuel & Johnson, 2016). Furthermore, there is insufficient research regarding the role of the school principal in designing viable personalized learning opportunities for students. Finally, it is unclear how urban principals can influence teachers' implementation of PL that results in positive outcomes for minorities (Williams, 2013), especially groups of students at most risk in urban schools such as students of color and poor students, multilingual learners, and students with disabilities.The purpose of this qualitative case study was to investigate the role and actions of the principal that most impact the implementation of personalized learning in urban schools, determine teachers' beliefs about what conditions and/or decisions impact their ability to implement successful personalized learning experiences that result in positive outcomes for young people, and determine the role, if any, of trust in implementation. To meet this purpose, using a case study design, I explored the conditions that support an effective personalized learning environment that results in increased efficacy for teachers, explored teachers' beliefs about which key levers support their own ability to implement PL, and determined whether enabling school structures, trust, and academic emphasis impacted implementation. There results of the study yielded several significant findings. 1) Every effort must be made to include student voice and agency when implementing PL. 2) Teachers need continuous professional development. 3) PLCs can help schools to develop a learning community in which staff develop collegial trust and efficacy. 4) Time is a factor that directly impacts teachers' ability to develop PLCs that can support the implementation of a personalized learning experience.5) School leaders must create systems and structures that provide time for teachers to learn and communicate with each other and gather feedback.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Education policy. $3 1107727
650 4 $a Secondary education. $3 1179560
653 $a Personalized Education
653 $a Personalized Learning
653 $a Principal Leadership in Urban Schools
653 $a Student Centered Learning
653 $a Teacher Leadership in Urban Schools
653 $a Urban Education
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0458
690 $a 0533
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $b School of Education. $3 1179614
773 0 $t Dissertations Abstracts International $g 83-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544841 $z click for full text (PQDT)