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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perceptions of Inconsistencies in Content and Delivery of Professional Development on the Personalized Learning Approach :/
Reminder of title:	A Qualitative Case Study.
Author:	O'Leary, Kate Elizabeth.
Description:	1 online resource (200 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798426823129

Perceptions of Inconsistencies in Content and Delivery of Professional Development on the Personalized Learning Approach : = A Qualitative Case Study.
O'Leary, Kate Elizabeth.

Perceptions of Inconsistencies in Content and Delivery of Professional Development on the Personalized Learning Approach :A Qualitative Case Study. - 1 online resource (200 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Northcentral University, 2022.

Includes bibliographical references

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.

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

Mode of access: World Wide Web

ISBN: 9798426823129Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Professional developmentIndex Terms--Genre/Form:

554714
Electronic books.

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