Date of Award
6-2-2023
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Gary Tiffin; Kima Stewart
Call Number
LD 251 .A566d 2023 L58
Abstract
This qualitative grounded theory study explored how best practice designs for personalized learning plans could support the learning needs of students in closing achievement gaps. The traditional educational system has been found inadequate in addressing the individual educational needs of students. The Personalized Learning Continuum Framework was utilized to investigate the various design elements and effects that personalized learning programs could have in helping address student educational needs. Data was gathered via Zoom meetings and interviews with eight participants: an assistant superintendent, four principals, a program director, a teacher, and an educational consultant. The results highlighted several design elements for consideration during the program design phase, such as learner agency, program sustainability, community epistemology, professional development, and growth in student learning. Additionally, teacher training was identified to help teachers prepare for student learning needs. The most common approaches were monthly coaching sessions, learning walks, professional learning communities, teachers training teachers, and personalized learning catalogs. Overall, this study would contribute to the existing literature about the potential for implementing personalized learning programs to support student’s educational needs and narrow achievement gaps.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Lively, Nancy Renee, "Examining the Effects of Best Practice Designs and Professional Training of Personalized Learning Programs on Closing Achievement Gaps" (2023). Student Theses and Dissertations. 185.
https://arch.astate.edu/all-etd/185
