Thomas, Matthew
(2018)
Personalized Learning: A Case Study of Supporting Literature Applied to Practice and Implementation in a High School.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This mixed methods case study examined a high school claiming to use personalized learning strategies. A review of literature revealed guiding supports that are used as a lens for data collection and analysis. The purpose of the study was to explore personalized learning through evidence, indicating the presence or absence of the guiding supports derived from the literature, focused specifically on the beliefs and practices of both teachers and principals. The seven guiding supports included (1) Professional Development for Teachers; (2) Readily Available Technology for all Students; (3) Flexible Scheduling; (4) Diagnosis of Relevant Learner
Characteristics; (5) Emphasis on Learning to Mastery; (6) Interdisciplinary Approaches; and (7) Collegial School Culture Influencing Systemic Change. The study used two questions: 1) How is personalized learning described in a school professing to implement personalized learning?
(2) How does the concept of personalized learning in a school map onto seven guiding supports of personalized learning strategies drawn from the literature? To illuminate and understand the qualities of the case, the study was conducted in several phases of inquiry. Participants from the high school participated in an online survey. Subsequently, the survey data was used as a filter to identify interview questions with both a teacher and a principal to understand better how their experiences related to various supports for implementation as defined in the literature review. Analysis of several documents provided a third exploration of the literature lenses. The study revealed that while personalized learning is a high-interest topic
in professional practice, the term has not been adequately defined. The study further revealed that educators might benefit from unified explanations of how personalized learning impacts expectations of performance at the local, state and federal levels. Finally, the study revealed that school leaders could be empowered by developing a heuristically-led way of thinking.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
25 September 2018 |
| Date Type: |
Publication |
| Defense Date: |
25 July 2018 |
| Approval Date: |
25 September 2018 |
| Submission Date: |
25 September 2018 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
181 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
personalized learning |
| Date Deposited: |
26 Sep 2018 03:25 |
| Last Modified: |
26 Sep 2018 03:25 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/35357 |
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[feed]](/images/feed-icon-32x32.png){kind=icon}