Date of Award
Spring 5-13-2022
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Policy Studies
First Advisor
Dr. Nicholas Sauers
Second Advisor
Dr. James Kahrs
Third Advisor
Dr. Susan Ogletree
Abstract
Background: Student achievement through standardized assessments have measured how students are performing in school. According to sources of data, there is an achievement gap that occurs with many subgroups including students of color, with disabilities, as well as socioeconomic status. As a result, personalized learning was conceptualized to help meet students’ individual needs and interests to increase student achievement outcomes.
Purpose: The purpose of this qualitative study is to gain a greater understanding of personalized learning implementation based on the perspectives of those who have been involved in the process.
Literature Review: The literature review is a synthesis of the history and politics of student achievement in the K-12 public educational setting, provides an overview of personalized learning, examines the theoretical framework of instructional leadership as well as leading personalized learning.
Research Design: To help address the essence of personalized learning and to gain a deeper understanding of this qualitative research study, a case study was utilized.
Data Collection and Analysis: Semi-structured interviews with 9 participants and an analysis of the themes was used to gain a greater understanding of the effects of implementation of personalized learning.
Results: Based on the interviews with teachers, district leaders, and school leaders, several themes emerged after analyzing the data gathered. The three themes were identified as: implementation impacted outcomes; monitoring influenced implementation and outcomes; and prioritization of personalized learning varied.
Conclusion: As school and district leaders consider adopting personalized learning, or even other instructional initiatives, creating a level of uniformity with implementation and defining how the initiative will be monitored are recommendations that should be considered. Additionally, future research is needed to help school and district leaders understand the successes and challenges of implementing personalized learning.
DOI
https://doi.org/10.57709/28960541
Recommended Citation
Padgett, Christian S. L., "Perceptions of Leading and Supporting School and District Leaders Through a Personalized Learning Initiative in the Southeastern United States." Dissertation, Georgia State University, 2022.
doi: https://doi.org/10.57709/28960541
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