Lost in transition : closing the personalized learning gap, 2019

Item — Call Number: MU Thesis Hes

Identifier: b7929309

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2019

Creator

Hesslein, Stephany (1989- ) (Author, Person)
Bragen, Bernard (Thesis advisor, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Stefankiewicz, James M. (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 156 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Authentic learning opportunities that engage students, promote student agency, and encourage individual strengths and interests are increasingly practiced in schools. However, learning opportunities for all students remain inconsistent and scattered. Very few studies report how schools navigate the shift from traditional models of instruction to personalized ones. The purpose of this participant-oriented study was to explore a possible solution to reduce the personalized learning gap and ensure that personalized learning opportunities are integrated into learning practices for all students. This mixed-methods study is an exploration of the impact of the SPARK initiative in a suburban school district in New Jersey on K-12 teacher and student participants. This study focused on discerning how integrating personal learning experiences that reflect students' individual strengths and interests would impact teacher and student perceptions of current instructional practice, student engagement, and student attitudes towards learning. Participants provided data through digital pre- and post-surveys. The researcher tested pre- and post-tests for statistical significance using an independent samples t test. A t-score determined how significant the differences were between the pre- and post-survey results of each group. Insights from data analysis informed themes and conclusions. The researcher compared the quantitative and qualitative data to assess the overall impact of the SPARK Initiative. And analysis of data revealed that both teachers and students experienced statistically significantly increased positive perceptions of their current level of personalized learning instructional practices from before to after participation in the SPARK Initiative. In addition, data supported that K-12 students were positively impacted by participation in the SPARK Initiative. Students conveyed statistically higher levels of enthusiasm, interest, and engagement in school from before to after participation in the SPARK Initiative. Data also revealed that students showed statistically significantly lower levels of valuing grades over feedback, as well as fear of failure, fear of bad grades, and feeling stressed in school.

Partial Contents

List of tables and figures -- 1. Introduction to the study -- 2. Literature review -- 3. Research method -- 4. Results -- 5. Discussion, conclusions, and recommendations -- References -- Appendices.