Date of Award
Summer 8-17-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Jillian Skelton, Ed.D.
Second Advisor
Dana Shelton, Ph.D.
Third Advisor
Donald Comi, Ed.D. & Derrick Tennial, Ed.D
Abstract
Educators are continually seek methods to monitor learning, engage students, and increase performance. Digital portfolios are often implemented across various academic settings to fulfill this desire. This descriptive single case study utilized the following research questions to gain a better understanding of the perspective teachers hold: (a) What perspective do teachers hold for the purpose of digital portfolios with their general education students in their elementary school classrooms, (b) What perspective do teachers hold for the purpose of digital portfolios with students who qualify for special education services in their elementary school classrooms, and (c) What perspective do teachers hold regarding the difference in the level of academic growth associated with the use of a digital portfolio in their classroom between Special Education students and their General Education peers? The study utilized a questionnaire, interviews, and a reflection tool to collect data. The study intended to provide educational leaders with a better understanding of teacher mindset to assist in the planning and implementation of digital portfolios as a means to support learning for all students. The results of the study indicate teachers believe the purpose of digital portfolios is different for the two populations of students. The only commonality between the two groups was to document growth and teacher perspective on the academic impact of digital portfolios is varied for the two groups. The results offer an understanding of how to support the implementation of digital portfolios with both General and Special Education students.