Date of Award
Fall 11-21-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Rinyka Allison, Ph.D.
Second Advisor
Sherry Williams, Ed.D.
Third Advisor
Meghan Cavalier, Ed.D.
Abstract
Currently, in the state of Illinois, over two million students are enrolled in public schools. Despite the implementation of Common Core State Standards, only 34% of those students are ready for the next academic level (Illinois Report Card, 2018b). Current research indicates that general education teachers who implemented personalized instruction met all students’ needs. To provide background information on personalized instruction, the conceptual framework of this study used the work of Howard Gardner’s multiple intelligences. The researcher gathered data from initial and follow-up interviews, and reflective journals. The researcher employed the use of the interpretive and inductive methods to analyze the data. The primary themes of the findings include: comparing effective and ineffective instructional features, critical need for personalized education, levels of knowledge and understanding, motivation to move away from traditional methods, stimulating-mainting interest and motivation, friendliness of implementation and management, major barriers, beliefs about teaching content without personalized learning, effectiveness when integrated into normal routines, journal observations and insights and enhancing achievement. The recommendation of this study is to create a personalized instruction committee comprised of both general and special educators to design and disseminate information through professional development courses that focus on effective practices and training when implementing personalized instruction. Implications for social change are that with the proper training, time, and administrative supports and cohesiveness amongst staff, personalized instruction could be successful.