Date

3-2021

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Amanda Dunnagan

Keywords

Personalized Learning Plans, Personalization, Flexible Pathways to Learning, 21st Century Learning, Technology Education, Teacher Survey

Disciplines

Education | Educational Methods

Abstract

The aim of this research was to analyze Vermont K-8 teachers’ attitudes toward student personalized learning plans with respect to the independent variable of years of personalized learning plans implementation. This was an important study because personalization has become the new trend in Vermont education. The purpose of this study was to bridge a gap in the literature and research surrounding teacher attitudes toward personalized learning plan implementation. Personalized learning plans were being used as a pathway to high school graduation. Determining the attitudes of teachers toward this initiative seemed reasonable given the upswing of this recent trend in education. Over 150 Vermont teachers participated in this study, ranging geographically over more than twenty supervisory unions. The teachers range in personalized learning plans implementation of one year of experience to five or more years of experience. The Personalized Learning Environment Attitude Scale (PLEAS) instrument was used to collect the data. The voluntary teachers were given a link to the 27-question, five-minute online survey. A causal-comparative research design was used in this study with the one-way between-subjects analysis of variance (ANOVA) as the tool of analysis. There was no statistical significance found; rather, the study found largely favorable attitudes toward personalized learning plans. It is recommended that more research be conducted around the effectiveness of personalized learning plans and the solicitation of teacher input of such research.

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