Date

2-29-2024

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Sabine Branch

Keywords

personalized learning, social interaction, English language arts, instructional technology

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to understand the lived experiences of secondary English language arts teachers implementing personalized learning in Southeastern Pennsylvania. Teachers who personalize learning must currently determine their own method of doing so without adequate research about the process to inform their pedagogy. The theory guiding this study was Vygotsky’s theory on social development, as it highlights the necessity of social interaction to help students stay within the zone of proximal development even in a personalized learning framework. The ten participants for this study were selected by purposive sampling, and data were collected through semi-structured interviews, non-participant observations, and document analysis. Data analysis was conducted to organize information into themes. The four main themes that emerged from the data analysis process were: a) student engagement, b) time and resources, c) positive relationships, and d) multitasking and balancing.

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