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A Phenomenological Study of Teacher ...

Soper, Kristen Noelle,

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A Phenomenological Study of Teacher Experiences Personalizing Learning in English Language Arts /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Teacher Experiences Personalizing Learning in English Language Arts // Kristen Noelle Soper.
Author:	Soper, Kristen Noelle,
Description:	1 electronic resource (219 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30994410
ISBN:	9798381859232

A Phenomenological Study of Teacher Experiences Personalizing Learning in English Language Arts /
Soper, Kristen Noelle,

A Phenomenological Study of Teacher Experiences Personalizing Learning in English Language Arts /Kristen Noelle Soper. - 1 electronic resource (219 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

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.

English

ISBN: 9798381859232Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

English language arts

A Phenomenological Study of Teacher Experiences Personalizing Learning in English Language Arts /
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520 $a 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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