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Community College Faculty Use of Uni...

Barnes, Marjorie,

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Community College Faculty Use of Universal Design for Learning (UDL): A Participatory Action Research Dissertation Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Community College Faculty Use of Universal Design for Learning (UDL): A Participatory Action Research Dissertation Study // Marjorie Barnes.
Author:	Barnes, Marjorie,
Description:	1 electronic resource (220 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31637652
ISBN:	9798346873525

Community College Faculty Use of Universal Design for Learning (UDL): A Participatory Action Research Dissertation Study /
Barnes, Marjorie,

Community College Faculty Use of Universal Design for Learning (UDL): A Participatory Action Research Dissertation Study /Marjorie Barnes. - 1 electronic resource (220 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

This participatory action research (PAR) dissertation study investigates the implementation of Universal Design for Learning (UDL) principles by community college faculty in first-year writing courses to support students with learning disabilities at a New Jersey community college. Through a collaborative approach involving faculty as active participants, the study explores how UDL guidelines are integrated into writing assignments for ENG 101 and ENG 102. Through iterative cycles of planning, action, observation, and reflection, the research explores how faculty implement UDL guidelines to enhance accessibility and inclusivity in their writing assignments. Data collection methods include focus group interviews, document analysis, and the researcher's reflective journals to capture faculty perspectives, challenges encountered, and adaptations made in implementing UDL. The study aims to generate actionable insights into effective UDL implementation strategies that enhance accessibility and inclusivity in first-year writing courses. Findings contribute to the broader discourse on inclusive education in community colleges, offering practical recommendations for faculty professional development, institutional policy development, and support services alignment to better meet the diverse needs of students with learning disabilities. Ultimately, this research seeks to empower faculty with knowledge and tools to create equitable learning environments that foster academic success for all students.

English

ISBN: 9798346873525Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Learning disabilities

Community College Faculty Use of Universal Design for Learning (UDL): A Participatory Action Research Dissertation Study /
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245 1 0 $a Community College Faculty Use of Universal Design for Learning (UDL): A Participatory Action Research Dissertation Study / $c Marjorie Barnes.
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300 $a 1 electronic resource (220 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
500 $a Advisors: Reid Kerrigan, Monica Committee members: Coaxum, James, III; Accardo, Amy.
502 $b Ed.D. $c Rowan University $d 2025.
520 $a This participatory action research (PAR) dissertation study investigates the implementation of Universal Design for Learning (UDL) principles by community college faculty in first-year writing courses to support students with learning disabilities at a New Jersey community college. Through a collaborative approach involving faculty as active participants, the study explores how UDL guidelines are integrated into writing assignments for ENG 101 and ENG 102. Through iterative cycles of planning, action, observation, and reflection, the research explores how faculty implement UDL guidelines to enhance accessibility and inclusivity in their writing assignments. Data collection methods include focus group interviews, document analysis, and the researcher's reflective journals to capture faculty perspectives, challenges encountered, and adaptations made in implementing UDL. The study aims to generate actionable insights into effective UDL implementation strategies that enhance accessibility and inclusivity in first-year writing courses. Findings contribute to the broader discourse on inclusive education in community colleges, offering practical recommendations for faculty professional development, institutional policy development, and support services alignment to better meet the diverse needs of students with learning disabilities. Ultimately, this research seeks to empower faculty with knowledge and tools to create equitable learning environments that foster academic success for all students.
546 $a English
590 $a School code: 1419
650 4 $a Educational leadership. $3 529436
650 4 $a Curriculum development. $3 684418
650 4 $a Community college education. $3 2122836
653 $a Learning disabilities
653 $a Universal Design for Learning
653 $a Participatory action research
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690 $a 0727
690 $a 0275
710 2 $a Rowan University. $b Educational Leadership. $e degree granting institution. $3 3819550
720 1 $a Reid Kerrigan, Monica $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-06A.
790 $a 1419
791 $a Ed.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31637652