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Examining Teachers' Lesson Plans Following Universal Design for Learning Training
| Content Provider | Semantic Scholar |
|---|---|
| Author | Winter, Georgeann A. |
| Copyright Year | 2016 |
| Abstract | Examining Changes in Teachers’ Lesson Plans Following Universal Design for Learning Training by Georgeann Winter MS, Walden University, 2011 BS, South Dakota School of Mines and Technology, 1996 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2016 Abstract With a growing population of culturally and academically diverse student populations in K – 12 education, Universal Design for Learning (UDL) has the potential to improve the quality of teaching and learning for all students. However, there is a lack of research on UDL teacher in-service training to determine whether teachers are more effective at implementing UDL once they receive adequate training. The purpose of this quantitativeWith a growing population of culturally and academically diverse student populations in K – 12 education, Universal Design for Learning (UDL) has the potential to improve the quality of teaching and learning for all students. However, there is a lack of research on UDL teacher in-service training to determine whether teachers are more effective at implementing UDL once they receive adequate training. The purpose of this quantitative study was to examine changes in teachers’ lesson plans following UDL professional training. Seventeen teachers from 5 school districts in the state of Mississippi participated in the study. Teachers’ lesson plans were evaluated at 3 time points using a valid UDL lesson plan rubric from a previous study. Data were collected before the intervention, immediately after the intervention, and 2 months after the intervention was administered. A within-subjects MANOVA with repeated measurement was conducted comparing pretreatment and post-treatment scores for each of the 4 dependent variables (total score and representation, expression, and engagement scores) to examine the changes in lesson planning following UDL professional training. The results showed a significant difference in teachers’ lesson plans between conditions for each of the 4 dependent variables. The social change objective for this study was to improve the quality of teaching and learning in mixed-ability classrooms. Examining Changes in Teachers’ Lesson Plans Following Universal Design for Learning Training by Georgeann Winter MS, Walden University, 2011 BS, South Dakota School of Mines and Technology, 1996 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2016 Dedication This dissertation is dedicated to my son, David, for showing me the meaning of the word, empathy, and to my students who were the best teachers I ever had. Acknowledgments I would like to thank my committee: Dr. Evelyn Johnson for being a teacher; Dr. John Flohr for his methodology expertise; and the Learning, Instruction, and Innovation instructors who served as dissertation chairs in Dr. Johnson’s absence at the end of the dissertation process. I would also like to thank Walden University’s Master of Education Instructors for teaching me how to implement UDL in my classroom. I would like to express my sincere gratitude to the district representatives and participants from each of the five school districts for giving me the opportunity to bring UDL to the table. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3878&context=dissertations&httpsredir=1&referer= |
| Alternate Webpage(s) | http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3878&context=dissertations |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
