Date on Master's Thesis/Doctoral Dissertation


Document Type

Doctoral Dissertation

Degree Name

Ed. D.


Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Ingle, Kyle, W.

Committee Co-Chair (if applicable)

Powers, Deborah

Committee Member

Powers, Deborah

Committee Member

David, Keith

Committee Member

Steven, Doug

Author's Keywords

Personalized learning; student agency; competency; mastery learning; relational suasion


This case study will explore teacher perceptions of the implementation of personalized learning as a means of supporting teachers in the process of transitioning to a new model of teaching and learning. A review of research revealed that there are many versions of personalized learning based on as many different definitions of what personalized learning is and what it looks like in the classroom. It is due to the lack of one consistent model that implementation can be problematic for schools and districts. As teachers are on the front line of implementing personalized learning their perceptions are important to future implementation of personalized learning. Due to the rapid technological advancements in technological platforms and digital tools for education personalized learning is on the rise in the United States. This is coupled with the reality that our world has also changed rapidly, and globalization has brought the need to think about new ways to prepare our students for the future in which they will live. Personalized learning is utilized in order to help meet each student’s individual needs based upon their own pace and level of ability outside of the “one size fits all” style of traditional education in the United States. Because the beneficiaries of personalized learning are the students most of the research on personalized learning is on whether it impacts student outcomes. There is a lack of research on the perceptions of teachers as they implement personalized learning or the ways in which their role as a teacher is changing as they transition from the traditional model to the model of personalized learning.