Teacher Perceptions Regarding the Usage of Personalized Learning Time for Remediation and Academic Support in High School Core Classes
Item Description
A Doctoral Capstone Project
Linked Agent
Author: Kuhse, Erikka Wilt
Associated name (asn): Pennsylvania Western University of Pennsylvania. Department of Education.
Date Issued
2024-08-08
Abstract
Personalized Learning Time (PLT) is a unique academic and social-emotional program that is scheduled for ninety minutes during the school day at Thomas Jefferson High
School (TJHS). PLT was designed to provide students and staff with extra time built into the school day for academic/remedial support in addition to a block of time personalized
to meet the needs of individual students. The purpose of this qualitative action research study was to gather teacher perceptions of the academic/remedial impact PLT had on
improving student achievement in the four core academic areas of social studies, math, science, and English. Two open-ended surveys were provided to teachers in the four core
academic areas during the 2023-2024 school year and the survey questions aligned with the two research questions that guided the course of this study. The impact of PLT used
for academic support and/or remediation on improving student achievement and teacher perceptions of the current format and requirements of PLT and how it is related to student
achievement was analyzed and discussed in detail in this study. The results of the study found that PLT does impact student achievement under certain identified conditions,
however, there is a need to consider future research on the topic to consider the requirements, length of PLT sessions, and how it can best be implemented to improve student achievement.
School (TJHS). PLT was designed to provide students and staff with extra time built into the school day for academic/remedial support in addition to a block of time personalized
to meet the needs of individual students. The purpose of this qualitative action research study was to gather teacher perceptions of the academic/remedial impact PLT had on
improving student achievement in the four core academic areas of social studies, math, science, and English. Two open-ended surveys were provided to teachers in the four core
academic areas during the 2023-2024 school year and the survey questions aligned with the two research questions that guided the course of this study. The impact of PLT used
for academic support and/or remediation on improving student achievement and teacher perceptions of the current format and requirements of PLT and how it is related to student
achievement was analyzed and discussed in detail in this study. The results of the study found that PLT does impact student achievement under certain identified conditions,
however, there is a need to consider future research on the topic to consider the requirements, length of PLT sessions, and how it can best be implemented to improve student achievement.
Resource Type
State System Era
Member of
Institution
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