Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sunddip Aguilar

Abstract

The problem at a Southwestern private school is that secondary teachers have insufficient training to apply personalized instruction (PI) with fidelity to meet the needs of students with severe to moderate cognitive impairments. The purpose of this basic qualitative study was to explore the secondary teachers’ perceptions of the training they need to apply academic interventions using PI. The conceptual framework that grounds this study was Bruner’s theory of instruction. The theory is used to focus on the process of gaining knowledge beginning with predisposition toward learning, in this case, the teachers’ attitudes toward PI. According to the theory, individuals structure information in the most effective way, present new knowledge in proper sequence, and place extrinsic or intrinsic rewards accordingly. Two research questions were used to explore secondary teachers’ perceptions of training needed for them to apply PI with fidelity and how they perceive current training practices provided by their school administrative team. Semistructured interviews with six special education teachers and teachers’ assistants, ranging from 1 to 20 years of experience provided qualitative data. Data analysis began with coding action verbs to develop a list of actions taken by teachers during instruction that was later used to develop emerging themes based on elements of Bruner’s theory. Findings showed participants did not acquire enough information about PI, its components, and application to present PI with fidelity. Results were used to develop a series of training courses in PI with opportunities to practice effective strategies. These training courses will provide teachers with improved skills with which to implement PI with confidence and efficiency.

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