Date of Conferral

2016

Degree

Ph.D.

School

Education

Advisor

Carla L. Johnson

Abstract

With a growing population of culturally and academically diverse student populations in K â?? 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.

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