Date of Award

Fall 2023

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Linda Silvernail

Abstract

The aim of this qualitative phenomenological action research was to explore the viewpoints of educators participating in a community of practice that integrates the Universal Design for Learning (UDL) framework with culturally responsive teaching and personalized learning. The study involved six teachers from a competitive public school district in New Jersey. Data collection methods encompassed weekly reflections, researcher’s field notes, audio-recorded sessions, and interviews. The study yielded valuable insights into organizational frameworks and learning strategies that enhance educators’ ongoing reflective practices, while also advocating for districts to allocate resources to support teachers' continuous personalized professional development. Analysis of the findings revealed four prominent themes that reinforced the concept of lifeworld and its impact on teachers’ outlook and experiences: recognition and validation of inclusive socially just pedagogies; fostering good humans and nurturing collaborative relationships with families; promoting openness, partnerships, and empowerment of culturally diverse voices; accountability; continuous culturally responsive learning; and time management. The teachers in the present study acknowledged individual student needs, cultural diversity, and UDL principles and the challenges of integrating multiple instructional approaches. They also recognized the significance of their agentic capacity within a community of practice, reinforcing their collective understanding of engaged participation and intentional choices in their professional development.

Rights

© 2024, Maria Rocas Halkias

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