Date of Degree
2025
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Curriculum and Instruction (CI)
Director
Manderino, Michael
Committee Members
Flynn, Joseph; Werderich, Donna
Keywords
Personalized Learning, Learner-Centered, Humanizing Pedagogy
Abstract
ABSTRACT
REIMAGINING TRADITIONAL EDUCATION THROUGH HUMANIZING MODELS OF PERSONALIZED LEARNING: EXAMINING IMPLEMENTATION IN THE MIDWEST
Laura Garland, EdD
Department of Curriculum and Instruction
Northern Illinois University, 2025
Michael Manderino, Director
This qualitative document analysis, supported by semi-structured interviews, investigated the ways in which three Midwestern, K-12 public school districts implemented humanizing models of personalized learning, as a method of shifting from a traditional, teacher-centered instructional paradigm to a learner-centered one. Additionally, it sought to identify how the pedagogical attributes employed in participant districts explicitly and implicitly aligned with humanizing pedagogies. Participant districts were chosen based on their relationship with the Institute for Personalized Learning, as well as their district-wide implementation approach.
Findings revealed a high level of consistency between the implementation plans employed across all participant districts, as well as alignment between district pedagogical attributes and several principles of humanization. However, all participant districts were found to fall short of fully aligning their models of PL to that of a humanizing pedagogy. While progress toward implementing humanizing models of PL, as a means of reimagining traditional education, was noted, disparities persist. Based on these findings, leaders seeking revolutionary transformation within public school districts, through the implementation of humanizing models of PL, should ensure that a strong, strategic foundation is developed in which a learner-centered, humanizing philosophy underlies all district-wide, systemic shifts. Additionally, classroom teachers should focus on the holistic development of students, ensuring not only that they learn the prerequisite skills and dispositions necessary to drive their own learning but that they are supported in using their skills to critically reflect on the world around them and act against inequities.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Garland, Laura R., "Reimagining Traditional Education Through Humanizing Models of Personalized Learning: Examining Implementation in the Midwest" (2025). Dissertations of Practice. 68.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/68
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Methods Commons
