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    Effects of Coaching on Universal Design for Learning Implementation

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    Issue Date
    2020-08-31
    Author
    Craig, Stephanie Lynn
    Publisher
    University of Kansas
    Format
    104 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Special Education
    Rights
    Copyright held by the author.
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    Abstract
    This mixed methods study investigated the effects of instructional coaching as a single element of professional development on teachers’ knowledge and application of the UDL framework. Participants were recruited from a district in the United States that adopted UDL as its instructional framework to guide decisions for instruction. Participants came from all levels of teaching (K-12), content areas, and years of experience. Treatment participants received instructional coaching on UDL implementation. Comparison participants continued as usual. Participants completed a pre/post questionnaire and had pre/post-observations conducted. A sub-group of treatment group participants were interviewed. The researcher hypothesized that the teachers receiving instructional coaching would show a larger growth in knowledge and observed application of the UDL framework than comparison teachers. While the results did not offer statistical significance, the results showed that teachers made gains in the knowledge and application of UDL. Qualitative data revealed that teachers valued and changed the practice from the use of coaching.
    URI
    http://hdl.handle.net/1808/31850
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    • Dissertations [4475]

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    KU Libraries
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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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