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dc.contributor.advisorFoster, Anthony W.
dc.contributor.authorOgle, David Alex
dc.date.accessioned2021-09-03T15:00:21Z
dc.date.available2021-09-03T15:00:21Z
dc.date.issued2021-04-27
dc.identifier.urihttps://hdl.handle.net/10392/6590
dc.description.abstractPersonalized learning has no agreed upon definition, models, or systemization of how to employ it. There is even variation in concerning its benefits. This research attempts build an understanding of personalized learning based on the existent literature. Using qualitative content analysis methods, dissertations from the past ten years were selected, narrowed down, and analyzed using NVivo 12. The findings will prompt a further understanding of personalized learning and give school systems a place to start when attempting an implementation plan.en_US
dc.subjectChristianen_US
dc.subjectContent Analysisen_US
dc.subjectMetaen_US
dc.subjectPersonalizeden_US
dc.subjectPersonalized Learningen_US
dc.subjectSecondaryen_US
dc.titlePersonalized Learning: A Meta-Analysisen_US
dc.typeElectronic dissertationen_US
dc.typeText
dc.contributor.committeeHorner, Jeffrey M.
dc.type.qualificationnameEd.D.en_US
dc.publisher.institutionSouthern Baptist Theological Seminaryen_US
dc.publisher.departmentSchool of Missions and Evangelism


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