03/13/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Chelsea Nicole Best “The Effect of Professional Development on Teacher Knowledge and Implementation of Universal Design for Learning in a Secondary Science Classroom”

Candidate: Chelsea Nicole Best
Degree: Doctoral- Leadership in Schooling (STEM)
Defense Date: Thursday, March 27, 2025
Time: 4 p.m.
Location: Remote Zoom link
Thesis/Dissertation Title: "The Effect of Professional Development on Teacher Knowledge and Implementation of Universal Design for Learning in a Secondary Science Classroom”

Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed. D., Clinical Professor, Mathematics and Science Education, University of Massachusetts Lowell
Dissertation Committee Member: Bill Goldsworthy, Ed. D., Adjunct Professor
Dissertation Committee Member: Eleanor Abrams, Ph. D., Professor, Curriculum and Instruction, University of Massachusetts Lowell
Dissertation Committee Member: AJ Angulo, Ed. D., Professor, Program Coordinator M.Ed. Educ. Admin. - Higher Ed., University of Massachusetts Lowell

Abstract
Scholarly research has explored the achievement gap between special education and general education students to understand how Universal Design for Learning (UDL) can support equitable access to grade-level content in inclusive classrooms. UDL provides a framework for multiple means of representation, action and expression, and engagement to enhance student learning. This mixed-methods case study examined how professional development impacts teachers’ knowledge and implementation of the UDL principle multiple means of engagement in secondary science classrooms. The study included pre- and post-surveys of two secondary science teachers (physics and environmental systems), post-intervention focus group interviews, and classroom observations. Findings indicated that professional development embedded in Professional Learning Communities increased teacher knowledge and implementation of multiple means of engagement. Descriptive statistical analysis, including mean and standard deviation, was used to analyze quantitative data, while qualitative data from post-intervention interviews provided additional insights. Teachers attributed their growth in UDL knowledge and implementation to the professional development they received, particularly in providing options for recruiting interest. Findings suggest that ongoing professional development on UDL can enhance equitable instruction and improve learning outcomes for diverse students. Based on these results and the supporting literature, this study recommends continued district-wide implementation of UDL-focused professional development to create more equitable instruction.