Despite the national trend of assessments for gauging student mastery of prescribed curriculum standards which has placed assessment preparation at the forefront of classroom practices, teachers at a midwestern school promoting personalized learning for students, demonstrated inconsistency in implementation among content areas. An explanatory sequential mixed-methods study based on expectancy-value theory was used to define the challenges that arise as teachers implemented personalized learning in their content area. The research questions addressed the implementation of 5 personalized learning elements in secondary content areas, how teachers implement each element, and teachers' challenges in implementing personalized learning in their classroom. The quantitative research component utilized ANOVA and Tukey post hoc tests to analyze 182 secondary teacher responses to a strategic plan survey regarding the frequency at which personalized learning elements were used in instruction. Statistically significant differences were found for 3 elements: knowing your learners, student voice and choice, and technology integration. A maximum variation sample was used to select 8 participants from diverse content areas for the qualitative data collection. Emerging themes on personalized learning implementation were extracted from classroom observation and interview data using descriptive coding, and then validated through member checking. Results indicated that teachers seek more training on personalized learning elements, content area learning, and time to plan personalized instruction. If teachers' ability to deliver personalized learning in their content areas improved, students would receive higher quality instruction resulting in increased academic achievement.

The focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading comprehension, or science content learning, the treatment group increased and maintained their science content learning scores over time, while the scores of the comparison group declined from post-test to delayed post-test. In addition, the researcher sought to determine whether sentence combination scores were a predictor of reading comprehension scores. The results showed that sentence combination scores were good predictors for reading comprehension.