Carefully constructed professional development supports learning. Integration of Universal Design for Learning and Social-Emotional Learning into professional development supports comprehension and encourages generalization. This study sought to understand educators’ perceptions following a five-part webinar series on the connections between Universal Design for Learning and Social-Emotional Learning. Using the constructivist paradigm and a theoretical framework of collective case study, various aspects of professional development experiences were explored. Webinar design features, relevant content, significant take aways, and future training were all discussed. Review of post session survey comments and participant interviews were analyzed to reveal the findings. Slide decks from each session were used to support data analysis. This study concluded that educators should be provided opportunities to learn about the connections between Universal Design for Learning and Social-Emotional Learning in an environment that uses their frameworks to model the effective application of guidelines and strategies.
","abstract_html":"<p>Carefully constructed professional development supports learning. Integration of Universal Design for Learning and Social-Emotional Learning into professional development supports comprehension and encourages generalization. This study sought to understand educators’ perceptions following a five-part webinar series on the connections between Universal Design for Learning and Social-Emotional Learning. Using the constructivist paradigm and a theoretical framework of collective case study, various aspects of professional development experiences were explored. Webinar design features, relevant content, significant take aways, and future training were all discussed. Review of post session survey comments and participant interviews were analyzed to reveal the findings. Slide decks from each session were used to support data analysis. This study concluded that educators should be provided opportunities to learn about the connections between Universal Design for Learning and Social-Emotional Learning in an environment that uses their frameworks to model the effective application of guidelines and strategies.</p>","abstract_has_math":false,"creators":["Morgan, Sara"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Meghan Cosier","Dawn Hunter","Deborah Taub"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05-01T07:00:00Z","date_published":"2023-05-01T07:00:00Z","updated_at":"2026-07-24T01:38:31Z","subjects":["Universal Design for Learning","Social Emotional Learning","Professional Development","Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/64","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Meghan Cosier","Dawn Hunter","Deborah Taub"]},{"key":"dc:creator","label":"Author","values":["Morgan, Sara"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Universal Design for Learning","Social Emotional Learning","Professional Development","Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/64"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Carefully constructed professional development supports learning. Integration of Universal Design for Learning and Social-Emotional Learning into professional development supports comprehension and encourages generalization. This study sought to understand educators’ perceptions following a five-part webinar series on the connections between Universal Design for Learning and Social-Emotional Learning. Using the constructivist paradigm and a theoretical framework of collective case study, various aspects of professional development experiences were explored. Webinar design features, relevant content, significant take aways, and future training were all discussed. Review of post session survey comments and participant interviews were analyzed to reveal the findings. Slide decks from each session were used to support data analysis. This study concluded that educators should be provided opportunities to learn about the connections between Universal Design for Learning and Social-Emotional Learning in an environment that uses their frameworks to model the effective application of guidelines and strategies.
"]},{"key":"dc:source","label":"Dc Source","values":["Morgan, S. (2023). Educator professional development in universal design for learning and social-emotional learning: A collective case study [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000452"]},{"key":"dc:title","label":"Title","values":["Educator Professional Development in Universal Design for Learning and Social-Emotional Learning: A Collective Case Study"]}]}],"canonical_facts":{"dc:contributor":["Meghan Cosier","Dawn Hunter","Deborah Taub"],"dc:creator":["Morgan, Sara"],"dc:description.abstract":["Carefully constructed professional development supports learning. Integration of Universal Design for Learning and Social-Emotional Learning into professional development supports comprehension and encourages generalization. This study sought to understand educators’ perceptions following a five-part webinar series on the connections between Universal Design for Learning and Social-Emotional Learning. Using the constructivist paradigm and a theoretical framework of collective case study, various aspects of professional development experiences were explored. Webinar design features, relevant content, significant take aways, and future training were all discussed. Review of post session survey comments and participant interviews were analyzed to reveal the findings. Slide decks from each session were used to support data analysis. This study concluded that educators should be provided opportunities to learn about the connections between Universal Design for Learning and Social-Emotional Learning in an environment that uses their frameworks to model the effective application of guidelines and strategies.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/64"],"dc:source":["Morgan, S. (2023). Educator professional development in universal design for learning and social-emotional learning: A collective case study [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000452"],"dc:subject":["Universal Design for Learning","Social Emotional Learning","Professional Development","Education","Teacher Education and Professional Development"],"dc:title":["Educator Professional Development in Universal Design for Learning and Social-Emotional Learning: A Collective Case Study"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:31Z"}