Document Type
Dissertation
Degree
Doctor of Philosophy
Major
Education, Educational Psychology
Date of Defense
2-5-2026
Graduate Advisor
Dr. Cody Ding, Ph.D.
Committee
Dr. Cody Ding, Ph. D.
Dr. Andresa DeSouza, Ph. D.
Dr. April Regester, Ph. D.
Dr. Phillip Waalkes, Ph. D.
Abstract
The Universal Design for Learning (UDL) framework was at the heart of this study, which served as a critical lens for examining the instructional design practices embedded in the homeschool environment. Specifically, I examined how the three core tenets of UDL: representation, action and expression, and engagement were reflected within the Clinton Homeschool Instructional Learning Design (CHILD). The aim was to identify how homeschool instruction, as implemented by the researcher, parallels UDL principles in its responsiveness to learner variability, its emphasis on flexible instructional delivery, and its commitment to student-centered engagement. In contrast to the dominant educational paradigm, which often excluded homeschool educators from serious instructional design discourse, the purpose of this study was to challenge the systemic bias that presumes a lack of pedagogical rigor in homeschool settings. Using autoethnography, a qualitative method rooted in biography, ethnography, and self-reflection, the study situated the researcher both as the instructional designer and as a participant-observer, drawing from lived experience and reflective analysis. Additionally, for this study, field observations were informed by surveys and semi-structured interviews conducted with five former homeschool students who received instruction under the CHILD model and served as research participants. A peer reviewer provided external insight into how theory was actively integrated within the homeschool instructional environment. Thematic analysis was used to synthesize the data and highlight patterns of alignment between UDL and CHILD. Ultimately, the findings provided evidence countering the narrative that undervalued the instructional practices of homeschool educators by demonstrating the presence of intentional, research-aligned instructional design within homeschool practice, expanding the conversation around inclusive and learner-centered education.
Recommended Citation
Clinton, Kimberly, "THE HEART OF AN EDUCATOR An Autoethnographic Study of Homeschool Practices That Reflect Core UDL Principles" (2026). Dissertations. 1581.
https://irl.umsl.edu/dissertation/1581
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Other Education Commons, Teacher Education and Professional Development Commons