This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Professional development (PD) for public school teachers evolved as a result of the COVID-19 pandemic. As California schools shut down for in-person learning, several online PD opportunities were provided out of necessity as districts explored new ways to support teachers. The purpose of the Blended Professional Development (BPD) action research…
Professional development (PD) for public school teachers evolved as a result of the COVID-19 pandemic. As California schools shut down for in-person learning, several online PD opportunities were provided out of necessity as districts explored new ways to support teachers. The purpose of the Blended Professional Development (BPD) action research study was to explore a structure for online PD that combined live, self-paced, and collaborative learning activities for K-8 public school teachers. Teachers participated in a live webinar with an instructor, followed by an online self-paced module with control over sub-topic, pace, and when they participated. These two experiences were followed by two collaboration sessions. The BPD design offered choice, flexibility, and a variety of opportunities to engage with content. The literature review included related studies on teacher PD and blended learning, in addition to self-efficacy, socio-culture, and social capital theories. This study was a mixed-method action research study using surveys and interviews. Twenty-six participants took a survey that included both qualitative and quantitative items about their experience in the BPD innovation. Surveys were followed by semi-structured interviews in which twelve participants described their experience in each component of the experience. Qualitative data were coded and analyzed, and quantitative data were used to triangulate findings. The results of this study indicated that collaboration, choice, flexibility, and trainer quality were important considerations in PD for participants. Implications for future research and changes to practice were explored.
