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All Subjects: Teacher Professional Development
All Subjects: corporate social responsibility,
Creators: Redman, Aaron
Creators: Leake, Stephanie

A blended and face-to-face comparison of teacher professional development: what's the impact?

Description

The availability and subsequent expansion in the use of online learning environments has provided a new avenue for teacher professional development: blended learning. While blended learning environments may provide attractive benefits to teachers and school administration, the impact of blended teacher professional development has been largely unexamined in the existing research. This mixed-methods study investigated professional development outcomes for 64 teachers participating in district sponsored teaching professional development, 32 in a blended course and 32 in a face-to-face equivalent of the course. Outcomes of the professional development were measured using pre- and post- instructional belief surveys, participant satisfaction surveys, and interviews measuring retention of instructional beliefs and application of new instructional strategies. Additionally, participants who did not complete the course were interviewed to learn about their experience in the course and reasons for non-completion. The results of this study show similar changes in instructional beliefs for both the blended and face-to-face sections and significantly higher satisfaction with course content, materials, and instructor involvement among blended participants. However, blended participants were less likely to be transitioning to, or practicing new strategies as measured by interviews 12 weeks following course completion. A large number of blended participants showed evidence of their knowledge of new instructional strategies, but were reluctant to apply new strategies in their classrooms. Non-completers primarily cited lack of time for their withdrawal, but expressed an interest in future blended learning courses. The recommendations from this study should inform districts, schools, and teachers about blended learning for teacher professional development.

ContributorsLeake, Stephanie (Author) / Garcia, David (Thesis advisor) / Archambault, Leanna (Committee member) / Cruz, Heather (Committee member) / Arizona State University (Publisher)

Created2014

Harnessing the Sustainable Development Goals for Businesses: A Progressive Framework for Action

Description

Businesses, as with other sectors in society, are not yet taking sufficient action towards achieving sustainability. The United Nations recently agreed upon a set of Sustainable Development Goals (SDGs), which if properly harnessed, provide a framework (so far lacking) for businesses to meaningfully drive transformations to sustainability. This paper proposes to operationalize the SDGs for businesses through a progressive framework for action with three discrete levels: communication, tactical, and strategic. Within the tactical and strategic levels, several innovative approaches are discussed and illustrated. The challenges of design and measurement as well as opportunities for accountability and the social side of Sustainability, together call for transdisciplinary, collective action. This paper demonstrates feasible pathways and approaches for businesses to take corporate social responsibility to the next level and utilize the SDG framework informed by sustainability science to support transformations towards the achievement of sustainability.

ContributorsRedman, Aaron (Author)

Created2018-06-30

Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook

Description

The next generation will be better prepared to cope with the daunting sustainability challenges if education for sustainable development is being taught and learned across educational sectors. K-12 school education will play a pivotal role in this process, most prominently, the teachers serving at these schools. While pre-service teachers’ education will contribute to this transition, success will depend on effective professional development in sustainability education to teachers currently in service. Arizona State University has pioneered the development and delivery of such a programme. We present the design principles, the programme, and insights from its initial applications that involved 246 K-12 in-service teachers from across the USA. The evaluation results indicate that due to participation in the programme, sustainability knowledge, perception of self-efficacy, inclusion of sustainability in the classroom, modelling of sustainable behaviours, and linking action to content all increased. We conclude with recommendations for the widespread adopting of the programme.

ContributorsRedman, Erin (Author) / Redman, Aaron (Author) / Wiek, Arnim (Author)

Created2018-07-13