Matching Items (5)
Filtering by
- Resource Type: Text
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
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
Description
Teacher professional development (PD) is widely pursued as a critical component of overall school improvement. However, it is frequently ineffective at changing teaching practice or impacting student outcomes. While online PD has the potential to greatly expand access to high-quality PD, questions remain about the extent to which online PD can be effective. This study examined the instructional design of an active learning asynchronous online PD short-course. The innovation sought to apply principles of a practice-based approach to teacher education that was delivered in a format and could be made widely available to teachers. A multistage mixed methods action research design was conducted to examine the effectiveness of the innovation. Participants (n = 8) included elementary and middle school teachers learning to implement a new district-adopted curriculum. Data were collected to specifically consider (a) what aspects of the active learning online PD influenced learner engagement, (b) the extent to which teachers’ sense of self-efficacy changed, and (c) the effectiveness of the active learning online PD in supporting teachers’ facilitation of the district-adopted curriculum. Primary results indicated the instructional design and facilitation contributed to high levels of sustained learner engagement throughout the PD. The innovation yielded statistically significant changes in teachers’ sense of self-efficacy with implementing a district-adopted curriculum and all participants demonstrated an ability to transfer some knowledge and skills from the PD short-course into new classroom practices. Different levels of implementation of new skills were observed relative to participants degree of collective participation. Implications for practice suggest value in using Desimone’s (2009) conceptual framework as guide for designing PD to include active learning, collective participation, sustained duration, a content focus, and coherence with local context. Best practices for the design and facilitation of asynchronous online PD are discussed including learner agency, flexible pacing, frequent practice with authentic tasks, consistent feedback, and a present facilitator. More research is recommended to investigate the positive influence of a facilitator in asynchronous online PD. Additionally, research into the impact of collective participation in asynchronous online PD is recommended, with examination of ways to structure face-to-face collaboration outside of the online learning space.
ContributorsStarr, Jeffrey (Author) / Kurz, Terri L (Thesis advisor) / Wolf, Leigh G (Committee member) / Ridgway, Raja (Committee member) / Arizona State University (Publisher)
Created2021
Description
Within English supplementary tutoring centers in China, the professional development teachers are afforded is limited due to time constraints and the qualifications of teacher trainers within those centers. To facilitate a novel means of engaging teachers in their professional development related to guided reading, an innovation configurations map was introduced to teachers at two centers in southern China. This map is composed of six configurations that would foster teachers’ understanding of what comprised effective guided reading classes. They include a focus on prior knowledge, vocabulary, reading skills and strategies, reading comprehension, class discussion, and written expression. Implementing the innovation configurations map for guided reading at the two centers occurred with head teachers and key informants from both centers. Other teachers participated to varying degrees based on their interests and availability. Using a qualitative case study methodology as part of an action research project, six strands of data were collected to assess how teachers used the map and what lessons were learned. These strands are institutional documents, interviews with participants, participant observation of academic meetings, direct observation of key informants’ classes, and education journey maps detailing participants’ experiences in using the innovation configurations map. For roughly seven months, the participants worked on developing their understanding of how to use the map and apply it within their contexts. They built this awareness within their activity systems with guidance and support from their colleagues and me. The contingent and responsive help teachers received was crucial in ensuring they understood how to use the innovation configurations map and their willingness to do so. Without that support and guidance, teachers were ambivalent about the use of the map and used it minimally or not at all. The findings, thus, indicate that for teachers to be willing to develop themselves professionally and use the innovation configurations map, they require ongoing support and guidance based on their needs to ensure they may do so effectively.
ContributorsRobinette, Robby Lee (Author) / Baker, Dale (Thesis advisor) / Chapman, Amy (Committee member) / Feng, Siyuan (Committee member) / Arizona State University (Publisher)
Created2023
Description
This qualitative, design-based research study explored the design, implementation, and outcomes of a professional development for mid-career K-8 science and engineering teachers. The Responsive and Empowering Science and Engineering Teacher (RESET) professional development was designed to support teachers in developing role identities as culturally responsive teachers, change agents disrupting inequitable educational practices, and advocates of students’ equitable access to and participation in science and engineering disciplines. Four mid-career K-8 teachers participated in RESET, which was embedded in a five-week summer program focused on solar energy engineering. The teachers engaged in activities designed to increase their knowledge of and pedagogical strategies for culturally responsive teaching. After each key event, teachers reflected on their experiences in terms of their role identities, including their purposes and goals, self-perceptions, beliefs, and perceived action possibilities for that role. Teachers also engaged in critical discussions examining how the strategies and practices might contribute to more equitable science and engineering practices. An embedded case study design was used, with RESET as the focal case and the four teachers as embedded cases, to examine teachers’ experiences during RESET and actions during the school year. I analyzed teacher surveys, semi-structured interviews, written reflections, audio recordings of the critical discussions, and researcher memos from during RESET and school year observations to determine the influence of RESET on teachers’ role identity development and actions. I also analyzed a series of conjecture maps created to detail the design and adaptations of RESET to explore the extent to which RESET’s targeted enactment processes and outcomes had been achieved and design and process conjectures had been supported. Findings varied across participants, with all four participants at least somewhat achieving the targeted outcomes, indicating that all of the teachers’ role identities were influenced by RESET. Three of four teachers translated their learning into actions as culturally responsive science and engineering teachers during the school year. In terms of RESET’s design, several of the conjectures were supported or partially supported. Implications for the second iteration of RESET and for the general scholarship on professional development for mid-career K-8 science and engineering teachers are discussed.
ContributorsWakefield, Wendy (Author) / Jordan, Michelle (Thesis advisor) / Weinberg, Andrea (Thesis advisor) / Boveda, Mildred (Committee member) / Arizona State University (Publisher)
Created2021