Date on Master's Thesis/Doctoral Dissertation
5-2024
Document Type
Doctoral Dissertation
Degree Name
Ed. D.
Department
Educational Leadership, Evaluation and Organizational Development
Degree Program
Educational Leadership and Organizational Development, EDD
Committee Chair
Ingle, W. Kyle
Committee Co-Chair (if applicable)
House, Kathy
Committee Member
House, Kathy
Committee Member
Stevens, Douglas
Committee Member
Yarbrough, Rachel
Author's Keywords
blended learning; online teacher professional development; collaborative inquiry; job-embedded professional development; virtual professional learning communities
Abstract
This case study describes the design and enactment of a job-embedded, blended learning professional development plan for teachers to facilitate the collaborative inquiry of a vertically aligned virtual professional learning community. The study is of relevance because it seeks to implement recommendations from recent research on online teacher professional development (Barnett, 2020; Lockee, 2020; Powell & Bodur, 2019) using a framework for support structures designed to engage learners in blended and online learning environments (Philipsen et al., 2019). This qualitative multi-case study examined individual teacher cases using a within-case analysis to create teachers’ profiles to illuminate contextual traits and elucidate the subtleties of teachers’ responses (Miles & Huberman, 1994). Further, a cross-case analysis of the participants’ interview transcripts framed the common themes and differences in the teachers’ collective perceptions of blended learning and motivating factors influencing teachers' professional learning completion, including job satisfaction and willingness to participate.
Recommended Citation
White, Aslean, "Educator perceptions of blended teacher professional development: A case study of a vertically aligned virtual professional learning community." (2024). Electronic Theses and Dissertations. Paper 4369.
https://doi.org/10.18297/etd/4369
