Date on Master's Thesis/Doctoral Dissertation


Document Type

Doctoral Dissertation

Degree Name

Ed. D.


Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Ingle, W. Kyle

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


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.

Included in

Education Commons