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    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2018 Dissertations (MU)
    • 2018 MU dissertations - Freely available online
    • View Item
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    Professional development design in elementary school blended learning environments : changes in teacher mindsets and adaptive thinking skills

    Holt, Angela Nicole
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    [PDF] research.pdf (3.844Mb)
    Date
    2018
    Format
    Thesis
    Metadata
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    Abstract
    This mixed method convergent study explored the impact of design and delivery of professional development practices in a large, urban school district in Missouri. Certificated classroom teachers at 23 pre-determined elementary school sites (541 participants) were electronically surveyed. Additionally, three department leaders were interviewed and their responses provided insights about core features of professional development (content focused, active learning, coherence, duration and collective participation) present within the district. The International Association for K-12 Online Learning's (iNACOL) Blended Learning Teacher Competency Framework and transformative learning theory both provided a lens for examining professional development design and practice within the research study. The quantitative results of the study reveal significant increase in teacher responses from the technical skill and adaptive thinking domains. Additionally, qualitative data collected during the study found professional development delivered during the implementation window did include all five core features of professional development (content focused, active learning, coherence, duration and collective participation). While significance was noted in several variables studied, the Mindset domain showed no significant improvements in teacher responses on either measurement.
    URI
    https://hdl.handle.net/10355/66173
    https://doi.org/10.32469/10355/66173
    Degree
    Ed. D.
    Thesis Department
    Educational leadership and policy analysis (MU)
    Rights
    OpenAccess
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
    Collections
    • 2018 MU dissertations - Freely available online
    • Educational, School, and Counseling Psychology electronic theses and dissertations (MU)

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