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Teacher Participation In Online Professional Development: Exploring Academic Year Classroom Impacts

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dc.contributor.advisor Sprague, Debra R
dc.contributor.author Opfer, Thomas
dc.creator Opfer, Thomas
dc.date.accessioned 2018-10-22T01:17:10Z
dc.date.available 2018-10-22T01:17:10Z
dc.date.issued 2017
dc.identifier.uri https://hdl.handle.net/1920/11193
dc.description.abstract The purpose of this mixed methods case study research was to investigate the reasons teachers chose online professional development (OPD) focusing on technology integration and how this OPD impacted teachers’ classroom practices over a six month period. Previous research identified that OPD provides flexibility beyond what traditional face-to-face professional development provides for teachers. Catholic school, K-12 teachers participated in this study. Data was collected from surveys, interviews, and classroom observations. Survey data came from a pre-survey, post-survey, and follow-up survey. Survey data was analyzed quantitatively using dependent sample t-tests and a one-way ANOVA test. The case study data was collected throughout six months after OPD and came from interviews and three classroom observations of each of the two participating teachers. Five themes emerged from qualitatively analyzing the observation and interview data: (1) OPD provides hands-on opportunities, (2) OPD is practical for classroom implementation, (3) technology supports instruction, (4) classrooms are flexible and focus on student engagement, and (5) strong classroom management and organization. Quantitative data analysis results indicated that participants believe OPD is beneficial to professional growth, believe OPD provides and enhances their skills, feel comfortable transferring the OPD content knowledge into instructional practices, and believe OPD is as beneficial as or more beneficial than traditional professional development. This research study has implications for those who design teacher OPD and encourage participation in OPD as well as classroom technology integration.
dc.format.extent 247 pages
dc.language.iso en
dc.rights Copyright 2017 Thomas Opfer
dc.subject Teacher education en_US
dc.subject Reading instruction en_US
dc.subject case study en_US
dc.subject Catholic schools en_US
dc.subject mixed methods research en_US
dc.subject online professional development en_US
dc.subject technology integration en_US
dc.title Teacher Participation In Online Professional Development: Exploring Academic Year Classroom Impacts
dc.type Dissertation
thesis.degree.level Ph.D.
thesis.degree.discipline Education
thesis.degree.grantor George Mason University


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