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Research on Professional Development for Teachers in K-12 Online and Blended Learning

Aug 01, 2016 Volume 2, Number 2


Leanna Archambault; Jered Borup

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Table of Contents

Number of articles: 6

  1. Professional Development in K-12 Online and Blended Learning: Examining Programs and Pedagogy for Effective Teacher Training

    Rebecca A. Parks, Mansfield University, United States; Wendy Oliver, Thrivist, United States

    Each of these articles investigates a different facet of professional development in K-12 online and blended learning environments, yet each one holds a significant purpose and recognition for... More

    pp. 75-77

  2. The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States

    Rebecca A. Parks, Mansfield University, United States; Wendy Oliver, Thrivist, United States; Elaine Carson, Xperience Education, United States

    Using quantitative methods, the current study addresses the phenomenon of blended learning and the impact of professional development (PD) in blended learning on teacher practice. Two separate but ... More

    pp. 79-101

  3. Professional Development Supports for the Blended, Co-Taught Classroom

    Somer Lewis & Amy Garrett Dikkers, University of North Carolina Wilmington, United States

    This qualitative study used survey research to examine a blended co-taught model of instruction designed for students enrolled in an Occupational Course of Study via the North Carolina Virtual... More

    pp. 103-121

  4. Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

    René E. Quiroz, Nicola L. Ritter, Yun Li, Rhonda C. Newton & Trupti Palkar, Texas A&M University, United States

    The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality... More

    pp. 123-144

  5. Evaluating Continued Use of an Online Teacher Professional Development Program with a Sustained Implementation Scale

    Clay L. Rasmussen & David R. Byrd, Weber State University, United States

    The purpose of this study was to determine the effectiveness of a teacher professional development (PD) program as measured by the extent that participants have continued to use lessons and... More

    pp. 145-167

  6. Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum

    Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States

    Curricular interventions that embed blended learning technologies and pedagogies should support teachers’ everyday practice. However, teachers’ perspectives of what is happening “in the trenches”... More

    pp. 169-200