Research on Professional Development for Teachers in K-12 Online and Blended Learning
Aug 01, 2016 Volume 2, Number 2
Editors
Leanna Archambault; Jered Borup
Table of Contents
Number of articles: 6
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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
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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
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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
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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
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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
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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
