U.S. teachers’ perceptions of online professional development
ARTICLE
Seth A. Parsons, Amy C. Hutchison, George Mason University, United States ; Leigh A. Hall, University of Wyoming, United States ; Allison Ward Parsons, Samantha T. Ives, Alicia Bruyning Leggett, George Mason University, United States
TATE Volume 82, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
Citation
Parsons, S.A., Hutchison, A.C., Hall, L.A., Parsons, A.W., Ives, S.T. & Leggett, A.B. (2019). U.S. teachers’ perceptions of online professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 33-42. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/208294/.
This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on March 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2019.03.006References
View References & Citations Map- Akyol, Z., & Garrison, D.R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive, and teaching presence. Journal of Asynchronous Learning Networks, 12(3), pp. 3-22.
- Albers, P., Cho, A.R., Shin, J.H., Pang, M.E., Angay-Crowder, T., Odo, D.M., (2015). Critical spaces for critical times: Global conversations in literacy research as an open professional development and practices resource. Global Education Review, 2(3), pp. 46-67.
- Albers, P., Turnbull, S., & Angay-Crowder, T. (2015). Questions of matter: Critical conversations in online spaces. Journal of Adolescent & Adult Literacy, 59(2), pp. 171-181.
- Amendum, S.J., & Fitzgerald, J. (2013). Does structure of content delivery or degree of professional development support matter for student reading growth in high-poverty settings?. Journal of Literacy Research, 45(4), pp. 465-502.
- Anderson, T. (2004). Toward a theory of online learning. Theory and practice of online learning, pp. 33-60. Athabasca, Canada: Athabasca University.
- Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1), pp. 1-30.
- Bandura, A. (1989). Social cognitive theory. Annals of child development. Vol. 6. Six theories of child development, pp. 1-60. Greenwich, CT: JAI Press.
- Bates, M.S., Phalen, L., & Moran, C. (2016). Online professional development: A primer. Phi Delta Kappan, 97(5), pp. 70-73.
- Baumann, J.F., & Bason, J.J. (2011). Survey research. Literacy research methodologies, pp. 404-426. New York, NY: Guilford.
- Bean, R.M., & Morewood, A.L. (2011). Best practices in professional development for improving literacy instruction in schools. Best practices for literacy instruction, pp. 455-478. New York, NY: Guilford.
- Berends, M. (2006). Survey methods in educational research. Handbook of complementary methods in education research, pp. 623-640. New York, NY: Routledge.
- Bielick, S. (2016). Surveys and questionnaires. The BERA/SAGE handbook of educational research, pp. 640-658. Los Angeles, CA: SAGE.
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), pp. 3-15.
- Campana, J. (2014). Learning for work and professional development: The significance of Informal learning networks of digital media industry professionals. International Journal of Training Research, 12(3), pp. 213-226.
- Carpenter, J.P., & Krutka, D.G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), pp. 707-748.
- Cheawjindakarn, B., Suwannatthachote, P., & Theeraroungchaisri, A. (2012). Critical success factors for online distance learning in higher education: A review of the literature. Scientific Research, 3, pp. 61-66.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
- Collins, D. (2003). Pretesting survey instruments: An overview of cognitive methods.
- Colwell, J., & Hutchison, A.C. (2018). Considering a Twitter-based professional learning network in literacy education. Literacy Research and Instruction, 57(1), pp. 5-25.
- Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), pp. 291-309.
- Darling-Hammond, L., Hyler, M.E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
- Dede, C., Ketelhut, D.J., Whitehouse, P., Breit, L., & McCloskey, E.M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), pp. 8-9.
- Desimone, L. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), pp. 181-199.
- Desimone, L., & Stuckey, D. (2014). Sustaining teacher professional development. Handbook of professional development in education: Successful models and practices, preK-12, pp. 467-482. New York, NY: Guilford.
- Duffy, G.G. (2004). Teachers who improve reading achievement: What research says about what they do and how to develop them. Improving reading achievement through professional development, pp. 3-22. Norwood, MA: Christopher-Gordon.
- Eccles (Parsons), J.S., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., & Meece, J.L. (1983). Expectancies, values, and academic behaviors. Achievement and achievement motivation, pp. 75-146. San Francisco, CA: W. H. Freeman.
- Elliot, J.C. (2017). The evolution from traditional to online professional development: A review. Journal of Digital Learning in Teacher Education, 33(3), pp. 114-125.
- Fetzner, M. (2013). What do unsuccessful students want us to know?. Journal of Asynchronous Learning, 17(1), pp. 13-27.
- Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, pp. 107-121.
- Fishman, B.J., Konstantopoulos, S., Kubitskey, B.W., Vath, R., Park, G., & Johnson, H. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), pp. 426-438.
- Fullan, M. (1993). Change forces: Probing the depths of educational reform. London, UK: Falmer Press.
- Garet, M.S., Wayne, A.J., Stancavage, F., Taylor, J., Walters, K., Song, M., (2010). Middle school mathematics professional development impact study: Findings after the first year of implementation (NCEE 2010-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Sciences, U.S. Department of Education. Available online: https://ies.ed.gov/ncee/pubs/20104009/pdf/20104010.pdf.
- Geldenhuys, J.L., & Oosthuizen, L.C. (2015). Challenges influencing teachers' involvement in continuous professional development: A South African perspective. Teaching and Teacher Education, 51, pp. 203-212.
- Gersten, R., Dimino, J., Jayanthi, M., Kim, J.S., & Santoro, L.E. (2010). Teacher study group: Impact of the professional development model on reading instruction and student outcomes in first grade classrooms. American Educational Research Journal, 47(3), pp. 694-739.
- Haeger, H., Lambert, A.D., Kinzie, J., & Fieser, J. (2012). Using cognitive interviews to improve survey instruments. A paper presented at the annual meeting of the association for institutional research, new orleans, LA.
- Holmes, A., Signer, B., & MacLeod, A. (2010). Professional development at a distance: A mixed-methods study exploring inservice teachers' views on presence online. Journal of Digital Learning in Teacher Education, 27(2), pp. 76-85.
- Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes, and efficacy. Education Policy Analysis Archives, 13(10), pp. 1-26.
- Jensen, B., Sonnemann, J., Roberts-Hull, K., & Hunter, A. (2016). Beyond PD: Teacher professional learning in high-performing systems. Washington, DC: National Center on Education and the Economy.
- Kragler, S., Martin, L.E., & Sylvester, R. (2014). Lessons learned: What our history and research tell us about teachers' professional learning. Handbook of professional development in education: Successful models and practices, preK-12, pp. 483-505. New York, NY: Guilford.
- Ladyshewsky, R.K. (2013). Instructor presence in online courses and student satisfaction. International Journal for the Scholarship of Teaching & Learning, 7(1), pp. 1-23.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, United Kingdom: Cambridge University Press.
- Lindvall, J., Helenius, O., & Wiberg, M. (2018). Critical features of professional development programs: Comparing content focus and impact of two large-scale programs. Teaching and Teacher Education, 70, pp. 121-131.
- Macià, M., & Garcia, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, pp. 291-307.
- Mupinga, D.M., Nora, R.T., & Yaw, D.C. (2006). The learning styles, expectations, and needs of online students. College Teaching, 54(1), pp. 185-189.
- Neuendorf, K.A. (2002). The content analysis guidebook. Thousand Oaks, CA: SAGE.
- Neuman, S.B., & Cunningham, L. (2009). The impact of a practice-based approach to professional development: Coaching makes a difference. American Educational Research Journal, 46(2), pp. 532-566.
- Oregon, E., McCoy, L., & Carmon-Johnson, L. (2018). Case analysis: Exploring the application of using rich media technologies and social presence to decrease attrition in an online graduate program. The Journal of Educators Online, 15(2) Available online: https://www.thejeo.com/archive/2018_15_2/oregon_mccoy_carmonjohnson.
- Parsons, S.A., Parsons, A.W., Nuland, L.R., Dodman, S.L., & Scales, W.D. (2014). Year one of a longitudinal literacy professional development initiative in an urban school. Journal of School Connections, 5(1), pp. 29-57.
- Penuel, W.R., Gallagher, L.P., & Moorthy, S. (2011). Preparing teachers to design sequences of instruction in earth systems science: A comparison of three professional development programs. American Educational Research Journal, 48(4), pp. 996-1025.
- Piasta, S.B., Dynia, J.M., Justice, L.M., Pentimonti, J.M., Kaderavek, J.N., & Schatshneider, C. (2010). Impact of professional development on preschool teachers' print references during shared reading alouds: A latent growth curve analysis. Journal of Research on Educational Effectiveness, 3(4), pp. 343-380.
- Poquet, O., Kovanovic, V., de Vries, P., Hennis, T., Joksimovic, S., & Gasevic, D. (2018). Social presence in massive open online courses. International Review of Research in Open and Distance Learning, 19(3), pp. 44-68.
- Preisman, K.A. (2014). Teaching presence in online education: From the instructor's point of view. Teaching Presence in Online Education, 18(3), pp. 1-16.
- Prenger, R., Poortman, C.L., & Handelzalts, A. (2017). Factors influencing teachers' professional development in networked professional learning communities. Teaching and Teacher Education, 68, pp. 77-90.
- Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 29(1), pp. 4-15.
- Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, pp. 122-131.
- Robinson, B. (2008). Using distance education and ICT to improve access, equity and quality in rural teachers' professional development in western China. International Review of Research in Open and Distance Learning, 9(1), pp. 1-17.
- Rodesiler, L. (2017). For teachers, by teachers: An exploration of teacher-generated online professional development. Journal of Digital Learning in Teacher Education, 33(4), pp. 138-147.
- Salmon, G., Gregory, J., Dona, K.L., & Ross, B. (2015). Experimental online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46(3), pp. 542-556.
- Schlager, M.S., Farooq, U., Fusco, J., Schank, P., & Dwyer, N. (2009). Analyzing online teacher networks: Cyber networks require cyber research tools. Journal of Teacher Education, 60(1), pp. 86-100.
- Shaha, S., Glassett, K., Copas, A., & Huddleston, T.L. (2016). Maximizing educator enhancement: Aligned seminar and online professional development. Contemporary Issues In Education Research, 9(1), pp. 15-22.
- Sharples, M., Taylor, J., & Vavoula, G. (2007). A theory of learning for the mobile age. The SAGE handbook of e-learning research, pp. 221-247. London, United Kingdom: SAGE.
- Simpson, A., Walsh, M., & Rowsell, J. (2013). The digital reading path: Researching modes and multidirectionality with iPads. Literacy, 47(3), pp. 123-130.
- Smith, J., & Sivo, S.A. (2012). Predicting continued use of online teacher professional development and the influence of social presence and sociability. British Journal of Educational Technology, 43(6), pp. 871-882.
- Starkey, L., Yates, A., Meyer, L.H., Hall, C., Taylor, M., & Stevens, S. (2009). Professional development design: Embedding educational reform in New Zealand. Teaching and Teacher Education, 25, pp. 181-189.
- Swan Dagen, A., & Bean, R.M. (2014). High-quality research-based professional development: An essential for enhancing high-quality teaching. Handbook of professional development in education: Successful models and practices, preK-12, pp. 42-63. New York, NY: Guilford.
- Trust, T. (2017). Motivation, empowerment, and innovation: Teachers' beliefs about how participating in the Edmodo Math Subject Community shapes teaching and learning. Journal of Research on Technology in Education, 49(1–2), pp. 16-30.
- Trust, T., Krutka, D.G., & Carpenter, J.P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, pp. 15-34.
- U.K. Office for Standards in Education (2006). The logical chain: Continuing professional development in effective schools: A report. London, United Kingdom: Author.
- U.S. Department of Education (2010). Transforming American education: Learning powered by technology. Alexandria, VA: U.S. Department of Education. Available online: http://files.eric.ed.gov/fulltext/ED512681.pdf.
- Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), pp. 80-91.
- Vygotsky, L.S., Cole, M., John-Steiner, V., Scribner, S., Souberman, E., & Trans (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Wei, R.C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. Dallas, TX: National Staff Development Council.
- Wendt, J., & Courduff, J. (2018). The relationship between teacher presence and student course outcomes in an online international population. International Journal on E-Learning, 17(1), pp. 111-129.
- Wigfield, A., Tonks, S.M., & Klauda, S.L. (2016). Expectancy-value theory. Handbook of motivation at school, pp. 55-74. New York, NY: Routledge.
- Willis, G.B. (2005). Cognitive interviewing: A tool for improving questionnaire design.Thousand oaks. CA: SAGE.
- Wood, D. (2007). Teachers' learning communities: Catalyst for change or a new infrastructure for the status quo?. Teachers College Record, 109(3), pp. 699-739.
- Wynants, S., & Dennis, J. (2018). Professional development in an online context: Opportunities and challenges from the voices of college faculty. Journal of Educators Online, 15(1), pp. 1-13.
- Yoon, S., Liu, L., & Goh, S. (2010). Convergent adaptation in small groups: Understanding professional development activities through a complex systems lens. Journal of Technology and Teacher Education, 18(2), pp. 319-344.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References