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The Impact Of Blended Professional Learning Focused On Total Physical Response Storytelling (Tprs®) On Teacher Perceptions And Practices, April Dawn Debord
The Impact Of Blended Professional Learning Focused On Total Physical Response Storytelling (Tprs®) On Teacher Perceptions And Practices, April Dawn Debord
Education Dissertations and Projects
Professional learning plays an integral role in every educator’s career. Studies show that traditional workshop professional learning in a one-round session without follow-up training is not effective (Ball & Cohen, 1999), yet this type of professional learning still comprises the bulk of professional development offerings. This study sought to discover the impact of providing blended professional learning with coaching on teacher perception, teacher knowledge, classroom practice, and student learning. Participating instructors from various Grades 9-12 backgrounds received asynchronous virtual training in the TPRS® method and Marzano’s (2004) vocabulary learning strategies. The training was delivered via the Canvas Learning Management System. …
A Study Of Teacher Perceptions Of 21st Century Student Learning In A One-To-One Instructional Environment, Laura Michelle Brooks
A Study Of Teacher Perceptions Of 21st Century Student Learning In A One-To-One Instructional Environment, Laura Michelle Brooks
Education Dissertations and Projects
The purpose of this mixed-methods study was to examine teacher perceptions of the extent to which they promoted student acquisition of 21st century skills in a one-to-one laptop program. Many proponents of one-to-one learning suggest that 21st century learning skills are best acquired in a student-centered, constructivist learning environment; therefore, constructivist learning theory was the conceptual framework for this study. The researcher also sought to discover any benefits or challenges that teachers encountered while implementing the laptop program. Eighty-six teachers at a southeastern state public high school responded to a survey, and 10 of those teachers were interviewed. The researcher …
Connected Classroom: A Program Evaluation Of The Professional Development Program Of A One-To-One Educational Technology Initiative In South Carolina, Kelly James Grant
Connected Classroom: A Program Evaluation Of The Professional Development Program Of A One-To-One Educational Technology Initiative In South Carolina, Kelly James Grant
Education Dissertations and Projects
The purpose of this study was to evaluate the impact of the first year of a multi-year, district-wide professional development program for teachers that accompanied a one-toone Apple device rollout for all students. A mixed-method research design was used to perform a logic model of program evaluation. Teacher self-reported proficiency in basic device usage, student productivity, student multimedia usage, and academic communication were gathered before the professional development program began and collected again at the 1-year mark. Data from both administrations were analyzed to determine the impact of professional development on teacher self-reported proficiency of technology integration. The researcher collected …