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A correlation study of six professio...

Douglas Faraci, Denise.

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A correlation study of six professional development domains in e-Learning teacher professional development.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A correlation study of six professional development domains in e-Learning teacher professional development./
Author:	Douglas Faraci, Denise.
Description:	138 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3785.
Contained By:	Dissertation Abstracts International70-10A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3377936
ISBN:	9781109443455

A correlation study of six professional development domains in e-Learning teacher professional development.
Douglas Faraci, Denise.

A correlation study of six professional development domains in e-Learning teacher professional development. - 138 p.

Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3785.

Thesis (Ed.D.)--University of Phoenix, 2008.

In K-12 education, there is a need for professional development that improves K-12 teaching practices, extends to K-12 systemic practices, and provides access to research. Typically, K-12 teacher professional development falls short of creating a change. The current quantitative, descriptive correlation study included elementary and middle school K-12 public school teachers that had participated in the e-Learning professional development courses. The data analysis for the study included descriptive statistics and Pearson product-moment correlation coefficients. Based on the perceptions of the K-12 teachers, the results of the study indicated that K-12 e-Learning professional development courses offered by a New York professional development service aligned with three domains of quality instruction as defined under three sets of professional standards; and all six domains of quality instruction correlated to the Learning Style domain and the Assessments and Evaluation domain. Five recommendations for future research were presented. Future research should explore the relationships among the six domains of the professional standards in K-12 teacher e-Learning professional development; the relationship of the Assessments and Evaluation domain in e-Learning professional development and the role of the instructor; the relationship between the Learning Style domain and the Understanding and Implementation domain; the relationship between the Interaction and Collaboration domain in e-Learning professional development and the role of the instructor. The final recommendation for future studies is an investigation of causal relationships among the variables, as the present study did not address causal relationships.

ISBN: 9781109443455Subjects--Topical Terms:

1035576
Education, Leadership.

A correlation study of six professional development domains in e-Learning teacher professional development.
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245 1 2 $a A correlation study of six professional development domains in e-Learning teacher professional development.
300 $a 138 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3785.
500 $a Adviser: Robin Throne.
502 $a Thesis (Ed.D.)--University of Phoenix, 2008.
520 $a In K-12 education, there is a need for professional development that improves K-12 teaching practices, extends to K-12 systemic practices, and provides access to research. Typically, K-12 teacher professional development falls short of creating a change. The current quantitative, descriptive correlation study included elementary and middle school K-12 public school teachers that had participated in the e-Learning professional development courses. The data analysis for the study included descriptive statistics and Pearson product-moment correlation coefficients. Based on the perceptions of the K-12 teachers, the results of the study indicated that K-12 e-Learning professional development courses offered by a New York professional development service aligned with three domains of quality instruction as defined under three sets of professional standards; and all six domains of quality instruction correlated to the Learning Style domain and the Assessments and Evaluation domain. Five recommendations for future research were presented. Future research should explore the relationships among the six domains of the professional standards in K-12 teacher e-Learning professional development; the relationship of the Assessments and Evaluation domain in e-Learning professional development and the role of the instructor; the relationship between the Learning Style domain and the Understanding and Implementation domain; the relationship between the Interaction and Collaboration domain in e-Learning professional development and the role of the instructor. The final recommendation for future studies is an investigation of causal relationships among the variables, as the present study did not address causal relationships.
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