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Direct linkMadeline R. Shellgren – ProQuest LLC, 2024
This dissertation is positioned as asynchronous educator professional development and is designed and written to be an "experience" (spotlighting the rhetorical potentials of text-based asynchronous engagement). It attempts to call attention to, through its design, the very things it discusses. In this way, this dissertation is…
Descriptors: Asynchronous Communication, Electronic Learning, Faculty Development, Rhetoric
Jill Neumayer DePiper; Brent Jackson; Nanette Seago; Angela Knotts – Journal for Research in Mathematics Education, 2025
Meaningful collaborative interactions in asynchronous online mathematics teacher professional development (PD) may provide teachers with valuable opportunities to learn. We studied collaborative interactions in online teacher PD activities that involved embedded videos, prompts, discussions, and multiple online tools. Analysis of teacher responses…
Descriptors: Cooperation, Asynchronous Communication, Mathematics Teachers, Faculty Development
Jeffrey P. Carpenter; Ingrid Mosquera-Gende; Paula Marcelo-Martínez – Journal of New Approaches in Educational Research, 2025
Self-directed educator professional learning is commonplace, and such activities increasingly span multiple digital spaces and formats, and blur boundaries between online and offline. In this exploratory research, we analyze the case of the #CharlasEducativas, a dynamic professional learning ecosystem that began in 2020 and is based in Spain. We…
Descriptors: Faculty Development, Teacher Education, Independent Study, Foreign Countries
Stacy Katz; Sherry L. Deckman – New Review of Academic Librarianship, 2024
Higher education institutions have become increasingly interested in exploring the innovative learning opportunities afforded by open educational resources and practices (OER). These same institutions have begun to more seriously consider ways to eradicate racism. However, few institutions have considered the ways that OER may prove useful in…
Descriptors: Racism, Open Educational Resources, Faculty Development, Librarians
Jingxian Li; Yasemin Copur-Gencturk – Education and Information Technologies, 2025
Teacher learning in asynchronous online professional development (PD) is often measured by self-reported instruments, despite uncertainties regarding teachers' accuracy in their self-assessment of learning. This study explored whether teachers' self-reported "gains" in content knowledge for teaching aligned with those measured by direct…
Descriptors: Faculty Development, Teacher Education, Asynchronous Communication, Online Courses
Seneha N. Sinanaj – ProQuest LLC, 2024
The purpose of this study is to examine English new-language teachers' perceptions of online asynchronous and online synchronous professional development and teacher efficacy. English new-language students score significantly lower than others on standardized tests. This study analyzes online professional development for English new-language…
Descriptors: Teacher Attitudes, Electronic Learning, Asynchronous Communication, Synchronous Communication
Donna Taylor – ProQuest LLC, 2024
This qualitative study examines the perspectives of K-12 school principals in urban settings on the strengths and weaknesses of various professional development program modalities. The research involved interviews with 10 urban K-12 school administrators to explore their views on in-person, online synchronous, and online asynchronous professional…
Descriptors: Urban Schools, Principals, Administrator Attitudes, Faculty Development
Susanna Calkins; Anna Conway; Tazin Daniels; Regina F. Frey; Donald L. Gillian-Daniel; Bennett Goldberg; Robin McC. Greenler; Lucas B. Hill; Sarah Chobot Hokanson; Vanessa Johnson-Ojeda; Tershia Pinder-Grover; Sara Armstrong; Diamond Buchanan; Diane Codding; Schnaude Dorizan; Noah Green; Ivan A. Hernandez; Lisa Himelman; Tim Immelman; Omari W. Keeles; Haley Lewis; SuYeong (Sophie) Shin; Veronica Womack; Sara E. Woods; Alessandra M. York – Change: The Magazine of Higher Learning, 2024
The authors developed a free online course that centers learning about identity, power, positionality, and privilege to support inclusive teaching for STEM faculty and future faculty. Instructors across all institution types, including community college and 2-year, regional and comprehensive, and public and private research universities, utilized…
Descriptors: Online Courses, Asynchronous Communication, STEM Education, Faculty Development
Jessica N. Torelli; Christina R. Noel; Kaitlin A. Morris; Evyn B. Hendrickson – Rural Special Education Quarterly, 2024
Effective use of classroom management practices is critical to creating positive classroom climates supporting students' academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows…
Descriptors: Online Courses, Electronic Learning, Peer Teaching, Coaching (Performance)
Peer reviewedJingxian Li; Yasemin Copur-Gencturk – Grantee Submission, 2024
Teacher learning in asynchronous online professional development (PD) is often assessed through self-reported instruments, despite uncertainties regarding teachers' ability to accurately self-assess their learning gains in such settings. This study compared middle school mathematics teachers' self-perceived and observed learning gains in content…
Descriptors: Middle School Teachers, Mathematics Teachers, Self Evaluation (Individuals), Achievement Gains
Catherine Laura Gardy – ProQuest LLC, 2024
Teachers who lack the professional development needed demonstrate less self-efficacy. Teacher pedagogical and content understanding are important factors related to the impact on student engagement and achievement. This study was designed to attempt to understand teachers' perceptions of the impact of professional development and which format…
Descriptors: Teacher Attitudes, Faculty Development, Program Development, Self Efficacy
Risto Marttinen; Dominique Banville; Nancy Holincheck; Vernise June Ferrer Lindsay; Stephanie Stehle – Journal of Teaching in Physical Education, 2024
Purpose: The purpose of this study was to understand nine physical education (PE) teachers' experiences with an asynchronous professional development module focused on science, technology, engineering, and mathematics (STEM) integration, and the barriers they perceived to integrating STEM into PE. Methods: Semistructured interviews, pre- and post…
Descriptors: Integrated Curriculum, STEM Education, Physical Education, Physical Education Teachers
Anthony Matranga; Jason Silverman – Journal of Mathematics Teacher Education, 2024
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants' sociomathematical norms for engaging in online asynchronous discussions. In this paper, we…
Descriptors: Beginning Teachers, Mathematics Teachers, Teacher Education, Faculty Development
Gökhan Hiniz; Aysun Yavuz – Journal of Digital Learning in Teacher Education, 2024
This instrumental case study explored 10 English as a foreign language (EFL) instructors' perceptions and experiences of participating in an asynchronous online professional development (OPD) program. The study aimed to explore instructors' professional development (PD) needs, the factors influencing their participation in OPD, and the perceived…
Descriptors: Foreign Countries, Faculty Development, Language Teachers, Second Language Instruction
Mary English; Rachel Plews; Gail Matthews-DeNatale; Nick Wilson; Katherine Simeon; Helen Cheng – International Journal for Academic Development, 2024
This qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-hour preparation program, graduate instructors completed readings and practice activities, immersed themselves in the student perspective, and completed…
Descriptors: Experiential Learning, Faculty Development, Teaching Methods, Graduate School Faculty
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