Over the years, government mandates and various studies have emphasized the need for effective professional learning for educators. However, a review of the literature revealed that while it is easy to determine qualities that make professional learning activities effective, these qualities are not consistently evident in practice. This mixed methods study examined the types of professional learning activities completed by K-12 educators in Georgia during the 2016–2017 school year. Over 375 K-12 educators from various regions in the State of Georgia completed an online survey. The survey questions aligned with those from a benchmark study of the effectiveness of various professional development activities by Garet, Porter, Desimone, Birman, and Yoon (2001) as well as a study of engagement by Handelsman, Briggs, Sullivan, and Towler (2005). The researcher collected additional information through follow-up interviews with seven survey respondents. The researcher utilized Chi-square analyses to examine the dependence of factors such as position, grade level, and years of experience. Results indicated that self-directed, technology-enhanced activities evidenced higher levels of engagement and varying levels of effectiveness as compared to other types of professional learning activities.
|Advisor:||Palmour, Julie R.|
|Commitee:||Crites, Cyndy, Turpin, Susan|
|School Location:||United States -- Georgia|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Educational technology|
|Keywords:||Effectiveness, Engagement, Mixed methods, Professional learning, Self-directed|
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