Limited attention has been given to factors that support the intent to transfer learning from professional development (PD) for elementary school teachers. This quantitative, quasi-experimental study examined to what extent, if any, there was a significantly higher intent to transfer elementary school teachers' PD learning into the classroom as measured by transfer design and motivation to transfer for an instructional paradigm that used attention cueing and segmentation compared to an instructional paradigm that does not use attention cueing and segmentation. Elementary school teachers (n = 103) from four schools in the southwest United States participated. Cognitive load theory and transfer of training model provided the theoretical foundation to frame this study. There were two instructional paradigm groups: one that viewed a PD video embedded with attention cues and segments and one that viewed the PD video continuously without cues or segments. The first research question addressed the intent to transfer PD learning as measured by transfer design. An independent samples t-test revealed that the difference in the mean transfer design scores between groups was statistically significant, with the mean for the treatment group less than the mean for the control group. The second research question addressed motivation to transfer using an independent samples t-test. Findings revealed a statistically significant difference in mean motivation to transfer scores between groups, with the mean for the treatment group less than the mean for the control group. Although significant results were found, the results did not support the predicted direction of the difference, therefore retaining the null hypotheses for both research questions.
|Commitee:||Marshall-Bradley, Tina, Dietzman, Amy|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Teacher education|
|Keywords:||Cognitive load, Instructional design, Motivation, Teachers, Training transfer, Working memory|
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