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An Investigation of the Perceptions ...

Kim, Hyung Seok.

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An Investigation of the Perceptions of Music Teachers Related to Interactions with Peers in Online Professional Development Courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Investigation of the Perceptions of Music Teachers Related to Interactions with Peers in Online Professional Development Courses./
Author:	Kim, Hyung Seok.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	226 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688417
ISBN:	9781321670264

An Investigation of the Perceptions of Music Teachers Related to Interactions with Peers in Online Professional Development Courses.
Kim, Hyung Seok.

An Investigation of the Perceptions of Music Teachers Related to Interactions with Peers in Online Professional Development Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 226 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2015.

The purpose of this study was to investigate the experiences and opinions of Arizona music teachers related to interactions with peers in formal online professional development (OPD) courses approved for recertification of their teacher credential. The target population (N = 584) was current music teachers in K-12 schools who are members of the 2014 Arizona Music Educators Association. Ultimately 279 respondents completed a researcher-constructed online survey (response rate = 48%).

ISBN: 9781321670264Subjects--Topical Terms:

3168367
Music education.

An Investigation of the Perceptions of Music Teachers Related to Interactions with Peers in Online Professional Development Courses.
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100 1 $a Kim, Hyung Seok. $3 1678834
245 1 3 $a An Investigation of the Perceptions of Music Teachers Related to Interactions with Peers in Online Professional Development Courses.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 226 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Advisers: Margaret E. Schmidt; Sandra L. Stauffer.
502 $a Thesis (Ph.D.)--Arizona State University, 2015.
520 $a The purpose of this study was to investigate the experiences and opinions of Arizona music teachers related to interactions with peers in formal online professional development (OPD) courses approved for recertification of their teacher credential. The target population (N = 584) was current music teachers in K-12 schools who are members of the 2014 Arizona Music Educators Association. Ultimately 279 respondents completed a researcher-constructed online survey (response rate = 48%).
520 $a The survey instrument explored four primary research questions; (1) Do music teachers in Arizona participate in formal OPD related to recertification of their teacher credential? (2) Do music teachers in Arizona who participate in OPD courses interact with their peers during OPD? (3) What is the nature of self-reported peer interactions among Arizona music teachers who participate in OPD courses? (4) What are Arizona music teachers' opinions regarding peer interaction in OPD courses?
520 $a Almost half of the 279 respondents participated in OPD courses for their recertification. Some participated in music-specific OPD courses such as online music classes, webinars, or online degree programs. Many respondents considered OPD courses to be effective because of convenience, location, time savings, and flexibility. Most who took online classes participated in multiple OPD courses.
520 $a Of the respondents who took OPD courses, nearly two-thirds indicated that they interacted with peers during those courses. Most of these respondents reported that required interactions were effective. Some benefits were sharing ideas and acquiring information from others. Participants preferred asynchronous interaction with peers to synchronous interaction. Factors that may have prevented these music teachers from interacting in OPD courses were superficial level message content in discussion boards or low participation from peers. Teachers also reported using informal online interactions in social networks not related to recertification hours.
520 $a Findings from this study may help improve teacher interactions with peers in OPD courses. This study may serve to influence instructors in OPD courses, administrators, policy-makers, and online course developers to improve OPD by integrating peer interactions into online courses for music teachers. Additional research on many aspects of OPD for music teachers is needed to improve educational practice.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688417