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Grounded Theory Study of Best Practi...

Peterson, Janet L.

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Grounded Theory Study of Best Practices for K12 Virtual Teacher Professional Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Grounded Theory Study of Best Practices for K12 Virtual Teacher Professional Development./
Author:	Peterson, Janet L.
Description:	159 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637241
ISBN:	9781321198294

Grounded Theory Study of Best Practices for K12 Virtual Teacher Professional Development.
Peterson, Janet L.

Grounded Theory Study of Best Practices for K12 Virtual Teacher Professional Development. - 159 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2014.

This item must not be sold to any third party vendors.

The No Child Left Behind Act (NCLB) of 2001 and the National Education Technology Plan (NETP) of 2010 has resulted in a significant increase in virtual school student enrollment. The purpose of this qualitative grounded theory study was to explore practices of K12 virtual teacher professional development that lead to the creation of a best practices model for K12 virtual schooling. Eighteen participants shared their professional development experiences and provided their perspectives on teacher professional development in virtual schools. Data was collected through online surveys, and analyzed utilizing the Dedoose software application to reveal pattern and themes. This study identified four best practice model areas: (a) instructional interaction and engagement, (b) virtual classroom application, (c) virtual education platform, and (d) professional development focus areas. Implications of the model areas involved knowledge and online teaching strategies of synchronous communication, online discussions, community building, Common Core State Standards (CCSS), Project Based Learning (PBL), common virtual tools and platforms, and ongoing professional development. Three recommendations for practice included utilizing the virtual teacher professional development best practice model for: (a) continuous professional development, (b) specific techniques required prior to teaching online, and (c) development of K12 virtual teacher professional development training material. Four recommendations for future research included: (a) a qualitative grounded theory study expanded to a wider U.S. audience, (b) a qualitative grounded theory study expanded to a global population, (c) a mixed method research study to identify efficient virtual classroom applications and virtual education platforms, and (d) a quantitative experimental design to test the best practice model.

ISBN: 9781321198294Subjects--Topical Terms:

626645
Education, Administration.

Grounded Theory Study of Best Practices for K12 Virtual Teacher Professional Development.
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500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Robin Throne.
502 $a Thesis (Ph.D.)--Northcentral University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The No Child Left Behind Act (NCLB) of 2001 and the National Education Technology Plan (NETP) of 2010 has resulted in a significant increase in virtual school student enrollment. The purpose of this qualitative grounded theory study was to explore practices of K12 virtual teacher professional development that lead to the creation of a best practices model for K12 virtual schooling. Eighteen participants shared their professional development experiences and provided their perspectives on teacher professional development in virtual schools. Data was collected through online surveys, and analyzed utilizing the Dedoose software application to reveal pattern and themes. This study identified four best practice model areas: (a) instructional interaction and engagement, (b) virtual classroom application, (c) virtual education platform, and (d) professional development focus areas. Implications of the model areas involved knowledge and online teaching strategies of synchronous communication, online discussions, community building, Common Core State Standards (CCSS), Project Based Learning (PBL), common virtual tools and platforms, and ongoing professional development. Three recommendations for practice included utilizing the virtual teacher professional development best practice model for: (a) continuous professional development, (b) specific techniques required prior to teaching online, and (c) development of K12 virtual teacher professional development training material. Four recommendations for future research included: (a) a qualitative grounded theory study expanded to a wider U.S. audience, (b) a qualitative grounded theory study expanded to a global population, (c) a mixed method research study to identify efficient virtual classroom applications and virtual education platforms, and (d) a quantitative experimental design to test the best practice model.
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