Award Date

8-1-2021

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Christine Clark

Second Committee Member

Iesha Jackson

Third Committee Member

Norma Marrun

Fourth Committee Member

LeAnn Putney

Number of Pages

310

Abstract

Teacher professional development in the United States has significant gaps in practical training. In the state of Nevada, research has shown discrepancies between the retention of skills from training sessions and the ability to transfer learned methods into daily classroom practices. Previous studies have investigated teacher professional development and understanding its influence on student learning. Furthermore, the limits in framework design for contemporary approaches to professional development in online mediums has created inconsistencies in measuring outcomes. Finally, current research has resulted in mixed reviews concerning training in nontraditional online courses offered through graduate courses in various organizations. This research explored teacher learning conditions in online graduate-level courses through a qualitative multiple case study and deconstructs current learning experiences of teachers currently or previously enrolled within online graduate-level courses. The experiences of teachers in online graduate courses were captured through a six-step culture domain analysis process using an ethnographic perspective.

Keywords

Graduate online courses; Multicultural education teacher professional development; Online teacher professional development; Sociocultural teacher professional development; Teacher professional development

Disciplines

Teacher Education and Professional Development

File Format

pdf

File Size

2800 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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