Educator Experiences Transitioning to Blended Learning Environment in K-6 Public Schools

Autor/in	Somera, Sandra Lopez
Titel	Educator Experiences Transitioning to Blended Learning Environment in K-6 Public Schools
Quelle	(2018), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-7186-5
Schlagwörter	Hochschulschrift; Dissertation; Blended Learning; Public Schools; Grade 6; Elementary School Teachers; Pedagogical Content Knowledge; Teacher Attitudes; Teaching Experience; Interviews; Content Analysis; Grade 4; Teacher Student Relationship; Faculty Development; Teacher Improvement; Teacher Competencies; Teaching Methods; Teacher Effectiveness; Instructional Innovation; Observation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Lehrerverhalten; Interviewing; Interviewtechnik; Inhaltsanalyse; School year 04; 4. Schuljahr; Schuljahr 04; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Beobachtung; Kalifornien
Abstract	Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a conceptual framework to examine teacher concerns and level of implementation of innovative change. A multiple case study design was used to capture the experiences and perceptions of the participants' transition to a blended learning environment. Two teachers in one school in a California school district that transitioned to a blended learning approach were cases studied. The participants were a 4th and a 6th grade teacher who had taught the same grade level at their current school at least 1 year prior to its transition to a blended learning approach. The data collection process included interviews, classroom observations, and document reviews. The participants were interviewed on their understanding of blended learning and their changes in pedagogy. Classroom observations and documents were analyzed using pattern-matching to provide corroborating evidence. The teachers perceived an increase in student-teacher interactions and indicated a need for more guidance developing their blended learning program and support curating resources during the transition to blended learning. A self-paced online professional development program was designed to provide the training needed to support the teachers in their transition. The project study could lead to positive social change by identifying teacher support needed to transition from a traditional teaching environment to a blended learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01