Degree Date

9-2023

Document Type

Dissertation - NLU Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Reading, Language and Literacy

First Advisor

Dr. Sophie Degener

Second Advisor

Dr. Mary Hoch

Abstract

This multi-case study utilizes qualitative research methods to investigate the perceptions and experiences of K-12 teachers who have attended long-term professional development (LTPD)(sequential or consecutive and more than one day in length) as told through narrative responses to semi-structured interview questions and explanation of artifacts made during, or because of, attending the LTPD. The study purpose was to learn more about the shifts and transformations in practice and teaching identity that may occur when teachers commit to LTPD represented by the voices of the teachers in interview responses and described as individual cases. Participants indicated experiences varied and the more interactive and connected the LTPD was to their personal goals and practice, the more likely they were to make greater shifts and transformations as a result of attendance. Extended support after the conclusion of the LTPD and personal buy-in lead to greater shifts in practice and personal transformations.

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