Abstract/Details

Teachers' perceptions of a hybrid inservice delivery model: A qualitative study


2004 2004

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Abstract (summary)

This qualitative study evaluates design and delivery of technology-integration professional-development programming delivered through a hybrid distance-delivery model involving telecasts, online, and on-site instruction. The study analyzes perceptions of learning shared by ten veteran urban high school teachers who completed a graduate course delivered through the model. Research questions ask if teachers found gains achieved were commensurate with learning challenges, what factors of school and district affected the value of staff-development, whether perceptions changed over time, and what learning profiles were a best fit for the model. The study also examines the larger contexts of a Professional Development School technology-infusion initiative and a district-level technology-training program.

Research methods include content analysis applied to data collected longitudinally through written program evaluations and interviews conducted over a four-year period. Analyses of email messaging and other electronic communications provide further triangulation of data. The study provides cross-case and case study treatments, the latter providing small-scale maximum variation sampling of learning profiles.

The study reports teachers entered the program preferring informal, on-site workshop instruction to all other technology-training options, and that this preference proved durable. Teachers dismissed graduate coursework and district-level training, citing issues of trust and expressing themes regarding respect and lack of respect, and the value of local knowledge. Teachers differentially perceived the pace of the course and relationships with instructional staff, according to their self-assessed computing skill levels. Teachers' perceived video-based instruction as valuable but felt synchronous video was not valuable, and found web-based learning challenging and frustrating but believed educational resources on the web are bountiful. Overall, cohort members expressed satisfaction with the course, attributing their satisfaction primarily to participation in project work. Findings suggest characteristics of a design process for customizing instruction to needs of individuals and cohorts.

The literature review addresses constructivist and adult learning theory and principles of instructional design. The researcher examines the role of the Professional Development School and the school district in technology training and addresses Cynthia Selfe's concerns regarding the digital divide and the “technology-literacy link,” advocating continued research on teachers' perceptions of technology-integration staff-development and positing new roles for teachers in program design.

Indexing (details)


Subject
Rhetoric;
Composition;
Teacher education;
Educational software
Classification
0681: Rhetoric
0681: Composition
0530: Teacher education
0710: Educational software
Identifier / keyword
Education; Language, literature and linguistics; Inservice; Instructional design; Online; Professional development; Technology integration
Title
Teachers' perceptions of a hybrid inservice delivery model: A qualitative study
Author
Girelli, Alan Gil
Number of pages
566
Publication year
2004
Degree date
2004
School code
0118
Source
DAI-A 65/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780496132331, 0496132334
Advisor
Moran, Charles
University/institution
University of Massachusetts Amherst
University location
United States -- Massachusetts
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3152700
ProQuest document ID
305177353
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305177353
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