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Understanding Contradictions In Teacher-Learner Identity, Digital Video, And Goal-Directed Activity In A Blended Graduate Reading Education Course, Jennifer K. Lubke Dec 2013

Understanding Contradictions In Teacher-Learner Identity, Digital Video, And Goal-Directed Activity In A Blended Graduate Reading Education Course, Jennifer K. Lubke

Doctoral Dissertations

More teachers are experiencing professional development within blended/virtual learning communities, which I consider a fruitful avenue for expansion of new literacies in K-12 classrooms. However, new literacies challenge traditional structures in education even as new rules of corporate-sponsored reform and high-stakes accountability serve to reinforce these structures. Within this context of contradictions, a cohort of teachers from a rural, remote county in the southeast United States participated in a blended learning environment in their final semester of graduate-level coursework in Reading Education. Some of the teacher-learners, whose own attitudes and motivations toward technology were as diverse as the tools ...


After The Final Bell: The Self-Directed Learning Practices Of Elementary Teachers, Susan Renee Wagner Dec 2011

After The Final Bell: The Self-Directed Learning Practices Of Elementary Teachers, Susan Renee Wagner

Doctoral Dissertations

Are elementary teachers self-directed learners? If so, do their learning activities outside their classrooms translate into their classrooms? The purpose of this study was to examine the relationship, if any, between elementary teachers’ self-directed learning and activities in their classrooms. A two phase, mixed methods design first utilized a quantitative study from which the results were used to denote the type of data collected in the second, qualitative phase. The quantitative Phase I of this study involved using a survey instrument in order to identify self-directed learners and identify categories of teacher learners. These quantitative data were gathered through the ...