Date of Award

Spring 3-2016

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Ernesto Colin, M.Ed., Ph.D.

Second Advisor

Ani Shabazian, Ed.M, Ph.D.

Third Advisor

Tommy Chang, Ed.D.

Abstract

With the growing prevalence of blended learning in classrooms across the country, the need for teacher training for effective blended learning implementation is critical. This research study focuses on the skills and training required to implement blended learning effectively. Observations of classroom instruction and professional development, surveys, and interviews with teachers and administrators added to an extensive literature review to inform training recommendations for school sites and teacher education programs. The results show that professional development is effective when it includes peer observations and collaboration, modeling of best practices, and the integration of blended learning programs with instructional practice. Individualized differentiation, constructivist learning opportunities, and strategic grouping are also key elements of effective blended learning implementation. With carefully planned professional development, teachers can use blended learning in the classroom to engage students and offer rigorous learning experiences that prepare students to be critical thinkers in school and beyond.

Available for download on Saturday, March 13, 2021

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