Studying changes in teachers before and after a fully online graduate programme

References

• Adams, A., and D. D. Ross. 2014. “Clinical Partnership at a Distance: A Design That Transforms Teaching and Leadership.” Peabody Journal of Education 89:533–546. https://doi.org/10.1080/0161956x.2014.939007.
   Google Scholar
• Adams, A., D. Ross, W. Leite, and F. Jimenez. 2014. “Evaluating Impact of an Online, Job-Embedded Graduate Program for Practicing Teachers on Student Achievement.” Paper presentation at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
   Google Scholar
• Adams, A., D. Ross, C. Swain, N. Dana, W. Leite, and R. Sandbach. 2013. “Preparing Teacher Leaders in a Job-Embedded Graduate Program: Changes Within and Beyond the Classroom Walls.” Teacher Education & Practice 26 (3): 581–597. https://doi.org/10.3102/1444789.
   Google Scholar
• Adams, A., J. Schipper, and P. Poekert. 2019. “Job-Embedded Graduate Programs for In-Service Teachers: Redesigning for Measurable Success in the 21st Century.” FATE Journal 4 (1): 46–66.
   Google Scholar
• Adamy, P., A. Correia, and D. Byrd. 2022. “A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL.” International Journal of Teacher Education and Professional Development (IJTEPD) 5 (1): 1–18. https://doi.org/10.4018/ijtepd.2022010102.
   Google Scholar
• Ali, W. 2020. “Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic.” Higher Education Studies 10 (3): 16–25. https://doi.org/10.5539/hes.v10n3p16.
   Google Scholar
• Avery, M., B. Cohen, and J. D. Walker. 2008. “Evaluation of an Online Graduate Nursing Curriculum: Examining Standards of Quality.” International Journal of Nursing Education Scholarship 5:1–17. https://doi.org/10.2202/1548-923x.1538.
   Google Scholar
• Ball, A. 2009. “Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms.” American Educational Research Journal 46 (1): 45–72. https://doi.org/10.3102/0002831208323277.
   Web of Science ®Google Scholar
• Borko, H. 2004. “Professional Development and Teacher Learning: Mapping the Terrain.” Educational Researcher 33 (8): 3–15. https://doi.org/10.3102/0013189x033008003.
   Google Scholar
• Cochran-Smith, M. 2001. “Constructing Outcomes in Teacher Education: Policy, Practice and Pitfalls.” Education Policy Analysis Archives 9:1–56. https://doi.org/10.14507/epaa.v9n11.2001.
   Google Scholar
• Cochran-Smith, M., and S. L. Lytle. 2009. Inquiry As Stance: Practitioner Research for the Next Generation. USA: Teachers College Press.
   Google Scholar
• Croft, A., J. G. Coggshall, M. Dola, E. Powers, and J. Killion. 2010. National Comprehensive Center for Teacher Quality. USA.
   Google Scholar
• Dana, N. F., and D. Yendol-Hoppey. 2009. The Reflective Educator’s Guide to Classroom Research. 2nd ed. USA: Corwin Press.
   Google Scholar
• Darling-Hammond, L. 2006. “Assessing Teacher Education: The Usefulness of Multiple Measures for Assessing Program Outcomes.” Journal of Teacher Education 57 (2): 120–138. https://doi.org/10.1177/0022487105283796.
   Web of Science ®Google Scholar
• Darling-Hammond, L., M. E. Hyler, and M. Gardner. 2017. Effective Teacher Professional Development. USA: Learning Policy Institute.
   Google Scholar
• Desimone, L. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199. https://doi.org/10.3102/0013189x08331140.
   Web of Science ®Google Scholar
• Dogan, S., R. Pringle, and J. Mesa. 2016. “The Impacts of Professional Learning Communities on Science Teachers’ Knowledge, Practice and Student Learning: A Review.” Professional Development in Education 42 (4): 569–588.
   Web of Science ®Google Scholar
• Downs, H. A. 2014. “Evaluation in STEM Online Graduate Degree Programs in Agricultural Sciences and Engineering.” Journal of Case Studies in Education 5. https://www.aabri.com/manuscripts/131689.pdf.
   Google Scholar
• Galluzzo, G., J. Isenberg, C. S. White, and R. Fox. 2012. The Master’s Degree in Education As Teacher Professional Development. Maryland, USA: Rowan & Littlefield.
   Google Scholar
• GAPSC (Georgia Professional Standards Commission’s). 2022. “Georgia Professional Standards.” https://www.gapsc.com/Home.aspx.
   Google Scholar
• Garrison, D. 2017. E-Learning in the 21st Century: A Framework for Research and Practice. 3rd ed. USA: Routledge.
   Google Scholar
• Garrison, D., T. Anderson, and W. Archer. 2001. “Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education.” The American Journal of Distance Education 15 (1): 7–23. https://doi.org/10.1080/08923640109527071.
   Google Scholar
• Greenberg, J., A. McKee, and K. Walsh. 2013. “Teacher Prep Review: A Review of the Nation’s Teacher Preparation Programs.” National Council on Teacher Quality. https://doi.org/10.2139/ssrn.2353894.
   Google Scholar
• Horne, E. M., and L. R. Sandman. 2012. “Current Trends in Systematic Program Evaluation of Online Graduate Nursing Education: An Integrative Literature Review.” The Journal of Nursing Education 51 (10): 570–577. https://doi.org/10.3928/01484834-20120820-06.
   PubMed Web of Science ®Google Scholar
• Jezuit, D., E. Ritt, G. Panozzo, and A. Ridge. 2020. “Graduate Nursing Students’ Perspectives of Faculty Caring in Online Learning: A Survey Study.” International Journal for Human Caring 24 (4): 257–264. https://doi.org/10.1016/j.teln.2021.02.008.
   Google Scholar
• Katz, L. G., and J. D. Raths. 1985. “Dispositions As Goals for Teacher Education.” Teaching & Teacher Education 1 (4): 301–307. https://doi.org/10.1016/0742-051x(85)90018-6.
   Google Scholar
• Kos, R. P., Jr., and A. Goodrich. 2012. “Music Teachers’ Professional Growth: Experiences of Graduates from an Online Graduate Degree Program.” Visions of Research in Music Education 22. http://www.rider.edu/~vrme.
   Google Scholar
• Kumar, S., and K. Dawson. 2018. An Online Doctorate for Researching Professionals: Program Design, Implementation and Evaluation. Canada: Athabasca University Press.
   Google Scholar
• Kumar, S., and K. Dawson. 2022. “Hybrid or Online Doctoral Programs in Educational Technology.” Tech Trends 66:697–698. https://doi.org/10.1007/s11528-022-00754-5.
   Google Scholar
• Kumar, S., and A. D. Ritzhaupt. 2014. “Adapting the Community of Inquiry Survey for an Online Graduate Program: Implications for Online Programs.” E-Learning & Digital Media 11 (1): 59–71. https://doi.org/10.2304/elea.2014.11.1.59.
   Google Scholar
• Lave, J., and E. Wenger. 1990. Situated Learning: Legitimate Peripheral Participation, IRL Report 90-0013. Institute for Research on Learning.
   Google Scholar
• Leary, H., C. Dopp, C. Turley, M. Cheney, Z. Simmons, C. R. Graham, and R. Hatch. 2020. “Professional Development for Online Teaching: A Literature Review.” Online Learning 24 (4): 254–275. https://doi.org/10.24059/olj.v24i4.2198.
   Web of Science ®Google Scholar
• Louis, K., and H. Marks. 1998. “Does Professional Learning Community Affect the Classroom?: Teachers’ Work and Student Experiences in Restructuring Schools.” American Journal of Education 106 (4): 532–575. https://doi.org/10.1086/444197.
   Web of Science ®Google Scholar
• Martin, L. E., and T. M. Mulvihill. 2017. “Voices in Education: Professional Dispositions in Teacher Education.” The Teacher Educator 52 (3): 173–181. https://doi.org/10.1080/08878730.2017.1316603.
   Google Scholar
• Miller, R., M. Roza, and Center for American Progress. 2012. The Sheepskin Effect and Student Achievement: De-Emphasizing the Role of Master’s Degrees in Teacher Compensation. USA: Center for American Progress.
   Google Scholar
• Mohr, S., and K. Shelton. 2017. “Best Practices Framework for Online Faculty Professional Development: A Delphi Study.” Online Learning 21 (4): 123–140. https://doi.org/10.24059/olj.v21i4.1224.
   Web of Science ®Google Scholar
• Molseed, T. R. 2009. “The Power of Continuity in Graduate Teacher Education Master’s Programmes.” Educational Studies 35 (5): 575–578. https://doi.org/10.1080/03055690903148548.
   Web of Science ®Google Scholar
• Moore, C. 2020. “Online Graduate Certificate Program in Physics Education for In-Service Teachers.” Bulletin of the American Physical Society. https://meetings.aps.org/Meeting/PHYSTC20/Session/PS.12.
   Google Scholar
• Nuss, S. V. 2021. “Teachers of English Learners Respond to COVID-19 Realities: Online Graduate Program Insight.” ORTESOL Journal 38:4–18. https://ortesol.wildapricot.org/Journal2021.
   Google Scholar
• Pianta, R., K. LaParo, and B. Hamre. 2006. CLASS: Classroom Assessment Scoring System Manual K-3 Version. Virginia, USA: Center for the Advanced Study of Teaching and Learning.
   Google Scholar
• Rose, D. 2000. “Universal Design for Learning.” Journal of Special Education Technology 15 (3): 45–49. https://doi.org/10.1177/016264340001500407.
   Google Scholar
• Rose, D. H., and A. Meyer. 2002. Teaching Every Student in the Digital Age: Universal Design for Learning. Virginia, USA: Association for Supervision and Curriculum Development.
   Google Scholar
• Ross, D. D., A. Adams, E. Bondy, N. Dana, S. Dodman, and C. Swain. 2011. “Preparing Teacher Leaders: Perceptions of the Impact of a Cohort-Based, Job Embedded, Blended Teacher Leadership Program.” Teaching & Teacher Education 27 (8): 1213–1222. https://doi.org/10.1016/j.tate.2011.06.005.
   Web of Science ®Google Scholar
• Rovai, A. P., and J. R. Downey. 2010. “Why Some Distance Education Programs Fail While Others Succeed in a Global Environment.” The Internet and Higher Education 13:141–147. https://doi.org/10.1016/j.iheduc.2009.07.001.
   Web of Science ®Google Scholar
• Seamen, J. E., I. E. Allen, and J. Seamen. 2018. “Grade Increase: Tracking Distance Education in the United States.” Babson Survey Research Group. https://eric.ed.gov/?id=ED580852.
   Google Scholar
• Stephens, M. L., and J. Coryell. 2021. “Faculty Perspectives on Context, Benefits, and Challenges in Fully Online Graduate Adult Education Programs.” Adult Learning 32 (2): 79–88. https://doi.org/10.1177/1045159520959468.
   Web of Science ®Google Scholar
• St. John, M. 1999. The Nature of Teacher Leadership: Lessons Learned from the California Subject Matter Projects. https://lsc-net.terc.edu/do/paper/8123/show/page-6/use_set-ldrshp.html.
   Google Scholar
• Tomlinson, C. A. 2000. “Reconcilable Differences: Standards-Based Teaching and Differentiation.” Educational Leadership 58 (1): 6–13. http://www.ascd.org/publications/educational_leadership/sept00/vol58/num01/Reconcilable_Differences%C2%A2_Standards-Based_Teaching_and_Differentiation.aspx.
   Web of Science ®Google Scholar
• Tomlinson, C. A. 2014. The Differentiated Classroom: Responding to the Needs of All Learners. Virginia, USA: ASCD.
   Google Scholar
• Watkins, J., M. Portsmore, and R. D. Swanson. 2021. “Shifts in Elementary Teachers’ Pedagogical Reasoning: Studying Teacher Learning in an Online Graduate Program in Engineering Education.” Journal of Engineering Education 110 (1): 252–271. https://doi.org/10.1002/jee.20369.
   Web of Science ®Google Scholar
• Wenger, E. 1998. “Communities of Practice: Learning As a Social System.” The Systems Thinker 9 (5): 1–10. https://thesystemsthinker.com/wp-content/uploads/pdfs/090501pk.pdf.
   Google Scholar
• Wenzlaff, T. L., and K. C. Wieseman. 2004. “Teachers Need Teachers to Grow.” Education Quarterly 31 (2): 113–124. https://www.jstor.org/stable/23478666.
   Google Scholar
• White, C. S., R. K. Fox, and J. P. Isenberg. 2011. “Investigating teachers’ Professional Learning in an Advanced Master’s Degree Programme.” European Journal of Teacher Education 34 (4): 387–405. https://doi.org/10.1080/02619768.2011.587115.
   Web of Science ®Google Scholar
• Wong, S., and J. Donze. 2022. “What Science Teachers Notice: The Impact of an Online Graduate Program on Middle School Science Teachers’ Noticing.” Journal of STEAM Education 5 (2): 136–148. https://doi.org/10.55290/steam.1030868.
   Google Scholar