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Differences That Make a Difference: Adapting a Professional Development Program for the Post-COVID-New-Normal

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Title: Differences That Make a Difference: Adapting a Professional Development Program for the Post-COVID-New-Normal
Language: English
Authors: Carol Revelle (ORCID 0000-0002-1123-4238), William Roby (ORCID 0009-0002-1437-265X), Laura Slay (ORCID 0009-0003-5130-6018), Kamshia Childs (ORCID 0000-0002-6350-9117), Juan Araujo (ORCID 0000-0003-2845-4488)
Source: International Journal on Social and Education Sciences. 2024 6(4):692-714.
Availability: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Elementary School Teachers, Secondary School Teachers, College Faculty, Inservice Teacher Education, Summer Programs, Writing Instruction, Professional Development, Educational Change, Electronic Learning, Institutes (Training Programs), National Standards, Educational Principles, Program Improvement
Geographic Terms: Texas
ISSN: 2688-7061
Abstract: The unpredictable nature of the COVID-19 pandemic created unprecedented challenges including a need for new curricula, pedagogy, and more accessible forms of professional development (PD). A gap in research exists regarding professional development of educators. This qualitative study used data collected from two surveys, a focus group, and a geographical distribution map. The analysis focuses on identifying factors that influence in-service educators when choosing and participating in an extended, elective PD that focuses on writing and its instruction over two years. Analysis of two online summer National Writing Project institutes revealed several motivators for participation including desires to improve pedagogical skills, online accessibility, and desire to participate in personal writing. Participants indicated a strong desire for the trainings be moved to a later date in the summer and to be offered online. These actionable requests were implemented in the second summer PD offering. Findings will be used to reframe professional development formats.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451123
Database: ERIC
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  Data: Differences That Make a Difference: Adapting a Professional Development Program for the Post-COVID-New-Normal
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  Data: <searchLink fieldCode="AR" term="%22Carol+Revelle%22">Carol Revelle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1123-4238">0000-0002-1123-4238</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+Roby%22">William Roby</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-1437-265X">0009-0002-1437-265X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Slay%22">Laura Slay</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-5130-6018">0009-0003-5130-6018</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kamshia+Childs%22">Kamshia Childs</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6350-9117">0000-0002-6350-9117</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juan+Araujo%22">Juan Araujo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2845-4488">0000-0003-2845-4488</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+on+Social+and+Education+Sciences%22"><i>International Journal on Social and Education Sciences</i></searchLink>. 2024 6(4):692-714.
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  Data: International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Institutes+%28Training+Programs%29%22">Institutes (Training Programs)</searchLink><br /><searchLink fieldCode="DE" term="%22National+Standards%22">National Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Improvement%22">Program Improvement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: The unpredictable nature of the COVID-19 pandemic created unprecedented challenges including a need for new curricula, pedagogy, and more accessible forms of professional development (PD). A gap in research exists regarding professional development of educators. This qualitative study used data collected from two surveys, a focus group, and a geographical distribution map. The analysis focuses on identifying factors that influence in-service educators when choosing and participating in an extended, elective PD that focuses on writing and its instruction over two years. Analysis of two online summer National Writing Project institutes revealed several motivators for participation including desires to improve pedagogical skills, online accessibility, and desire to participate in personal writing. Participants indicated a strong desire for the trainings be moved to a later date in the summer and to be offered online. These actionable requests were implemented in the second summer PD offering. Findings will be used to reframe professional development formats.
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  Data: 2024
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  Data: EJ1451123
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 692
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Summer Programs
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Professional Development
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      – SubjectFull: Educational Change
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Institutes (Training Programs)
        Type: general
      – SubjectFull: National Standards
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      – SubjectFull: Educational Principles
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      – SubjectFull: Program Improvement
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      – SubjectFull: Texas
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    Titles:
      – TitleFull: Differences That Make a Difference: Adapting a Professional Development Program for the Post-COVID-New-Normal
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