Description
This mixed methods study examined whether participation in a virtual community of practice (vCoP) could impact the implementation of new skills learned in a professional development session and help to close the research to implementation gap.

Six participants attended

This mixed methods study examined whether participation in a virtual community of practice (vCoP) could impact the implementation of new skills learned in a professional development session and help to close the research to implementation gap.

Six participants attended a common professional development session and completed pre- , mid- , and post-intervention surveys regarding their implementation of social emotional teaching strategies as well as face-to-face interviews.

Both quantitative and qualitative data was examined to determine if participation in the vCoP impacted implementation of skills learned in the PD session. Quantitative data was inconclusive but qualitative data showed an appreciation for participation in the vCoP and access to the resources shared by the participants. Limitations and implications for future cycles of research are discussed.
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Details

Title
  • Professional development in early childhood education: effects of a virtual community of practice on implementing best practices
Contributors
Date Created
2018
Resource Type
  • Text
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    Note
    • thesis
      Partial requirement for: Ed.D., Arizona State University, 2018
    • bibliography
      Includes bibliographical references (pages 75-80)
    • Field of study: Leadership and innovation

    Citation and reuse

    Statement of Responsibility

    by Ariana Colleen Lopez

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