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How does an online professional development program support teacher change?

, The University of Southern Mississippi, United States

The University of Southern Mississippi . Awarded


This multiple case study explored elementary teachers' experiences as they participated in an online professional development program, Cognitive Literacy Strategies for the Elementary Classroom, created for this study. Specifically, the researcher sought to explore enhancements made to teachers' personal knowledge base concerning cognitive literacy strategies and their pedagogical techniques. Technology issues were also explored revealing issues concerning online learning. This research found that teachers enhanced their content knowledge base through information relating to concept mapping, word mapping, and story grammar mapping strategies. Furthermore, teachers enhanced their pedagogical techniques through information relating to the cognitive learning theory, information on the OPD, and communicating with colleagues. This study also found that technology both encouraged and discouraged online learning. Finally, this study concludes that online learning is a viable means of providing professional development for teachers.


Boling, C.J. How does an online professional development program support teacher change?. Ph.D. thesis, The University of Southern Mississippi. Retrieved October 14, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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