(University of Oregon, 2020-12-08) Bailey, Heather; Strand Cary, Mari
In response to COVID-19, instructional and professional development delivery methods have rapidly and drastically become altered. Online professional development (OPD) has excellent potential to bring about significant change of instructional practice in adult learners. Although current research of OPD shows promise, there is limited academic study on the effect of adult responsiveness. The focus of my study is on the effects of OPD (embedded video modules as part of the KinderTEK® digitally delivered math intervention program) on teacher actions. My study presents results of 47 classroom teachers who participated in OPD modules and analyzes their actions pre and post OPD. Findings as determined by this study, include significant effects for participants pre and post OPD, in addition to multiple participant variables which were analyzed to ascertain moderating effects. This study provides promise in the growing body of work on OPD in relation to adult responsiveness.
