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dc.contributor.advisorRobin, Bernard R.
dc.creatorMcClurd, Amy
dc.date.accessioned2017-04-17T01:11:13Z
dc.date.available2017-04-17T01:11:13Z
dc.date.createdDecember 2016
dc.date.issued2016-12
dc.date.submittedDecember 2016
dc.identifier.urihttp://hdl.handle.net/10657/1713
dc.description.abstractThe purpose of this study was to assess to what extent there is a relationship between the characteristics of International Baccalaureate (IB) educators and their perceptions of online and face-to-face professional development. The researcher surveyed IB educators who were attending IB workshops held at a large private university in a metropolitan city in the Southwest. The researcher used correlation analysis to determine if gender, number of years working in IB schools, the IB Programmme(s) taught, and the number of face-to-face vs. online workshops taken had significant positive or negative correlations on the perceptions of face-to-face and online professional development. The overall results of this study indicated that IB educators have a more positive perception of face-to-face professional development when compared to online professional development. IB educators’ perceptions of face-to-face workshops became increasingly more positive with the more years of experience they have. Additionally, IB educators’ perceptions of face-to-face workshops became increasingly more positive when the number of online or face-to-face workshops they have taken increases. Finally, IB educators’ perceptions toward online workshops became increasingly more negative with the more years of experience they have and the more face-to-face workshops they have taken.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectInternational Baccalaureate
dc.subjectIB
dc.subjectOnline
dc.subjectFace-to-Face
dc.subjectProfessional Development
dc.titleThe Relationship Between the Characteristics of International Baccalaureate Educators and Their Perceptions of Online and Face-to-Face IB Professional Development
dc.date.updated2017-04-17T01:11:13Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentCurriculum and Instruction
dc.contributor.committeeMemberMcNeil, Sara G.
dc.contributor.committeeMemberWatson, Margaret
dc.contributor.committeeMemberVansickle, Sharon
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentCurriculum and Instruction
thesis.degree.collegeCollege of Education


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