Date of Award:
5-2008
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Elementary Education
Committee Chair(s)
Rebecca M. Monhardt
Committee
Rebecca M. Monhardt
Committee
Brian K. Warnick
Committee
Rudy S. Tarpley
Committee
Gary S. Straquadine
Committee
Bruce E. Miller
Abstract
The purpose of this study was to determine the effectiveness of a teacher professional development program as measured by the extent that participants have continued to use lessons and materials up to three years after the professional development experience. The professional development program was delivered online and structured by five key characteristics of effective professional development.
Sixty-five participants of Food, Land, and People (FLP) professional development completed an online survey answering certain demographic variables and indicating the number of lessons and activities they had used from the FLP professional development. An implementation and continued use measurement model was used to create weighted FLP use scores and compare participants within each group. Results suggest that the FLP professional development program was effective in obtaining long-term continued use of materials.
Checksum
b1c88bbd5aa86f67696cd952f50114d1
Recommended Citation
Rasmussen, Clay L., "A Causal-Comparative Model for the Examination of an Online Teacher Professional Development Program for an Elementary Agricultural Literacy Curriculum" (2008). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 94.
https://digitalcommons.usu.edu/etd/94
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