Development and Evaluation of Asynchronous Online Professional Development on Teacher Confidence and Student Outcomes on Advanced Decoding Utilizing Design-Based Research

• In Event: Navigating Mandates in Literacy Learning

Abstract

This study evaluated an asynchronous online professional development (PD) program for teachers on multisyllabic-word instruction. Using design-based research, it involved two cycles in urban, Title I schools. Cycle 1 results showed increased teacher SE, fidelity, and student gains in reading, spelling, and SE. Teachers praised the PD’s flexibility and suggested improvements like quiz explanations which were incorporated in Cycle 2. The session will discuss the affordances /challenges of online, asynchronous PD.

Authors

• ZOI A. TRAGA PHILIPPAKOS, UNIVERSITY OF TENNESSEE KNOXVILLE

• Margaret Quinn, Texas A&M University

• Katherine Blake, University of Tennessee, Knoxville

• Kate Bentley, University of Tennessee Knoxville

• Adalea Carol Davis, University of Tennessee