Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Change Preferences / Time Zone
Sign In
X (Twitter)
Many empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to educators’ perceptions of PD characteristics across international contexts. Investigating educators’ perceptions of agreed-upon characteristics of effective PD would inform better design of PD within increasingly complex education systems around the globe. This article reported on an exploratory study utilizing latent class analysis (LCA) to identify similarities and distinctions in educator perceptions of characteristics of effective PD. Specifically, this study aimed to identify latent classes of educators whose perceptions of effective PD shared similar patterns across the global education systems. Results from these analyses provided insights into the design of PD that supports personalized professional learning experiences.
Ling Zhang, University of North Carolina - Chapel Hill
Richard Allen Carter, University of Wyoming
Jihong Zhang, The University of Iowa
Tiffany Hunt, University of Wyoming
Christopher R Emerling, University of Illinois at Chicago
Sohyun Yang, Fort Hays State University
Fangjie Xu, Beijing Normal University