This dissertation is presented in a journal-ready format and aims to inform professional development designed to support blended teaching. The first is a qualitative study of the practices of secondary educators currently using blended teaching strategies. Thematic analysis of the interviews identified activities teachers use in the online space and how they are connected to in-person activities. Activities aligned with two prior frameworks. Moore's (1989) interaction framework supported classifications of student interactions with content, other learners, and instructors. Kimmons et al.'s (2020) technology use framework supported classifications of student use of online technology in passive, interactive, and creative ways. Participants connected online activities to in-person learning through (a) using data generated while students worked online to inform in-person activities, (b) building relationships in the online and in- person space, and (c) preparing for and reinforcing in-person learning in the online space. These findings lead to recommendations for preservice and inservice teacher professional development as well as future research. The second article is a phenomenological study of the lived experiences of two elementary and two secondary educators new to blended teaching that received coaching support while participating in a professional development program aimed at supporting their implementation of blended teaching practices. Studying these experiences can inform practicing coaches, administrators of coaching programs, and current research regarding what contributes to a successful coaching program to support blended teaching. Coaches supported participants' teaching practice during planning, implementation, and reflection phases. Coaches also built partnership relationships with teachers by conveying credibility, treating teachers as equals, communicating in a positive, non-judgmental way, being readily available, and cooperating with other teaching supports. Future research could address the changing support needs of teachers as they gain experience.



College and Department

David O. McKay School of Education; Instructional Psychology and Technology



Date Submitted


Document Type





blended teaching, blended learning, professional development, teacher education, K- 12



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Education Commons