{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/1713"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/1713","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"The Relationship Between the Characteristics of International Baccalaureate Educators and Their Perceptions of Online and Face-to-Face IB Professional Development","abstract":"The 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.","abstract_html":"The 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.","abstract_has_math":false,"creators":["McClurd, Amy"],"institution":"University of Houston","degree_name":"Doctor of Education","degree_level":"Doctoral","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Robin, Bernard R."],"committee_chairs":[],"committee_members":["McNeil, Sara G.","Watson, Margaret","Vansickle, Sharon"],"year":2016,"date_issued":"2016-12","date_published":"2016-12","updated_at":"2026-07-24T02:32:12Z","subjects":["International baccalaureate","International educators","IB","Online","Face-to-Face","Professional development"],"languages":["eng"],"rights":["The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s)."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10657/1713","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Robin, Bernard R."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["McNeil, Sara G.","Watson, Margaret","Vansickle, Sharon"]},{"key":"dc:creator","label":"Author","values":["McClurd, Amy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-04-17T01:11:13Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-04-17T01:11:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-12"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Houston"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["International baccalaureate","International educators","IB","Online","Face-to-Face","Professional development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s)."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10657/1713"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The 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."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Relationship Between the Characteristics of International Baccalaureate Educators and Their Perceptions of Online and Face-to-Face IB Professional Development"]}]}],"canonical_facts":{"dc:contributor.advisor":["Robin, Bernard R."],"dc:contributor.committeemember":["McNeil, Sara G.","Watson, Margaret","Vansickle, Sharon"],"dc:creator":["McClurd, Amy"],"dc:date.accessioned":["2017-04-17T01:11:13Z"],"dc:date.available":["2017-04-17T01:11:13Z"],"dc:date.issued":["2016-12"],"dc:description.abstract":["The 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.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10657/1713"],"dc:language.iso":["eng"],"dc:rights":["The author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s)."],"dc:subject":["International baccalaureate","International educators","IB","Online","Face-to-Face","Professional development"],"dc:title":["The Relationship Between the Characteristics of International Baccalaureate Educators and Their Perceptions of Online and Face-to-Face IB Professional Development"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["University of Houston"]},"updated_at":"2026-07-24T02:32:12Z"}