This multi-case study utilizes qualitative research methods to investigate the perceptions and experiences of K-12 teachers who have attended long-term professional development (LTPD)(sequential or consecutive and more than one day in length) as told through narrative responses to semi-structured interview questions and explanation of artifacts made during, or because of, attending the LTPD. The study purpose was to learn more about the shifts and transformations in practice and teaching identity that may occur when teachers commit to LTPD represented by the voices of the teachers in interview responses and described as individual cases. Participants indicated experiences varied and the more interactive and connected the LTPD was to their personal goals and practice, the more likely they were to make greater shifts and transformations as a result of attendance. Extended support after the conclusion of the LTPD and personal buy-in lead to greater shifts in practice and personal transformations.
","abstract_html":"<p>This multi-case study utilizes qualitative research methods to investigate the perceptions and experiences of K-12 teachers who have attended long-term professional development (LTPD)(sequential or consecutive and more than one day in length) as told through narrative responses to semi-structured interview questions and explanation of artifacts made during, or because of, attending the LTPD. The study purpose was to learn more about the shifts and transformations in practice and teaching identity that may occur when teachers commit to LTPD represented by the voices of the teachers in interview responses and described as individual cases. Participants indicated experiences varied and the more interactive and connected the LTPD was to their personal goals and practice, the more likely they were to make greater shifts and transformations as a result of attendance. Extended support after the conclusion of the LTPD and personal buy-in lead to greater shifts in practice and personal transformations.</p>","abstract_has_math":false,"creators":["DeCicco, Theresa"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Reading, Language and Literacy","degree_department":null,"school":null,"contributors":["Dr. Sophie Degener","Dr. Mary Hoch"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-09-01T07:00:00Z","date_published":"2023-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["professional development","long-term professional development","teachers","identity","instructional shifts","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/777","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sophie Degener","Dr. Mary Hoch"]},{"key":"dc:creator","label":"Author","values":["DeCicco, Theresa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-11-20T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Language and Literacy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional development","long-term professional development","teachers","identity","instructional shifts","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/777"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This multi-case study utilizes qualitative research methods to investigate the perceptions and experiences of K-12 teachers who have attended long-term professional development (LTPD)(sequential or consecutive and more than one day in length) as told through narrative responses to semi-structured interview questions and explanation of artifacts made during, or because of, attending the LTPD. The study purpose was to learn more about the shifts and transformations in practice and teaching identity that may occur when teachers commit to LTPD represented by the voices of the teachers in interview responses and described as individual cases. Participants indicated experiences varied and the more interactive and connected the LTPD was to their personal goals and practice, the more likely they were to make greater shifts and transformations as a result of attendance. Extended support after the conclusion of the LTPD and personal buy-in lead to greater shifts in practice and personal transformations.
"]},{"key":"dc:title","label":"Title","values":["Teacher Voices, Teacher Choices: A Multi-case Study on Teacher Experiences with Long-term Professional Development"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sophie Degener","Dr. Mary Hoch"],"dc:creator":["DeCicco, Theresa"],"dc:date.available":["2023-11-20T08:00:00Z"],"dc:description.abstract":["This multi-case study utilizes qualitative research methods to investigate the perceptions and experiences of K-12 teachers who have attended long-term professional development (LTPD)(sequential or consecutive and more than one day in length) as told through narrative responses to semi-structured interview questions and explanation of artifacts made during, or because of, attending the LTPD. The study purpose was to learn more about the shifts and transformations in practice and teaching identity that may occur when teachers commit to LTPD represented by the voices of the teachers in interview responses and described as individual cases. Participants indicated experiences varied and the more interactive and connected the LTPD was to their personal goals and practice, the more likely they were to make greater shifts and transformations as a result of attendance. Extended support after the conclusion of the LTPD and personal buy-in lead to greater shifts in practice and personal transformations.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/777"],"dc:subject":["professional development","long-term professional development","teachers","identity","instructional shifts","Teacher Education and Professional Development"],"dc:title":["Teacher Voices, Teacher Choices: A Multi-case Study on Teacher Experiences with Long-term Professional Development"],"thesis:degree_discipline":["Reading, Language and Literacy"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}