{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127173"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127173","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Designing asynchronous online professional learning for culturally responsive pedagogy development","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. 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The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Lori Hensold, accepted the attached license on 2024-10-30 at 20:39.","The student, Lori Hensold, submitted this Dissertation for approval on 2024-10-30 at 20:51.","This Dissertation was approved for publication on 2024-12-03 at 09:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21282 on 2025-03-28 at 14:25:21","U.S. Department of Education data reveal PK-12 student demographic changes in race and ethnicity of students with the result that non-dominant culture students are often taught by dominant culture teachers. National student outcome data show a persistent achievement gap for these students over time. Some researchers advocate for the use of culturally responsive practices to improve these outcomes and suggest professional development to enable teachers to master these practices. Examining one’s cultural beliefs and biases is foundational to developing multicultural competency and online professional learning is increasingly popular and effective and may provide unique benefits that facilitate this examination. A literature review revealed a gap in research exploring asynchronous online professional development and its effectiveness in developing culturally responsive pedagogy. This qualitative research study focused on the design and effectiveness of an asynchronous online course that supported culturally responsive pedagogy development and educational equity. Data collection included a program review of course materials, interviews with course developers, and thematic analysis of existing participant data. Findings showed that asynchronous online professional development can support development of culturally responsive pedagogy and involve learners in addressing their cultural lens, bias, and beliefs when its design includes: adult learning theory, online learning specific pedagogy, maximizing the online learning environment, explicit supports for addressing ones’ cultural lens, culturally responsive pedagogy theory, ongoing support for use of culturally responsive pedagogy, and considers influences on development of learners’ cultural lens."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Designing asynchronous online professional learning for culturally responsive pedagogy development"]}]}],"canonical_facts":{"dc:contributor":["Kalantzis, Mary","Cope, William","Bruno, Paul","Montebello, Matthew"],"dc:creator":["Hensold, Lori Lynn Ross"],"dc:date":["2024-12-03","2024-12"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-03-28 without embargo terms","The student, Lori Hensold, accepted the attached license on 2024-10-30 at 20:39.","The student, Lori Hensold, submitted this Dissertation for approval on 2024-10-30 at 20:51.","This Dissertation was approved for publication on 2024-12-03 at 09:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21282 on 2025-03-28 at 14:25:21","U.S. Department of Education data reveal PK-12 student demographic changes in race and ethnicity of students with the result that non-dominant culture students are often taught by dominant culture teachers. National student outcome data show a persistent achievement gap for these students over time. Some researchers advocate for the use of culturally responsive practices to improve these outcomes and suggest professional development to enable teachers to master these practices. Examining one’s cultural beliefs and biases is foundational to developing multicultural competency and online professional learning is increasingly popular and effective and may provide unique benefits that facilitate this examination. A literature review revealed a gap in research exploring asynchronous online professional development and its effectiveness in developing culturally responsive pedagogy. This qualitative research study focused on the design and effectiveness of an asynchronous online course that supported culturally responsive pedagogy development and educational equity. Data collection included a program review of course materials, interviews with course developers, and thematic analysis of existing participant data. Findings showed that asynchronous online professional development can support development of culturally responsive pedagogy and involve learners in addressing their cultural lens, bias, and beliefs when its design includes: adult learning theory, online learning specific pedagogy, maximizing the online learning environment, explicit supports for addressing ones’ cultural lens, culturally responsive pedagogy theory, ongoing support for use of culturally responsive pedagogy, and considers influences on development of learners’ cultural lens."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127173"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Lori Hensold"],"dc:subject":["Online Teacher Professional Learning/development","Online Professional Learning/development Models","Effective Online Professional Learning/development","Culturally Responsive Pedagogy","Asynchronous Online Professional Learning/development"],"dc:title":["Designing asynchronous online professional learning for culturally responsive pedagogy development"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:03Z"}