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Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes Sandra Kay Brown Walden University

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Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes Sandra Kay Brown Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes Sandra Kay Brown Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Adult and Continuing Education Administration Commons, Adult and Continuing Education and Teaching Commons, and the Higher Education Administration Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Sandra Brown has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Kathleen Claggett, Committee Chairperson, Education Faculty Dr. Ramo Lord, Committee Member, Education Faculty Dr. Cathryn White, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners’ Outcomes by Sandra K. Brown EdS, Walden University, 2015 CAS, SUNY College at Brockport, 1999 MS, SUNY College at Brockport, 1992 BS, Andrews University, 1979 Doctoral Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education and Adult Learning Walden University April 2017 Abstract This study addressed the role of limited part-time teacher professional development on adult learners’ success at an adult education center in the northeast United States. At the research site, almost 50% of the teaching staff are adjunct instructors. Professional development opportunities have been limited for these instructors, with only a single opportunity recorded during the 2014-2015 school year. When teachers are provided appropriate and relevant support for the curriculum and student needs, evidence suggests that they realize their own craft growth, with measureable student achievement as a result. Knowles’s adult learning theory served as the conceptual framework and provided structure for exploring and understanding nontraditional students. Using a qualitative exploratory case study design, the research questions focused on part-time teachers’ perception of professional development on their teaching and instructional practice. Purposeful sampling was used to select 8 adjunct instructors to participate in semistructured interviews. Data analysis involved an inductive study of coded data revealing 5 themes: barriers to delivering an excellent teaching plan, teacher knowledge of student needs, administrative concerns, sense of community, and professional development needs. These themes informed the development of a 3-day adult education training program, which may promote appropriate and relevant professional development opportunities for adjuncts. This advancement of ongoing professional development could improve teaching and learning for adjunct instructors that may result in their craft improvement, positively impacting their students. Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners’ Outcomes by Sandra K. Brown EdS, Walden University, 2015 CAS, SUNY College at Brockport, 1999 MS, SUNY College at Brockport, 1992 BS, Andrews University, 1979 Doctoral Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education and Adult Learning Walden University April 2017 Dedication This dissertation is dedicated first and foremost to my Savior and Lord, Jesus Christ; without Him, I would be nothing, and nothing would be possible. It is also dedicated to the many individuals who have encouraged me throughout my life, too numerous to mention. To Lloyd, my husband and best friend, my constant encourager and support. To my son Harrington, who I pray understands that nothing in life is handed to you, and if it is, it is worthless. I hope and pray that with this achievement, he will understand that hard work pays off. Lastly, I also dedicate the study to my parents Lambert Wilson and Barbara Eloria Robertshaw, and my maternal grandmother Hilda “Baugh” Smith who loved beyond measure. I wish they were here to see this, but each inspired me to pursue my dreams, and enjoy life with a heavy dose of humor. In a very large way, this is for you! Acknowledgments With humility and gratitude I acknowledge and recognize all who assisted me to arrive at this juncture. I owe a debt of gratitude never to be repaid to my awesome chair, Dr. Katherine “Kass” Claggett. This woman is absolutely amazing. You epitomize what an educated person is to me: someone whose wealth of knowledge and expertise is used to enhance the intellect and lives of others. “Thank you Dr. Claggett! We did it!” I recognize the other members of my doctoral committee who also provided invaluable help, dedicated professionals who are experts in their practice: Dr. Ramo Lord. Thank you eternally for the first reading and the challenge in my first oral. You are a dedicated scholar and educator devoted to your students! Thanks to Dr. Cathryn Walker White the URR on my team. Each member of my committee inspired me in ways unparalleled. Your guidance, wisdom, and passion have ignited a flame in me to continue the path of scholarship. Last, but in no way the least, I want to extend a heartfelt thanks to the teacher-participants at my research site. They were giving and kind. I learned from them that there are teachers everywhere who are underpaid, underappreciated, yet who love the students they teach every day, and are committed to the teaching profession. I thank God for them. I pray that my small contribution will help to progress the continued work with adult educator professional development, and refine the profession of teachers of adult students. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Section 1: Introduction .........................................................................................................1 Background of the Problem ...........................................................................................1 Statement of the Problem ...............................................................................................3 Rationale ........................................................................................................................6 Evidence of the Problem at the Local Level ........................................................... 6 Evidence of the Problem from the Professional Literature ..................................... 9 Definition of Terms......................................................................................................11 Significance of the Study .............................................................................................15 Research Questions ......................................................................................................17 Review of the Literature ..............................................................................................18 Conceptual Framework ......................................................................................... 20 Adult Learning Theory ......................................................................................... 22 Best Practices ........................................................................................................ 27 Teacher Training ................................................................................................... 30 Professional Development .................................................................................... 34 Implications..................................................................................................................38 Summary ......................................................................................................................40 Section 2: The Methodology ..............................................................................................42 Introduction ..................................................................................................................42 i Research Design and Approach ...................................................................................43 Case Study Design ................................................................................................ 44 Design Justification ............................................................................................... 46 Participants ............................................................................................................ 46 Criteria for Selection of Participants..................................................................... 47 Justification for Number of Participants ............................................................... 47 Procedures for Gaining Access to Participants ....................................................
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