[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-583502-en":59,"doc-seo-583502-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80,"preview_page_count":4},583502,962084931830,"Jacob","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM","Online and blended modes for K-12 STEM teacher professional development are examined for how they expand access to quality learning experiences while shaping teachers’ knowledge, beliefs, and instructional practice. The report synthesizes findings from 15 DRK–12 projects and a survey of active online/blended PD efforts, outlining content and grade-level focus, target audiences, and PD formats. It presents three emerging design principle themes and summarizes research areas and supporting methods.","Emerging Design Principles for Online and Blended Teacher Professional Development  \nin K-12 STEM  \nEDC  \nLearning transforms lives.  \n© 2017 CADRE  \nPrepared for CADRE by:  \nBSCS  \nSusan Kowalski  \nEducation Development Center, Inc.  \nAmy Busey  \nLynn Goldsmith  \nUniversity of Chicago Meg Bates  \nUniversity of Illinois at Urbana-Champaign Shereen Beilstein  \nMichelle Perry  \nSuggested citation:  \nCommunity for Advancing Discovery Research in Education. (2017) . Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM Education. Waltham, MA: Education Development Center, Inc. Retrieved from [http://cadrek12.org/resources/emerging-design-principles-online-and-blended](http://cadrek12.org/resources/emerging-design-principles-online-and-blended)teacher-professional-development-k-12-stem.  \nAcknowledgements:  \nCADRE would like to thank the members of the DRK–12 community and others who contributed to the development of this report:  \nCatrina Adams, Meg Bates, Shereen Beilstein, Pam Buffington, Amy Brodesky, Joseph Robinson Cimpian, Chad Dorsey, Jodi Creasap Gee, Amelia Gotwals, Genevieve Henricks, Victoria Jay, Susan Kowalski, Irene Lee, Cheryl Moran, Johannah Nikula, Michelle Perry, Jennifer Richards, Amber Rowland, Kara Suzuka, Jessica Thompson, Robert Tinker, Kersti Tyson, and Tanya Wright.  \nThis project is funded by the National Science Foundation, grants \\# 1650648 and 1743807. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.  \nTable of Contents  \nIntroduction  1  \nEmerging Design Principles  4  \nMotivating and Sustaining Engagement that Builds Knowledge and Advances Professional Goals  4  \nCreating Opportunities for Teachers to Collaborate as Learners  7  \nSupporting Reflection on Content and Practice  10  \nAreas of Needed Research  15  \nReferences  16  \nAppendix A: Online & Blended Professional Development Projects in DRK–12  20  \nAppendix B: Methods  23  \nIntroduction  \nOnline modes of teacher professional development (PD) have gained prominence in recent years for their potential to transform and expand access to high-quality resources and experiences that positively impact teachers’knowledge, beliefs, instructional practices, and ultimately, student learning. Program developers, administrators, and teachers may turn to online venues for professional learning for a number of reasons, including to scale up face-to-face models; increase access to high-quality programs that aren’t available locally; and/or take advantage of innovative technologies such as simulations that provide new modalities for teacher learning. Online learning experiences vary in their program format, goals for teacher learning, duration, and leveraged technologies. They may take place entirely online or, in the case of blended PD programs, in conjunction with face-to-face activities. However, with the increasing demand for and availability of online offerings, there is still much to be learned about the effectiveness of these programs and the factors that contribute to their success.  \nOnline and Blended PD in DRK-12  \nThe National Science Foundation’s (NSF) Discovery Research PreK–12 (DRK–12) program, which “seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK–12 students and teachers, through research and development of STEM education innovations and approaches,” is poised to contribute in this area (NSF, 2017, p. 1) . In fall 2016, CADRE (the resource network for NSF’s DRK–12 program) identified 26 active projects in the DRK–12 portfolio that were researching and/or developing online or blended teacher  \nPD programs.1 Representatives from 15 projects responded to a survey on their work in this area. The results from these 15 projects are summarized below.  \nContent and Grade Level F","cbCaip4ca8UiT5X7","https://ap.wps.com/l/cbCaip4ca8UiT5X7","pdf",1040185,27,"English","en",105,"# Introduction\n## Online and Blended PD in DRK-12\n# Emerging Design Principles\n## Motivating and Sustaining Engagement that Builds Knowledge and Advances Professional Goals\n## Creating Opportunities for Teachers to Collaborate as Learners\n## Supporting Reflection on Content and Practice\n# Areas of Needed Research\n# References\n# Appendix A: Online & Blended Professional Development Projects in DRK–12\n# Appendix B: Methods","[{\"question\":\"What problem does the report address about online and blended teacher professional development?\",\"answer\":\"The report addresses the need to understand how online and blended PD programs can effectively transform access to high-quality resources and experiences for K-12 STEM teachers and support their learning and practice.\"},{\"question\":\"How did the report gather information about online and blended PD programs?\",\"answer\":\"It summarizes results from a survey completed by representatives from 15 DRK–12 projects that were researching and/or developing online or blended teacher PD programs.\"},{\"question\":\"What three themes organize the emerging design principles?\",\"answer\":\"The principles are organized around three themes: motivating and sustaining engagement, creating opportunities for teachers to collaborate as learners, and supporting reflection on content and practice.\"}]","Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM | PDF",1792047456,68,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"emerging-design-principles-for-online-and-blended-teacher-professional-development-in-k-12-stem","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/emerging-design-principles-for-online-and-blended-teacher-professional-development-in-k-12-stem/583502/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/emerging-design-principles-for-online-and-blended-teacher-professional-development-in-k-12-stem/583502.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":34},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What problem does the report address about online and blended teacher professional development?","Question",{"text":129,"@type":130},"The report addresses the need to understand how online and blended PD programs can effectively transform access to high-quality resources and experiences for K-12 STEM teachers and support their learning and practice.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"How did the report gather information about online and blended PD programs?",{"text":134,"@type":130},"It summarizes results from a survey completed by representatives from 15 DRK–12 projects that were researching and/or developing online or blended teacher PD programs.",{"name":136,"@type":127,"acceptedAnswer":137},"What three themes organize the emerging design principles?",{"text":138,"@type":130},"The principles are organized around three themes: motivating and sustaining engagement, creating opportunities for teachers to collaborate as learners, and supporting reflection on content and practice.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792061995]