dc.contributor.author	White, Ryan Jonathan
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2023-07-06T16:43:54Z
dc.date.available	2023-07-06T16:43:54Z
dc.date.issued	2023-06-26
dc.identifier.other	baae2dfd-208a-4298-9332-25c6033a33bc	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6775
dc.description.abstract	Education administrators expect teachers to participate in professional learning. Traditional professional learning for teachers comes in workshops, professional learning communities, meetings, conferences, self-guided professional development, coaching, and courses (Bill & Melinda Gates Foundation, 2014). Teachers are dissatisfied with this model and are moving towards innovative professional learning that is job-embedded, collaborative, authentic, supportive, highly contextualized, and allows for choice. Micro-credentials are one avenue that teachers are choosing to meet this growing demand. This study aimed to identify the strategies used by teachers with micro-credentials resulting in students improving achievement and engagement. Student achievement refers to the students’ Measure of Academic Progress (MAP) test results. After interviews were recorded, transcribed, and coded, four major themes emerged: motivation, rigor, lifelong learner, and application to the classroom. The study's major findings revealed that micro-credential-based strategies positively increased student achievement and engagement. This study may contribute to the body of research that could help educators and policymakers better understand how to personalize learning for teachers, maximize professional development offerings, and increase student achievement and engagement.	en_US
dc.format.extent	1 electronic document (.pdf). 153 pages. 1213537 bytes	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Educational leadership	en_US
dc.subject	Educational technology	en_US
dc.subject	Microcredentials	en_US
dc.subject	Career development	en_US
dc.subject	Professional education	en_US
dc.subject	Students	en_US
dc.subject	Teachers	en_US
dc.title	Micro-credential’s Effect on Student Achievement and Engagement	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Hsiao, E-Ling
dc.description.committee	Tsemunhu, Rudo
dc.description.committee	Jung, Jiyoon
dc.description.committee	Lairsey, John
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational leadership	en_US