Doctor of Education (Ed.D.), University of Findlay, 2024, Education

Professional development (PD) hours are required for licensure renewal for the more than 110,000 teachers in Ohio. Despite being entrenched in the culture of education; many teachers view PD negatively. In this qualitative study, three structures of PD are studied to determine their impact on teacher attitudes. These three structures are online learning modules, professional conference/self-guided PD, and cohort/professional learning communities (PLC). The PD models are analyzed through the theoretical framework of andragogy, or the adult learning theory. There are six principles of andragogy, and these ideas were central to the questions in both a Google Form survey and semi-structured interview questions. There were 76 survey participants that fit the criteria of an Ohio teacher that had been through the licensure renewal process at least once and had engaged in all three models of PD being studied. Six of these participants were chosen to be interviewed via Zoom to gather more in-depth explanations as to why they answered the survey questions the way they did. The research determined that the more aligned to the principles of andragogy the PD structure is, the more positively it is received by the teachers. Conferences/self-guided PD were viewed most positively, followed by cohort/PLCs, and finally online modules; the first encompassed all six of the tenets of andragogy, cohort/PLCs included five out of six, and online modules comprised only one of the principles. This research has implications for those that plan and execute PD, especially at the district level. To elicit positive attitudes toward professional development, the model employed should prioritize the principles of andragogy.

Doctor of Education, Miami University, 2022, Educational Leadership

The purpose of this study was to build upon existing research that explored teachers' professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT's Four C's of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience th (open full item for complete abstract)

Doctor of Education, Miami University, 2021, Educational Leadership

Decades of research have elucidated the practices associated with effective professional development (PD) for educators, yet evidence suggests that school practices in the United States do not regularly meet these criteria, and even when they do, they may not have the desired effect on student outcomes (Darling-Hammond et al., 2017; Didion et al., 2020; Easton, 2008; Fullan, 2007). This qualitative case study aimed to develop a more complete understanding of a relatively new approach to PD that reframes professional development as professional learning and engages teachers as agents in defining, pursuing, and evaluating individual learning goals. Specifically, this study explored one school's approach to supporting a model of self-directed professional learning. In this model, teachers set and pursued personal professional learning goals while the school provided dedicated time and resources. Framed by complexity theory, this study's research questions examined how a school-supported model of self-directed professional learning impacted teachers' instructional practices and how school-based and individual teacher-level affordances served to support the professional learning model. Study results suggested that the school's model of self-directed professional learning had both direct and indirect impacts on teachers' instructional practices. In addition, multiple affordances supported professional learning that impacted teachers' instructional practices. At the school-level, relational affordances, structural affordances, and cultural affordances served to support teacher learning. At the individual teacher-level, affordances included teachers who were passionate, invested, persistent, reflective, and collaborative. Ultimately, the study indicated that school-supported models of self-directed professional learning are interdependent systems, balancing acts between individual and collective efforts, and require cultural and mindset shifts. These findings have multiple (open full item for complete abstract)

EdD, University of Cincinnati, 2001, Education : Educational Foundations

A consortium of 10 school districts piloted the implementation of Local Professional Development Committees created by a state policy giving local districts control over the re-licensure of educators. These committees were charged with both accountability for re-licensure of educators in a given district and with monitoring educators' continued professional growth in relation to local plans for continuous improvement. The 10-district consortium organized to support each other in the creation of district policies translating state policy to local contexts, and to examine the application of principles of quality professional development to the creation of these local policies. The research set out to look at professional learning in this context of local policy development around the professional development principles. Little change in attitudes regarding the principles, expressed on a pre- and post-assessment were detected in the 16 months from the beginning to the end of the pilot. However, local policy documents produced by the pilot committees showed notable variation in the extent to which the individual districts' documents incorporated the professional development principles. These differences corresponded to variations in certain elements of the committees' processes and contexts. Two committees, whose processes had been closely observed over the course of the pilot, produced local policy documents at opposite ends of the continuum for the extent to which they embraced the professional development principles. The two committees also exemplified committee processes and contexts that were at opposite ends of the continuum. This finding was corroborated by differences in the two committees on 14 indicators of organizational learning. A final analysis of all 10 committees and their school districts according to 13 facilitators of organizational learning, again, found a pattern of variance that was similar to that shown by the local policy documents. The study con (open full item for complete abstract)

Doctor of Education, Miami University, 2024, Educational Leadership

This qualitative study explored the impact of various professional development models in the Science of Reading on teachers' beliefs within a rural school district in southwestern Ohio, conducted amidst the state's implementation of the Dyslexia Law. The research aimed to address gaps in understanding how different approaches, such as LETRS and Orton-Gillingham, influence teachers' instructional beliefs. Data was collected through structured questionnaires completed by 18 educators and in-depth interviews with a subset of 5 participants, providing a comprehensive view of the factors that shape belief changes. The study identified key themes, including the transformative power of long-term, expert-led professional development, the critical role of ongoing coaching and support, and the effectiveness of collaborative and hands-on learning experiences. Findings revealed that professional development with a strong structure, expert facilitation, and opportunities for peer collaboration had the most significant impact on shifting teachers' beliefs toward evidence-based practices aligned with Science of Reading principles. Veteran teachers, in particular, experienced more profound shifts, likely due to the challenge presented to their established instructional beliefs. The research has direct implications for the district's future professional development planning, suggesting that sustained and comprehensive models are most effective in fostering lasting belief changes. By aligning professional development offerings with the principles of the Science of Reading, districts can more effectively address gaps in teachers' initial preparation and reinforce evidence-based practices. These insights not only inform local decision-making but also contribute to broader discussions on best practices in professional development, providing a potential framework for other districts seeking to elevate literacy instruction through targeted professional learning initiatives.

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

This dissertation investigates the impact of the Ohio Blended Collaborative (OBC) on fostering 21st century skills among students. Utilizing a mixed-methods research design, this study aims to understand how participation in the OBC influences perceptions and self-assessments of critical thinking, collaboration, communication, and creativity. The quantitative analysis is derived from a validated instrument consisting of 30 Likert-style questions, complemented by qualitative insights from open-ended survey questions. The demographic data of 227 students and 29 teachers provided a foundation for understanding the context of the research participants. Quantitatively, both students and teachers reported high levels of confidence in collaboration and communication skills, with notable strengths in problem-solving and teamwork. Qualitatively, themes emerged around increased engagement, confidence, and student-centered learning, underscoring the value of personalized learning environments fostered by the OBC. Notably, the study identified a discrepancy between students' self-perceptions and teachers' assessments, particularly regarding the application of knowledge to a new contextual situation. Additionally, the interrelatedness of the four skill categories was highlighted, indicating a holistic approach to 21st century skill development. This dissertation contributes to the field of education by offering insights into the benefits and challenges of implementing personalized learning with ongoing collaboration and support through a structured professional learning community. The findings suggest that while the OBC positively impacts the development of 21st century skills, ongoing support and adjustments are essential for maximizing student outcomes. Recommendations for practice, limitations of the study, and future research directions are discussed, providing a comprehensive overview of the OBC's implications for stakeholders in education.

Doctor of Philosophy, Miami University, 2024, Educational Leadership

Faculty professional learning on integrating educational technology in instruction is a critical part of the professional growth of Caribbean medical school faculty. Integrating educational technology in instruction to facilitate learning may be effective when faculty engage in intentional and reflective professional learning activities. Despite the significance of faculty professional learning in this area, a lacuna appears in the research done in the Caribbean region hence the study I conducted to understand how medical faculty make sense of their experiences. I conducted a phenomenological study with seven participants at one Caribbean medical school. I used purposive sampling to recruit the seven faculty members based on their active participation in professional learning activities geared toward integrating educational technology in their teaching in the past four years at their school. I conducted semi-structured interviews via Microsoft Teams to gather data on this common phenomenon. I then used Moustakas's (1994) modified Van Kaam Phenomenological Data Analysis Method to analyze the data and obtain the horizons of the experience. Using the horizons of the experience (Moustakas, 1994), I produced a textural portrait of the experience of each participant. Following imaginative variation that reveals the structures contributing to the quality of the experience, I constructed a structural portrait of each participant's experience. Gazing at the textural and structural portraits, I constructed a composite structural portrait of the participants' experience from which nine universal themes emerged. The themes were: diversity of professional learning activities; the centrality of pedagogy; curiosity and motivation; the significance of educational degree programs; the illusion of learner digital nativity; supportive leadership; technological unpreparedness for the pandemic; enticement by technological substitution; and pedagogical wisdom in technology selection. The (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2022, Engineering Education

This work describes the design and implementation of an online education program designed for working engineers. The program is offered through a university research center and covers topics in Finite Element Analysis (FEA). The relatively recent digital transformation of the engineering workplace requires the use of advanced computational engineering tools such as FEA, and the engineering workforce is being challenged to learn how to adapt to new tools and methods to fully realize the benefits of this digital transformation. Universities are uniquely positioned to develop and offer continuing education programs to support engineers in learning and adapting to these new tools and methods. The conceptual framework underlying this research is the Theory of Reasoned Action, to frame the understanding of how engineers engage with a continuing professional education program using a novel online delivery design. This framework relates beliefs, attitudes, and intentions to understand behaviors, in this case, participation in the online course. A learning transfer framework was used to describe the initial course design, and the Learning Transfer System Inventory (LTSI) was used to preliminarily evaluate learning transfer for the learners. The initial offering of the course was studied using a naturalistic inquiry design, investigating the experiences of the first four learners as described in their own discussion post writings. In a subsequent study which considered several course offerings in the program, course evaluation results were analyzed to determine sentiments of the learners on various aspects of the course including assignments and program participation. The course design is further described using the framework of Project Based Learning to describe the approach taken to present relevant theoretical topics which can be directly applied to modeling decision making and application. Based on the research data collected, the engineers participating in this progra (open full item for complete abstract)

Ph.D., Antioch University, 2021, Leadership and Change

School districts spend millions of dollars each year to provide training and learning to staff working in direct and indirect service to students (National Council on Teacher Quality, 2021). This financial commitment says nothing about what is even more important: the need for school employees and the systems in which we work to serve students more effectively. Despite vast allocations of time and money and presumably best intentions for better social and academic outcomes for students, very little data exist that reflect regular transfer and application of training/learning into professional practice (Nittler et al., 2015). By and large, schools and school systems look the same today as they did 50+ years ago despite the fact that the world looks very different and so much more is known about the cognitive process and contextual contributors involved in erudition development. Teacher application of critical competencies such as cultural responsiveness, trauma informed practices, social emotional learning and basic neuroscience in the ways they conceptualize and implement instructional practices may not be easily apparent during casual observation, yet they are inextricably linked to positive academic and social outcomes for students, thus imperative to effective professional practice. This study investigates the ways in which professional educators make decisions about the transfer and application of professional learning centered on critical competencies (soft skills) in their daily work. Narrative Inquiry (NI) provided the methodological frame for this exploratory study that through thematic analysis surfaced five key factors influencing learning transfer: Instructor/Presenter/Facilitator; Connection to Lived Experience; Relevance to Job Assignment; Alignment with Self-Identity; and COVID–19. This dissertation is available in open access at AURA (https://aura.antioch.edu ) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Education (Ed.D.), Bowling Green State University, 2021, Leadership Studies

The purpose of this study was to explore the lived experiences and mindsets of teachers, administrators, and coaches who have utilized instructional coaching for teacher learning and leadership development in an urban, impoverished high school. The literature indicates that instructional coaching as professional development has benefits not only for teachers and administrators, but also for students. In addition, urban school districts in impoverished settings are faced with a unique situation because the need is significant for quality teacher professional development. Very little is known about the experiences of instructional coaches, especially at the high school level. Using case study as an approach to capture teacher, coach, and administrator experiences with instructional coaching, this study utilized Mezirow's Transformative Learning Theory, which focuses on learning as a process: through dilemma, reflection, and change as a theoretical framework. Overall, the findings suggest that coaching is heavily influenced by the interrelationships and interdependence of learning and leading. Establishing shared mental models about coaching and working to build common frames of reference about the importance of teacher learning and how it relates to student learning are significant themes that emerged in this study. This study has several implications for policy and practice in the realms of instructional coaching, leadership practice, adult learning, urban education, and higher education.

Doctor of Philosophy in Urban Education, Cleveland State University, 2020, College of Education and Human Services

The culture of policing is rooted in a warrior ethos of preserving order against chaos and criminality in a hostile world. This ethos may be negatively influencing community relations. A guardian mindset encourages community engagement, fostering trust, and building allies within the community. The purpose of this grounded theory study is to understand in the context of strained relationships between Communities of Color and police, how officers develop their knowledge, skills, and experiences to become guardians in the communities they serve. This research considers: 1) what is the process of developing patrol officers that are competent in community relations within an urban context; 2) what knowledge and skills are expected of patrol officers to be competent in community relations within an urban context share; 3) what formal education and informal experiences contribute to a patrol officer's knowledge and skills in community relations within an urban context. Twenty-four police leaders, police officers, and trainers representing five police departments and training facilities located in diverse urban populations in Northeast Ohio participated in semi-structured interviews. Four community leaders and public safety organizers also participated in interviews. The theoretical model identifies departmental and individual barriers and facilitators that influence the professional development of officers relevant to community relations.

Doctor of Education (Ed.D.), University of Findlay, 2019, Education

Empirical evidence of docent training practices in nationally accredited museums in the United States is limited. Much information can be found in the literature on recommended educational theories that can serve as a basis for docent training practices as well as prescriptive advice for quality docent education; however, detailed information about the actual practices being implemented in docent training programs is sparse. Studies have shown that museum educators agree with and encourage documented educational theories in museums in terms of the exhibits and interpretive materials, however, when instructing the docents within their museums, the museum educators may not be utilizing the theories that they espouse. The evidence in teacher education as well as museum education shows that modeling of the intended strategies is the preferred method for instruction, but evidence of docent training practices gives little proof of this idea being practiced. The current study was designed to uncover the actual practices and theories being utilized in docent training programs across the United States in museums that are accredited by the American Alliance of Museums. Additionally, the Adult Learning Model for Faculty Development (Lawler & King, 2000), a model recommended for the planning and implementation of adult education is applied as a map to guide the inquiry regarding docent training programs.

Doctor of Philosophy, University of Toledo, 2015, Curriculum and Instruction

This study utilized computer-mediated teacher professional development program to involve Chinese Heritage School (CHS) teachers investigating their teaching practices, focusing on the content of building up a contextualized teaching and learning environment for CHS learners. By examining the process of CHS teachers' development, this study aimed to: first, understand the CHS teachers' primary understanding and practices of the contextualized language instruction in CHS classrooms; and second, examine the change made on CHS teachers' understanding of contextualized language instruction over time.

Doctor of Philosophy, University of Toledo, 2015, Educational Psychology

Occupational therapy (OT) is an allied health profession that helps people with disabilities, cognitive or physical, participate in their lives as independently as possible. An associate degree college education is required for the occupational therapy assistant (OTA) professionals who implement the plans outlined by an occupational therapist and provide skilled treatment activities with patients. The purpose of this study was to explore the mastery and performance goal orientations of new occupational therapy assistant (OTA) students after participation in a highly competitive enrollment process and the relationships between any changes in their personal goal orientations and related cognitive learning strategies (CLS), and plans for continued professional learning (CPL) over time. In addition, the study sought to evaluate any relationship between mastery and performance instructional practices on the students' personal goal orientations, use of deep processing and surface CLS, and plans for CPL. Instructional practices in the classroom can be mastery and/or performance focused and are known to influence students' goal orientations and use of CLS. The implications of mastery and performance goal orientations on the pursuit of learning has been documented in limited fashion with students who have completed a competitive admissions process and participate in the cohort educational format characterized by OTA students. In addition, instructors in professional educational programs are drawn from the clinic and may have limited instruction in motivational instruction that focuses on student self-improvement and less on achievement of grades which conflicts with a goal of occupational therapy education to develop lifelong learners. This longitudinal investigatory study incorporated data from surveys of instructors and OTA students at the beginning and end of a class in the first semester and again in the next semester. The data from these surveys were analyzed with desc (open full item for complete abstract)

Doctor of Philosophy, University of Toledo, 2015, Judith Herb College of Education

This qualitative case study focused on the multifaceted issue of exploring science teacher leaders' understanding and addressing of issues of diversity and equity with peers through professional development. The purpose of the study was to highlight the opportunities and barriers to the addressing of issues of diversity and equity through the work of a community of teachers leaders in science professional development. To frame this study, the researcher drew from the interdisciplinary field of multicultural education, transformative learning, and teacher leadership. In drawing out the connections from these vast bodies of literature, the study speaks to the need of both, creating teacher leaders in science education who are capable of meeting the twin demands of excellence and equity, and also attending to the challenges in the professional learning continuums of teachers leaders and their peers towards addressing issues of diversity and equity in science education.

Doctor of Philosophy, The Ohio State University, 2015, EDU Teaching and Learning

The present study examines the influence of Indonesia's in-service teacher certification program through teacher professional training, namely Pendidikan dan Latihan Profesi Guru (PLPG), on teacher learning. It is guided by learning leverage interpretive tool, constructivism and social interaction, and adult learning theory. The study looks specifically at what happened in a 10-day PLPG, what English-language teachers learned during the training, how they viewed PLPG as professional development, how their learning experience impacted their routine teaching practices, and how they perceived PLPG as a vehicle for learning research-based instructional practices and classroom management. The study followed a dominant-less dominant mixed-methods research design, beginning with the dominantly qualitative study, and ending with less dominantly quantitative study. Among the English-language teachers attending the 2013 PLPG at a public university in Palembang, Indonesia, six purposively-selected teachers were observed, interviewed three times, and asked to write daily logs over the course of the training. Samples of their works including training-related documents were also collected. Subsequent to their training, the teachers were observed teaching in their classrooms two times and interviewed prior to the first observation and after each of the observations. At the end of the training, 149 teachers completed a survey questionnaire, which consisted of an instructional practices scale (17 items) and a discipline and classroom management scale (4 items). The participants' PLPG results including their initial competency test (UKA) scores were also statistically analyzed. Despite some apparent weaknesses, PLPG certification program provided substantial learning experience for teachers, which included professional/content knowledge and pedagogical knowledge and skills necessary for their professional duties. In spite of considerable variation among the teachers in the qua (open full item for complete abstract)

PHD, Kent State University, 2010, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of the study was to understand transformative learning in teachers' critical colleague relationships while participating in online, collaborative action research. This included generation of theory by teacher action-researchers relevant to their own practice, with a view to teacher transformation over time. The study addressed the primary research question, “What is the potential of critical colleague relationships to transform teacher action- researchers in a shared online learning environment?” The participants in the study were 11 in-service teachers in school districts in northeast Ohio, working in four critical colleague groups in online action research situations. Two of these groups were involved in a grant project through eTech Ohio, a professional development arm of the Ohio Department of Education, with the goal of integrating emerging technologies into their respective teaching practice. The other two groups were students in a master's degree program in cultural foundations of education at a mid-sized, research-based, Midwestern university; the online action research course for this group was a capstone project for their program. Earlier studies of the two courses were conducted prior to the dissertation research. Data collection consisted of transcripts of the online participation in both action research courses, followed by focus group and individual interviews. Data analysis used a grounded theory approach, based on Strauss and Corbin (1998) and situational analysis and mapping as developed by Clarke (2005). Findings included “inclusional flow” as the central category of interest, along with its subcategories of inclusional survival, vision, and liberation. This state of inclusional flow empowered the participants to engage in the process of interchanging perspectives and “sparking” new conversations, which led to positive, long-term effects on teacher practice, along with transformative learning in teacher professional development in both (open full item for complete abstract)

Master of Education (MEd), Bowling Green State University, 2012, Career and Technology Education/Technology

Facilitators make decisions when designing and creating differential instructional materials or activities. The materials or activities each embed scaffolding into the creation process of learning design. Instructional materials require a digital solution for the millennial generation (1977—1990) whether in postsecondary education or the business world (Hudson, K. and Hiemstra, G., 2009). A digital format invokes advocacy on the part of a learner's additional work for a facilitator to respond to student-centric learning. Moreover, connectivism enables the inclusive classroom model to function. According to the Center for Applied Special Technology (CAST), the underlying premise is a reflective awareness of the unique nature of the learner (CAST, 2003). A need exists to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress. A study of generational domains involves differential instruction using pedagogy and tools offering influence for the need of the program, the design, implementation and service delivery, impact or intended learning outcomes, and program effectiveness. Research by Pea (1993), Prensky (2001), and Siemens (2006) gleans information from individuals and shapes their future through learning, discovery, collaboration and personal growth. This study provides information useful to postsecondary education institutions in learning design and practice. Differential instruction theory in this study demonstrated efficient and effective student-centric curricula for improved assessment scores on educational goals/aspirations, foundation to complete under-graduate degree program, and the development of students as future collegiate alumni of critical thinking citizens.

Doctor of Education (Ed.D.), Bowling Green State University, 2007, Leadership Studies

This causal-comparative study examined learning style differences in and computer self-efficacy and satisfaction with online professional development. Thirty teachers enrolled in a Lesson Lab BreakThrough Mathematics online course completed three different instruments: Kolb's Learning Style Inventory (Kolb, 1999); Computer Usage Self-Efficacy Scale (Cassidy & Eachus, 2002); and Web-Based Learning Instrument (Chang & Fisher, 2003). Kolb's Learning Style inventory divulged the percentage of participants with the Assimilator learning style was much higher than the other three learning styles—Accommodator, Diverger, and Converger. Analysis of Variance (ANOVA) was used to examine group differences in computer self-efficacy and satisfaction with online professional development. T-test of related samples compared pre- and post-computer self-efficacy scores. The results indicated a significant increase from pre- to post- survey (p = .027). Pearson Correlation revealed no significant relationship between computer self-efficacy (pre or post) and satisfaction with online learning. The results of this study revealed participants in an online course do not differ significantly by learning style, with respect to computer self-efficacy and satisfaction with online learning. However, computer self-efficacy increased significantly from pre- to post- survey.

Doctor of Philosophy, The Ohio State University, 2013, Music

Learning communities were essential to the teaching practices of exemplary mid-career elementary general music teachers. Meaningful stories contributed insight into the teachers' communities, career development, attitudes, and resilience. Accounts at a specific time in the teachers' careers initiated documentation of elementary general music teachers' career life cycle. Twenty-four exemplary mid-career elementary general music teachers were selected with combination criterion and snowball method. Teachers participated in a pre-interview descriptive survey and an interview. Most teachers allowed a classroom observation without students and submitted documents reflecting the incorporation of their learning community into their teaching. Research questions resulted in a description of their learning communities, meaningful experiences from their learning community, and how theses events influenced their teaching and their students' learning. Data emerged in two forms: individual teacher profiles and four broad themes across all interviews: (a) Multiple Learning Communities, (b) Membership Rationale, (c) Professional Development, and (d) Job Satisfaction. The exemplary mid-career elementary general music teachers (a) were dedicated, (b) loved music and loved teaching music, (c) practiced systematic reflection, (d) responded to change, (e) revealed an intrinsic drive towards being a life-long learner, (f) sought their own professional development, (g) reflected upon their professional development needs, and (h) valued sharing with other teachers. The teachers' learning communities were (a) diverse, (b) rich, (c) multiple, and (d) involved greatly with the teachers' practices. Inspiration and adaptation to change were themes associated with lifelong learning. Developing teacher biography would lead to further knowledge about resilience and lifelong learning. Further research into the use of learning communities for sustainable professional development is requi (open full item for complete abstract)