Choice And Agency Drive Educators’ Engagement In Online Literacy Course

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Choice and agency drive educators’ engagement in online literacy course

By McKenzie Rabenn and Pamela Beck

August 2024

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References

Cho, Y.J. & Perry, J.L. (2012). Intrinsic motivation and employee attitudes: Role of managerial trustworthiness, goal directedness, and extrinsic reward expectancy. Review of Public Personnel Administration, 32(4), 382-406.

Drea, J. (2021, March 18). Online? In person? The power of letting students choose. Harvard Business Publishing: Education. hbsp.harvard.edu/inspiring-minds/online-in-person-the-power-of-letting-students-choose

Guthrie, J.T. & Klauda, S.L. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly, 49(4), 387-416.

Learning Forward. (2022). Standards for Professional Learning. Author.

Margolis, J. & Nagel, L. (2006). Education reform and the role of administrators in mediating teacher stress. Teacher Education Quarterly, 33(4), 143-159.

Paterson, R.J. & Neufeld, R.W. (1995). What are my options? Influences of choice availability on stress and the perception of control. Journal of Research in Personality, 29(2), 145-167.

Rabenn, M. (2023). Understanding how North Dakota teachers’ knowledge, beliefs, and confidence are constructed in an asynchronous literacy professional development [Unpublished doctoral dissertation]. University of North Dakota.

McKenzie Rabenn

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McKenzie Rabenn's (meweber417@gmail.com) career in elementary education spans across the Midwest, culminating in the recent attainment of a Ph.D. in Teaching and Learning from the University of North Dakota (UND). She is an adjunct professor in Teacher Education Departments at various Wisconsin universities. Dr. Rabenn's research interests include online learning, teacher professional development, children's literature, and rural education.