Date of Conferral



Doctor of Education (Ed.D.)




Carla Lane-Johnson


Students are at an academic disadvantage by having first-year teachers who lack the necessary professional practices and teaching skills. Education leaders need ways to improve professional practice deficits of first-year teachers to address the inequities professional practice deficiencies cause. The purpose of this quantitative, quasi-experimental study was to examine the professional practice differences of first-year teachers who participated in peer-to-peer e-learning to those who did not receive similar training. Participants of this study included first-year teachers (n = 28) who participated in peer-to-peer e-learning throughout their first year of teaching compared to a historical cohort of first-year teachers (n = 32) who did not participate in similar training. A Mann-Whitney U was used to analyze three sets of Teacher Quality Standard scores for each participant that focused on professional practices and skills. The peer-to-peer e-learning model was analyzed using the lens of transactional distance theory. Overall, the combined Teacher Quality Standard mean scores were higher (+5.04%), but not significantly so, for teachers who participated in peer-to-peer e-learning than for those who did not participate. Future researchers may wish to consider using larger samples for their studies. The findings from this study may be used by administrators to help in developing training for new teachers.