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The purpose of this research study was to investigate the teaching and learning strategies used by homeschool parents with high school students. A qualitative case study was used which began with the administration of an open-ended questionnaire to a homeschool community in the southern United States. Twenty-nine parents completed the questionnaire, and 10 of those volunteered to participate in the follow-up procedures, which included interviews, observations, and document collection. Results indicate that parents use a variety of teaching and learning strategies including individualized instruction, mastery learning, self-directed study, collaboration with peers and adults, and application and connection of information.

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The purpose of this research was to gain an understanding of the unique professional development needs related to the struggles of online adjunct professors. Twenty-one participants from within a purposefully selected group of online adjunct professors in the United States participated in this qualitative investigation. Data were gathered in two phases: the first phase consisted of a six open-ended-question Qualtrics questionnaire completed by the 21 respondents, and the second phase was follow-up interviews with six of the 21 participants along with the collection of pertinent documents related to professional development. Results indicate that online adjunct professors receive varied and limited professional development, and therefore need more training in the following major categories: course preparation and technology awareness, access to course materials and online resources, and improved communication interaction and engagement. The participating online adjunct professors confirmed that training within these professional development areas would be most beneficial for all stakeholders and should be provided by their employing institution or attained through self-initiated methods.