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Impact of Online Delivered Professional Development on Educators in Title I Schools
PROCEEDINGS

, University of Utah, United States ; , Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Title I students remain among the most challenging population for achieving significant gains in standardized test scores. This multi-state, quasi-experimental, pre-versus-post study reflects the comparative Title I gains for math and reading scores for teachers participating in an online, on-demand professional development program schoolwide versus non-participating Title I in their respective districts as benchmarks. Average Title I gains in reading were 4.8% (p<.001) versus 0.1% (ns) in the non-participating Title I schools. For math scores, non-participating Title I schools in the districts saw a decline of 5.9% (p<.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p<.001). Conclusions are that significant advantages for Title I students are achieved when teachers participate actively in such a high impact, high accessibility professional development program.

Citation

Shaha, S. & Ellsworth, H. (2014). Impact of Online Delivered Professional Development on Educators in Title I Schools. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2959-2964). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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