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Reflective Professional Development Practices through Formative Assessments to Encourage Classroom Implementation
PROCEEDINGS

, LeTourneau University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper examines the integration of a web-based survey as a reflective professional development practice to encourage follow-up classroom implementation activities by an externally funded professional development intervention via the Teacher Quality Grants program partnership formed between a local school district and university. Formative data is collected and analyzed from in-service teacher participants via print and the web to determine the likelihood of classroom implementations directly correlated to project activities.

Citation

Brown, E.R. (2009). Reflective Professional Development Practices through Formative Assessments to Encourage Classroom Implementation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 20-23). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .