Reflective Professional Development Practices through Formative Assessments to Encourage Classroom Implementation
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Author
Society for Information Technology & Teacher Education International Conference, Mar 02, 2009 in Charleston, SC, USA ISBN 978-1-880094-67-9
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 March 19, 2024 from https://www.learntechlib.org/p/30554.
© 2009 AACE