You are here:

Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
ARTICLE

, , , , , ,

Journal of Teacher Education Volume 64, Number 5, ISSN 0022-4871

Abstract

This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD research, is facilitated by the use of a common set of curriculum materials as the content for PD and subsequent teaching. Findings indicate that teachers and students exhibited significant gains in both conditions, and that there was no significant difference between conditions. We discuss implications for the delivery of teacher professional learning.

Citation

Fishman, B., Konstantopoulos, S., Kubitskey, B.W., Vath, R., Park, G., Johnson, H. & Edelson, D.C. (2013). Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation. Journal of Teacher Education, 64(5), 426-438. Retrieved September 30, 2023 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.