Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
ARTICLE
Barry Fishman, Spyros Konstantopoulos, Beth W. Kubitskey, Richard Vath, Gina Park, Heather Johnson, Daniel C. Edelson
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 https://www.learntechlib.org/p/152891/.
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Keywords
- Achievement Gains
- Beliefs
- Classroom Techniques
- Comparative Analysis
- Conventional Instruction
- Curriculum
- Curriculum Implementation
- Educational Practices
- electronic learning
- Instructional Effectiveness
- Intermode Differences
- Learning Modalities
- online courses
- Outcome Measures
- Pedagogical Content Knowledge
- Predictor Variables
- Professional Development
- Protocol Materials
- Secondary School Teachers
Cited By
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Teaching and Teacher Education: An International Journal of Research and Studies Vol. 82, No. 1 (June 2019) pp. 33–42
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Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
Maurício Luz, Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz; Luiz Rolando, Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz Fundação Cecierj; Daniel Salvador, Fundação Cecierj; André Sousa, Laboratório de Avaliação em Ensino e Filosofia das Biociências - Instituto Oswaldo Cruz
The International Review of Research in Open and Distributed Learning Vol. 19, No. 5 (Nov 27, 2018)
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Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum
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Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 169–200
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Supporting Online Professional Learning with National History Day Resources at the Library of Congress : Utilizing primary sources, course management software and web 2.0 tools.
David Hicks, Virginia Tech, United States; Ann Canning, Waynesburg State University, United States; John Lee, NC State, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2378–2383
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