Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
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
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.
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 May 29, 2023 from https://www.learntechlib.org/p/152891/.
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- Achievement Gains
- Classroom Techniques
- Comparative Analysis
- Conventional Instruction
- 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 ByView References & Citations Map
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Teaching and Teacher Education: An International Journal of Research and Studies Vol. 82, No. 1 (June 2019) pp. 33–42
Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses
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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
Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States
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Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2378–2383
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