The Effects of Online Teacher Professional Development on Fourth Grade Students’ Knowledge and Practices in English Language Arts
Jessica Masters, Raquel Magidin de Kramer, Laura O’Dwyer, Sheralyn Dash, Michael Russell, Boston College, United States
Journal of Technology and Teacher Education Volume 20, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Improving teacher quality is arguably the most effective way to improve student achievement. Online professional development (OPD) has great potential to improve teacher quality. There is a dearth of scientific research, however, on whether changes in teachers’ knowledge and instructional practices resulting from OPD are linked to changes in students’ knowledge and practices. This paper presents the results of a randomized controlled trial exploring the effects of a learning-community model of OPD for teachers on the knowledge and practices of their students in the context of fourth grade English language arts. There were significant treatment effects for some student outcomes; the effect sizes, however, were small.
Masters, J., Magidin de Kramer, R., O’Dwyer, L., Dash, S. & Russell, M. (2012). The Effects of Online Teacher Professional Development on Fourth Grade Students’ Knowledge and Practices in English Language Arts. Journal of Technology and Teacher Education, 20(1), 21-46. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2012 Society for Information Technology & Teacher Education
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Ali Suwayied Alqarni, Southern Illinois University (SIUC), United States
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Tonya Hameister, Marian University, United States
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