Professional Development Supports for the Blended, Co-Taught Classroom
This qualitative study used survey research to examine a blended co-taught model of instruction designed for students enrolled in an Occupational Course of Study via the North Carolina Virtual Public School. While blended learning has successfully served the needs of students with disabilities, face...
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| Veröffentlicht in: | Journal of online learning research 2016, Vol.2 (2), p.103 |
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| container_title | Journal of online learning research |
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| creator | Lewis, Somer Garrett Dikkers, Amy |
| description | This qualitative study used survey research to examine a blended co-taught model of instruction designed for students enrolled in an Occupational Course of Study via the North Carolina Virtual Public School. While blended learning has successfully served the needs of students with disabilities, face-to-face and virtual teachers identify the need for professional development to successfully implement the model. Our large scale survey of educators teaching in a blended program to meet the needs of these students demonstrates the need for multiple layers of support. |
| format | Article |
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| ispartof | Journal of online learning research, 2016, Vol.2 (2), p.103 |
| issn | 2374-1473 2374-1473 |
| language | eng |
| recordid | cdi_eric_primary_EJ1148568 |
| source | ERIC - Full Text Only (Discovery); EZB-FREE-00999 freely available EZB journals |
| subjects | Blended Learning Educational Needs Educational Opportunities Educational Practices Elementary Secondary Education Faculty Development Individualized Instruction Qualitative Research Special Needs Students Teacher Surveys Teaching Models Teaching Skills Team Teaching Virtual Classrooms |
| title | Professional Development Supports for the Blended, Co-Taught Classroom |
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