Effects of a Computerized Professional Development Program on Teacher and Student Outcomes
Effects of a computerized professional development (PD) program for a concept teaching routine were investigated in two studies. For each, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated i...
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| Veröffentlicht in: | Journal of teacher education 2010-09, Vol.61 (4), p.302-312 |
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| container_issue | 4 |
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| container_title | Journal of teacher education |
| container_volume | 61 |
| creator | Fisher, Joseph B. Schumaker, Jean B. Culbertson, John Deshler, Donald D. |
| description | Effects of a computerized professional development (PD) program for a concept teaching routine were investigated in two studies. For each, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. In Study 1, the teachers’ knowledge about the routine and planning for the routine significantly improved after completing either workshop; no significant differences were found between the groups. Both teacher groups were satisfied with the PD. In Study 2, the teachers’ performance of the routine in their classrooms improved, as did student performance on tests of concept knowledge. Students were satisfied with the instruction provided by both groups of teachers. No differences were found between the posttest scores earned by the teacher groups or by students of the teachers. Implications regarding computerized PD for teachers are discussed. |
| doi_str_mv | 10.1177/0022487110369556 |
| format | Article |
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For each, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. In Study 1, the teachers’ knowledge about the routine and planning for the routine significantly improved after completing either workshop; no significant differences were found between the groups. Both teacher groups were satisfied with the PD. In Study 2, the teachers’ performance of the routine in their classrooms improved, as did student performance on tests of concept knowledge. Students were satisfied with the instruction provided by both groups of teachers. No differences were found between the posttest scores earned by the teacher groups or by students of the teachers. 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For each, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. In Study 1, the teachers’ knowledge about the routine and planning for the routine significantly improved after completing either workshop; no significant differences were found between the groups. Both teacher groups were satisfied with the PD. In Study 2, the teachers’ performance of the routine in their classrooms improved, as did student performance on tests of concept knowledge. Students were satisfied with the instruction provided by both groups of teachers. No differences were found between the posttest scores earned by the teacher groups or by students of the teachers. Implications regarding computerized PD for teachers are discussed.</description><subject>Computer supported collaborative learning</subject><subject>Concept Teaching</subject><subject>Control Groups</subject><subject>Educational evaluation</subject><subject>Educational software</subject><subject>Experimental Groups</subject><subject>Instructional Improvement</subject><subject>Knowledge</subject><subject>Learning strategies</subject><subject>Multimedia Materials</subject><subject>Online instruction</subject><subject>Pretests Posttests</subject><subject>Professional Development</subject><subject>Program Effectiveness</subject><subject>Questionnaires</subject><subject>Student Attitudes</subject><subject>Teacher Attitudes</subject><subject>Teacher centers</subject><subject>Teacher centres</subject><subject>Teacher education</subject><subject>Teachers</subject><subject>Training</subject><subject>United States (Midwest)</subject><subject>Virtual Classrooms</subject><subject>Web Based Instruction</subject><subject>Workshops</subject><issn>0022-4871</issn><issn>1552-7816</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><recordid>eNqNks1v1DAQxS0EEkvhzoFDBCcOKXb8mWNZtttWqy5Sy4WL5XUmIVUSb20HUf56HG1VtGiLKh8s-f3ezFjzEHpL8DEhUn7CuCiYkoRgKkrOxTM0I5wXuVREPEezSc4n_SV6FcINxpgJKmbo-6KuwcaQuToz2dz12zGCb39DlX31roYQWjeYLvsCP6Fz2x6GOAmNN33mhuwajP0BPjNDlV3FsZrk9Rit6yG8Ri9q0wV4c38foW-ni-v5Wb5aL8_nJ6vcCiJiTmXFeGUZM1TRkipWmo0wTHBLmSoowEZWRBlJC1vxGhOKlSowYVZuRLXhmB6h97u6W-9uRwhR37jRp6GDlpyQsqBEJejDDmpMB7odahe9sX0brD4pOGYSU0YTlR-gGhjAm84NULfpeY8_PsCnU0Hf2oOGj3uGxET4FRszhqDPry6fzn5ePplVy9X_PnnPWtd10IBOu5mv93m84613IXio9da3vfF3mmA9ZU__m71kebezpCjZB3xxUWLGSv53gmBSw4dtPVruD9Xg2no</recordid><startdate>20100901</startdate><enddate>20100901</enddate><creator>Fisher, Joseph B.</creator><creator>Schumaker, Jean B.</creator><creator>Culbertson, John</creator><creator>Deshler, Donald D.</creator><general>SAGE Publications</general><general>Corwin Press, Inc</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8GL</scope><scope>IBG</scope><scope>ISN</scope></search><sort><creationdate>20100901</creationdate><title>Effects of a Computerized Professional Development Program on Teacher and Student Outcomes</title><author>Fisher, Joseph B. ; 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| identifier | ISSN: 0022-4871 |
| ispartof | Journal of teacher education, 2010-09, Vol.61 (4), p.302-312 |
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| language | eng |
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| source | SAGE Complete |
| subjects | Computer supported collaborative learning Concept Teaching Control Groups Educational evaluation Educational software Experimental Groups Instructional Improvement Knowledge Learning strategies Multimedia Materials Online instruction Pretests Posttests Professional Development Program Effectiveness Questionnaires Student Attitudes Teacher Attitudes Teacher centers Teacher centres Teacher education Teachers Training United States (Midwest) Virtual Classrooms Web Based Instruction Workshops |
| title | Effects of a Computerized Professional Development Program on Teacher and Student Outcomes |
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