Studies of Middle School Mathematics Teacher Preferences Related to Online Professional Development
Deborah Jolly, Rachel Saldivar, Wexford Inc., United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The studies presented during this session focused on the use of online professional development for middle school mathematics teachers. The purpose of the first study was to ascertain if there were commonalities and differences in the viewpoints of the teachers who had participated in online professional development and those who had not, in their preferences related to online professional development. The results indicated differences between the two groups on items related to mathematics and pedagogical content. The second study examined the impact of an online and face-to-face professional development format on middle school teachers' content and pedagogical knowledge. Study results indicated that Treatment Teachers showed greater gains in the areas of mathematics content and pedagogy when compared to Teachers participating in other forms of professional development.
Jolly, D. & Saldivar, R. (2007). Studies of Middle School Mathematics Teacher Preferences Related to Online Professional Development. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3263-3268). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).
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Ali Suwayied Alqarni, Southern Illinois University (SIUC), United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1384–1390
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