The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
A Research Agenda for Online Teacher Professional Development
Abstract
This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature review of this field documents much work that is anecdotal, describing professional development programs or “lessons learned” without providing full details of the participants, setting, research questions, methods of data collection, or analytic strategies. Until more rigorous oTPD research is conducted, developers are hard pressed to know the best design features to include, educators remain uninformed about which program will help support teacher change and student learning, and funders lack sufficient guidelines for where to direct their support. The authors believe that the recommendations in this article for a research agenda will guide oTPD scholarship toward an evidence-based conceptual framework that provides robust explanatory power for theory and model building.
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Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
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eLearning: A review of Internet-based continuing medical education
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Cited by
Informal online communities and networks as a source of teacher professional development: A review
Macià, M., & García, I. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.01.021 · Cited by 473
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013) · Journal of Teacher Education · doi:10.1177/0022487113494413 · Cited by 311
Teacher stress interventions: A systematic review
von der Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019) · Psychology in the Schools · doi:10.1002/pits.22279 · Cited by 241
Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146812012200602 · Cited by 162
Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis
Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373719849044 · Cited by 160
Metadata
- Authors
- Dede, C., Jass Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2008-11-26
- Volume
- 60
- Issue
- 1
- Pages
- 8-19
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2098801065
- Cited by
- 666
- References
- 23
- FWCI
- 68.68
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
