The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
Abstract
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD research, is facilitated by the use of a common set of curriculum materials as the content for PD and subsequent teaching. Findings indicate that teachers and students exhibited significant gains in both conditions, and that there was no significant difference between conditions. We discuss implications for the delivery of teacher professional learning.
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Cites
What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
Desimone, L. M. (2009) · Educational Researcher · doi:10.3102/0013189x08331140 · Cited by 4,862
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
(2009) · US Department of Education · Cited by 3,654
Reconsidering Research on Learning from Media
Clark, R. E. (1983) · Review of Educational Research · doi:10.3102/00346543053004445 · Cited by 2,715
Designing Professional Development for Teachers of Science and Mathematics
Loucks-Horsley, S., Stiles, K., Mundry, S., Love, N., & Hewson, P. (2010) · Corwin Press eBooks · doi:10.4135/9781452219103 · Cited by 2,531
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737024002081 · Cited by 1,688
How Large Are Teacher Effects?
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737026003237 · Cited by 1,493
Self-citationBall, D. L., & Cohen, D. K. (1996) · Educational Researcher · doi:10.2307/1177151 · Cited by 1,167
Will media influence learning? Reframing the debate
Kozma, R. B. (1994) · Educational Technology Research and Development · doi:10.1007/bf02299087 · Cited by 1,142
Cited by
A new framework for teachers’ professional development
Sancar, R., Atal, D., & Deryakulu, D. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103305 · Cited by 482
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021) · Medical Education Online · doi:10.1080/10872981.2021.1920090 · Cited by 346
Lonsdale, C., Sanders, T., Cohen, K. E., Parker, P., Noetel, M., Hartwig, T., Vasconcellos, D., Kirwan, M., Morgan, P., Salmon, J., et al. (2016) · BMC Public Health · doi:10.1186/s12889-016-3243-2 · Cited by 287
Student Enrollment Patterns and Achievement in Ohio’s Online Charter Schools
Ahn, J., & McEachin, A. (2017) · Educational Researcher · doi:10.3102/0013189x17692999 · Cited by 146
Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A. Y., & Pianta, R. (2015) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2015.1017680 · Cited by 92
Metadata
- Authors
- Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2013-07-05
- Volume
- 64
- Issue
- 5
- Pages
- 426-438
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W1981626132
- Cited by
- 311
- References
- 36
- FWCI
- 100.57
- Type
- journal article
- Language
- en
- Open access
- closed
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- Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation. Journal of Teacher Education. https://doi.org/10.1177/0022487113494413
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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.
