Evaluation of a Web-Based Professional Development Program (Project ACE) for Teachers of Children With Autism Spectrum Disorders
Abstract
This article describes the development, implementation, and second-year evaluation of Project Autism Competencies for Endorsement (ACE), a web-based professional development (PD) program that is designed to train teachers currently working in the field to meet the unique and diverse needs of children with autism spectrum disorders (ASDs). A description of the rationale for the project and an overview of the program of study are followed by the presentation of the second-year evaluation activities and their results. Preliminary findings of this study suggested that the web-based PD program was effective in helping teachers develop and improve their competencies, knowledge, and skills. Moreover, teachers felt comfortable using the teaching strategies they learned in the program and reported some application of these strategies in their practices. Also, most teachers reported their satisfaction with the web-based courses offered in the program. Implications for the future research and practice are presented.
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Only Rakap, Jones, and Emery (2015) found scarce interactions and difficulties in building relationships with classmates to have little impact on teachers' learning and focused on course content to compensate for these social limitations.
“Only Rakap, Jones, and Emery (2015) found scarce interactions and difficulties in building relationships with classmates to have little impact on teachers' learning and focused on course content to compensate for these social limitations.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Rakap, Jones, and Emery 2015
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COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019 · see citing works
Kao, C.-P., Wu, Y.-T., Chang, Y.-Y., Chien, H.-M., & Mou, T.-Y. (2020) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-019-00493-x · Cited by 34 · see citing works
- Authors
- Rakap, S., Jones, H. A., & Emery, A. K.
- Affiliations
- University of Florida (US)
- ORCID
- Rakap, Salih
- Venue
- Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2014-06-05
- Volume
- 38
- Issue
- 3
- Pages
- 221-239
- ISSN
- 0888-4064 (ISSN-L)
- 1944-4931
- OpenAlex
- W2156661576
- Cited by
- 41
- References
- 0
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 4 · 2023: 3 · 2022: 2 · 2021: 5 · 2020: 7 · 2019: 2 · 2018: 3 · 2017: 3 · 2016: 3
- FWCI
- 10.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- autism spectrum disorder, online professional development, teacher professional development, teacher competence, teacher job satisfaction, special education teachers
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