Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K-12 Teachers

Autor/inn/en	Collier, Margo; Kingsley, Karla V.; Ovitt, Brigid; Lin, Yi-Ling; Romero Benavidez, Juliette
Titel	Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K-12 Teachers
Quelle	In: Teacher Educator, 52 (2017) 2, S.138-154 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2016.1273421
Schlagwörter	Faculty Development; Elementary Secondary Education; Family School Relationship; Disabilities; Inservice Teacher Education; Special Education; Rural Schools; Program Effectiveness; Cooperation; Online Courses; Educational Technology; Technology Uses in Education; Documentaries; Vignettes; Teacher Surveys; Interviews; Teacher Attitudes; Statistical Analysis; Likert Scales + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Lehrerfortbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Co-operation; Kooperation; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Documentary film; Documentary films; Dokumentarfilm; Interviewing; Interviewtechnik; Lehrerverhalten; Statistische Analyse; Likert-Skala
Abstract	Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward collaborating with parents of children with disabilities. This inquiry utilized a digital documentary and online curriculum for inservice K-12 special education and general education teachers' professional development in a rural school district. Results indicate that teachers who participated in the online professional development showed increased recognition of the importance of collaborating with families. Limitations and implications for future research and practice are addressed in the article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01