Impact of Online Professional Development on Teacher Quality and Student Achievement in Fifth Grade Mathematics

Autor/inn/en	Dash, Sheralyn; de Kramer, Raquel Magidin; O'Dwyer, Laura M.; Masters, Jessica; Russell, Michael
Titel	Impact of Online Professional Development on Teacher Quality and Student Achievement in Fifth Grade Mathematics
Quelle	In: Journal of Research on Technology in Education, 45 (2012) 1, S.1-26 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
Schlagwörter	Teacher Surveys; Student Surveys; Online Surveys; Outcome Measures; Federal Aid; Asynchronous Communication; Mathematics Achievement; Teacher Effectiveness; Program Effectiveness; Algebra; Control Groups; Experimental Groups; Measurement; Partnerships in Education; Grade 5; Elementary School Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Inservice Teacher Education; Teacher Student Relationship; Dropouts; Educational Technology; Electronic Learning; Web Based Instruction; Instructional Effectiveness; Comparative Analysis; Statistical Analysis; Questionnaires; Pretests Posttests; Alabama; Delaware; Kentucky; Mississippi; Missouri; New Hampshire; Pennsylvania; West Virginia + Suchen Sie Ihr Suchwort? Schülerbefragung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messverfahren; Hochschulpartnerschaft; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Lehrerfortbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Unterrichtsmedien; Web Based Training; Statistische Analyse; Fragebogen
Abstract	Despite the ever-increasing number of online professional development (OPD) programs, relatively few studies have been conducted to examine the efficacy of such programs for teachers and students. This manuscript presents findings from an impact study of OPD courses in fractions, algebraic thinking, and measurement on 79 fifth grade teachers' pedagogical content knowledge and pedagogical practices as well as their students' mathematics achievement. The OPD courses were offered one course per semester for three semesters, and each course comprised 1 week of orientation and 6 weeks of course content. Overall, teachers participated in more than approximately 70 hours of OPD. The research findings showed that teachers who had been randomly assigned to the experimental group had significantly greater gains in scores for pedagogical content knowledge and pedagogical practices than teachers in the control group. Nevertheless, the positive changes in teacher outcomes did not translate to any meaningful differences in students' mathematics achievement. (Contains 8 tables, 3 figures and 2 footnotes.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10