Classroom Teachers in Online Gifted Professional Development: Their Words

Autor/in	Urquhart, Jill C.
Titel	Classroom Teachers in Online Gifted Professional Development: Their Words
Quelle	(2010), (126 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Virginia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-4524-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Characteristics; Participant Satisfaction; Online Courses; Science Curriculum; Gifted; Inservice Teacher Education; Federal Aid; Case Method (Teaching Technique); Urban Schools; Rural Schools; Program Descriptions; Program Effectiveness; Web Based Instruction; Outcomes of Education; Teacher Attitudes; Computer Mediated Communication; Discussion; Discourse Analysis; Teacher Surveys; Teacher Improvement; Special Education; Special Education Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Begabter, Hoch Begabter; Lehrerfortbildung; Case method; Fallmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Web Based Training; Lernleistung; Schulerfolg; Lehrerverhalten; Computerkonferenz; Diskussion; Diskursanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	Project LOGgED ON was a project supported by the U.S. Department of Education that maintained two initiatives, a.) to provide online case based professional development for teachers in gifted education, b.) to provide online advanced science curriculum for underserved gifted students. For the purposes of this study, the author will examine the data provided from the professional development component. The project has worked with 554 regular classroom teachers in both urban and rural locations. This paper will examine self-reported outcomes in the online case based professional development courses, similarities across and differences between participants who completed courses and those participants who dropped out of a course and participant satisfaction with the online course sequence. The researcher examines both survey data from Completers and Non-completers and qualitative data provided by the archived discussion forums and email conversations. The research addresses the success of the courses in increasing teacher knowledge about gifted education and the degree to which teacher perceptions of giftedness reflected a broadened conception of giftedness and appropriate means of addressing gifted students' needs. The results indicate online professional development in gifted education is a viable option for reaching classroom teachers in order to increase their knowledge of gifted, broaden their perceptions of gifted, and increase their classroom inclusion of best practices in gifted education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10