Authors

Todd D. Reeves

Document Type

Article

Media Type

Text

Abstract

Online professional development (OPD) for teachers is an increasingly popular and viable alternative to face-to-face professional development. While OPD can be effective, little is known about OPD’s design and implementation features that maximize its impact. Using data from a large-scale OPD initiative, this correlational study (N = 1231) investigates antecedents of selfreported changes in teacher knowledge, classroom practice, and student achievement. Three regression analyses replicate the importance of several factors in effective professional development, or online learning more generally, and also identify additional predictors of OPD’s impact(s). The paper also discusses an applied framework for conceptualizing and modeling the effects of OPD’s features on its successive outcomes. Implications for the design, implementation and evaluation of OPD, directions for future research, and study limitations are discussed.

Publication Date

2-1-2013

Department

Department of Educational Technology, Research and Assessment

Sponsorship

This research was supported by a grant from the U.S. Department of Education's Ready-to- Teach Grant Program (U286AO50018). An earlier version of this paper was presented at the 2011 Annual Meeting of the American Educational Research Association in New Orleans, LA. The authors thank Drs. Lynne Meeks, Sheralyn Dash, Kara Smith, Mandy Li, Theodore Kopcha, and two anonymous reviewers.

Language

eng

Publisher

American Educational Research Foundation

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