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Tytuł pozycji:

Effects of Multimedia versus Live Professional Development on Teachers' and Students' Performance Related to the Question Exploration Routine

Tytuł :
Effects of Multimedia versus Live Professional Development on Teachers' and Students' Performance Related to the Question Exploration Routine
Autorzy :
Schumaker, Jean B. (ORCID 0000-0002-4755-3353) ; Fisher, Joseph B.; Walsh, Lisa D.; Lancaster, Paula E.
Źródło :
Learning Disabilities Research & Practice, v35 n4 p180-200 Nov 2020. 21 pp.
Dostępność :
Not available from ERIC
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: ; Web site: https://www.wiley.com/en-us
URL :
http://dx.doi.org/10.1111/ldrp.12232
Recenzowane naukowo :
Y
ISSN :
0938-8982
Deskryptory :
Teacher Workshops, Computer Simulation, Faculty Development, Feedback (Response), Computer Mediated Communication, Teacher Collaboration, Pretests Posttests, Scores, Knowledge Level, Computer Software, Teacher Attitudes, Multimedia Instruction, Comparative Analysis, Questioning Techniques
Abstractor :
As Provided
Liczba referencji :
-1
Sponsoring Agency :
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Język :
English
Contract Number :
R44HD36173
Liczba stron :
21
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2021
Data wpisu :
2020
Numer akcesji :
EJ1275186
Czasopismo naukowe
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers' posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups' posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.

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