NotesFAQContact Us
Search Tips
ERIC Number: ED542025
Record Type: Non-Journal
Publication Date: 2011-Dec
Pages: 116
Abstractor: As Provided
Lessons Learned Implementing Online Teacher Professional Development within a School Improvement Initiative. ACT Research Report Series, 2011-2
Allen, Jeff; Fisher, Teri; Robbins, Steve; Moore, Joann; Buck, Jill; McKinniss, Tamera; Hanson, Mary Ann
ACT, Inc.
This study examined teacher perceptions of online and face-to-face professional development (PD) in four large school districts implementing an integrated school improvement initiative. The online PD component of this study was designed to support core 9th grade mathematics curriculum, and aligned safety net programs in literacy and mathematics. Study groups, a training format that provides materials to facilitate face-to-face teacher team meetings, supported collaboration within teacher teams in middle and high schools. Survey and interview data on 101 individuals--including 51 teachers who participated in online PD or study groups--are used in this report. The study guided recommendations for practitioners implementing blended PD models tied to a conceptual map of factors affecting successful delivery of the PD. Lessons learned from the study include lessons relating specifically to online PD and others related to PD in general. Appended are: (1) Survey and Interview Results; and (2) Coding System for Interviews. (Contains 3 figures, 76 tables and 1 footnote.)
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Grade 6; Grade 7; Grade 8; Grade 9; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: ACT, Inc.