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ERIC Number: ED566443
Record Type: Non-Journal
Publication Date: 2015
Pages: 140
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-2522-1
ISSN: N/A
Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities
Buss, Jennifer
ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago
This study was designed to assess the effects of participating in a professional development model that include a face-to-face and online module components. To measure the participants' self-reported knowledge and attitude before and after the professional development would provide information about possible effects of the professional development. Murray and his colleagues have refined the use of the survey tools to gain insight regarding college faculty's knowledge, attitude and services of information (Murray et al., 2008, Murray et al., 2009, Murray et al., 2010, Lombardi et al., 2011, Lombardi et al., 2013). This study utilized a pretest/posttest design was used to compare participants' self-reports of knowledge and attitude before and after the professional development intervention. The independent variable in this study was the professional development experiences. The dependent variables were knowledge and attitudes towards college students with disabilities in higher education, measured with pre-and post-surveys, as well as the usage data from the online module. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A