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ERIC Number: EJ1032754
Record Type: Journal
Publication Date: 2014-Apr
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0276-928X
Study Shows No Difference in Impact between Online and Face-to-Face Professional Learning. Lessons from Research
Killion, Joellen
Journal of Staff Development, v35 n2 p63-65 Apr 2014
Adopting new curricula presents both a need and an opportunity for professional development to advance teacher content knowledge and instructional practices for achieving curriculum-specific student outcomes. This study examines two modalities of professional development: face-to-face in a summer workshop and online that included two days of face-to-face orientation and subsequent online learning over several months. Extensive analysis of teacher factors and student learning demonstrates no significant differences between modalities.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A