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A 21st Century Perspective: Using a Client-Centered/Responsive Approach to Evaluating the Effectiveness of Large-Scale Online Teacher Professional Development
PROCEEDINGS

, , , University of Central Florida, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

As we move into the 21st century, keeping teachers abreast of the current and rapidly changing knowledge-based society is why new legislation and other nation- and state-wide initiatives lay emphasis on the importance of providing teachers with "high-quality," sustained, and intensive professional development. As states are making efforts to meet the need of keeping teachers' knowledge current in new and expanding ways, there is an increasing need to research and effectively evaluate these methods in ways that can contribute to their success and improvement. This need for more evidence of effectiveness is especially great in the field of online professional development where little is currently known about best practices for design and implementation (Whitehouse, Briet, McCloskey, Ketelhut, & DeDe, 2006). This paper describes one such effort, which uses a client centered/responsive approach to evaluate a high-stakes, large-scale online professional development project.

Citation

Zygouris-Coe, V., Swan, B. & Glass, C. (2007). A 21st Century Perspective: Using a Client-Centered/Responsive Approach to Evaluating the Effectiveness of Large-Scale Online Teacher Professional Development. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 583-588). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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