Richard Vath
Biographic Data
| ID | 1606602 |
|---|---|
| NAME | Richard Vath |
| GIVEN NAMES | Richard |
| FAMILY NAME | Vath |
| SIGNATURE | VATH R |
| AFFILIATIONS | University of Michigan, Ann Arbor, MI, USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 1 |
The Future of Professional Development Will Be Designed, Not Discovered: Response to Moon, Passmore, Reiser, and Michaels, “Beyond Comparisons of Online Versus Face-to-Face PD
We were pleased read the response our Journal of Teacher Education (JTE) article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). We believe that Moon et al. have properly identified both the value in our study and the importance of moving beyond not only our study, but similar studies, better serve the urgent need for professional development (PD) designs that are effective in helping teachers successfully enact curricular …
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD resea…
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD resea…
The Future of Professional Development Will Be Designed, Not Discovered: Response to Moon, Passmore, Reiser, and Michaels, “Beyond Comparisons of Online Versus Face-to-Face PD
We were pleased read the response our Journal of Teacher Education (JTE) article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). We believe that Moon et al. have properly identified both the value in our study and the importance of moving beyond not only our study, but similar studies, better serve the urgent need for professional development (PD) designs that are effective in helping teachers successfully enact curricular …
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation
This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality. Comparison of classroom practice and student learning outcomes, normally difficult to establish in PD resea…
The Future of Professional Development Will Be Designed, Not Discovered: Response to Moon, Passmore, Reiser, and Michaels, “Beyond Comparisons of Online Versus Face-to-Face PD
We were pleased read the response our Journal of Teacher Education (JTE) article (Fishman et al., 2013) by Moon, Passmore, Reiser, and Michaels (2013). We believe that Moon et al. have properly identified both the value in our study and the importance of moving beyond not only our study, but similar studies, better serve the urgent need for professional development (PD) designs that are effective in helping teachers successfully enact curricular …
Computer Science (2 works) · Mathematics education (2 works) · Online and Blended Learning (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Affordance (1 works) · Collaborative Teaching and Inclusion (1 works)