Using stakeholder feedback to improve online professional development opportunities
Bibliographic Data
| ID | 21744094 |
|---|---|
| Authors | Rhonda N T Nese (0000-0003-3314-5073, University of Oregon, corresponding author), Paul Meng (0000-0002-0278-2996, University of Hawaiʻi at Mānoa), Sarah Breiner (Oregon Department of Education), Erin Chaparro (Educational and Community Supports, University of Oregon, Eugene, OR, USA), Erin A Chaparro (0000-0001-5057-7893, University of Oregon), Robert Algozzine (University of North Carolina at Charlotte) |
| Year | 2020 |
| Volume | 52 |
| Issue | 2 |
| Pages | 148-162 |
| Publication date | 2020-04-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2020.1726233 |
| OpenAlex | W3007183644 |
| Language | EN |
| References cited | 46 |
Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities
Business · Faculty Development · Knowledge management · Medical education · Multimedia · Pedagogy · Political science · Process management · Professional development · Public relations · Stakeholder · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Online and Blended Learning · Psychology
Design Research
Best Practices in Teachers’ Professional Development in the United States
The Effect of Teacher Coaching on Instruction and Achievement
Statewide Implementation of Evidence-Based Programs
A Decade of Professional Development Research for Inclusive Education
Effects of Professional Development on Teachers’ Instruction
Conceptualizing Teacher Professional Learning
Effective Teacher Professional Development
Focus Groups as Qualitative Research
What Makes Professional Development Effective? Results From a National Sample of Teachers
Qualitative research methods for the social sciences
Design Experiments in Educational Research
Distinguishing Models of Professional Development
A Research Agenda for Online Teacher Professional Development
The Pitfalls and Promise of Focus Groups as a Data Collection Method
| Highly cited | No |
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