E-Learning Modules for Teacher Development: Project REAL

Walker, David; Downey, Portia M.; Sorensen, Christine

doi:10.1007/s11528-008-0198-x

TECHTRENDS TECH TRENDS

2008

DOI: 10.1007/s11528-008-0198-x

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E-Learning Modules for Teacher Development: Project REAL

David Walker¹,

Portia M. Downey²,

Christine Sorensen³

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Cited by 4 publications

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“…In three of these studies, the performance data collected from the students were disaggregated to display the performance of students with LD along with the performance of the whole group of students. The performance of students with LD was highlighted since this group of students has been shown to exhibit substantial skill deficits and to earn failing or barely passing grades in subject–area courses (Fore et al, 2008; Hughes & Schumaker, 1991; Schwartz et al, 2021a; Warner et al, 1980). These studies and the results associated with each of the four Content Enhancement Routines are described below.…”

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confidence: 99%

35 Years on the Road from Research to Practice: A Review of Studies on Four Content Enhancement Routines for Inclusive Subject‐Area Classes, Part II

Fisher

Schumaker

2021

Learn Disabil Res Pract

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This article is the second part of a two‐part article focusing on research that has been conducted on Content Enhancement Routines, instructional routines developed to be used during inclusive subject‐area instruction. Part I of this article (Schumaker and Fisher, 2021) reviews the original validation studies that were conducted on four Content Enhancement Routines. This second part of the article reviews 10 empirical studies that have been conducted comparing the effects of two professional development methods (i.e., a computerized workshop and a live workshop) for instructing teachers to use the same four teaching routines. In every study, teacher knowledge of the routine and teacher preparation for using the routine were measured. In four of the studies, teacher implementation of the routine within inclusive classes as well as student performance were also measured. Results were reported for the whole group of students in all four studies, and for students with LD in three of the studies. In all of the studies, teachers made large and significant gains in performance on all measures after both workshop conditions, representing large effect sizes. All in‐service teachers performed the routine at a high level of quality in their classes after 3 hours of instruction. In two studies, the teachers who participated in the computerized instruction earned significantly higher implementation scores than the teachers who participated in the live instruction. Regarding student performance across the studies, the whole group of students and the students with LD earned significantly higher scores on the posttests than on the pretests for both groups of teachers, again representing large effect sizes. Additionally, in two studies, the whole groups of students whose teachers used the software earned significantly higher scores on posttests than the whole groups of students whose teachers participated in live sessions. These studies replicate and extend the studies reviewed in Part I of this article; they show that quality teacher use of four Content Enhancement Routines results in increases in performance for all students, and for students with LD in inclusive classes.

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confidence: 99%

35 Years on the Road from Research to Practice: A Review of Studies on Four Content Enhancement Routines for Inclusive Subject‐Area Classes, Part II

Fisher

Schumaker

2021

Learn Disabil Res Pract

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Win-win professional development: Providing meaningful professional development while meeting the needs of all stakeholders

Siko

Hess

2014

TECHTRENDS TECH TRENDS

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Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

Fisher

Schumaker

Culbertson

et al. 2010

Journal of Teacher Education

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Effects of a computerized professional development (PD) program for a concept teaching routine were investigated in two studies. For each, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. In Study 1, the teachers’ knowledge about the routine and planning for the routine significantly improved after completing either workshop; no significant differences were found between the groups. Both teacher groups were satisfied with the PD. In Study 2, the teachers’ performance of the routine in their classrooms improved, as did student performance on tests of concept knowledge. Students were satisfied with the instruction provided by both groups of teachers. No differences were found between the posttest scores earned by the teacher groups or by students of the teachers. Implications regarding computerized PD for teachers are discussed.

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E-Learning Modules for Teacher Development: Project REAL

Cited by 4 publications

References 3 publications

35 Years on the Road from Research to Practice: A Review of Studies on Four Content Enhancement Routines for Inclusive Subject‐Area Classes, Part II

35 Years on the Road from Research to Practice: A Review of Studies on Four Content Enhancement Routines for Inclusive Subject‐Area Classes, Part II

Win-win professional development: Providing meaningful professional development while meeting the needs of all stakeholders

Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

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