Windows into teaching and learning: professional growth of classroom teachers in an online environment

Petty, Teresa; Heafner, Tina L.; Farinde, Abiola A.; Plaisance, Michelle

doi:10.1080/1475939x.2014.991422

Cited by 11 publications

(8 citation statements)

References 30 publications

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“…In keeping with previous research, this study found that although participation in professional development inspired teacher movement from knowledge to application (Clair & Adger, 2000), this movement stopped short of substantial and sustained change in teacher practice (Clair & Adger, 2000;Petty et al, 2015). Sustained change in this case refers to change that occurs year after year (Petty et al, 2015). This finding aligns with behavior change research, which indicates that people do not make change quickly and decisively, but rather gradually through a cyclical process (Prochaska & DiClemente, 1983).…”

Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 82%

“…Some studies suggest that sustained, content-focused professional development can increase teacher knowledge (Clair & Adger, 2000;Yuen et al, 2018) and change teacher practice (Desimone, Porter, Garet, Yoon, & Birman, 2002;Edinger, 2017;Garet, Porter, Desimone, Birman, & Yoon, 2001) in ways that ultimately improve student learning (Saxe, Gearhart, & Nasir, 2001). Yet others suggest that professional development does not create effective or sustainable change in teacher practice (Clair & Adger, 2000;Peters & Jolly, 2018;Petty, Heafner, Farinde, & Plaisance, 2015), or impact student achievement (Darling-Hammond & Berry, 2006).…”

Section: Professional Developmentmentioning

confidence: 99%

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Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study

Brigandi

Gilson

Miller

2019

Journal for the Education of the Gifted

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The purpose of this longitudinal case study was to investigate the relationship between participation in professional development in Renzulli’s Enrichment Triad Model and one gifted education teacher’s knowledge and practice, with particular attention to differentiated instruction. Findings indicated that professional development increased the participating teacher’s knowledge of gifted education, her attitude toward change, and her repertoire of instructional strategies; however, it did not alter her underlying beliefs or subsequent approach to gifted education. Time span and provider support were noted as promoters of effective professional development. Conceptual blocks, teacher characteristics, and lack of time were identified as barriers that inhibited professional development–related change with regard to differentiated instruction for learners who have high academic ability.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 82%

Section: Professional Developmentmentioning

confidence: 99%

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Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study

Brigandi

Gilson

Miller

2019

Journal for the Education of the Gifted

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“…Studies by Darling-Hammond and Berry (2006), Hill, Rowan, and Ball, (2005), and Yoon, Garet, Birman, and Jacobson (2007) demonstrate that teachers can create significant impact on the academic achievement of students. However, Petty, Heafner, Farinde, and Plaisance (2015) state that “Whether referred to as professional development, staff development, teacher development or in-service education, the same dilemma presents itself in many schools—an inability to effectuate and sustain change in teachers’ pedagogical practices” (p. 377).…”

Section: Teacher Professional Developmentmentioning

confidence: 99%

Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model

Edinger

2017

Gifted Child Quarterly

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This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers’ practice, attitude, collaboration, content knowledge, and goal effectiveness. Kirkpatrick and Kirkpatrick’s model of training evaluation suggests that trainees should evaluate the training for satisfaction at the time the training is completed, as well as 6 months after, to evaluate for behavior change. Applying Kirkpatrick and Kirkpatrick’s model, findings indicate that teachers were immediately satisfied with the Model’s effectiveness, adequacy, and overall quality. Six months after the online teacher professional development, teachers indicated a strong positive change in each of the five gifted education pedagogical components. Overall, these preliminary findings suggest that the use of the Model creates a positive change within teachers’ gifted education pedagogy.

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“…Online PLCs offer more meaningful reflections, and, for other developmental outcomes, online PLCs can be developmentally equivalent to face-to-face (F2 F) PLCs [31,32]. It appears that these developmental outcomes occur whether utilizing mostly synchronous collaboration, such as video conferencing, or asynchronous methods, such as wikis and discussion boards [33][34][35].…”

Section: Professional Learning Communitiesmentioning

confidence: 99%

Applying multiple frameworks to establish effective virtual collaborative teams in academia: a review and recommendations

Crites

Berry

Hall

et al. 2020

Medical Education Online

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Recently, academic health professionals have been increasing collaboration with peers at a distance for activities such as research, scholarship, and faculty development. Novel virtual technologies enable academic professional teams to overcome time and distance barriers to facilitate collaboration, but little research is available to guide academicians on how to effectively organize and manage virtual collaborative teams using these technologies. Based upon a literature review and six years of experience as a virtual collaborative team, the authors use Boyer's Scholarship of Integration paradigm to identify and critique four models for virtual collaboration. The literature search devised from the four identified models found references that had a theoretical foundation for peer virtual collaboration and have been adopted in some professional context. The authors present a review of this literature, describe the benefits for adapting these models to academic health profession contexts, and provide a reflective critique about the challenges for their adaptation in these contexts. They also provide a hypothetical scenario to exemplify the application of these models for healthcare professionals along with important considerations and tips when forming new virtual peer collaborative teams or problem-solving teams who are not optimally functioning.

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Windows into teaching and learning: professional growth of classroom teachers in an online environment

Cited by 11 publications

References 30 publications

Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study

Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study

Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model

Applying multiple frameworks to establish effective virtual collaborative teams in academia: a review and recommendations

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