Literaturnachweis - Detailanzeige
| Autor/inn/en | Tang, Hengtao; Bao, Yu |
|---|---|
| Titel | Latent Class Analysis of K-12 Teachers' Barriers to Implementing OER |
| Quelle | In: Distance Education, 42 (2021) 4, S.582-598 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Tang, Hengtao) ORCID (Bao, Yu) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0158-7919 |
| DOI | 10.1080/01587919.2021.1986371 |
| Schlagwörter | Elementary School Teachers; Secondary School Teachers; Teacher Characteristics; Barriers; Open Educational Resources; Adoption (Ideas); Curriculum Implementation; Cost Effectiveness; Instructional Effectiveness; Individualized Instruction; Context Effect; Textbooks |
| Abstract | Open educational resources (OER) are a cost-effective alternative to traditional textbooks for K-12 teachers to provide differentiated instruction at a much lower cost. However, teachers have to overcome barriers to implement OER in their classrooms, especially if cultural and economic factors are considered. To help each teacher overcome individual barriers, a person-centered approach to understand teachers' barriers of implementing OER is needed yet absent. This research thus filled the gap by conducting a latent class analysis of teachers' profiles in terms of their barriers in using OER. The findings identified three types of teacher profiles and revealed how different profiles impact the effectiveness of OER in teaching and learning. This study provides significant implications for scholars and practitioners helping teachers overcome barriers in implementing OER in K-12 settings. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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