Literaturnachweis - Detailanzeige
| Autor/inn/en | Lewis, Somer; Garrett Dikkers, Amy |
|---|---|
| Titel | Professional Development Supports for the Blended, Co-Taught Classroom |
| Quelle | In: Journal of Online Learning Research, 2 (2016) 2, S.103-121 (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2374-1473 |
| Schlagwörter | Blended Learning; Team Teaching; Qualitative Research; Virtual Classrooms; Special Needs Students; Teacher Surveys; Educational Needs; Educational Practices; Individualized Instruction; Teaching Skills; Faculty Development; Educational Opportunities; Elementary Secondary Education; Teaching Models; North Carolina |
| Abstract | This qualitative study used survey research to examine a blended co-taught model of instruction designed for students enrolled in an Occupational Course of Study via the North Carolina Virtual Public School. While blended learning has successfully served the needs of students with disabilities, face-to-face and virtual teachers identify the need for professional development to successfully implement the model. Our large scale survey of educators teaching in a blended program to meet the needs of these students demonstrates the need for multiple layers of support. (As Provided). |
| Anmerkungen | Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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