The Effects of Computerized versus Collaborative Professional Development on Teachers' and Students' Performance Related to the Concept Anchoring Routine

Autor/inn/en	Schumaker, Jean B.; Walsh, Lisa D.; Fisher, Joseph B.; Graner, Patricia Sampson
Titel	The Effects of Computerized versus Collaborative Professional Development on Teachers' and Students' Performance Related to the Concept Anchoring Routine
Quelle	In: Journal of Learning Disabilities, 54 (2021) 6, S.420-437 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schumaker, Jean B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420988001
Schlagwörter	Faculty Development; Teacher Collaboration; Individualized Instruction; Electronic Learning; Teacher Workshops; Instructional Effectiveness; Learning Disabilities; Students with Disabilities; Teaching Methods; Student Satisfaction; Elementary School Teachers; Secondary School Teachers; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Lehrerkooperation; Individualisierender Unterricht; Unterrichtserfolg; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler
Abstract	Two studies investigated the effects of a live, collaborative Professional Development (PD) program versus individualized PD with a multimedia software program. For both studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used the software program or to an Actual Workshop (AW) group that participated in a face-to-face workshop that included collaborative activities. The same teaching routine, the Concept Anchoring Routine, was taught to the teachers in both studies. In Study 1, teachers' scores on a knowledge test about the routine and written plans for using the routine significantly improved from pretest to posttest in both groups. The groups' posttest scores were not significantly different. Similarly, in Study 2, both groups' posttest scores with regard to their knowledge of the routine, their written plans for use of the routine, and their implementation of the routine in their classes were significantly higher than their baseline scores. There were no differences between the teacher groups after training. The posttest knowledge scores of the whole groups of students being taught by both groups of teachers were also significantly higher than their pretest scores. Similar significant results were achieved by the students with LD. Moreover, the whole groups of students of VW teachers earned significantly higher posttest scores than the whole groups of students of AW teachers. Both teacher groups were satisfied with the training they received and with the routine. The students of both groups were satisfied with the way their teachers used the routine to help them learn. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01