Studies of Middle School Mathematics Teacher Preferences Related to Online Professional Development

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Jolly, D. & Saldivar, R. (2007). Studies of Middle School Mathematics Teacher Preferences Related to Online Professional Development. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 3263-3268). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25114.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Deborah Jolly, Rachel Saldivar, Wexford Inc., United States

Abstract

The studies presented during this session focused on the use of online professional development for middle school mathematics teachers. The purpose of the first study was to ascertain if there were commonalities and differences in the viewpoints of the teachers who had participated in online professional development and those who had not, in their preferences related to online professional development. The results indicated differences between the two groups on items related to mathematics and pedagogical content. The second study examined the impact of an online and face-to-face professional development format on middle school teachers' content and pedagogical knowledge. Study results indicated that Treatment Teachers showed greater gains in the areas of mathematics content and pedagogy when compared to Teachers participating in other forms of professional development.

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