Delivering Online Professional Development in Mathematics to Rural Educators

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Cady, J. & Rearden, K. (2009). Delivering Online Professional Development in Mathematics to Rural Educators. Journal of Technology and Teacher Education, 17(3), 281-298. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28295.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 17, Issue 3, July 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Jo Cady, Kristin Rearden, University of Tennessee, USA

Abstract

Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers’ mathematics content knowledge and their pedagogical content knowledge over the duration of the courses are documented. Results suggested that while teachers’ mathematics content knowledge did not change significantly, pedagogical content knowledge did increase. Additionally, the design of the courses fostered communities of practice among the teachers, and can be used as a model for other distance learning courses.

Keywords

• Middle School Education
• Community
• Mathematics
• Distance Education
• Professional Development
• Teaching Methods

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