The Impact of Online Professional Development: An Experimental Study of Professional Development Modalities Linked to Curriculum

This project is designed to enhance understanding of how online professional development environments contribute to teach learning, changes in classroom practice and changes in student learning in comparison to face-to-face professional development. Using secondary school teachers learning to use a reformed-oriented environmental science curriculum, groups of teachers will be randomly assigned to one of three conditions: (1) traditional face-to-face workshop, (2)self-guided online professional development, or (3)online “short course” professional development guided by a facilitator.

Project Email: 
Lead Organization(s): 
Award Number: 
0455582
Funding Period: 
July 1, 2005 to June 30, 2011

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