東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A correlation study of six professio...

Douglas Faraci, Denise.

FindBook

Google Book

Amazon

博客來

A correlation study of six professional development domains in e-Learning teacher professional development.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A correlation study of six professional development domains in e-Learning teacher professional development./
作者:	Douglas Faraci, Denise.
面頁冊數:	138 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3785.
Contained By:	Dissertation Abstracts International70-10A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3377936
ISBN:	9781109443455

A correlation study of six professional development domains in e-Learning teacher professional development.
Douglas Faraci, Denise.

A correlation study of six professional development domains in e-Learning teacher professional development. - 138 p.

Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3785.

Thesis (Ed.D.)--University of Phoenix, 2008.

In K-12 education, there is a need for professional development that improves K-12 teaching practices, extends to K-12 systemic practices, and provides access to research. Typically, K-12 teacher professional development falls short of creating a change. The current quantitative, descriptive correlation study included elementary and middle school K-12 public school teachers that had participated in the e-Learning professional development courses. The data analysis for the study included descriptive statistics and Pearson product-moment correlation coefficients. Based on the perceptions of the K-12 teachers, the results of the study indicated that K-12 e-Learning professional development courses offered by a New York professional development service aligned with three domains of quality instruction as defined under three sets of professional standards; and all six domains of quality instruction correlated to the Learning Style domain and the Assessments and Evaluation domain. Five recommendations for future research were presented. Future research should explore the relationships among the six domains of the professional standards in K-12 teacher e-Learning professional development; the relationship of the Assessments and Evaluation domain in e-Learning professional development and the role of the instructor; the relationship between the Learning Style domain and the Understanding and Implementation domain; the relationship between the Interaction and Collaboration domain in e-Learning professional development and the role of the instructor. The final recommendation for future studies is an investigation of causal relationships among the variables, as the present study did not address causal relationships.

ISBN: 9781109443455Subjects--Topical Terms:

1035576
Education, Leadership.

A correlation study of six professional development domains in e-Learning teacher professional development.
LDR:02671nam 2200289 4500 001 1396906
005 20110701085357.5
008 130515s2008 ||||||||||||||||| ||eng d
020 $a 9781109443455
035 $a (UMI)AAI3377936
035 $a AAI3377936
040 $a UMI $c UMI
100 1 $a Douglas Faraci, Denise. $3 1675713
245 1 2 $a A correlation study of six professional development domains in e-Learning teacher professional development.
300 $a 138 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3785.
500 $a Adviser: Robin Throne.
502 $a Thesis (Ed.D.)--University of Phoenix, 2008.
520 $a In K-12 education, there is a need for professional development that improves K-12 teaching practices, extends to K-12 systemic practices, and provides access to research. Typically, K-12 teacher professional development falls short of creating a change. The current quantitative, descriptive correlation study included elementary and middle school K-12 public school teachers that had participated in the e-Learning professional development courses. The data analysis for the study included descriptive statistics and Pearson product-moment correlation coefficients. Based on the perceptions of the K-12 teachers, the results of the study indicated that K-12 e-Learning professional development courses offered by a New York professional development service aligned with three domains of quality instruction as defined under three sets of professional standards; and all six domains of quality instruction correlated to the Learning Style domain and the Assessments and Evaluation domain. Five recommendations for future research were presented. Future research should explore the relationships among the six domains of the professional standards in K-12 teacher e-Learning professional development; the relationship of the Assessments and Evaluation domain in e-Learning professional development and the role of the instructor; the relationship between the Learning Style domain and the Understanding and Implementation domain; the relationship between the Interaction and Collaboration domain in e-Learning professional development and the role of the instructor. The final recommendation for future studies is an investigation of causal relationships among the variables, as the present study did not address causal relationships.
590 $a School code: 0850.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Technology of. $3 1018012
690 $a 0449
690 $a 0530
690 $a 0710
710 2 $a University of Phoenix. $3 1018420
773 0 $t Dissertation Abstracts International $g 70-10A.
790 1 0 $a Throne, Robin, $e advisor
790 $a 0850
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3377936