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Classroom teachers in online gifted ...

Urquhart, Jill C.

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Classroom teachers in online gifted professional development: Their words.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Classroom teachers in online gifted professional development: Their words./
Author:	Urquhart, Jill C.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0078.
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Education, Gifted. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3435892
ISBN:	9781124345246

Classroom teachers in online gifted professional development: Their words.
Urquhart, Jill C.

Classroom teachers in online gifted professional development: Their words. - 118 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0078.

Thesis (Ph.D.)--University of Virginia, 2010.

Project LOGgED ON was a project supported by the U.S. Department of Education that maintained two initiatives, a.) to provide online case based professional development for teachers in gifted education, b.) to provide online advanced science curriculum for underserved gifted students. For the purposes of this study, the author will examine the data provided from the professional development component. The project has worked with 554 regular classroom teachers in both urban and rural locations. This paper will examine self-reported outcomes in the online case based professional development courses, similarities across and differences between participants who completed courses and those participants who dropped out of a course and participant satisfaction with the online course sequence. The researcher examines both survey data from Completers and Non-completers and qualitative data provided by the archived discussion forums and email conversations. The research addresses the success of the courses in increasing teacher knowledge about gifted education and the degree to which teacher perceptions of giftedness reflected a broadened conception of giftedness and appropriate means of addressing gifted students' needs. The results indicate online professional development in gifted education is a viable option for reaching classroom teachers in order to increase their knowledge of gifted, broaden their perceptions of gifted, and increase their classroom inclusion of best practices in gifted education.

ISBN: 9781124345246Subjects--Topical Terms:

1673432
Education, Gifted.

Classroom teachers in online gifted professional development: Their words.
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500 $a Adviser: Carolyn Callahan.
502 $a Thesis (Ph.D.)--University of Virginia, 2010.
520 $a Project LOGgED ON was a project supported by the U.S. Department of Education that maintained two initiatives, a.) to provide online case based professional development for teachers in gifted education, b.) to provide online advanced science curriculum for underserved gifted students. For the purposes of this study, the author will examine the data provided from the professional development component. The project has worked with 554 regular classroom teachers in both urban and rural locations. This paper will examine self-reported outcomes in the online case based professional development courses, similarities across and differences between participants who completed courses and those participants who dropped out of a course and participant satisfaction with the online course sequence. The researcher examines both survey data from Completers and Non-completers and qualitative data provided by the archived discussion forums and email conversations. The research addresses the success of the courses in increasing teacher knowledge about gifted education and the degree to which teacher perceptions of giftedness reflected a broadened conception of giftedness and appropriate means of addressing gifted students' needs. The results indicate online professional development in gifted education is a viable option for reaching classroom teachers in order to increase their knowledge of gifted, broaden their perceptions of gifted, and increase their classroom inclusion of best practices in gifted education.
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