An analysis of online professional development and outcomes for students with disabilities

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Show simple item record Frey, Timothy J. 2009-04-28T19:04:01Z 2009-04-28T19:04:01Z 2009-04-28T19:04:01Z
dc.description.abstract Professional development experiences for special education teachers are designed to facilitate teacher learning and the implementation of evidence-based practices. Professional development should also make a positive impact on the K-12 students with disabilities that are in participating teachers’ classrooms. This study investigated the outcomes of the use of a project-based online professional development approach with in-service teachers of students with disabilities. In particular, the study focused on the effects of the professional development on K-12 students with disabilities in the participating teachers’ classrooms. The findings from the qualitative study indicate that each of the four student participants improved in the area of performance that was targeted by the teachers’ professional development. The analysis suggests that this approach to professional development positively impacted both participating teachers’ instructional practices and the performance of K-12 students with disabilities. en
dc.rights The final, definitive version of this article has been published in Teacher Education and Special Education, Volume 32 Number 1, February 2009, pages 83-96, © Teacher Education Division of the Council for Exceptional Children by SAGE Publications Ltd at the Teacher Education and Special Education page: on SAGE Journals Online: en
dc.subject Professional development en
dc.subject Online training en
dc.subject Special education en
dc.subject Collaborative learning communities en
dc.title An analysis of online professional development and outcomes for students with disabilities en
dc.type Text en 2009 en
dc.citation.doi 10.1177/0888406408330867
dc.citation.epage 96 en
dc.citation.issue 1 en
dc.citation.jtitle Teacher education and special education en
dc.citation.spage 83 en
dc.citation.volume 32 en
dc.contributor.authoreid tfrey en

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