Multi-State, Quasi-Experimental Study of the Impact of Internet-Based, On-Demand Professional Learning on Student Performance
This multi-State, quasi-experimental study reflects the quantification of comparative gains in math and reading performance on standardized assessments. We contrasted performance in consecutive years pre-versus-post for students of teachers actively participating in an Internet-based, on-demand prof...
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| Format: | EJournal Article |
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Institute of Advanced Engineering and Science,
2013-12-01.
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| Online Access: | Get fulltext |
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| LEADER | 02400 am a22002773u 4500 | ||
|---|---|---|---|
| 001 | IJERE_4454_2176 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Shaha, Steven |e author |
| 100 | 1 | 0 | |e contributor |
| 700 | 1 | 0 | |a Ellsworth, Heather |e author |
| 245 | 0 | 0 | |a Multi-State, Quasi-Experimental Study of the Impact of Internet-Based, On-Demand Professional Learning on Student Performance |
| 260 | |b Institute of Advanced Engineering and Science, |c 2013-12-01. | ||
| 520 | |a This multi-State, quasi-experimental study reflects the quantification of comparative gains in math and reading performance on standardized assessments. We contrasted performance in consecutive years pre-versus-post for students of teachers actively participating in an Internet-based, on-demand professional development (PD) program with their respective districts, thus normalizing for uncontrolled educational and socioeconomic variables. A random sample of 169 schools was analyzed representing teachers with a minimum high-participation level in PD. Results showed that students of participating teachers experienced 18.9% increases (p<.001) in math scores versus 4.2% (p<.01) for their districts, and 15.3% increases (p<.001) in reading versus 2.5% (p<.01) for their districts, equating to statistically significant 4.2 fold (p>.001) and 6.1 (p>.001) fold advantages, respectively. Findings support the high-participation use of Internet-based, on-demand professional learning for improving teacher effectiveness to impact student performance. DOI: http://dx.doi.org/10.11591/ijere.v2i4.3933 | ||
| 540 | |a Copyright (c) 2014 Institute of Advanced Engineering and Science | ||
| 540 | |a http://creativecommons.org/licenses/by-nc-nd/4.0 | ||
| 546 | |a eng | ||
| 690 | |a Professional Development; School/Teacher Effectiveness; On-Demand Professional Learning; Professional Development Videos; Multivariate Statistical Methods; Teacher Learning | ||
| 655 | 7 | |a info:eu-repo/semantics/article |2 local | |
| 655 | 7 | |a info:eu-repo/semantics/publishedVersion |2 local | |
| 655 | 7 | |2 local | |
| 786 | 0 | |n International Journal of Evaluation and Research in Education (IJERE); Vol 2, No 4: December 2013; 175-179 | |
| 786 | 0 | |n 2620-5440 | |
| 786 | 0 | |n 2252-8822 | |
| 786 | 0 | |n 10.11591/ijere.v2i4 | |
| 787 | 0 | |n https://ijere.iaescore.com/index.php/IJERE/article/view/4454/2176 | |
| 856 | 4 | 1 | |u https://ijere.iaescore.com/index.php/IJERE/article/view/4454/2176 |z Get fulltext |