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Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine
Author(s) -
Schumaker Jean B.,
Fisher Joseph B.,
Walsh Lisa D.,
Lancaster Paula E.
Publication year - 2020
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12232
Subject(s) - psychology , professional development , medical education , faculty development , mathematics education , pedagogy , medicine
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face‐to‐face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.