Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support

Whitaker, Steve; Kinzie, Mable B.; Kraft-Sayre, Marcia; Mashburn, Andrew J.; Pianta, Robert C.

doi:10.1007/s10643-006-0142-7

Cited by 36 publications

(9 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Of course a limitation to scalability of this approach is teachers' access to and skillful use of internet-based resources either at home or in their preschool programs. Our results showed considerable variability in teachers' stand-alone use of the web-only resources, an aspect of implementation that appears to be predicted by attitudes, and prior experience, among other factors (Whitaker, Kinzie, Kraft-Sayre, Mashburn, & Pianta, 2007).…”

Section: Discussionmentioning

confidence: 66%

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

Pianta

Mashburn

Downer

et al. 2008

Early Childhood Research Quarterly

Self Cite

551

365

View full text Add to dashboard Cite

As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development and training in key instructional and interaction skills. In this paper, we describe effects of MyTeachingPartner (MTP), a web-based system of professional development resources, that include video exemplars and web-mediated consultation on specific dimensions of interactions with children for 113 teachers in a state-funded pre-k program. Teachers assigned to receive on-line consultation and feedback targeted to their interactions showed significantly greater increases in independent ratings of the quality of interactions than did those only receiving access to a website with video clips. The positive effects of consultation were particularly evident in classrooms with higher proportions of children who experienced economic risks. Implications of these findings for models of professional development and widespread needs for teacher access and support are discussed in relation to the effectiveness of early education. KeywordsEarly childhood education; In-service training; Professional development; Consultation; At-scale implementation There is currently widespread agreement that the training and professional development of the early education workforce is a key component for ensuring that early childhood education programs make good on the hopes of policymakers, parents, and educators for improving children's success in school (Bogard & Takanishi, 2005; Zaslow & MartinezBeck, 2005). Enrollment of three-and four-year-olds in early education programs is growing annually (Barnett, Hustedt, Hawkinson, & Robin, 2006; West, Denton, & GerminoHausken, 2000), with estimates indicating that 200,000 teachers will be needed to staff © 2008 Elsevier Inc. All rights reserved.Correspondence concerning this article should be addressed to Robert C. Pianta, Ph.D., Center for Advanced Study of Teaching and Learning, 350 Old Ivy Way, Suite 100, Charlottesville, VA 22903, rcp4p@virginia.edu. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript universal enrollment programs by 2020 (Clifford & Maxwell, 2002). Consequently, identifying effective, relevant, and scalable approaches to training the early education workforce is of paramount importance. Furthermore, there is credible evidence that teachers' effective implementation of instruction that emphasizes the qual...

show abstract

Section: Discussionmentioning

confidence: 66%

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

Pianta

Mashburn

Downer

et al. 2008

Early Childhood Research Quarterly

Self Cite

551

365

View full text Add to dashboard Cite

show abstract

“…Recently, with the advent of web technology, rigorous empirical attention has been directed at online professional development for preschool teachers. A host of studies have aimed at developing knowledge or tools for best practice in online education programs (e.g., Downer, Locasale-Crouch, Hamre, & Pianta, 2009;Whitaker, Kinzie, Kraft-Sayre, Mashburn, & Pianta, 2007). This study, unlike the previous efforts, involved a phenomenographic approach to explore the learning experience perceived by in-service preschool teachers in online education.…”

Section: The Phenomenographic Research Methodologymentioning

confidence: 99%

Exploring in-service preschool teachers’ conceptions of and approaches to online education

Yang

Tsai

2017

AJET

View full text Add to dashboard Cite

This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs.By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches), qualitatively different categories of conceptions and approaches were identified through a phenomenographic analysis approach. The results found that their conceptions of online education ranged from "a way of diploma completion" to "a way of lifelong learning," while their approaches ranged from "interacting with people" to "getting involved in the community of sharing." In addition, the teacher-learners with fragmented conceptions ("a way of diploma completion") tended to have surface approaches ("interacting with people"), and those with cohesive conceptions ("a way of lifelong learning") tended to have deep approaches in online education ("getting involved in the community of sharing").

show abstract

“…In figure 1, you can see the stages of a MTP cycle that should be completed by the teacher and the teaching partner. When the literature on MTP is examined, it is seen that there are many studies showing the positive effects of the system on the professional development of teachers and on the academic achievement of students (Hamre et al, 2010, p.245;Pianta, Mashburn, Downer and Hamre, 2008b, p.449;Downer et al, 2009, p.340;Mashburn et al, 2010, p.194;Whitaker et al, 2007). Roberts and LoCasale-Crouch (2013), in a similar manner to the present study, investigated the opinions and expectations of the teachers before starting MTP applications.…”

Section: Introductionmentioning

confidence: 99%

Pre-school Teachers’ Opinions about Professional Development Applications and Teaching Partnership

Guler-Yildiz¹,

Erturk-Kara²

2016

IJRES

View full text Add to dashboard Cite

The purpose of the current study is to determine pre-school teachers' opinions about the current applications to promote their professional development and level of readiness to Teaching Partnership system to be constructed through the adaptation of My Teaching Partner-MTP implemented in America to Turkey. My Teaching Partner was planned to promote teachers' professional development and to enhance the quality of their instruction. The study group of the current research employing a qualitative research method is comprised of 8 pre-school teachers working in a city of Central Anatolia. The participants were administered a structured interview form developed by the researchers. The data collected through the interview form aiming to elicit the teachers' opinions about the current applications were organized and interpreted within the themes of teacher education, graduated university and evaluation. The data collected to elicit the participants' opinions about teaching partnership were analyzed on the basis of positive and negative perceptions. It was concluded that the teachers experience many problems during the existing professional development applications and cannot obtain the desired benefits from these applications. Three of the participants were found to be both positively viewing teaching partnership and willing to participate in the construction of such a system.

show abstract

Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support

Cited by 36 publications

References 7 publications

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms

Exploring in-service preschool teachers’ conceptions of and approaches to online education

Pre-school Teachers’ Opinions about Professional Development Applications and Teaching Partnership

Contact Info

Product

Resources

About