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https://par.nsf.gov/biblio/10417707-correlating-teachers-engagement-online-discussions-persistence-professional-development
Accepted (AM)Open Access (License Unspecified), Open
Conference paper
Correlating teachers’ engagement in online discussions with their persistence in professional development
Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp.1457-1461
2022
Abstract
This paper reports on a correlation analysis of two cohorts of mathematics teachers’ patterns of participation in online asynchronous discussions and their persistence in a sequence of professional development workshops. Findings indicate that increased access to colleagues’ knowledge resources and more frequent dispersion of these resources across the social network related to persistence. We discuss how variations in the design of our online workshops may have impacted teachers’ potential to persist in the professional development. The findings have implications for network-based instructional strategies that could increase mathematics teachers’ potential to persist in online professional developments.
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Details
- Title
- Correlating teachers’ engagement in online discussions with their persistence in professional development
- Creators
- Anthony Vincent Matranga - California State University, San MarcosJason Silverman - Drexel University, School of Education
- Publication Details
- Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp.1457-1461
- Conference
- 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 44th (Middle Tennessee State University, Murfreesboro, Tennessee, United States, 17 Nov 2022–20 Nov 2022)
- Number of pages
- 5
- Resource Type
- Conference paper
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991021899412404721