A Research Agenda for Online Teacher Professional Development

By C. Dede, Diane Jass Ketelhut, P. Whitehouse, Lisa Breit, Erin M. McCloskey. 2009

638 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cdec831a1593e67ff619be618f387f18187a827a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Konstantopoulos
2. Barry J. Fishman
3. Beth Kubitskey
4. R. Vath
5. H. Johnson
6. G. Park
7. Gilly Salmon
8. P. Wright

In Education

1. S. Konstantopoulos
2. Barry J. Fishman
3. Beth Kubitskey
4. R. Vath
5. H. Johnson
6. G. Park
7. Gilly Salmon
8. P. Wright

Citations in the corpus

• Transforming Future Teaching through ‘Carpe Diem’ Learning Design (2014, background): “In view of the pressures and imperatives to change their practice, it would be reasonable to assume that all academics would be keen to participate in staff development [48], but many institutions struggle to convince all their educators that attendance is worth their time [49].”
• Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation (2013, methodology): “…of PD modality using randomized designs (Fisher et al., 2010; Masters et al., 2010; Powell et al., 2010) are important steps toward broadening and deep-ening the empirical base for understanding how online PD fits into the broader landscape of teacher learning initiatives (Dede et al., 2009).”