Bibliographic Details
| Title: |
CORRELATING TEACHERS' ENGAGEMENT IN ONLINE DISCUSSIONS WITH THEIR PERSISTENCE IN PROFESSIONAL DEVELOPMENT. |
| Authors: |
Matranga, Anthony1 amatranga@csusm.edu, Silverman, Jason2 Js657@drexel.edu |
| Source: |
Conference Papers -- Psychology of Mathematics & Education of North America. 2022, p1426-1430. 5p. |
| Subject Terms: |
*Mathematics teachers, *Teacher development, *Social networks, *Mathematics education, *Online education, *Distance education |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
