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CORRELATING TEACHERS' ENGAGEMENT IN ONLINE DISCUSSIONS WITH THEIR PERSISTENCE IN PROFESSIONAL DEVELOPMENT.

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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]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Conference
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  Data: CORRELATING TEACHERS' ENGAGEMENT IN ONLINE DISCUSSIONS WITH THEIR PERSISTENCE IN PROFESSIONAL DEVELOPMENT.
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  Data: <searchLink fieldCode="AR" term="%22Matranga%2C+Anthony%22">Matranga, Anthony</searchLink><relatesTo>1</relatesTo><i> amatranga@csusm.edu</i><br /><searchLink fieldCode="AR" term="%22Silverman%2C+Jason%22">Silverman, Jason</searchLink><relatesTo>2</relatesTo><i> Js657@drexel.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2022, p1426-1430. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+networks%22">Social networks</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink>
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  Data: 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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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=160749562
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        Text: English
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      Pagination:
        PageCount: 5
        StartPage: 1426
    Subjects:
      – SubjectFull: Mathematics teachers
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Social networks
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Distance education
        Type: general
    Titles:
      – TitleFull: CORRELATING TEACHERS' ENGAGEMENT IN ONLINE DISCUSSIONS WITH THEIR PERSISTENCE IN PROFESSIONAL DEVELOPMENT.
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            NameFull: Matranga, Anthony
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            NameFull: Silverman, Jason
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              Text: 2022
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              Y: 2022
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            – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America
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