Using on-line modules for professional development in action research: Analysis of beta testing results

Journal of Interactive Online Learning

Volumn 6, Issue 2, 2007, Pages 87-99

  Little, Mary ^a   King, Laura ^b  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

^b EAST CAROLINA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547609332     PISSN: None     EISSN: 15414914     Source Type: Journal    
DOI: None     Document Type: Review

References (37)

1. th ed.). New York: Longman.
2. Borgia, E., & Schuler, D. (1996). Action research in early childhood education. Urbana, IL: Eric Clearinghouse on Elementary and Early Childhood Education. Retrieved March 29, 2004, from http://www.ericdigests.org/1997-2/ action.htm
3. Calhoun, E. (2002). Action research for school improvement. Educational Leadership, 59(6), 18-24.
4. Chattin-McNichols, J., & Loeffler, M. H. (1989). Teachers as researchers: The first cycle of the teachers' research network. Young Children, 44(5), 20-27.
5. Cuban, L. (1992). Managing dilemmas while building professional communities. Educational Researcher, 21(1), 4-11.
6. Delquadri, J., Greenwood, C. R., Whorton, D., Carta, J. J., & Hall, R. V. (1986). Class-wide peer tutoring. Exceptional children, 52, 535-542.
7. Ellis, E. (1996). The SLANT starter routine. Lawrence, KS: Edge Enterprises.
8. Ellis, E. (2001). The vocabulary lincing routine. Lawrence, KS: Edge Enterprises.
9. Florida Professional Development Evaluation Impact- Pilot Studies (2004). Florida Department of Education. Tallahassee: Author.
10. Florida Professional Development Evaluation System Protocol. (2002). Florida Department of Education. Tallahassee: Author.
11. Greenwood, C., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education, 24(4), 276-289.
12. Hastie, P. A. (1992). Prospects for collaboration between teachers and researchers. Clearing House, 65(6), 371-372.
13. nd ed.). New York: Simon & Schuster Macmillan.
14. th Congress. Individuals with Disabilities Education Act (IDEA) Regulations (2004). 48 C.F.R. & 400.500(4)(c).
15. Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). The Reading Teacher, 52, 738-747.
16. Knapczyk, D., & Rodes, P. (1995). Effecting change in-service teachers through distance education. Technology and Teacher Education, 3, 47-55.
17. Little, M. (2001). Classroom action research improving student outcomes. Florida Educational Leadership, 2(1), 41-44.
18. Little, M., & Houston, D. (2003). Comprehensive school reform: A model based on student learning. Journal of Disability Policy Studies, 14(1), 54-62.
19. Little, M., & Houston, D. (2003). Research into practice through professional development. Remedial & Special Education, 24(2), 75-88.
20. Llorens, M. B. (1994). Action research: Are teachers finding their voice? The Elementary School Journal, 95(1), 3-10.
21. McNicoll, P. (1999). Issues in teaching participatory action research. Journal of Social Work Education, 35(1), 51-63.
22. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
23. Mohr, D., Matt, H., & Mohr, F. (2003). Action research: The daily search for works. Teaching Elementary Physical Education, 14(6), 31-34.
24. No Child Left Behind Act of 2002. (2002). Public Law 107-220. 107th Congress. Retrieved from http://www.ed.gov/legislation/ESEA02/
25. Pascopella, A. (2003). Inside the law. District Administrator, 39(8), 11.
26. Rawlinson, D., & Little, M. (2004). Improving student learning through classroom action research. Florida Department of Education. Tallahassee: Author.
27. Rodes, P., Knapczyk, D., & Chapman, C. (2003). Using web conferencing to shift learner expectations. Technical Horizons in Education Journal, 3, 12-19.
28. Sagor, R. (2003). How to conduct collaborative action research. Alexandria, VA: Association for Supervision and Curriculum Development.
29. Salisbury, C., & Wilson, L. (1997). Using action research to solve instructional challenges in inclusive elementary school setting. Education & Treatment of Children, 20(1), 21-40.
30. Schumm, J. S., & Vaughn, S. (1991). Making adaptations for mainstreamed students: General classroom teachers' perspectives. Remedial and Special Education, 12(4), -27.
31. Shade, R., & Stewart, R. (2001). General education and special education preservice teachers' attitudes toward inclusion. Preventing School Failure, 46(1), 37-42.
32. Sindelar, P., & Brownell, M. (2001). Research to practice dissemination, scale, and context: We can do it, but can we afford it? Teacher Education and Special Education, 24(4), 348-355.
33. Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: Framework for future study and a state-of-the-art analysis. Educational Leadership, 45(3), 77-87.
34. Stewart, D. W., & Shamdasni, P. N. (1990). Focus groups: theory and practice. Newbury Park, CA: Sage.
35. Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Newbury Park, CA: Sage.
36. Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews: Use and application in education and psychology. Newbury Park, CA: Sage.
37. Williams, E., Gold, V., & Russell, S. (1995). Distance education as a future trend for pre-service and in-service education. Paper presented at the American Council on Rural Special Education. Las Vegas, NV.