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| Professional Development in the Area of Autism: Effectiveness of Collaboration in Online and Face-to-Face Learning Formats | |
| [null] | |
| 出版年 | 2011 |
| 学位授予单位 | Wozniak, Renee (Author), Mccoy, Kathleen M. (Advisor), Puckett, Kathleen (Committee member), Gehrke, Rebecca (Committee member), Arizona State University (Publisher) |
| 英文摘要 | abstract: Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in the area of autism is becoming increasingly essential. This study explored the experiences of twenty-three educators in a suburban southwest K-12 public school district, as they participated in a fifteen-hour professional development course in an online or face-to-face format, and collaboratively problem-solved their challenges in educating students with autism. Qualitative data was collected from participants' weekly written reflections and comments from a pre- and post-survey on attitudes, to determine quality of and satisfaction with collaboration in relation to course format. Results indicated that the online format produced higher-quality collaboration when it came to presenting one's own situation(s) to the group, finding group discussions helpful, having enough time to collaborate, providing feedback/suggestions to group members, and perceiving suggestions for one's own situation as helpful (as evidenced by the number of suggestions that participants said they would likely implement). The face-to-face format produced higher-quality collaboration when it came to in-depth problem-solving regarding a situation, implementing suggestions for one's own situation, and relating course content to collaborative activities. Participants' attitudes about using technology as a means of collaboration showed little change overall from pre- to post-survey. Though slight increases in positive attitudes concerning technology were found in various areas, many participants still thought highly of a face-to-face format for collaborative purposes, even after participating in the online professional development course. Findings may be of use to educational institutions developing online or face-to-face professional development opportunities in the area of autism. Dissertation/Thesis Ph.D. Curriculum and Instruction 2011 |
| 英文关键词 | Education Special education Teacher education Autism Collaboration Face-to-Face Online Professional Development Technology |
| 语种 | 英语 |
| URL | http://hdl.handle.net/2286/R.I.14323 |
| 来源机构 | Arizona State University |
| 资源类型 | 学位论文 |
| 条目标识符 | http://119.78.100.177/qdio/handle/2XILL650/245698 |
| 推荐引用方式 GB/T 7714 | [null]. Professional Development in the Area of Autism: Effectiveness of Collaboration in Online and Face-to-Face Learning Formats[D]. Wozniak, Renee (Author), Mccoy, Kathleen M. (Advisor), Puckett, Kathleen (Committee member), Gehrke, Rebecca (Committee member), Arizona State University (Publisher),2011. |
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