Professional Development

Concurrent

Examining Teacher-Reported Best Practices in Online Teacher Professional Development for Gifted Education

Friday, November 10
2:30 PM - 3:30 PM
Location: 211 A

In 2002, Siegle published an essay that delineated best practices for instructional design components of online Teacher Professional Development for gifted and talented education. The PACKaGE Model of oTPD implemented Siegle's components. This presentation examines findings from a teacher (N=159) self-report study concerning the value of Siegle’s (2002) oTPD components used within the PACKaGE Model. The empirical study's findings suggest that social and pedagogical aspects of teachers’ oTPD experiences directly benefit from Siegle’s (2002) components, including the use of asynchronous virtual learning environments, online collaborative group work for teachers, and teacher-friendly scheduling and pacing.

Matthew Edinger

Adjunct Professor
The University of Richmond

Matthew Edinger, PhD, has eighteen years of elementary, secondary and higher education classroom experience. He completed his doctorate in Educational Policy, Planning, and Leadership with an emphasis in Gifted Education from The College of William and Mary in Williamsburg, VA. Matt has won numerous grants and awards, and has presented at district, state, national and international conferences. During his K-12 teaching career, he taught at the at-risk, gifted and honors level, as well as two years in a Center-Based Gifted program. Matt’s current research investigates teachers of students identified as gifted/talented and online teaching pedagogy. He has been teaching gifted education courses with the University of Richmond’s School of Professional & Continuing Studies for nine years.

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