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A causal-comparative model for the e...

Rasmussen, Clay L.

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A causal-comparative model for the examination of an online teacher professional development program for an elementary agricultural literacy curriculum.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A causal-comparative model for the examination of an online teacher professional development program for an elementary agricultural literacy curriculum./
作者:	Rasmussen, Clay L.
面頁冊數:	171 p.
附註:	Adviser: Rebecca M. Monhardt.
Contained By:	Dissertation Abstracts International69-02A.
標題:	Education, Agricultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297498
ISBN:	9780549470199

A causal-comparative model for the examination of an online teacher professional development program for an elementary agricultural literacy curriculum.
Rasmussen, Clay L.

A causal-comparative model for the examination of an online teacher professional development program for an elementary agricultural literacy curriculum. - 171 p.

Adviser: Rebecca M. Monhardt.

Thesis (Ph.D.)--Utah State University, 2008.

The purpose of this study was to determine the effectiveness of a teacher professional development program as measured by the extent that participants have continued to use lessons and materials up to three years after the professional development experience. The professional development program was delivered online and structured by five key characteristics of effective professional development.

ISBN: 9780549470199Subjects--Topical Terms:

1022852
Education, Agricultural.

A causal-comparative model for the examination of an online teacher professional development program for an elementary agricultural literacy curriculum.
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520 $a Sixty-five participants of Food, Land, and People ( FLP) professional development completed an online survey answering certain demographic variables and indicating the number of lessons and activities they had used from the FLP professional development. An implementation and continued use measurement model was used to create weighted FLP use scores and compare participants within each group. Results suggest that the FLP professional development program was effective in obtaining long-term continued use of materials.
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