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Barriers to Implementing Large-Scale Online Staff Development Programs for Teachers

Meyen, Edward L.
Yang, Chien Hui
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Abstract
This study on barriers to online staff development for classroom teachers was conducted as part of the planning activities of a delivery models project designed to develop guidelines for implementing large-scale online staff development programs. The study involved engaging 54 general and special educators in several professional roles from nine states in a series of focus groups to identify the barriers to online staff development. An instrument was designed to rank order the barriers in terms of perceived significance. Twenty-two barriers were identified. This project was in follow-up to the Online Academy (H029K73002) funded by the Office of Special Education Programs in the U.S. Department of Education (OSEP/USDOE).
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This is the publisher's version, which may also be found here: http://www.westga.edu/~distance/ojdla/winter64/meyen64.pdf
Date
2005
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The University of Kansas
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