Classrooms nationwide welcome a diverse group of learners. A goal, and an achievable one, is to recognize this unique diversity on a whole child spectrum and to strive to customize learning to meet individual needs. Critical to this process is for teachers to have at hand research that connects factors of learning in a holistic way. It is equally…

As faculty chair of early childhood education at Vanguard University of Southern California, the author was challenged each day by questions: How to provide high-impact online professional learning to adult continuing education students? What barriers exist for adult learners seeking meaningful professional learning? How does practice as a…

Spanning the 2015-2016 academic year, Cal Poly Communications Studies Sr. Lecturer, Martin Mehl, and Lead Instructional Designer, Luanne Fose, from the Cal Poly Center for Teaching, Learning, and Technology, conducted a formal, institute-wide research pilot on whether or not video assessment can improve faculty feedback for student assignments.…

A common theme has been consistently woven through the literature on teacher professional development: that practice-based designs and collaboration are two components of effective teacher learning models. In addition to collaboration and practice-based designs, inquiry cycles have been long recognized as catalysts for teacher professional…

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two…

This paper explores a new pedagogical approach to teaching teachers to assume a learning or inquiry stance in their practice. It is based on an assumption that professional learning is a core capability of good teaching that is responsive to the changing needs of children, schools, and communities. One source of teacher learning is practice--one's…