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022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aSchlager, Mark S. _eauthor
245	1	0	_aAnalyzing Online Teacher Networks : _bcyber networks require cyber research tools/ _ccreated by Mark S. Schlager, Umer Farooq, Judith Fusco, Patricia Schank and Nathan Dwyer
264	1		_aThousand Oaks : _bSage, _c2009.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 60, number 1
520	3		_aThe authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration through cyber-enabled networks. They conclude that new frameworks, tools, and techniques are needed to understand and maximize the benefits of teacher networks. The paper presents preliminary data to illuminate both the power and limitations of current tools and techniques for studying cyber-enabled networks using data from a large, mature online network of K-12 educators. The findings raise fundamental questions that are beyond the capability of most education researchers and evaluators to address rigorously and cost-effectively. The authors propose a research agenda designed to create and validate a new generation of research tools and techniques that enable researchers ask more incisive and convergent research questions and help school leaders and teachers support, learn, and collaborate with one another more effectively in cyber-enabled professional communities.
650			_aCyberinfrastructure _vOnline community _xProfessional learning community
700	1		_aFarooq, Umer _eco author
700	1		_aFusco, Judith _eco author
700	1		_aSchank, Patricia _eco author
700	1		_aDwyer, Nathan _eco author
856			_uhttps://doi.org/10.1177/0022487108328487
942			_2lcc _cJA
999			_c167388 _d167388