@article{russell_kleiman_carey_douglas_2009, title={Comparing Self-paced and Cohort-based Online Courses for Teachers}, volume={41}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2009.10782538}, DOI={10.1080/15391523.2009.10782538}, abstractNote={Abstract The study investigated whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental conditions. One was a highly supported condition, with a math education instructor, an online facilitator, and asynchronous peer interactions among participants available as participants worked through the course together. Another was a self paced condition, in which none of the supports were available. The other two conditions provided intermediate levels of support. All conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. Surprisingly, the positive outcomes were comparable across all four conditions. Further research is needed to determine whether this finding is limited to self selected teachers, the specifics of this online course, or other factors that limit generalizability.}, number={4}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={Russell, Michael and Kleiman, Glenn and Carey, Rebecca and Douglas, Joanne}, year={2009}, month={Jun}, pages={443–466} }
 @article{o’dwyer_carey_kleiman_2007, title={A Study of the Effectiveness of the Louisiana Algebra I Online Course}, volume={39}, ISSN={1539-1523 1945-0818}, url={http://dx.doi.org/10.1080/15391523.2007.10782484}, DOI={10.1080/15391523.2007.10782484}, abstractNote={Abstract Student enrollment in K–12 online learning programs showed a tenfold expansion in the years between 2002 and 2005. Despite increased implementation to fulfill critical local needs, there is very little evidence-based research available to inform education leaders’ decisions relating to these initiatives. To address the important question of whether online learning can be as effective as traditional face-to-face learning, this research presents the findings from a quasi-experimental design implemented to examine the effect of the Louisiana Algebra I Online initiative on student outcomes. The findings presented suggest that the Louisiana Algebra I Online model is a viable online model for providing effective Algebra I instruction.}, number={3}, journal={Journal of Research on Technology in Education}, publisher={Informa UK Limited}, author={O’Dwyer, Laura M. and Carey, Rebecca and Kleiman, Glenn}, year={2007}, month={Mar}, pages={289–306} }