Highlights

Executive Summary

	The courses addressed the content areas central to teachers' needs and created essential changes in teachers' knowledge.
	The courses enabled participants to more effectively apply educational technology in the classroom, to become knowledgeable about the pedagogical approaches, to gain in-depth knowledge of the research in the field, and to develop a better understanding of student assessment.

Summary of the Major Qualitative and Quantitative Findings

	The key concepts learned included content knowledge and pedagogy, accommodations and differentiated instruction, integration of technology into the classroom, lesson planning and curriculum, resources (e.g., parents, colleagues, Internet, books), assessment methods and tools, perception change, reflection on practice, and time management.
	Course aspects participants valued most included introduction to new instructional methods, resources, materials, and/or readings; the integration of theory and practice; the quality and usefulness of the assignments; and the flexible structure of the courses.
	Courses had positive effects on modifying teachers' instructional practices.

Results of Quantitative Data

	The majority of the respondents across all the courses thought highly of the courses (overall mean=4.84, SD=0.40). They reported that they would use at least one idea, strategy, or suggestion presented in the courses in their classroom (M=4.87, SD=0.43). In addition, they would like to recommend the courses to their colleagues (M=4.83, SD=0.53).
	More than 95% of the respondents agreed or strongly agreed on the excellence of the courses. Some examples include (1) Adolescent Literacy and English Language Learners (96.6%), (2) How to Use the Internet in Your Classroom (99.2%), (3) Strategic Lesson Planning and Aligning Standards, Curriculum, and Assessment (98.2%), and (4) Methods for Diverse Learners (97.8%).

Results of Qualitative Data

Course participants highlighted that the courses addressed the content areas central to teachers' needs and provided teachers with new conceptions of instruction. They also emphasized that the program allowed teachers enough time to absorb new ideas and test them in their classrooms.

Conclusions and Recommendations

The results of the open-ended data were consistent with the findings of the closed-ended data. The course participants appeared to find the professional development activities valuable. A large number of respondents reported that the courses had a positive effect on producing fundamental changes in teachers' knowledge and their working relationships with students and their colleagues. It was emphasized that the courses equipped the course participants with effective instructional methods, educational resources, and approaches of integrating theory and practice.