Using On-Line Modules for Professional Development in Action Research: Analysis of Beta Testing Results

Mary Little
University of Central Florida

Laura King
East Carolina University


Although research identifies a plethora of evidence-based instructional practices, classroom teachers find research difficult to access, often not implemented due to perceived lack of relevance to classroom practice. Bridging this gap between research and practice requires continued and mediated support as teachers translate and contextualize research findings through the lenses of prior knowledge, understandings, and impact on student results within their classrooms. This developmental process is both time consuming and individual. To address the need for responsive, individual, and contextualized support during the implementation process of evidenced-based instructional practices by teachers to determine impact of instruction, an on-line module in action research has been developed, implemented, and researched using a beta testing process. This manuscript describes the content of the on-line module and mediated support, outlines the specific research framework of beta testing procedures and instrumentation, analyzes the results from the pilot group of teachers who participated in this on-line module, and describes the limitations and considerations for continued research.

About the Author(s)...

Mary E. Little, Ph. D. is currently an Associate Professor in Exceptional Education at the University of Central Florida. Dr. Little has taught students at the university level and within school districts as a teacher at the secondary level for over thirty years. Her research interests are grounded in teacher education, instructional practices, and program evaluation. She may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..

Laura King, Ph. D. is an Assistant Professor in Special Education at Eastern Carolina University. Dr. King’s professional research interests include teacher action research, language development, and assistive technology, especially with students with disabilities.

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