Jeffrey Carpenter, associate professor of education and director of the Teaching Fellows program, co-authored the article in the peer-reviewed journal Teaching and Teacher Education.
Jeffrey Carpenter, associate professor of education and director of the Teaching Fellows, has published an article in the journal Teaching and Teacher Education, along with co-author Jayme Linton of Lenoir Rhyne University. It is the third Edcamp-related article on which Carpenter and Linton have collaborated.
The article, titled “Educators’ perspectives on the impact of Edcamp unconference professional learning,” is available online here. The abstract reads as follows:
Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews (N=105). Participants overwhelmingly reported that Edcamp experiences caused changes in their practices and in student learning. The impacts of Edcamps were often described in terms of student engagement, experiences, and dispositions, rather than traditional measures of achievement such as test scores. Participants experienced various obstacles and supports as they utilized what they had learned at Edcamps. Considering these results, the Edcamp model and its implications for other forms of teacher learning are discussed.
The article reference is:
Carpenter, J. P., & Linton, J. N., (2018). Educators’ perspectives on the impact of Edcamp unconference professional learning. Teaching and Teacher Education, 73, 56-69.