A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”

Author:

An YunjoORCID

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference8 articles.

1. Clausen, J. M., Bunte, B., & Robertson, E. T. (2020). Professional development to improve communication and reduce the homework gap in grades 7–12 during COVID-19 transition to remote learning. Journal of Technology and Teacher Education, 28(2), 443–451.

2. Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville: Association for the Advancement of Computing in Education (AACE).

3. Hall, J., Roman, C., Jovel-Arias, C., & Young, C. (2020). Pre-service teachers examine digital equity amidst schools' COVID-19 responses. Journal of Technology and Teacher Education, 28(2), 435–442.

4. Hannes, K., & Lockwood, C. (2011). Pragmatism as the philosophical foundation for the Joanna Briggs meta-aggregative approach to qualitative evidence synthesis. Journal of Advanced Nursing, 67(7), 1632–1642. https://doi.org/10.1111/j.1365-2648.2011.05636.x.

5. Joanna Briggs Institute. (2014). The Joanna Briggs Institute reviewers′ manual: 2014 edition/supplement. The Joanna Briggs Institute.

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