Use of Social Media for Professional Development by Physical Educators Who Teach Students with Disabilities

References

• Alsobayel, H. (2016). Use of social media for professional development by health care professionals: A cross-sectional web-based survey. JMIR Medical Education, 2(2), 1–15.
   Google Scholar
• Armour, K. M., & Yelling, M. (2007). Effective professional development for physical education. Journal of Teaching in Physical Education, 26(2), 177–200.
   Web of Science ®Google Scholar
• Baird, D. E., & Fisher, M. (2005). Neomillennial user experience design strategies: Utilizing social networking media to support “always on” learning styles. Journal of Educational Technology Systems, 34(1), 5–32.
   Google Scholar
• Bates, M. S., Phalen, L., & Moran, C. (2016). Online professional development: A primer. Phi Delta Kappan, 97(5), 70–73.
   Web of Science ®Google Scholar
• Burnage, A., & Persaud, R. (2012). Exploring social media as a tool for knowledge exchange: The #btr11 experiment (discussion paper). Presented at the University of Alabama Birmingham.
   Google Scholar
• Carpenter, J. P., & Krutka, D. G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414–434.
   Google Scholar
• Conlon, T. J. (2004). A review of informal learning literature, theory and implications for practice in developing global professional competence. Journal of European Industrial Training, 28(2–4), 283–295.
   Google Scholar
• Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8.
   Web of Science ®Google Scholar
• Donelan, H. (2016). Social media for professional development and networking opportunities in academia. Journal of Further and Higher Education, 40(5), 706–729.
   Web of Science ®Google Scholar
• Dunn, J., & Leitschuh, C. (2014). Special physical education (10th ed.). Dubuque, IA: Kendall/Hunt.
   Google Scholar
• Goodyear, V. A., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: Using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927–943.
   Web of Science ®Google Scholar
• Government Accountability Office. (2010). Students with disabilities: More information and guidance could improve opportunities in physical education and athletics. Washington, DC: U.S. Government Printing Office. Retrieved from https://www.gao.gov/assets/310/305770.pdf
   Google Scholar
• Greenwood, S., Perrin, A., & Duggan, M. (2016). Social media update 2016. Retrieved from http://www.pewinternet.org/2016/11/11/social-media-update-2016/
   Google Scholar
• Healy, S., Block, M., & Judge, J. (2014). Certified adapted physical educator’s perceptions of advantages and disadvantages of online teacher development. Palaestra, 28(4), 14–16.
   Google Scholar
• Hodge, S. R., & Akuffo, P. B. (2007). Adapted physical education teachers’ concerns in teaching students with disabilities in an urban public school district. International Journal of Disability, Development and Education, 54(4), 399–416.
   Google Scholar
• Hodge, S. R., Lieberman, L. J., & Murata, N. M. (2012). Essentials of teaching adapted physical education: Diversity, culture, and inclusion. Scottsdale, AZ: Holcomb Hathaway.
   Google Scholar
• Hopkins, D. (2000). Schooling for tomorrow: Innovation and networks (pp. 14e15). Presented at the Portuguese seminar, Rapporteur’s report. Lisbon: CERI/OECD.
   Google Scholar
• Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
   Google Scholar
• Krause, J. M., Franks, H., & Lynch, B. (2017). Current technology trends and issues among health and physical education professionals. Physical Educator, 74(1), 164–180.
   Google Scholar
• Kwon, E. H., & Block, M. (2014). The factors influencing the shortage of certified adapted physical educators. Research Quarterly for Exercise and Sport, 85(1), A143.
   Google Scholar
• Liu, K., Miller, R., & Jahng, K. E. (2016). Participatory media for teacher professional development: Toward a self-sustainable and democratic community of practice. Educational Review, 68(4), 420–443.
   Web of Science ®Google Scholar
• Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology‐enhanced learning environment. Journal of Computer-Assisted Learning, 29, 487–504.
   Web of Science ®Google Scholar
• Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503–528.
   Web of Science ®Google Scholar
• Petry, N. M. (2002). A comparison of young, middle-aged, and older adult treatment-seeking pathological gamblers. The Gerontologist, 42(1), 92–99.
   PubMed Web of Science ®Google Scholar
• Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116–126.
   Web of Science ®Google Scholar
• Risser, H. S. (2013). Virtual induction: A novice teacher’s use of Twitter to form an informal mentoring network. Teaching and Teacher Education, 35, 25–33.
   Web of Science ®Google Scholar
• Sato, T., & Haegele, J. A. (2017). Physical educators’ engagement in online adapted physical education graduate professional development. Professional Development in Education. doi:10.1080/19415257.2017.1288651
   Google Scholar
• United States Census Bureau. (2010). Census regions and divisions of the United States [Data file]. Retrieved from https://www2.census.gov/geo/pdfs/maps-data/maps/reference/us_regdiv.pdf
   Google Scholar