Download or read book Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face written by John Hughes and published by . This book was released on 2015 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report describes the results of a REL Southeast study comparing student success in online credit recovery and general courses taken online compared to traditional face-to-face courses. Credit recovery occurs when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the high use of online learning in the Southeast, particularly as a method to help students engage in credit recovery. The data for this study covered all high school courses taken between 2007/08 and 2010/11 in Florida (excluding Driver's and Physical Education). The study compares the likelihood of a student earning a C or better in an online course as compared to a face-to-face course. Comparisons for both general and online courses include those courses taken for the first time and credit recovery courses. The results show that the likelihood of a student earning a grade of C or better was higher when a course was taken online than when taken face-to-face, both for general courses and credit recovery courses. Most subgroups of students also had higher likelihood of success in online courses compared to face-to-face courses, except that English language learners showed no difference in outcomes when taking credit recovery courses online. However, it is not possible to determine whether these consistent differences in course outcomes are attributable to greater student learning, other factors such as differences in student characteristics, or differences in grading standards. The following are appended: (1) Data and methodology; and (2) Detailed results.

Download or read book Handbook of Distance Education written by Michael Grahame Moore and published by Routledge. This book was released on 2018-12-07 with total page 661 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Distance Education, 4th Edition is a comprehensive compendium of research in the field of distance education. The volume is divided into four sections covering the historical and theoretical foundations of distance education, attributes of teaching and learning using technology, management and administration, and different audiences and providers. Throughout, leading scholars address future research needs and directions based on current research, established practices, and recent changes to implementation, pedagogy, and policy.

Download or read book Technology in School Classrooms written by James G. Cibulka and published by Rowman & Littlefield. This book was released on 2017-12-31 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an excellent analysis of whether and how digital technologies can transform teaching and learning in classroom settings. The authors collectively provide a multi-dimensional perspective on how and under what conditions technology can be productively employed by teachers to more effectively meet the challenges presented by a rapidly evolving world.

Download or read book Character Education for 21st Century Global Citizens written by Endah Retnowati and published by Routledge. This book was released on 2018-09-07 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt: Character Education for 21st Century Global Citizens contains the papers presented at the 2nd International Conference on Teacher Education and Professional Development (InCoTEPD 2017), Yogyakarta, Indonesia, 20—21 October 2017. The book covers 7 topics: 1) Values for 21st century global citizens 2) Preparing teachers for integrative values education 3) Teacher professional development for enhanced character education 4) Curriculum/syllabus/lesson plan/learning materials development for integrated values education 5) Developing learning activities/tasks/strategies for character education 6) Assessing student’s character development (values acquisition assessment) 7) Creating/managing conducive school culture to character education.

Download or read book Targeting Summer Credit Recovery written by Jared Eno and published by . This book was released on 2014 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra is considered a key gatekeeper for higher-level mathematics course-taking in high school and for college enrollment (Adelman, 2006; Gamoran & Hannigan, 2000). Yet, algebra pass rates are consistently low in many places (Higgins, 2008; Ham & Walker, 1999; Helfand, 2006), including Chicago Public Schools (CPS). This is of particular concern because academic performance in core courses during the first year of high school is the strongest predictor of eventual graduation (Allensworth & Easton, 2005). Offering online credit recovery courses is one strategy to deal with high failure rates. However, no rigorous evidence currently exists about the efficacy of online credit recovery courses. Understanding patterns of treatment effects may provide clues to the relative strengths and weaknesses of online and standard face-to-face (f2f) learning. A related policy question is whether district and school administrators should target online learning to certain students. This paper investigates these questions by exploring heterogeneity in the treatment effects of online algebra credit recovery using Chicago Public School students who failed second semester Algebra I in the spring of freshman year, and attempted credit recovery as part of the study in summer 2011 or 2012. [For a related abstract, see ED562834.].

Download or read book Educational Goods written by Harry Brighouse and published by University of Chicago Press. This book was released on 2018-01-24 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book, jointly authored by two distinguished philosophers and two prominent social scientists, has an ambitious aim: to improve decision-making in education policy. First they dive into the goals of education policy and explain the terms "educational goods" and "childhood goods," adding precision and clarity to the discussion of the distributive values that are essential for good decision-making about education. Then they provide a framework for individual decision-makers that enables them to combine values and evidence in the evaluation of educational policy options. Finally they delve into the particular policy issues of school finance, school accountability, and school choice, and they show how decision makers might approach them in the light of this decision-making framework. The authors are not advocated particular policy choices, however. The focus instead is a smart framework that will make it easier for policymakers (and readers) to identify and think through what they disagree with others about.

Download or read book Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement written by Williams, Richard D. and published by IGI Global. This book was released on 2022-01-14 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exceptional education, also known as special education, is often grounded within exclusive and deficit mindsets and practices. Research has shown perpetual challenges with disproportionate identification of culturally and linguistically diverse students, especially Black and Indigenous students. Research has also shown perpetual use of inappropriate placement in more restrictive learning environments for marginalized students, often starting in Pre-K. Exceptional education practitioners often engage in practices that place disability before ability in instruction, behavior management, identification and use of related services, and educational setting placement decisions. These practices, among others, have resulted in a crippled system that situates students with exceptionalities in perceptions of deviance, ineptitude, and perpetuate systemic oppression. The Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement unites current theory and practices to communicate the next steps to end the current harmful practices and experiences of exceptional students through critical analysis of current practices, mindsets, and policies. With the information this book provides, practitioners have the power to implement direct and explicit actions across levels to end the harm and liberate our most vulnerable populations. Covering topics such as accelerated learning, educator preparation programs, and intersectional perspectives, this book is a dynamic resource for teachers in exceptional education, general teachers, social workers, psychologists, educational leaders, organizational leaders, the criminal justice system, law enforcement agencies, government agencies, policymakers, curriculum designers, testing companies, current educational practitioners, administrators, post-grad students, professors, researchers, and academicians.

Download or read book The Transformation of Title IX written by R. Shep Melnick and published by Brookings Institution Press. This book was released on 2018-03-06 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.

Download or read book Using Online Learning for Credit Recovery written by Allison Powell and published by . This book was released on 2015 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: Our country has been trying to address the graduation crisis in many ways. We are seeing the impact of the efforts to improve graduation rates over the past twenty years including agreement among states to implement a common cohort-based graduation rate, research-based efforts to improve the transition to 9th grade, increased academic and social supports, individualized instruction, effective use of educational technology and building new capacity of districts to provide multiple pathways to graduation including re-engagement centers so young people that had previously disengaged from school can re-enroll in school to complete their diplomas. Initially, when students were over-age and under-credited, school districts had to depend on alternative schools designed for students that need more support and/or flexibility, and used by students that may have disengaged from school, seeking a different learning environment or pushed out through disciplinary policies. With online and blended learning, districts are beginning to develop flexibly paced credit recovery to help students stay on track to graduation instead of finding themselves in senior year with no way to graduate. Alternative schools like other schools have been integrating online learning to create more options for students. Today, one of the root issues is the older students who are missing a significant number of credits do not have the time to sit in class again, thus competency-based programs are a better option. Online learning is inherently modular. Allowing more time to build mastery and experience smaller successes along the way would also function to prevent huge gaps in their learning that ultimately requires them to retake full courses today. At the heart of the issue, when students have gaps in learning, competency-based education approaches can let kids focus in more closely on where there are gaps in learning--rather than waiting until students have to catch up by re-enrolling in entire credits. Just focusing on making up credits may not help them strengthen their skills. Adaptive learning and educational software can really help students strengthen their basic foundational skills and increase fluency on the lower levels of Bloom's taxonomy on appropriate learning goals. But, that is not enough. Students need to be able to engage in higher order thinking skills and demonstrate deeper learning to build their analytical, evaluation, synthesis and be able to apply their learning on the higher levels of Bloom's taxonomy. It is important for students to get to the higher levels of depth of knowledge, and an especially critical issue for kids who are having trouble in school. It is important that our system begin to transform around the needs of students. To ensure success, the focus should be on how we help students graduate with the skills to be successful in life. Credit Recovery Resources are provided. ["Using Online Learning for Credit Recovery: Getting Back on Track to Graduation" was originally written by John Watson, and Burch Gemin in June 2008].

Download or read book Building America s Skilled Technical Workforce written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-06-04 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skilled technical occupationsâ€"defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€"are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.

Download or read book Implementing Student Level Random Assignment During Summer School written by Jessica Heppen and published by . This book was released on 2011 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). Most recently, as schools across the nation struggle to keep students on track and re-engage students who are off track, online learning has emerged as a promising and increasingly popular strategy for credit recovery: more than half of respondents from a national survey of administrators from 2,500 school districts reported using online learning in their schools for credit recovery, with just over a fifth (22%) reporting "wide use" of online learning for this purpose (Greaves & Hayes, 2008). Despite the growing use of online courses for credit recovery, the evidence base is thin. This paper describes the design and initial implementation of a randomized control trial that was designed to strengthen the evidence base surrounding online courses used for credit recovery. This study is testing: (1) the impact of online Algebra I for credit recovery against the standard face-to-face (f2f) version of the course and (2) the effects of offering expanded credit recovery options with online algebra, relative to business as usual (i.e., the summer programming that schools would offer in the absence of efforts to expand credit recovery). The setting will be Chicago Public Schools (CPS) high schools with freshman Algebra I failure rates of 20% or higher. The target students for this study are first-time freshmen who failed Algebra IB but passed the first semester. The study is first being implemented in summer 2011, and the authors will describe the study design and report on the implementation of the first summer cohort, including challenges and lesson learned from expanding access to credit recovery courses for at-risk students and conducting random assignment "on the spot" as students show up to take summer classes. The paper will also describe methods for measuring student participation and engagement in online courses, including interactions with online teachers, online students and in-class mentors.

Download or read book Virtual Schools written by Zane L. Berge and published by . This book was released on 2005 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important volume features contributions by top virtual school practitioners and experts in the field who talk about what virtual schools can do to plan for success. If you are interested in the details of launching virtual learning options for your school, district, region, or state, you likely have more questions than answers. Where do I begin? What kind of personnel will I need? What providers and resources are available to me? How do I hire and train teachers? What are the costs involved? This authoritative volume will answer these questions and many more. Providing an overview of virtual schooling and e-learning, along with detailed case studies and issues chapters, this essential volume provides practical guidance and a brief plan for success roadmap for local schools interested in starting a virtual learning program.

Download or read book Learning Online written by Barbara Means and published by Routledge. This book was released on 2014-04-03 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.

Download or read book Leveraging Data for Student Success written by Laura G. Knapp and published by RTI Press. This book was released on 2016-09-29 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: People providing services to schools, teachers, and students want to know whether these services are effective. With that knowledge, a project director can expand services that work well and adjust implementation of activities that are not working as expected. When finding that an innovative strategy benefits students, a project director might want to share that information with other service providers who could build upon that strategy. Some organizations that fund programs for students will want a report demonstrating the program’s success. Determining whether a program is effective requires expertise in data collection, study design, and analysis. Not all project directors have this expertise—they tend to be primarily focused on working with schools, teachers, and students to undertake program activities. Collecting and obtaining student-level data may not be a routine part of the program. This book provides an overview of the process for evaluating a program. It is not a detailed methodological text but focuses on awareness of the process. What do program directors need to know about data and data analysis to plan an evaluation or to communicate with an evaluator? Examples focus on supporting college and career readiness programs. Readers can apply these processes to other studies that include a data collection component.

Download or read book Handbook of Research on K 12 Online and Blended Learning written by RIchard E. Ferdig and published by Lulu.com. This book was released on 2014 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. The beginning chapters lay the groundwork of the historical, international, and political landscape as well as present the scope of research methodologies used. Subsequent sections share a synthesis of theoretical and empirical work describing where we have been, what we currently know, and where we hope to go with research in the areas of learning and learners, content domains, teaching, the role of the other, and technological innovations."--Book home page.

Download or read book Academic Success of Traditional Undergraduate Students in Online General Education Courses written by Bethany Haglund and published by . This book was released on 2019 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enrollment in distance education is steadily increasing including the enrollment of traditional undergraduate students who enroll in online courses. Previous research has compared academic success of students in online and face-to-face course work but assume the students enrolled in online courses are non-traditional or are fully online students. This study explored academic success of traditional undergraduate students in the non-traditional environment of online general education coursework. Academic success was measured through the analysis of academic achievement, student satisfaction, and persistence to course completion.

Download or read book Pay Offs from Expanding Summer Credit Recovery in Algebra written by Elaine Allensworth and published by . This book was released on 2013 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The consequences of failing core academic courses during the first year are dire. In Chicago, over a quarter of students fail at least one semester of algebra in their ninth grade year, and only 13% of students who fail both semesters of Algebra I in ninth grade graduate in 4 years. Offering credit recovery options is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). It makes theoretical sense to try to get students to recover their algebra credits early, in the summer after ninth grade--before they take geometry or Algebra II and chemistry, and to put them back on track towards graduation. But there is little evidence about the extent to which expanding credit recovery leads to substantive improvements in student progression and outcomes. Using a population of all first-time ninth grade students who entered regular neighborhood high schools in Chicago between 2008-2012, this study examines the benefits of offering expanded credit recovery options for ninth grade algebra, relative to business as usual (i.e., the summer programming schools would offer in the absence of efforts to expand credit recovery). Some CPS high schools in the study received funding to implement at least two Algebra I credit recovery courses during the summer sessions of 2011 and 2012--at least one online and one face-to-face section. Fifteen schools participated in 2011; in total they offered 18 pairs of sections (36 total). Thirteen schools participated in 2012; in total they offered 20 pairs of sections (40 total). Preliminary findings suggest that participation in this study did significantly expand access to credit recovery options. It sets the stage for the analyses of the effects of expanding credit recovery on school- and student-level outcomes that will be reported in full in this paper along with additional forthcoming results of the study. All analyses will be completed by January 2013. Three figures and two tables are appended.