Note the second K-12 online learning focused item…
REL Reports on Teacher Prep, Online Engagement, and Early Warning Indicators
The Institute of Education Sciences is releasing three reports today (July 6) from the Regional Educational Laboratory (REL) program. The reports, from REL Central and REL Midwest, cover teacher preparation field experiences, student engagement in online courses, and identifying early warning indicators.
Understanding field experiences in traditional teacher preparation programs in Missouri
Field experiences are an important component of nearly all teacher preparation programs and a centerpiece of national and state standards for preparing educators for the classroom. These field experiences include student teaching and other activities of preservice teachers. This study, by REL Central, describes findings from a survey of first-year Missouri public school teachers who were trained in one of 36 state-approved institutions that offered traditional undergraduate teacher preparation programs.
An analysis of student engagement patterns and online course outcomes in Wisconsin
Student enrollment in online courses has increased over the past 15 years and continues to grow, but little is known about students’ educational experiences and outcomes in online courses. This REL Midwest study, conducted in partnership with the Midwest Virtual Education Research Alliance, examines patterns of student engagement in online courses (the amount of time students were logged in to the course each week) and how it was associated with the percentage of possible points earned in the course and the percentage of course activities completed.
Identifying early warning indicators in three Ohio school districts
Early warning systems are designed to identify students in grades 8 and 9 who are at risk of not graduating on time using indicators constructed from common data sources, such as attendance files, report card transcripts, and discipline records. Researchers from REL Midwest analyzed longitudinal data on grade 8 and 9 students from three Ohio districts to determine how well specific data elements performed as early warning indicators, based on their ability to accurately predict which students would graduate on time. The findings indicate that it is important for districts to verify the accuracy of early warning indicators within their local contexts.
The Regional Educational Laboratories (RELs) build the capacity of educators to use data and research to improve student outcomes. Each REL responds to needs identified in its region and makes learning opportunities and other resources available to educators throughout the United States. The REL program is a part of the Institute of Education Sciences (IES) in the U.S. Department of Education. To receive regular updates on REL work, including events and reports, follow IES on Facebook and Twitter. To provide feedback on this or other REL work, email NCEE.Feedback@ed.gov.
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