Virtual School Meanderings

April 17, 2018

AERA 2018 – Enrollment, Performance, and Course Engagement of Credit Recovery Students in Virtual Courses

As I mentioned earlier in the week, the 2018 annual meeting of the American Education Research Association has been happening over the last few days. The eleventh blog entry related to K-12 online learning session from AERA 2018 that I am posting is:

Enrollment, Performance, and Course Engagement of Credit Recovery Students in Virtual Courses

In Continuous Improvement of Students’ Online Learning Experiences
Tue, April 17, 10:35am to 12:05pm, New York Marriott Marquis, Fifth Floor, Westside Ballroom Salon 4

Abstract – The author examined enrollment, performance, and course engagement patterns of students who took courses for credit recovery in a state virtual school. For the first part of the study, descriptive analysis was used to investigate the virtual school’s enrollment characteristics, and cross-classified multilevel modeling was used to test statistical differences in final grades between credit recovery and other enrollment reason groups, revealing the low-performance of credit recovery students. The second part of the study delved into students’ engagement patterns in one of the courses most frequently taken by credit recovery students. Hierarchical clustering of time series suggested several meaningful learner profiles. Practical implications to be gleaned from findings include early alert system and metacognitive components.

Author
Jemma Bae Kwon, Michigan Virtual

Jemma began with some background to the Michigan Virtual University and its different departments (i.e., MVS, MVLRI, and the PD unit).  Jemma then transitioned to describing the MVLRI.  This particular study was based on MVS data, in particular students who were engaged in credit recovery through MVS.

The literature that was reviewed were the four REL studies:

Hughes, J., Zhou, C., & Petscher, Y. (2015). Comparing success rates for general and credit recovery courses online and face to face: Results for Florida high school courses. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2015095.pdf

Heppen, J., Allensworth, E., Sorensen, N., Rickles, J., Walters, K., Taylor, S., Michelman, V., & Clements, P. (2016). Getting back on track: Comparing the effects of online and face-to-face credit recovery in algebra I. Chicago, IL: American Institute for Research. Retrieved from http://www.air.org/sites/default/files/downloads/report/Online-vs-F2F-Credit-Recovery.pdf

Stevens, D., & Frazelle, S. (2016). Online credit recovery: Enrollment and passing patterns in Montana Digital Academy courses. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2016139.pdf

Stallings, D.T., Weiss, S.P., Maser, R.H., Stanhope, D., Starcke, M., and Li, D. (2016). Academic outcomes for North Carolina Virtual Public School credit recovery students. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2017177.pdf

Jemma spent a fair amount of time describing the nature of MVS credit recovery students and their demographics.  There was little difference in the completion rate between the online students and the online credit recovery students; however, the passing rate was quite different – with the online credit recovery students passing at a much lower rate than the average for all online students.

To study the course engagement, Jemma chose the highest enrolled online credit recovery course.  The cluster analysis showed that in the Fall, the majority of students completed activities week by week, and generally had success.  In the Spring, the majority of students appeared to be relatively lax during the semester, with a lot of work late in the semester; which generated mixed results.  Finally, in the Summer, there was a wider range of students in each of the cluster profiles, but the majority were still in that persistent clusters.

This session was based upon the report found at https://mvlri.org/research/publications/examining-credit-recovery-learning-profile-time-series-clustering-analysis/

There was a hand-out that I will try to scan in once I get back to California.

Jemma Bae Kwonn – AERA 2018 Hand-out (PDF)

AERA18 Insider – Tuesday, April 17, 2018

Today is the final day of AERA.

AERA18 Insider
Tuesday, April 17, 2018

Welcome to the final day of the 2018 AERA Annual Meeting! Each morning, AERA18 Insider will provide tips on key sessions and events, as well as other Annual Meeting resources and highlights you won’t want to miss.

Join the conversation: Use the conference hashtag #AERA18, and follow AERA on Twitter at@AERA_EdResearch.

Questions? Contact the AERA Meetings team at annualmtg@aera.net, or check out the Navigating the Annual Meeting section of the program for answers to Frequently Asked Questions.

In this Issue:

The Role of Education Researchers in an Era of Fake News


AERA Open Business Meeting


The State of School Climate Studies: The Context of the Americas


Education for Citizenship in Latin America: Common Paths and Challenges


Save the Date! ~ Toronto 2019


Download the Annual Meeting App


Resources


2018 Annual Meeting Sponsors

AERA would like to extend a special thank you to our 2018 sponsors:

Platinum Sponsor
– American Institutes for Research

Gold Sponsor
– SAGE Publishing

Silver Sponsors
– GTCOM
– Mathematica

Bronze Sponsors
– AccessLex Institute
– National Institute of Education
– RAND Corporation





Today’s Highlights

The Role of Education Researchers in an Era of Fake News

8:15 a.m. to 10:15 a.m.
New York Hilton Midtown, Second Floor, Beekman
Link to session
Session will also be live-streamed: Register here

In recent times, we have witnessed challenges by federal, state, and local elected officials to the fundamental principles and values of higher education in the United States. Particularly troubling are the disregard and politicization of facts, data, research, and science and mischaracterizations of the meaning and importance of academic freedom. This presidential session seeks to advance productive and interactive dialogue about how we, as individuals and a collective, can ensure the integrity of knowledge now and into the future and effectively respond to challenges to facts, data, research, and science. Dialogue will focus on the role of individual education researchers and AERA in the production, dissemination, and use of research.

The session will be chaired by Laura W. Perna (University of Pennsylvania). Participants include Prudence L. Carter, (University of California, Berkeley), Kris Gutierrez (University of California, Berkeley), Jeffrey R. Henig (Teachers College, Columbia University), William F. Tate (Washington University in St. Louis), William G. Tierney (University of Southern California), Ana M. Martínez-Alemán (Boston College), Demetri L. Morgan (Loyola University Chicago), and Antar Akari Tichavakunda (University of Southern California).

Read brief papers by the presenters here.

AERA Open Business Meeting

9:00 a.m. to 10:00 a.m.
Sheraton New York Times Square, Third Floor, New York Ballroom West
Link to session

The AERA Open Business Meeting provides a time for AERA members to discuss important issues regarding education research and the work of AERA. Members are encouraged to attend this meeting convened by AERA President Deborah Loewenberg Ball (University of Michigan), AERA President-Elect  Amy Stuart Wells (Teachers College, Columbia University), AERA Executive Director Felice J. Levine.

The State of School Climate Studies: The Context of the Americas

8:15 a.m. to 9:35 a.m.
New York Hilton Midtown, Second Floor, Murray Hill Room East
Link to session

Research on school climate has become increasingly popular internationally.  Important variables in a theory of action for school climate include teacher-pupil relationships, school connectedness, and school violence. These papers represent researchers from within the Americas who have collaborated to initiate school climate studies as part of the thrust towards improving schools. Given their varied experiences, they bring a multi-cultural research perspective. This symposium assesses this body of work and considers its importance and possible impact for wider application across the Americas while analyzing the weaknesses and limitations of current approaches and measures. The session will be chaired by Sylvia Maureen Henry (University of the West Indies).

Education for Citizenship in Latin America: Common Paths and Challenges

10:35 a.m. to 12:05 p.m.
New York Hilton Midtown, Second Floor, Murray Hill Room West
Link to session

Given the emergence of new social and educational challenges, such as globalization, the information society, immigration, or political apathy, the need has arisen to rethink the role of schools and universities in the education of citizens. This symposium seeks to discuss emerging challenges in youth education and in changing contexts of democracy and civil participation in Latin America, particularly in Mexico, Colombia, Brazil, and Chile. The session will be chaired by Carmen Zuniga (Pontifica Universidad Catolica de Chile); Alejandro Carrasco (Pontifica Universidad Catolica de Chile) will serve as the discussant.

Save the Date!
2019 AERA Annual Meeting
Friday, April 5 –  Tuesday, April 9
Toronto, Ontario, Canada
Photograph by Christian Raul Hernandez. Used with permission under Creative Commons Attribution-Share Alike 4.0 International license.

 

2018 Annual Meeting Page | Theme | Registration | Visiting NYC |
Meeting Services | Housing & Travel | Exhibits, Sponsors, Advertising | Contact AERA
2018 Annual Meeting
“The Dreams, Possibilities, and Necessity of Public Education”
Friday, April 13 – Tuesday, April 17, 2018
New York City, NY


This email was sent to mkbarbour@gmail.com. You are receiving this email because of your association with AERA. Click the following link to change your preference or opt out of AERA emails: preferences

American Educational Research Association
1430 K Street, NW, Suite 1200
Washington, DC 20005
www.aera.net

April 16, 2018

AERA 2018 – Current Policies to the Provision of Special Education Services in Fully Online Statewide Virtual Schools

As I mentioned earlier in the week, the 2018 annual meeting of the American Education Research Association is happening over the next few days. The tenth blog entry related to K-12 online learning session from AERA 2018 that I am posting is:

Current Policies to the Provision of Special Education Services in Fully Online Statewide Virtual Schools

In Online Teaching and Learning Poster Session
Mon, April 16, 2:15 to 3:45pm, New York Hilton Midtown, Third Floor, Americas Hall 1-2 – Exhibit Hall

Abstract – Online education encompasses a variety of settings, including digital learning, fully online, blended, and supplemental learning opportunities. Within this variety of configurations, educators and those persons responsible for supporting and evaluating educators at all levels (building, district, and state) continue to respond to the shifting educational landscape brought about by changes in school configurations, technological advancements, policy shifts, and innovation. As they consider their responses, they continue to grapple with how to ensure that all students can both access these environments and succeed.

Authors
Mary F. Rice, The University of New Mexico
Sean Lancaster, Grand Valley State University
Daryl F. Mellard, The University of Kansas
Mark Edward Deschaine, Central Michigan University

As this was a poster session, I just took pictures of the poster and present them below.


Click on any image to see a larger version.

AERA 2018 – Perceptions of In-Service Teachers in a Virtual Field Experience for Online Teaching

As I mentioned earlier in the week, the 2018 annual meeting of the American Education Research Association is happening over the next few days. The ninth blog entry related to K-12 online learning session from AERA 2018 that I am posting is:

Perceptions of In-Service Teachers in a Virtual Field Experience for Online Teaching

In Online Teaching and Learning Poster Session
Mon, April 16, 2:15 to 3:45pm, New York Hilton Midtown, Third Floor, Americas Hall 1-2 – Exhibit Hall

Abstract – This case study examined the perspectives of four teachers enrolled in a post-baccalaureate online certificate program designed to educate inservice teachers in online and blended learning pedagogy. At the conclusion of the program, teachers participated in a virtual field experience (VFE) in which they designed and facilitated online learning experiences for K-12 students. Qualitative data was collected through individual interviews with teachers and analysis of reflective blog posts. Findings suggest that teachers valued the authentic experience afforded them by the VFE. Teachers also found the community of their peers to be a beneficial aspect of the program. Participants agreed that participation in the VFE led to a change in their perceptions of online teaching and learning.

Authors
Brianne Leia Jackson, Virginia Commonwealth University
Monty Jones, Virginia Commonwealth University

As this was a poster session, I just took pictures of the poster and present them below.


Click on any image to see a larger version.

AERA18 Insider – Monday, April 16, 2018

And today’s update from AERA…

AERA18 Insider
Monday, April 16, 2018

Welcome to day four of the 2018 AERA Annual Meeting! Each morning, AERA18 Insider will provide tips on key sessions and events, as well as other Annual Meeting resources and highlights you won’t want to miss.

Join the conversation: Use the conference hastag #AERA18, and follow AERA on Twitter at@AERA_EdResearch.

Questions? Contact the AERA Meetings team at annualmtg@aera.net, or check out the Navigating the Annual Meeting section of the program for answers to Frequently Asked Questions.

In this Issue:

School Segregation, Desegregation, Resegregation, and Integration: Documenting and Troubling a Dream DeferredAdvocating for the Right to Science and Evidence-Based Policy Making in Education: Lessons from the March for Science MovementAERA Distinguished Public Service Award (2017) Lecture: Michael W. KirstRevisiting the IES/NSF Common Guidelines for Education Research and Development After Five Years (2013-2018)Ocean Hill–Brownsville and Its Relevance Today: The 50th Anniversary of New York City’s Movement for Community ControlThe Rise of Nonprofit Education Journalism and What It Means for Education ResearchersAdvancing and Benefiting from Education Research in Confrontational and Tumultuous TimesReinventing 21st Century Graduate Education for Education Research and All Science FieldsReimagining Education for the Changing Public: From Research to Promising Pedagogy in Racially Diverse SchoolsComing on Tuesday: The Role of Education Researchers in an Era of Fake NewsExhibit Hall and Speaker’s CornerToday’s Live-Streaming SessionsDownload the Annual Meeting App

Resources

2018 Annual Meeting Sponsors

AERA would like to extend a special thank you to our 2018 sponsors:

Platinum Sponsor
– American Institutes for Research

Gold Sponsor
– SAGE Publishing

Silver Sponsors
– GTCOM
– Mathematica

Bronze Sponsors
– AccessLex Institute
– National Institute of Education
– RAND Corporation

Today’s Highlights

School Segregation, Desegregation, Resegregation, and Integration: Documenting and Troubling a Dream Deferred

8:15 a.m. to 9:45 a.m.
New York Hilton Midtown, Second Floor, Sutton South
Link to session

Sixty-four years post the Brown vs. Board of Educationdecision, racially integrated schools remain an elusive dream. This session interrogates the elusiveness and assumptions of this dream by documenting and troubling the persistence, evolution, and effects of school segregation as well as the prospect, character, and (un)realized promises of integrated schools. The session will be chaired by Amy Stuart Wells (Teachers College, Columbia University) and Mitchell J. Chang, (University of California, Los Angeles). Presenters include Amy Stuart Wells, Gary A. Orfield (University of California, Los Angeles), John B. Diamond (University of Wisconsin, Madison), Amanda E. Lewis (University of Illinois at Chicago), and Russell W. Rumberger (University of California, Santa Barbara).

Advocating for the Right to Science and Evidence-Based Policy Making in Education: Lessons from the March for Science Movement

10:35 a.m. to 12:05 p.m.
New York Hilton Midtown, Second Floor, Madison
Link to session

The session will be chaired by Lori Diane Hill (AERA); participants include Gustavo E. Fischman (Arizona State University), Diana E. Hess (University of Wisconsin, Madison), Andrew Rosenberg (Center for Science and Democracy), and Caroline Weinberg (March for Science).

AERA Distinguished Public Service Award (2017) Lecture: Michael W. Kirst

10:35 a.m. to 12:05 p.m.
New York Hilton Midtown, Second Floor, Sutton South
Session hashtag: #AERAServe
Link to session

Michael W. Kirst (Stanford University) will deliver the AERA Distinguished Public Service Award Lecture, “Public Policy Impact of Education Research: A 54-Year Career Perspective.” The session will be chaired by Kent McGuire (The William and Flora Hewlett Foundation).

Revisiting the IES/NSF Common Guidelines for Education Research and Development After Five Years (2013-2018)

10:35 a.m. to 12:05 p.m.
New York Hilton Midtown, Second Floor, Murray Hill Room West
Link to session

The Institute of Education Sciences and the National Science Foundation released the Common Guidelines for Education Research and Development in August of 2013. Five years later, this panel of federal agency representatives and education researchers reflect on the Guidelines, their usefulness for the field of education research, relative areas of importance, and potential areas for improvement or revision in light of the current landscape of education research.The session will be chaired by Sarah-Kay McDonald (National Science Foundation) and Joan McLaughlin (National Center for Special Education/Institute of Education Sciences).Participants include Larry V. Hedges (Northwestern University) and
Rebecca A. Maynard (University of Pennsylvania).

Ocean Hill–Brownsville and Its Relevance Today: The 50th Anniversary of New York City’s Movement for Community Control

10:35 a.m. to 1:55 p.m.
New York Hilton Midtown, Third Floor, Grand Ballroom Suite-West Ballroom
Link to session

Through film, performance, and dialogue, this session will explore the historical significance of New York City’s community control movement in Harlem, East Harlem, Ocean-Hill Brownville, Bedford Stuyvesant, the Lower East Side, and the South Bronx in the 1960s. Scholars and community activists from the past and present will explore the long arc of intersectionality in New York City’s grassroots organizing for educational equity and justice and the city, union, and school system responses. Interwoven throughout will be stories from the classroom, school, district, and neighborhoods touched by the community control movement and their relevance to organizing today. The session will be chaired by Stephen Brier (The Graduate Center, City University of New York) and  Heather Lewis (Pratt Institute).

The Rise of Nonprofit Education Journalism and What It Means for Education Researchers

12:25 p.m.to 1:55 p.m.
New York Hilton Midtown, Second Floor, Sutton South
Link to session

As the news media industry has undergone profound change, a positive development amid the disruption has been the growth in philanthropy-supported news outlets, including those that specialize in education coverage. This session will focus on how these news providers differ from traditional outlets in their coverage of education and education research and data; and how they complement, supplement, and influence news coverage nationally and locally. Panelists will also discuss the new opportunities that these outlets provide education researchers and best practices for scholars who want to communicate their work through media coverage. Participants include Matt Barnum (Chalkbeat), Sarah Carr (The Teacher Project), Sarah Garland (The Hechinger Report), chair Sarah Dockery Sparks (Education Week), and commentator Jeffrey R. Heing (Teachers College, Columbia University).

Advancing and Benefiting from Education Research in Confrontational and Tumultuous Times

2:15 p.m. to 3:45 p.m.
New York Hilton Midtown, Second Floor, Sutton North
Link to session

What are the implications for education research as a field to navigate a world where our mission and purpose may be contested rather than embraced? The session will start by having each participant briefly reflect on the topic and speak to the question of what we (individually and organizationally) can do with our skills, knowledge, and expertise to ensure that our work moves forward and matters. We will follow up with cross-talk among the panelists and encourage audience questions and participation. The session will be chaired by Vivian L. Gadsden (University of Pennsylvania) and Felice J. Levine (AERA). Participants include Deborah Loewenberg Ball (University of Michigan), James A. Banks (University of Washington, Seattle), Joyce E. King (Georgia State University), William F. Tate (Washington University in St. Louis), and William G. Tierney (University of Southern California).

Reinventing 21st Century Graduate Education for Education Research and All Science Fields

2:15 p.m. to 3:45 p.m.
New York Hilton Midtown, Second Floor, Murray Hill Room West
Co-sponsor: Consortium of University and Research Institutions (CURI)
Link to session

The session will be chaired by Susan Fuhrman (Teachers College, Columbia University). Participants include Julia Kent (Council of Graduate Schools), Layne Scherer (National Academies of Sciences, Engineering, and Medicine), and Amy Stephens (National Academies of Sciences, Engineering, and Medicine).

Reimagining Education for the Changing Public: From Research to Promising Pedagogy in Racially Diverse Schools

4:05 to 6:05 p.m.
New York Hilton Midtown, Second Floor, Sutton South
Link to session

This session foregrounds the research and theory behind professional development for educators working in racially and ethnically diverse schools. Based on the knowledge base informing a summer institute designed by faculty and graduate students at one college of education, this session will inspire other educational researchers who focus on issues of race, pedagogy and inequality to translate their theory into practice and provide the critical frameworks and analysis to foster best practices in racially and culturally diverse schools. The presenters are organized according to the four research-based themes of the summer institute: Why Reimagining?; Racial and Cultural Literacy; Equity Pedagogy; and Culturally Sustaining Leadership. The session will be chaired by Susan Fuhrman (Teachers College, Columbia University) Django Paris (University of Washington) serves as discussant.

Coming on Tuesday: The Role of Education Researchers in an Era of Fake News

Tuesday, April 17, 8:15 a.m. to 10:15 a.m.
New York Hilton Midtown, Second Floor – Beekman
Link to session

This Presidential session will provide a forum for dialogue about how education researchers, individually and collectively, can ensure the integrity of knowledge now and into the future and effectively respond to challenges to facts, data, research, and science.

Read brief essays from session chair Laura Perna (University of Pennsylvania) and presenters Ana Martinez Aleman (Boston College), Prudence Carter (University of California, Berkeley), Jeffrey Henig (Teachers College, Columbia University), Demetri Morgan (Loyola University Chicago), Antar Tichavakunda (University of Southern California), and William Tierney (University of Southern California)here. Reactions and questions can be directed tolperna@upenn.edu in advance of the session. The session will also be live-streamed.

Exhibit Hall and Speaker’s Corner

The exhibit hall in the New York Hilton Midtown, Third Floor, Americas Halls I and II, is open until 6:00 p.m.today. Stop by to visit exhibitors and to pick up a prize card to be entered to win a trip to next year’s Annual Meeting in Toronto!

Today’s Speaker’s Corner schedule features “Getting Education Research in the News” from 10:00 a.m. to 11:00 a.m. with Jill Barshay (The Hechinger Report) and Tony Pals (Director of Communications at AERA). View the full Speaker’s Corner (in Americas Hall II) schedule here.

Today’s Live-Streaming Sessions

Browse more key speakers, featured presidential sessions, and session hashtags.

2018 Annual Meeting Page | Theme | Registration | Visiting NYC |
Meeting Services | Housing & Travel | Exhibits, Sponsors, Advertising | Contact AERA
2018 Annual Meeting

“The Dreams, Possibilities, and Necessity of Public Education”

 

Friday, April 13 – Tuesday, April 17, 2018

New York City, NY

 

This email was sent to mkbarbour@gmail.com. You are receiving this email because of your association with AERA. Click the following link to change your preference or opt out of AERA emails: preferences

American Educational Research Association
1430 K Street, NW, Suite 1200
Washington, DC 20005
www.aera.net

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