Virtual School Meanderings

July 21, 2018

Mary F. Rice Uploaded A Full-Text Citing You

From one of my open scholarship networks.

ResearchGate
Mary F. Rice
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July 20, 2018

Yining Zhang Published An Article

And another item from one of my open scholarship networks.

ResearchGate
This week’s research from your network
Yining Zhang · a researcher you follow
published an article
Online self-paced high-school class size and student achievement

Article
Jul 2018 · Educational Technology Research and Development
      View article      
Drew Polly · one of your co-authors
published a chapter
The influence of professional development on primary teachers’ TPACK and use of formative assessment

Chapter
May 2018
      View chapter      
Katrin Becker · one of your co-authors
posted a new update in their project NEW Edition of The Guide to Computer…
“The re-released first edition is available NOW!For the remainder of the summer, this first…”
      View update      
Charles B. Hodges · one of your co-authors
published an article
Editor’s Notes

Article
Jun 2018 · TechTrends
      View article      
Barbara M Means · a researcher you follow
has a new project
(Tech) Technology Use Related to Teaching and Learning Reforms

Project
      View project      
Discover more on ResearchGate

Handbook Of Research On K-12 And Blending Learning (Second Editio.pdf – Academia.edu

Another item from one of my open scholarship networks.

Academia.edu
TOP PAPERS FROM YOUR NEWSFEED
Mary F Rice Mary F Rice
Bookmarked by Amy Garrett Dikkers

Handbook of Research on K-12 and Blending Learning (Second Editio.pdf

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Kay Ferrell
University of Northern ColoradoCollege of Education and Behavioral Sciences, Faculty Member

Capitalizing Distance Technologies To Benefit Rural Children and Youth with Visual Disabilities

The University of Northern Colorado developed a master’s degree program to train specialists in the education of students with visual disabilities in the 14-state region of the Western Interstate Commission on Higher Education. The program is student-centered, stresses effective interaction between faculty and students and among students, and uses academic resources that address the multiple learning styles of students. Although multiple media and distance systems are used to deliver this program, the World Wide Web was chosen as a central learner and instructional resource for the…

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Kay Ferrell
University of Northern ColoradoCollege of Education and Behavioral Sciences, Faculty Member

Distance Learning and the Visually Impaired: A Success Story

This article describes a U.S. Department of Education grant funded project to develop and deliver a distance master’s degree program in blindness and visual impairment to students in the 14 states of the Western Governor’s Region. A small proportion of the students in the program are, themselves, blind or visually impaired. The article shares challenges, insights, and practitioner perspectives from the technological, design, and subject matter experts.

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Kay Ferrell
University of Northern ColoradoCollege of Education and Behavioral Sciences, Faculty Member

Distance Learning and the Visually Impaired: A Success Story

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Andrew P Johnson Andrew P Johnson
Bookmarked by Vicky Zygouris-Coe

EFFECTIVE READING INSTRUCTION FOR ALL STUDENTS: 7 ESSENTIAL ELEMENTS.

Effective classroom reading instruction for all students at all ability levels and grade levels should include seven elements. This short article describes each element.

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George E K Whitehead George E K Whitehead
Bookmarked by Vicky Zygouris-Coe

Teaching Metacognitively: Adaptive Inside-Out Thinking in the Language Classroom

We begin this chapter by reviewing the scholarship on teacher metacognition in order to situate our study within the larger discourse and understanding of teachers as metacognitive professionals. We then relate this to what we see as the role of language teachers in the complex social ecology of language classrooms. The study we report in this chapter is part of a larger project designed precisely to explore these notions with language teachers. We investigate the extent to which language teachers can be said to engage in metacognitive thought and action, and examine salient developmental…

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Michael, People Are Reading Your Work

From one of my open scholarship networks.

ResearchGate
Michael K. Barbour
View report
ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, GermanyImprint.
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The actual report read:

Report for week ending
July 15, 2018
Report for week ending
July 15, 2018
Summary
  • +62
    Reads
    Current total: 5,325
  • +13
    Citations
    Current total: 862
  • +0
    Recommendations
    Current total: 7
Messages about your work
Reason:
I think this research is relevant to my field
Francis Shayo
Department
  • Department of Teacher Education
Donna Iadipaolo
Department
  • School of Education
Skills
  • Teaching and Learning
  • Teaching
  • Learning
  • Curriculum Development
  • Online Learning
Your most read research
+18
Reads
Current total: 783
+3
Reads
Current total: 90
Your citations
Article
+2
Citations
Current total: 152
Article
+2
Citations
Current total: 81
+1
Citation
Current total: 7
+1
Citation
Current total: 11
Reads by institution
  • United States
  • Pensacola
+5
Reads
  • New Zealand
  • Auckland
+3
Reads
+2
Reads
  • United States
  • Minneapolis
+1
Read
Reads by country
United States
+17
Reads
Philippines
+5
Reads
China
+4
Reads
New Zealand
+3
Reads
Your achievements
View all achievements
Your article reached 50 reads
Student performance in virtual schooling: Looking beyond the numbers
Your article reached 150 citations
The reality of virtual schools: A review of the literature
Your article reached 20 reads
Redesigning Design: Field Testing a Revised Design Rubric Based on iNACOL Quality Course Standards

July 19, 2018

This School Encouraged Every Student to Take Advanced Classes. Here’s What Happened Next.

Note this item from the National Education Policy Center.

This School Encouraged Every Student to Take Advanced Classes. Here’s What Happened Next.

Tuesday, July 17, 2018

Newsletter

This School Encouraged Every Student to Take Advanced Classes. Here’s What Happened Next.

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Like many other schools across America, Hammond High School was facing a problem: Even as the enrollment of low-income students and students of color had grown, the demographics of advanced classes looked largely the same.

So staff at the Columbia, Maryland school tried something new: The lowest-level classes were eliminated. So were prerequisites for high-level courses. And every student was encouraged to take at least one advanced class. Every year.

When some students inevitably struggled, the school implemented supports. Students were invited to take a summer workshop that prepared them for honors, gifted, and Advanced Placement courses. Students learning English got their own homework club. Teachers specializing in English learners and students with disabilities co-taught rigorous classes. And the school created common planning time and professional development where teachers in the same discipline could envision ways to support all learners and enhance cultural proficiency.

At Hammond, collaborative learning and groupwork are the norm, as both have proven to work well in heterogeneous classes.

“In a group you know that others are relying on you, so I do better because I am working not just for myself, but for the group,” 10thgrader Naahdia Mundi said. “We are relying on each other for success.”

Since the reforms started in 2010, minority enrollment in advanced classes has increased. Hammond officials also attribute increases in graduation rates to their reforms. Between 2010 and 2016, graduation rates for African American students increased from 80 percent to 92 percent. Hispanic graduation rates increased from 81 to 95 percent. Graduation rates for students with special needs rose from 56 to 80 percent.

In recognition and appreciation of these and other successes, Hammond was honored as a School of Opportunity. NEPC’s Schools of Opportunity project recognizes public high schools that use research-based approaches to close gaps in opportunities to learn by creating learning environments that reach all students.

To learn more about Schools of Opportunity, click here.

Click here to read a Washington Post column about Hammond by NEPC director Kevin Welner, Schools of Opportunity co-director Linda Molner Kelley, and Kellie Rolstad, associate professor in the Department of Teaching, Learning, Policy and Leadership at the University of Maryland’s College of Education.

Interested in more information about curricular stratification? Click here to read Universal Access to a Quality Education: Research and Recommendations for the Elimination of Curricular Stratification, an NEPC legislative policy brief.

video

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu

Copyright 2018 National Education Policy Center. All rights reserved.

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