Virtual School Meanderings

May 29, 2017

AERA Highlights – May 2017

From the inbox last week…

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May 2017

Education Research Policy News
AERA Calls

Beyond AERA
AERA in the News


Submissions Period for 2018 Annual Meeting Opens June 1
The theme of the 2018 Annual Meeting—“The Dreams, Possibilities, and Necessity of Public Education”—is a call to “confront the struggles for public education, considering the times in which we are living, the historical arcs that shape our present(s), and the roles we can play in the fight for justice.” The Call for Submissions will be released June 1; deadline for submissions:July 24.
2017 Annual Meeting Addresses Issues of Equal Educational Opportunity
Held for the first time in San Antonio—and the U.S. Southwest—the 2017 AERA Annual Meeting brought together more than 13,600 scholars, policy leaders, and practitioners for five days of research discussion, exchange, and professional development.
AERA Selects Alfredo Artiles to Deliver 2017 Brown Lecture in Education Research 
Alfredo J. Artiles, Dean of Graduate Education and the Ryan C. Harris Professor of Special Education at Arizona State University, has been selected to present the 2017 Brown Lecture in Education Research.
New Members Elected to AERA SIG Executive Committee 
Margaret J. Maaka (University of Hawaii-Manoa) and Shelley Zion (Rowan University) have been elected to the AERA Special Interest Group Executive Committee.

Education Research Policy News

National Science Board Holds Spring Meeting and Honors AERA Member
AERA member Arthur Eisenkraft, Distinguished Professor of Science Education and Director of the Center of Science and Mathematics in Context at the University of Massachusetts, Boston, received the 2017 Public Service Award from the National Science Board earlier this month.
AERA Weighs in on Wide Range of Federal Science Policy Issues
AERA, along with other scientific societies, has been actively engaged in recent months conferring with members of Congress about the importance of investing in science, encouraging the administration to appoint people to critical leadership positions within the federal government, and weighing in on federal agency policies and regulations.
AERA Showcases Innovative STEM Research at Capitol Hill Exhibition
AERA member Tina Grotzer, Principal Research Scientist in Education and faculty member at the Harvard University Graduate School of Education, participated in the 23rd Annual Coalition for National Science Funding Hill Exhibition on May 16. The yearly event is a major showcase of research and education projects supported by the National Science Foundation.
As One Budget Year Is Finalized, the Process for the Next One Begins
On May 1, Congress announced a bipartisan deal to fund the federal government throughSeptember 30, the remainder of fiscal year 2017. The omnibus bill includes 11 individual appropriations bills and was signed by the President on May 5.
Congress Discusses the Bipartisan and Bicameral College Transparency Act of 2017
This month, bipartisan authors in both chambers introduced the College Transparency Act of 2017 to create a secure, privacy-protected postsecondary data system at the National Center for Education Statistics.

AERA Calls

Beyond AERA

AERA in the News

Recent media coverage of AERA and AERA-published research

More AERA in the News

AERA Highlights is published by the American Educational Research Association monthly to inform members and others interested in education research about the latest news and developments in AERA and in the field.
Editor: Felice J. Levine
Managing Editors: Tony Pals and John Neikirk
Contributors: Juliane Baron, McKinley Gillespie, Sylvie Nguyen-Fawley, Victoria Oms, David Presgraves, Christy Talbot, and Martha Yager

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May 3, 2017

You Just Got 15 Views On “Barbour, M. K., & LaBonte, R. (2017, April). State Of The Nation: K–12…”

A notice from one of my open scholarship networks.

Hi Michael,

Congratulations! You uploaded your paper 2 days ago and it is already gaining traction.

Total views since upload:

You got 15 views from the United States, Australia, and Canada on “Barbour, M. K., & LaBonte, R. (2017, April). State of the nation: K–12 e-learning in Canada. A roundtable presentation at the annual meeting of the American Educational Research Association, San Antonio, TX.”.

The Team, 251 Kearny St., Suite 520, San Francisco, CA, 94108

May 1, 2017

AERA 2017 – Examining the International Association for K–12 Online Learning (iNACOL) Standards for K–12 Online Course Design

The final session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

Examining the International Association for K–12 Online Learning (iNACOL) Standards for K–12 Online Course Design

  • In Event: Poster Session 17
    In Poster Session: 72.050-3 – Online Professional Development, Course Design, and Student Orientation

Mon, May 1, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 2


Examining the iNACOL Standards for K-12 Online Course Design


  • David Adelstein, Wayne State University
  • Michael Kristopher Barbour, Touro University – California

You can review our poster at:

AERA 2017 – State of the Nation: K–12 e-Learning in Canada

The eleventh session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

State of the Nation: K–12 e-Learning in Canada

  • In Event: Roundtable Session 31
    In Roundtable Session: 69.056-17 – International Studies

Mon, May 1, 12:25 to 1:55pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1


Current research in K-12 online learning in Canada has focused on defining distance learning and its current strengths and weaknesses. Yet, the proliferation of e-learning has led to the emergence of new instructional strategies and practices for teachers in online and onsite classrooms. For these emerging practices little is known empirically, only anecdotally, as research into these practices has been limited or nonexistent, particularly in Canada. In this session, you will discover that all provinces and territories in Canada have some level of K-12 online learning, while many have some form of regulation related to K-12 online learning. However, few provinces and territories have any regulations related to blended learning; and the level of blended learning activity varies between jurisdictions.


  • Michael Kristopher Barbour, Touro University – California
  • Randy LaBonte, Canadian E-Learning Network

As I was a part of this session, I didn’t take notes to be engaged in the participatory nature of the roundtable.  I do have the hand-out that I used for the session at:

AERA 2017 – Virtual Schooling, Instructors’ Practices and Perceptions

The tenth session I’m blogging at the 2017 annual meeting of the American Education Research Association (AERA) is:

Virtual Schooling, Instructors’ Practices and Perceptions

Mon, May 1, 12:25 to 1:55pm, Grand Hyatt San Antonio, Fourth Floor, Republic B

Session Type: Paper Session

Sub Unit

  • SIG-Online Teaching and Learning


  • Barbara Ellen Rowan, Pearson North America


Examining Perspectives of Faculty Regarding Online Program Community


This study investigated faculty members’ perceptions of program community in online graduate programs. Few researchers have addressed community in online teaching and learning that extends beyond course community. This study used a quantitative survey developed by the presenters to ascertain perceptions among education and engineering faculty members at land-grant, research-extensive universities throughout the United States. This presentation reports the results of that survey and provides suggestions to further support program community in online graduate-level programs.


  • Doris U. Bolliger, University of Wyoming
  • Craig Erschel Shepherd, University of Wyoming
  • H. Victoria Bryant, University of Wyoming

Motivational Profiles, Learning Satisfaction, and Learning Outcomes for K–12 Virtual School Students


Given the increasing popularity of enrollment in K-12 online settings and the critical role of motivation in students’ learning success, it is necessary to students’ motivational profile and its relationship with online learning outcomes. This study aimed to identified motivational profiles of 466 high-school learners taking online language courses in a Midwestern virtual school, and examined the relationship between different profiles and online language learning outcomes. Using cluster analysis, we identified four motivational profiles (i.e., high quantity, good quality, poor quality, and low quantity). Students with more autonomous motivation (i.e., high quantity, good quality) showed positive results than controlled motivation (i.e., poor quality, low quantity).


  • Yining Zhang, Michigan State University
  • Chin-Hsi Lin, Michigan State University

Elementary Teachers’ Use of the Internet for Literacy Instruction and Professional Learning


This paper presents the results of a study that examined Internet use by elementary teachers for their literacy instruction and professional learning. Forty-five elementary teachers from a metropolitan area in Ontario, Canada completed an online survey and participated in a semi-structured interview about their use of the Internet for literacy instruction and professional learning. Survey and interview data were analyzed using descriptive statistics and an inductive approach to analysis. Key findings include the types of online resources used by participants, their motivations for using online resources, and the most beneficial learning technologies for their teaching practice and professional learning. Implications are discussed.


  • Pamela Beach, Queen’s University

Online Teaching and Learning: Instructor Practices That Support the Formation of Virtual Community


Instructors play a significant role in helping online students develop a sense of community, but little is known about instructors’ roles in online graduate programs (Bolliger & Halupa, 2012). In this case study, the researcher interviewed 20 first and second-year students and analyzed the recordings and message boards of six online classes. Findings indicate that instructors helped students develop a sense of community by creating a warm and welcoming tone in the classroom, and by using technology in a variety of ways to engage all students and create a personalized learning experience.


  • Sharla Berry, University of Southern California

Virtual Terrains: Learning Mathematics and Physics in the Israeli Virtual High School


The exponential growth of virtual schools generates new conditions for teaching and learning. It is thus paramount to better understand these conditions and their impact on students’ experiences and perceptions. This paper explores learners’ experiences of a virtual high school through analyses of qualitative and quantitative data. Data analyses yielded several insights that pertain to pedagogical principles in the context of a virtual high school and that include notions relating to design, delivery, and support mechanisms—to echo Barbour’s three-part framework of online learning. Data have also yielded insights about students’ agency, which we would like to suggest as a fourth dimension in teaching/learning online courses. Implications for establishing potentially better conditions for learning in virtual contexts are discussed.


  • Osnat Fellus, University of Ottawa
  • Yaniv Biton
  • Dafna Raviv, Center for Educational Technology

Note that three of the five papers in this session are K-12 online learning related.  However, I’m presenting a roundtable session myself in a different room, so if you are in this session could you please post your notes in the comments below.

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