LearnTechLib Table Of Contents Alert: JCMST 38:2

I don’t believe that there are any K-12 distance, online, and/or blended learning items specific to this issue.  But several articles that may be of interest to readers of this space.

Dear Michael Barbour,

The latest issue of Journal of Computers in Mathematics and Science Teaching is now available on LearnTechLib, the Learning & Technology Library.

Journal of Computers in Mathematics and Science Teaching

Vol. 38 , No. 2 (April 2019)

Table of Contents

1. Perceptions of Pre-service Elementary Mathematics Teachers on Their Technological Pedagogical Content Knowledge (TPACK) Regarding Geometry

   Aykut Bulut , Middle East Technical University, ; Mine Işıksal , Middle East Technical University,

   Abstract: https://www.learntechlib.org/p/173761/

2. Piloting Innovative Learning Experiences: Outcomes of Digital Fabrication Activities across Five Classrooms

   Curby Alexander , Texas Christian University, ; Gerald Knezek , University of North Texas, ; Rhonda Christensen , University of North Texas, ; Tandra Tyler-Wood , University of North Texas,

   Abstract: https://www.learntechlib.org/p/183902/

3. How Viewers Orient Toward Student Dialogue in Online Math Videos

   Joanne Lobato , San Diego State University, ; Carren Walker , San Diego State University,

   Abstract: https://www.learntechlib.org/p/183904/

4. Impact of using Autograph Software as a tool in Teaching and Learning of Quadratic Functions on Gender Performance

   Peter Kwamina Awortwe , Edinaman Senior High School, Mathematics Department, ; Maxwell Kwesi Nyatsikor , University for Development Studies, Faculty of Education, ; Dorcas Osei Sarfo , The Laboratory of Mathematics Paradise,

   Abstract: https://www.learntechlib.org/p/185165/

5. Table of contents for this issue: https://www.learntechlib.org/j/JCMST/v/38/n/2/

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These New Articles For Distance Education Are Available Online

Both of these items are focused on higher education, but may also be relevant to readers of this space.

The online platform for Taylor & Francis Online content New for Distance Education and online now on Taylor & Francis Online: ArticlesTowards another kind of borderlessness: online students with disabilities Yasuhiro Kotera, Vicky Cockerill, Pauline Green, Lucy Hutchinson, Paula Shaw & Nicholas Bowskill Pages: 1-17 | DOI: 10.1080/01587919.2019.1600369 Modeling collective attention in online and flexible learning environments J. Zhang, X. Lou, H. Zhang & J. Zhang Pages: 1-24 | DOI: 10.1080/01587919.2019.1600368 If you need any further help, please contact us at support@tandfonline.comPlease do not reply to this email. To ensure that you receive your alerts and information from Taylor & Francis Online, please add “alerts@tandfonline.com” and “info@tandfonline.com” to your safe senders list. Taylor & Francis, an Informa business. Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

Article Notice – Surveying The National Landscape Of Online Teacher Training In K–12 Teacher Preparation Programs

This article is a bit dated (last year sometime), and I think I may have posted a notice of this article in the past, but it did come across my electronic desk this past week.

Journal of Digital Learning in Teacher Education 

Volume 34, 2018 – Issue 4

Surveying the National Landscape of Online Teacher Training in K–12 Teacher Preparation Programs

Kevin J. Graziano &Sarah Bryans-Bongey

Pages 259-277 | Received 10 Aug 2017, Accepted 25 Apr 2018, Published online: 26 Sep 2018 

• https://doi.org/10.1080/21532974.2018.1498040

Abstract

Online teaching and learning and the need for qualified online teachers are on the rise across the United States. Currently, the majority of teacher preparation programs do not formally prepare teacher candidates to teach online. The purpose of this study was to gain insight into the ways teacher preparation programs are responding to the increasing need for K–12 teachers to be proficient in online teaching. A Web-based, national survey gathered data from 215 participants, mainly deans and associate deans. Participants recognized the need for online teaching, but reported there are too many state requirements from their traditional teacher preparation programs, leaving limited or no room to incorporate new curriculum on online and blended teaching methods. While undergraduate teacher preparation programs have limited or no room for other courses or initiatives, deans of graduate programs were generally more likely to support the inclusion of graduate degrees, optional courses, and/or certificates that prepare teacher candidates to teach online. Implications for teacher education are discussed. (Keywords: online teaching, online teaching methods, teacher candidates, teacher preparation, teacher preparation program deans)

I should also note that this journal is home to this article from seven years ago:

Journal of Digital Learning in Teacher Education 

Volume 28, 2012 – Issue 4

An Exploratory Study Comparing Two Modes of Preparation for Online Teaching

Dawn Hathaway &Priscilla Norton

Pages 146-149 | Published online: 19 Mar 2014

• https://doi.org/10.1080/21532974.2012.10784695

Abstract

Few online high schools report requiring online education for their teachers, and few programs exist to prepare teachers to teach online (Smith, Clark, & Blomeyer, 2005). Professional development for online teachers continues to be a concern, and evaluative research that examines the effectiveness of various types of professional development is needed (Archambault & Crippen, 2009). The purpose of this exploratory study was to compare differences in online teachers’ self-reported frequency and confidence in performing online teaching tasks between teachers who had completed a comprehensive preparation program and teachers who participated in a one-day face-to-face workshop. Results found no differences between the groups and challenge conventions related to the nature and role of teacher preparation in online teaching.

Keywords: teacher education, online teaching, professional development, online learning, teacher preparation

Article Notice: Cases of Quality: Case Studies Of The Approval And Evaluation Of K-12 Online And Blended Providers

Note that I am one of the authors of this article.

Cases of Quality: Case Studies of the Approval and Evaluation of K-12 Online and Blended Providers

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Michael K. Barbour
Touro University California
mkbarbour@gmail.com

Tom Clark
Clark Consulting
tom@tomclarkconsulting.net

Jason Siko
Madonna University
sikojp@gmail.com

Kristen DeBruler
Michigan Virtual Learning Research Institute
kdebruler@michiganvirtual.org

Justin Bruno
Michigan Virtual Learning Research Institute
jbruno@michiganvirtual.org

Abstract

State-level departments of education vary in their mechanisms for monitoring online courses and programs. This study reviewed various state models for initial and ongoing evaluation of online courses. Five constructs were identified through this review, and examples from Georgia, Maryland, California, Washington, and Colorado were detailed. The report concludes with potential models and key guidelines for states to consider when developing policy to ensure quality online education for K-12 students.

Citation

Barbour, M. K., Clark, T., Siko, J. P., DeBruler, K., & Bruno, J. A. (2019). Evaluation and approval constructs for online and blended courses and providers: Examining individual cases. Online Journal of Distance Learning Administration, 22(1). Retrieved from https://www.westga.edu/~distance/ojdla/spring221/barbour_clark_siko_debruler_bruno221.html

Article Notice: Online Self-Paced High-School Class Size And Student Achievement

While the authors posted this piece on their ResearchGate page back in July, it was officially published recently.

Educational Technology Research and Development

April 2019, Volume 67, Issue 2, pp 317–336

Online self-paced high-school class size and student achievement

• Chin-Hsi Lin
• Jemma Bae Kwon
• Yining Zhang

Research Article

First Online: 11 July 2018

Abstract

In the traditional brick-and-mortar classroom, small classes are generally perceived as desirable, but the benefits associated with particular class sizes in online education have not yet received much scholarly attention. Using a dataset of 10,648 enrollment records generated during the 2013–2014 school year at a state virtual school in the Midwestern U.S., this study examined the relationship between class size and student learning outcomes. The results of hierarchical linear modeling with fractional polynomial analysis suggest a reverse-U-shaped relationship, in which increasing online class sizes had a positive impact on achievement until the number of students reached 45, but a negative one if numbers increased beyond that level. At the subject level, similar reverse-U-shaped patterns were observed in math, social science, and other subjects, but not in English, foreign languages, or science.

Keywords

Online learning Class size Student achievement Virtual school