Virtual School Meanderings

April 14, 2019

EBSCO Alerts

ebscoFirst, I did not receive the alert for virtual school.

Next, I received the alert for cyber school, but there were no relevant items.

Finally, I also did not receive the alert for K-12 online learning.

So nothing to report this week.

April 7, 2019

EBSCO Alerts

ebscoAn early start to my Sunday blogging this week due to AERA…

First, I received the alert for virtual school, but there were no relevant items.

Next, I also received the alert for cyber school, and again there were no relevant items.

Finally, I did not receive the alert for K-12 online learning.

So nothing to report this week.

March 31, 2019

EBSCO Alerts

ebscoFirst, the alert for virtual school.

1. TI- The Cambridge Handbook of the Learning Sciences
LA- English
AU- Sawyer, R. Keith
CY- Cambridge
PB- Cambridge University Press
DT- 20060101
SE- Cambridge Handbooks in Psychology
PT- eBook
PT- Book
DE- Cognitive learning
DE- Learning, Psychology of
DE- Learning–Social aspects
DE- EDUCATION / Educational Psychology
AB- Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments – including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future – schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.
IB- 9780521845540
OC- 190583922
AN- 167882

Next, the alert for cyber school.

1. TI- The Cambridge Handbook of the Learning Sciences
LA- English
AU- Sawyer, R. Keith
CY- Cambridge
PB- Cambridge University Press
DT- 20060101
SE- Cambridge Handbooks in Psychology
PT- eBook
PT- Book
DE- Cognitive learning
DE- Learning, Psychology of
DE- Learning–Social aspects
DE- EDUCATION / Educational Psychology
AB- Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments – including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future – schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.
IB- 9780521845540
OC- 190583922
AN- 167882

Finally, I did not receive the alert for K-12 online learning.

March 24, 2019

EBSCO Alerts

ebscoFirst, I did not receive the alert for virtual school.

Next, I received the alert for cyber school, but there were no relevant items.

Finally, I also did not receive the alert for K-12 online learning.

So nothing to report this week.

March 17, 2019

EBSCO Alerts

ebscoFirst, the alert for virtual school.

1. TI- Online self-paced high-school class size and student achievement.
AU- Lin, Chin-Hsi1 chinhsi@hku.hk
AU- Kwon, Jemma Bae2
AU- Zhang, Yining3
JN- Educational Technology Research & Development
PD- Apr2019, Vol. 67 Issue 2, p317-336
PG- 20p
DT- 20190401
PT- Article
AB- 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. [ABSTRACT FROM AUTHOR]
AB- Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
KW- Class size
KW- Online learning
KW- Student achievement
KW- Virtual school
AD- 1The University of Hong Kong, Room 615, Meng Wah Building, Pokfulam Road, Pokfulam, Hong Kong
AD- 2Michigan Virtual, Lansing, MI, USA
AD- 3Michigan State University, Lansing, MI, USA
FT- 8014
IS- 10421629
DI- 10.1007/s11423-018-9614-x
AN- 135148278

Next, I did not receive the alert for cyber school.

Finally, I also did not receive the alert for K-12 online learning.

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