Virtual School Meanderings

October 14, 2018

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 really report this week.

October 7, 2018

EBSCO Alerts

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

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

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

So nothing to really report this week.

September 30, 2018

EBSCO Alerts

ebscoI’m not sure why, but all three reports this week had like 100+ items in each one.

Anyway, beginning with the alert for virtual school.

1. TI- What Works in K-12 Online Learning
LA- English
AU- Blomeyer, Robert L.
AU- Cavanaugh, Cathy
CY- Eugene, Or
PB- International Society for Technology in Education [ISTE]
DT- 20070101
PT- eBook
PT- Book
DE- Education–Data processing
DE- Computer-assisted instruction
DE- COMPUTERS / Educational Software
AB- A new form of distance learning, online learning is education in which instruction and content comprising a formal course of study are delivered primarily via the Internet. K–12 enrollments in online courses continue to grow, and while there is great potential in the virtual schools movement, there are many challenges inherent in this relatively new method of education delivery. What Works in K–12 Online Learning provides a comprehensive overview of effective online teaching and learning practices. Based on extensive experience and research, chapters cover a full spectrum of topics including virtual course development, online learning in elementary classrooms, instructional assessment and differentiating online instruction, professional development for teachers of virtual courses, and the challenges that virtual schools will face in the future.
IB- 9781564842367
OC- 699996774
AN- 476124

2. TI- Online Teaching in K-12 : Models, Methods, and Best Practices for Teachers and Administrators
LA- English
AU- Bryans-Bongey, Sarah
AU- Graziano, Kevin J.
CY- Medford, New Jersey
PB- Information Today, Inc
DT- 20160101
PT- eBook
PT- Book
DE- Internet in education
DE- Web-based instruction
DE- Computer-assisted instruction
DE- Distance education
DE- EDUCATION / Organizations & Institutions
DE- EDUCATION / Administration / General
IB- 9781573875271
OC- 952113126
AN- 1257575

3.

. TI- Education and the Commercial Mindset
LA- English
AU- Abrams, Samuel E.
CY- Cambridge, Massachusetts
PB- Harvard University Press
DT- 20160101
PT- eBook
PT- Book
DE- School management and organization
DE- Education and state
DE- Privatization in education
DE- School improvement programs
DE- Educational accountability
DE- EDUCATION / Educational Policy & Reform / General
DE- BUSINESS & ECONOMICS / Economics / Theory
DE- EDUCATION / History
DE- EDUCATION / Comparative
AB- The movement to privatize K–12 education is stronger than ever. Samuel Abrams examines the rise of market forces in public education and reveals how a commercial mindset that sidesteps fundamental challenges has taken over. Nevertheless, public schools should adopt lessons from the business world, such as raising teacher salaries to attract talent.
IB- 9780674049178
OC- 947118797
AN- 1223489

4. TI- Educational Opportunity in Rural Contexts : The Politics of Place
LA- English
AU- Grooms, Ain A.
AU- Williams, Sheneka Maria
CY- Charlotte, NC
PB- Information Age Publishing
DT- 20160101
SE- Research in Educational Policy: Local, National, and Global Perspectives
PT- eBook
PT- Book
DE- Education, Rural–United States
DE- Rural schools–United States–Administration
DE- Academic achievement–United States
DE- EDUCATION / Essays
DE- EDUCATION / Reference
DE- EDUCATION / Organizations & Institutions
AB- The impetus behind this volume stems from reflections on commemorations of the historic Brown v. Board of Education decision. Brown turned 60 in May of 2014, and many special issues of peer?reviewed journals were dedicated to that anniversary. Unlike most special issues and volumes, we sought to highlight a smaller part of Brown, though no less significant. More specifically, we thought to develop a volume that focused on rural education in the aftermath of the decision. Most of the education policy and education reform literature caters to urban and suburban contexts, and very few academic books and journal articles—with the exception of research conducted by Craig, Amy, and Caitlin Howley and the Journal for Research on Rural Education—focus on rural education in the US. Thus, we wanted this volume to focus on the politics of educational opportunity in rural contexts. There is a paucity of rigorous research that examines how education policy affects the conditions of rural education. More specifically, research is scarce in examining the ways in which students in rural schools and districts have access to educational opportunities, although approximately one third of all public schools are located in rural areas (Ayers, 2011). Educational opportunity in rural districts has been plagued by geographic isolation, loss of economic bases, and lack of capital (both financial and political) to voice the need for resources. To be clear, this volume does not present chapters that detail educational opportunity in rural districts and schools from a deficit perspective. Instead, chapters in this volume offer insight into both micro? and macro?level policies and practices that shape educational opportunities for students in rural schools and districts. As such, chapters in this volume investigate the “now” of educational opportunity for rural students and makes recommendations and suggestions for “later”. Given that, we are reminded of James Coleman’s (1975) thesis, “Education is a means to an end, and equal opportunity refers to later in life rather than the educational process itself” (p.28). This book will be organized into two distinct sections. The first section, comprised of chapters that examine educational opportunity in rural districts from a micro level perspective, is devoted to chapters that broadly examine the implications of state and federal policy on educational opportunity in rural schools and districts. The second section, which includes case studies of rural districts in the American South, Appalachia, and the Northeast, takes a macro level approach to examining educational opportunity in rural districts. Combined, chapters throughout the book provide readers with both an overview and a specific snapshot of educational opportunity in rural schools. Given the breadth and scope of chapters included in this volume, we believe the book adds tremendously to the education policy literature, as this vantage point has rarely been included in larger education policy discussions.
IB- 9781681232485
OC- 934794299
AN- 1065219

5. TI- International Pedagogical Practices of Teachers (Part 2)
LA- English
AU- Frances Rice, Mary
CY- Bingley,UK
PB- Emerald Group Publishing Limited
DT- 20150101
NT- Edition: First edition.
SE- Advances in Research on Teaching, Volume 25
PT- eBook
PT- Book
DE- Computer-assisted instruction
DE- Educational technology
DE- Students with disabilities
DE- Learning disabled–Education–Computer-assisted instruction
DE- EDUCATION / Administration / General
DE- EDUCATION / Organizations & Institutions
AB- This proposed volume will profile research projects and methods that are at the top of the innovation curve in terms of their implications for teaching and teacher education. Chapters included in this volume include profiles of cutting edge work on methodological possibilities of studying diversity in online settings, engaging diverse adolescents and their parents in online coursework, working effectively with adolescents in need of credit recovery, pre-empting failure with the practical use of blended coursework for young children, supporting students with various types of disabilities in online settings, problematizing and unpacking the work of teachers in online settings as they plan for and attend to the needs of students who have not succeeded in traditional school situations, examining issues of glocality and ecosophia as pedagogical stances, and framing the work of teacher educators as they conceptualize curriculum to meet the needs of diverse students in taking online courses and thriving in virtual learning environments.
IB- 9781784416720
OC- 924714190
AN- 1080853

6. TI- Real-life Distance Education Case Studies in Practice
LA- English
AU- Mizell, Al P.
AU- Piña, Anthony A.
CY- Charlotte, NC
PB- Information Age Publishing
DT- 20140101
SE- Perspectives in Instructional Technology and Distance Education
PT- eBook
PT- Book
DE- Computer network resources–Case studies
DE- Educational technology–Case studies
DE- Distance education–Case studies
DE- Computer-assisted instruction–Case studies
DE- EDUCATION / Administration / General
DE- EDUCATION / Organizations & Institutions
AB- Real-Life Distance Education: Case Studies in Practice documents and discusses the experiences of those who have implemented distance learning as a solution to “real-life” problems and provides guidance to assist readers in their understanding and analysis of distance learning. This approach allows readers to develop analytic and problem solving skills. The variety of different situations within the individual case studies allows readers to apply their knowledge to new and unique situations and to explore solutions to complex issues. The book is useful as a primary or supplementary text in programs of educational technology, instructional design, learning sciences, human resource development, curriculum & instruction, media & technology or higher education.
IB- 9781623965266
OC- 883364908
AN- 688082

7. TI- Blueprint for School System Transformation : A Vision for Comprehensive Reform in Milwaukee and Beyond
LA- English
AU- Sattin-Bajaj, Carolyn
AU- Hess, Frederick M.
CY- Lanham, Maryland
PB- R&L Education
DT- 20130101
PT- eBook
PT- Book
DE- School improvement programs–Wisconsin–Milwaukee
DE- Educational change–Wisconsin–Milwaukee
DE- EDUCATION / Educational Policy & Reform / General
AB- Despite widespread recognition that school systems need to do profoundly better, those seeking improvement have been persistently frustrated by the mediocre results of popular reforms. School and system leaders, policy-makers, and funders lack clear guidance as to the steps necessary to dramatically and effectively transform an educational ecosystem. Would-be reformers need a playbook outlining clear strategies for rethinking outdated approaches to school and system governance, resource allocation, quality control, talent management, and data use for the 21st century.In this volume, a team of national experts addresses the major elements necessary for system redesign, describing in detail the steps needed at the community, school, district, and state level by which to achieve it.
IB- 9781475804683
IB- 9781475804690
OC- 864519244
AN- 653978

8. TI- Schoolhouse Shams : Myths and Misinformation in School Reform
LA- English
AU- Downs, Peter
CY- Lanham
PB- R&L Education
DT- 20130101
PT- eBook
PT- Book
DE- Education–United States–Evaluation
DE- Educational change–United States
DE- School improvement programs–United States
DE- EDUCATION / Educational Policy & Reform / General
AB- Written by a parent and school board member, who first embraced many of the ideas of the modern school reform movement, Schoolhouse Shams lays bare much of the mythology and misinformation that underpin many of the failed school reform policies of the last decade. Many of the top strategies of the highly publicized school reform movement already have been tried out in St. Louis with disastrous results. Along with demonstrating the failure of school reform prescriptions to improve education, the experience of St. Louis demonstrates that the ideological premise of the reform movement, that a focus on providing opportunities for private profit-taking will necessarily improve schools, is both wrong and conflicts with the ideals of democracy, accountability, and justice.
IB- 9781610488334
IB- 9781610488341
OC- 826444465
AN- 522052

9. TI- Online Learning : Strategies for K-12 Teachers
LA- English
AU- Journell, Wayne
CY- Lanham
PB- R&L Education
DT- 20130101
PT- eBook
PT- Book
DE- Computer-assisted instruction
DE- Web-based instruction
DE- EDUCATION / Distance, Open & Online Education
DE- EDUCATION / Teaching Methods & Materials / Science & Technology
AB- As online learning continues to become more prominent in K-12 education, it will be important that teachers are knowledgeable about both the potential of online learning and the challenges associated with moving curricula online. This book, written by a former secondary online teacher who now teaches online instructional methods to practicing K-12 teachers, addresses those challenges and offers practical, research-based approaches to creating successful online learning experiences. Both novice and experienced K-12 teachers will benefit from the author’s strategies for creating engaging, learner-centered instruction in an online format. This book is unique from other practitioner-oriented books on online learning in that it focuses exclusively on adolescents’ experiences with online instruction.
IB- 9781475801408
IB- 9781475801415
OC- 868068361
AN- 683462

10. TI- Education Governance for the Twenty-First Century : Overcoming the Structural Barriers to School Reform
LA- English
AU- Finn, Chester E.
AU- McGuinn, Patrick J.
AU- Manna, Paul
CY- Washington, D.C.
PB- Brookings Institution Press
DT- 20130101
PT- eBook
PT- Book
DE- Education and state–United States
DE- EDUCATION / Educational Policy & Reform / General
DE- EDUCATION / Testing & Measurement
DE- LAW / Educational Law & Legislation
DE- EDUCATION / Educational Policy & Reform / Federal Legislation
AB- America’s fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. Education Governance for the Twenty-First Century comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today.Contents:Education Governance in America: Who Leads When Everyone Is in Charge?, Patrick McGuinn and Paul Manna The Failures of U.S. Education Governance Today, Chester E. Finn Jr. and Michael J. Petrilli How Current Education Governance Distorts Financial Decision making, Marguerite Roza Governance Challenges to Innovators within the System, Michelle R. Davis Governance Challenges to Innovators outside the System, Steven F. Wilson Rethinking District Governance, Frederick M. Hess and Olivia M. Meeks Interstate Governance of Standards and Testing, Kathryn A. McDermott Education Governance in Performance-Based Federalism, Kenneth K. Wong The Rise of Education Executives in the White House, State House, and Mayor’s Office, Jeffrey R. Henig English Perspectives on Education Governance and Delivery, Michael Barber Education Governance in Canada and the United States, Sandra Vergari Education Governance in Comparative Perspective, Michael Mintrom and Richard Walley Governance Lessons from the Health Care and Environment Sectors, Barry G. Rabe Toward a Coherent and Fair Funding System, Cynthia G. Brown Picturing a Different Governance Structure for Public Education, Paul T. Hill From Theory to Results in Governance Reform, Kenneth J. Meier The Tall Task of Education Governance Reform, Paul Manna and Patrick McGuinn
IB- 9780815723943
OC- 824359859
AN- 520930

11. TI- Education Under Siege : Frauds, Fads, Fantasies and Fictions in Educational Reform
LA- English
AU- Shapiro, Arthur S.
CY- Lanham [Md.]
PB- R&L Education
DT- 20130101
PT- eBook
PT- Book
DE- Educational evaluation–United States
DE- Education–Aims and objectives–United States
DE- Education–United States
DE- Public schools–United States
DE- Educational change–United States
DE- Education and state–United States
DE- EDUCATION / Educational Policy & Reform / General
AB- some are fantasies, even fictions. Even more unfortunately, many are undermining our public schools, teachers, kids and communities, and pillaging our tax dollars in the process.This book analyzes each major reform–No Child Left Behind, Common Core State Standards, grading schools, evaluating teachers, failing students, vouchers, charters, online virtual charters– and finds them seriously wanting. We conclude with reforms that work actually helping teachers, kids, parents and communities.
IB- 9781475803075
IB- 9781475803082
OC- 862049752
AN- 656207

12. TI- Telling Tales Over Time : Calendars, Clocks, and School Effectiveness
LA- English
AU- Weiss, Joel
AU- Brown, Robert S.
CY- Rotterdam
PB- Sense Publishers
DT- 20130101
PT- eBook
PT- Book
DE- Schedules, School
DE- School year
DE- Educational evaluation
DE- EDUCATION / Administration / General
AB- How do calendars and clocks influence considerations of school effectiveness? From the creation of compulsory education to the future of virtual schooling, Weiss and Brown trace two centuries of school practices, policies and research linking the concept of time with ‘opportunity to learn’. School calendars and clocks are shaped by both the physical and social worlds, and the ‘clock of schooling’ is shown to be one of the ‘great clocks of society’ that helps to frame school effectiveness. School time does not operate in a vacuum, but within curriculum, teaching and learning situations. The phrase ‘chrono-curriculum’ was devised by the authors as a metaphor for exploring issues of school effectiveness within the time dimension. Using American and Canadian sources, stories are created to illustrate four themes about time and school effectiveness. The first three stories utilize access, attendance and testing as criteria associated with these eras of schooling. How will the story read in the fourth era, the digital age, which forces us to a reconsideration of time and its influence on education? Quoting David Berliner in his Foreword: “ this is an opportune time for these authors to bring us insights into the reasons we in North America created our public school systems, and how the chrono-curriculum influences those systems. The authors’ presentation of our educational past provides educators a chance to think anew about how we might do schooling in our own times.”
IB- 9789462092617
OC- 848738348
AN- 595153

13. TI- Digital Schools : How Technology Can Transform Education
LA- English
AU- West, Darrell M.
CY- Washington, D.C.
PB- Brookings Institution Press
DT- 20120101
PT- eBook
PT- Book
DE- Internet in education
DE- Educational technology
DE- Education–Effect of technological innovations on
DE- EDUCATION / Educational Policy & Reform / General
DE- COMPUTERS / Social Aspects
DE- EDUCATION / General
DE- EDUCATION / Teaching Methods & Materials / General
DE- POLITICAL SCIENCE / Public Policy / General
AB- Nearly a century ago, famed educator John Dewey said that’ if we teach today’s students as we taught yesterday’s, we rob them of tomorrow.’ That wisdom resonates more strongly than ever today, and that maxim underlies this insightful look at the present and future of education in the digital age. As Darrell West makes clear, today’s educational institutions must reinvent themselves to engage students successfully and provide them with the skills needed to compete in an increasingly global, technological, and online world. Otherwise the American education system will continue to fall woefully short in its mission to prepare the population to survive and thrive in a rapidly changing world.West examines new models of education made possible by enhanced information technology, new approaches that will make public education in the post-industrial age more relevant, efficient, and ultimately more productive. Innovative pilot programs are popping up all over the nation, experimenting with different forms of organization and delivery systems. Digital Schools surveys this promising new landscape, examining in particular personalized learning; realtime student assessment; ways to enhance teacher evaluation; the untapped potential of distance learning; and the ways in which technology can improve the effectiveness of special education and foreign language instruction. West illustrates the potential contributions of blogs, wikis, social media, and video games and augmented reality in K–12 and higher education.Technology by itself will not remake education. But if today’s schools combine increased digitization with needed improvements in organization, operations, and culture, we can overcome current barriers, produce better results, and improve the manner in which schools function. And we can get back to teaching for tomorrow, rather than for yesterday.
IB- 9780815722441
IB- 9780815725442
OC- 794671668
AN- 456941

14. TI- Trends and Issues in Distance Education : International Perspectives
LA- English
AU- Visser, Lya
CY- Charlotte, N.C.
PB- Information Age Publishing
DT- 20120101
NT- Edition: 2nd ed.
SE- Perspectives in Instructional Technology and Distance Education
PT- eBook
PT- Book
DE- Distance education
DE- EDUCATION / Distance, Open & Online Education
AB- Over the last decade, the field of distance education (and e-learning) has substantially strengthened and assumed a more international scope. There has been an impressive growth in the conceptual, empirical and experiential foundations of the field. Trends and Issues in Distance Education: International Perspectives (2nd Ed) captures a representative snapshot of the breadth of current global trends and issues in distance education theory, research, and practice. Through 21 chapters (from over 30 international authors), the book documents new developments in distance education scholarship and practice, presenting a diverse set of viewpoints on the trends and issues affecting this increasingly central discipline. The book is for researchers, practitioners, and students. Chapters speak to the many creative ways in which distance education addresses learning and human development needs around the world. They focus on distance education in dissimilar settings that extend beyond the limitations of the dominating paradigms of the highly developed economies. Contributing authors touch upon conceptual as well as practical issues. They critically reflect on both large- and small-scale distance education initiatives, discussing the use of everything from the most advanced technologies (e.g., 3-D computing) to the most rudimentary technologies (e.g., wind-up radios).
IB- 9781617358289
OC- 800678868
AN- 470386

15. TI- Pressing Forward : Increasing and Expanding Rigor and Relevance in America’s High Schools
LA- English
AU- Borman, Kathryn M.
AU- Smerdon, Becky
CY- Charlotte, NC
PB- Information Age Publishing
DT- 20120101
SE- Research on High School and Beyond
PT- eBook
PT- Book
DE- School improvement programs–United States
DE- Education, Secondary–United States
DE- EDUCATION / Secondary
AB- Pressing Forward: Increasing and Expanding Rigor and Relevance in America’s High Schools is organized to place secondary education, specifically the goals of preparing young adults to be college and career ready, in contemporary perspective, emphasizing the changing global economy and trends in policy and practice. High school students must be equipped with tools they need during and beyond high school for mapping their futures in a global and flat world that demands workers prepared to take up 21st century careers. Following Thomas Freidman and other writers on the topic, this book takes as its core premise that the world has been irrevocably altered by technology and that technology takes a prominent role in shaping post-secondary education and career opportunities. The challenges facing education and educators in a flattened world can best be addressed by creating opportunities for students who are ready for a world in which they are expected to pursue learning throughout their lifetimes, understand and use technology, engage in active civic lives, function well in ethnically diverse workplace settings, and be willing to take risks. Most of all, however, these individuals must be very well prepared during high school by taking advanced level mathematics, science and other challenging coursework, while at the same time actively engaging in collaborative, creative endeavors that prepare them to continuously reinvent themselves to stay ahead of automation and outsourcing. The book will be a unique and useful contribution to the education reform and policy literature as it examines secondary education at an historical moment—the convergence of significant education spending and focus on high school reform. Developed from diverse authors’ research programs on secondary education, the chapters in this volume highlight both changing and steadfast features of high schools, questioning if attempts to foster change—whether tinkering around the edges or inventing a new way—adequatly adress shortcomings in equity and excellence found in American high schools.
IB- 9781617355967
OC- 811408107
AN- 470138

16. TI- Distance Education
LA- English
AU- MacTeer, Claudia F.
CY- Hauppauge, N.Y.
PB- Nova Science Publishers, Inc
DT- 20110101
SE- Education in a Competitive and Globalizing World
PT- eBook
PT- Book
DE- Distance education–Cross-cultural studies
DE- Distance education
DE- EDUCATION / Distance, Open & Online Education
AB- Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physically’ on site’ in a traditional classroom or campus. This book presents current research in the field of distance learning including such topics as virtual classrooms in collaborative distance learning; metacognitive knowledge and distance education; using a Web-based e-Learning system (WebELS) to support flexibility and globalization of higher education in science and technology; and distance education initiatives for people with disabilities.
IB- 9781617288586
OC- 836864268
AN- 540336

Next, the alert for cyber school.

1. TI- Digital Schools : How Technology Can Transform Education
LA- English
AU- West, Darrell M.
CY- Washington, D.C.
PB- Brookings Institution Press
DT- 20120101
PT- eBook
PT- Book
DE- Internet in education
DE- Educational technology
DE- Education–Effect of technological innovations on
DE- EDUCATION / Educational Policy & Reform / General
DE- COMPUTERS / Social Aspects
DE- EDUCATION / General
DE- EDUCATION / Teaching Methods & Materials / General
DE- POLITICAL SCIENCE / Public Policy / General
AB- Nearly a century ago, famed educator John Dewey said that’ if we teach today’s students as we taught yesterday’s, we rob them of tomorrow.’ That wisdom resonates more strongly than ever today, and that maxim underlies this insightful look at the present and future of education in the digital age. As Darrell West makes clear, today’s educational institutions must reinvent themselves to engage students successfully and provide them with the skills needed to compete in an increasingly global, technological, and online world. Otherwise the American education system will continue to fall woefully short in its mission to prepare the population to survive and thrive in a rapidly changing world.West examines new models of education made possible by enhanced information technology, new approaches that will make public education in the post-industrial age more relevant, efficient, and ultimately more productive. Innovative pilot programs are popping up all over the nation, experimenting with different forms of organization and delivery systems. Digital Schools surveys this promising new landscape, examining in particular personalized learning; realtime student assessment; ways to enhance teacher evaluation; the untapped potential of distance learning; and the ways in which technology can improve the effectiveness of special education and foreign language instruction. West illustrates the potential contributions of blogs, wikis, social media, and video games and augmented reality in K–12 and higher education.Technology by itself will not remake education. But if today’s schools combine increased digitization with needed improvements in organization, operations, and culture, we can overcome current barriers, produce better results, and improve the manner in which schools function. And we can get back to teaching for tomorrow, rather than for yesterday.
IB- 9780815722441
IB- 9780815725442
OC- 794671668
AN- 456941

2. TI- Charter School Report Card
LA- English
AU- Tell, Shawgi
CY- Charlotte, NC
PB- Information Age Publishing
DT- 20160101
SE- Critical Constructions
PT- eBook
PT- Book
DE- Charter schools–United States–Evaluation
DE- Charter schools–United States
DE- EDUCATION / Organizations & Institutions
DE- EDUCATION / Administration / General
AB- What is a charter school? Where do they come from? Who promotes them, and why? What are they supposed to do? Are they the silver bullet to the ills plaguing the American public education system? This book provides a comprehensive and accessible overview and analysis of charter schools and their many dimensions. It shows that charter schools as a whole lower the quality of education through the privatization and marketization of education. The final chapter provides readers with a way toward rethinking and remaking education in a way that is consistent with modern requirements. Society and its members need a fully funded high quality public education system open to all and controlled by a public authority.
IB- 9781681232959
OC- 947119137
AN- 1080615

3. TI- Charter Schools : Hope or Hype?
LA- English
AU- Buckley, Jack
AU- Schneider, Mark
CY- Princeton, N.J.
PB- Princeton University Press
DT- 20090101
PT- eBook
PT- Book
DE- Charter schools–United States–Evaluation
DE- EDUCATION / Educational Policy & Reform / General
DE- POLITICAL SCIENCE / Public Affairs & Administration
AB- Over the past several years, privately run, publicly funded charter schools have been sold to the American public as an education alternative promising better student achievement, greater parent satisfaction, and more vibrant school communities. But are charter schools delivering on their promise? Or are they just hype as critics contend, a costly experiment that is bleeding tax dollars from public schools? In this book, Jack Buckley and Mark Schneider tackle these questions about one of the thorniest policy reforms in the nation today. Using an exceptionally rigorous research approach, the authors investigate charter schools in Washington, D.C., carefully examining school data going back more than a decade, interpreting scores of interviews with parents, students, and teachers, and meticulously measuring how charter schools perform compared to traditional public schools. Their conclusions are sobering. Buckley and Schneider show that charter-school students are not outperforming students in traditional public schools, that the quality of charter-school education varies widely from school to school, and that parent enthusiasm for charter schools starts out strong but fades over time. And they argue that while charter schools may meet the most basic test of sound public policy–they do no harm–the evidence suggests they all too often fall short of advocates’ claims. With the future of charter schools–and perhaps public education as a whole–hanging in the balance, this book supports the case for holding charter schools more accountable and brings us considerably nearer to resolving this contentious debate.
IB- 9780691143194
IB- 9780691129853
OC- 568104841
AN- 305769

4. TI- Privatizing Educational Choice : Consequences for Parents, Schools, and Public Policy
LA- English
AU- Belfield, C. R.
AU- Levin, Henry M.
CY- Abingdon, Oxon
PB- Routledge
DT- 20160101
PT- eBook
PT- Book
DE- Education and state–United States
DE- Privatization in education–United States
DE- School choice–United States
DE- SOCIAL SCIENCE / Sociology / General
AB- Controversies over the merits of public and private education have never been more prominent than today. This book evaluates public and private schooling, especially in regard to choices families must make for their children.While choice among publics schools is widely advocated today by families and states, public support for private education – including vouchers, tax credits, charter schools, and private contracting – is politically controversial. The authors accessibly describe what research shows as to the effects – for communities and children – of these approaches. They move beyond school choice to show how other factors – most notably the family – have a strong effect on a child’s educational success. The book helps educators and parents better understand the rapidly changing educational environment and the important choices they make in educating the nation’s children.
IB- 9781594511141
IB- 9781594511158
OC- 931534680
AN- 1106172

5. TI- What Lies Ahead for America’s Children and Their Schools
LA- English
AU- Sousa, Richard
AU- Finn, Chester E.
CY- Standford, California
PB- Education Next Books
DT- 20140101
PT- eBook
PT- Book
DE- Education, Elementary–Standards–United States
DE- Education–United States
DE- Public schools–United States
DE- EDUCATION / Elementary
AB- The coming decade holds immense potential for dramatic improvement in U.S. education and in the achievement of American children and in this volume, members of the Hoover Institution’s Koret Task Force on K–12 Education examine both the potential gains and the pitfalls that lie ahead, informed by where U.S. education has been, what changes have been made in recent years, and what’s still required for the comprehensive overhaul that this vital enterprise so urgently needs. Looking backward is infinitely easier than predicting the future, but planning for the future is necessary if anything is to change and by analyzing the recent past and present condition of American primary and secondary school education across a host of key topics, task force members in this volume chart a bold course for the years ahead. Optimistic about the opportunities at hand, they identify essential—and feasible—reforms as well as the barriers that must be overcome if those changes are to occur. They offer high-quality scholarship and thoughtful prescriptions for productive policy alternatives.
IB- 9780817917050
OC- 874178750
AN- 704298

6. School Commercialism : From Democratic Ideal to Market Commodity
LA- English
AU- Molnar, Alex
CY- New York
PB- Routledge
DT- 20050101
SE- Positions: Education, Politics, and Culture
PT- eBook
PT- Book
DE- Education–United States–Marketing
DE- Business and education–United States
DE- Commercialism in schools–United States
DE- BUSINESS & ECONOMICS / Education
DE- EDUCATION / General
DE- EDUCATION / Administration / Facility Management
AB- First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
IB- 9780415951319
IB- 9780415951326
OC- 858861135
AN- 640774

7. TI- Charter Schools in Eight States : Effects on Achievement, Attainment, Integration, and Competition
LA- English
AU- Zimmer, Ron W.
CY- Santa Monica, CA
PB- RAND Corporation
DT- 20090101
SE- Rand Corporation Monograph Series
PT- eBook
PT- Book
DE- Charter schools–United States–States–Case studies
DE- EDUCATION / Administration / General
DE- EDUCATION / Organizations & Institutions
AB- Charter schools now exist in 40 states, but the best charter-school studies to date have focused on individual states. This book examines charter schools in eight states with varied policy contexts. It assesses the characteristics of charter schools’ students, their effectiveness in raising student achievement and promoting graduation and college entry, and their competitive effects on student achievement in traditional public schools.
IB- 9780833046932
OC- 428980188
AN- 276604

8. TI- Exploring the Myths and the Realities of Today’s Schools : A Candid Review of the Challenges Educators Face
LA- English
AU- McAdams, Richard P.
CY- Lanham, Md
PB- R&L Education
DT- 20100101
PT- eBook
PT- Book
DE- Public schools–United States
DE- EDUCATION / Educational Policy & Reform / General
AB- Exploring the Myths and Realities of Today’s Schools presents a strong case regarding the strengths and successes of our schools, while also addressing the major challenges currently facing our teachers and school administrators. This sympathetic look at the daily work life of our educators directly confronts issues with our changing student population, teacher unions, poor family dynamics, financial inequities, and student performance on international achievement tests. The author offers data and insights that counter the conventional wisdom that significant improvements will occur simply by expanding charter schools, by implementing merit pay for teachers more widely, or by emulating foreign educational systems. The book offers recommendations for school improvement that are both practical and effective. While many books on public education are written from the perspective of academics or political pundits, this book offers perspectives from the viewpoint of teachers, school principals, school superintendents, and school board members. The author brings his experience and insights from forty plus years in public education as a teacher, principal, and superintendent to provide his from-the-trenches perspective on the true nature of public schooling in the United States.
IB- 9781607098492
IB- 9781607098508
OC- 694772525
AN- 350414

9. TI- Education and the Commercial Mindset
LA- English
AU- Abrams, Samuel E.
CY- Cambridge, Massachusetts
PB- Harvard University Press
DT- 20160101
PT- eBook
PT- Book
DE- School management and organization
DE- Education and state
DE- Privatization in education
DE- School improvement programs
DE- Educational accountability
DE- EDUCATION / Educational Policy & Reform / General
DE- BUSINESS & ECONOMICS / Economics / Theory
DE- EDUCATION / History
DE- EDUCATION / Comparative
AB- The movement to privatize K–12 education is stronger than ever. Samuel Abrams examines the rise of market forces in public education and reveals how a commercial mindset that sidesteps fundamental challenges has taken over. Nevertheless, public schools should adopt lessons from the business world, such as raising teacher salaries to attract talent.
IB- 9780674049178
OC- 947118797
AN- 1223489

10. TI- Educational Opportunity in Rural Contexts : The Politics of Place
LA- English
AU- Grooms, Ain A.
AU- Williams, Sheneka Maria
CY- Charlotte, NC
PB- Information Age Publishing
DT- 20160101
SE- Research in Educational Policy: Local, National, and Global Perspectives
PT- eBook
PT- Book
DE- Education, Rural–United States
DE- Rural schools–United States–Administration
DE- Academic achievement–United States
DE- EDUCATION / Essays
DE- EDUCATION / Reference
DE- EDUCATION / Organizations & Institutions
AB- The impetus behind this volume stems from reflections on commemorations of the historic Brown v. Board of Education decision. Brown turned 60 in May of 2014, and many special issues of peer?reviewed journals were dedicated to that anniversary. Unlike most special issues and volumes, we sought to highlight a smaller part of Brown, though no less significant. More specifically, we thought to develop a volume that focused on rural education in the aftermath of the decision. Most of the education policy and education reform literature caters to urban and suburban contexts, and very few academic books and journal articles—with the exception of research conducted by Craig, Amy, and Caitlin Howley and the Journal for Research on Rural Education—focus on rural education in the US. Thus, we wanted this volume to focus on the politics of educational opportunity in rural contexts. There is a paucity of rigorous research that examines how education policy affects the conditions of rural education. More specifically, research is scarce in examining the ways in which students in rural schools and districts have access to educational opportunities, although approximately one third of all public schools are located in rural areas (Ayers, 2011). Educational opportunity in rural districts has been plagued by geographic isolation, loss of economic bases, and lack of capital (both financial and political) to voice the need for resources. To be clear, this volume does not present chapters that detail educational opportunity in rural districts and schools from a deficit perspective. Instead, chapters in this volume offer insight into both micro? and macro?level policies and practices that shape educational opportunities for students in rural schools and districts. As such, chapters in this volume investigate the “now” of educational opportunity for rural students and makes recommendations and suggestions for “later”. Given that, we are reminded of James Coleman’s (1975) thesis, “Education is a means to an end, and equal opportunity refers to later in life rather than the educational process itself” (p.28). This book will be organized into two distinct sections. The first section, comprised of chapters that examine educational opportunity in rural districts from a micro level perspective, is devoted to chapters that broadly examine the implications of state and federal policy on educational opportunity in rural schools and districts. The second section, which includes case studies of rural districts in the American South, Appalachia, and the Northeast, takes a macro level approach to examining educational opportunity in rural districts. Combined, chapters throughout the book provide readers with both an overview and a specific snapshot of educational opportunity in rural schools. Given the breadth and scope of chapters included in this volume, we believe the book adds tremendously to the education policy literature, as this vantage point has rarely been included in larger education policy discussions.
IB- 9781681232485
OC- 934794299
AN- 1065219

Finally, the alert for K-12 online learning this week.

1. TI- What Works in K-12 Online Learning
LA- English
AU- Blomeyer, Robert L.
AU- Cavanaugh, Cathy
CY- Eugene, Or
PB- International Society for Technology in Education [ISTE]
DT- 20070101
PT- eBook
PT- Book
DE- Education–Data processing
DE- Computer-assisted instruction
DE- COMPUTERS / Educational Software
AB- A new form of distance learning, online learning is education in which instruction and content comprising a formal course of study are delivered primarily via the Internet. K–12 enrollments in online courses continue to grow, and while there is great potential in the virtual schools movement, there are many challenges inherent in this relatively new method of education delivery. What Works in K–12 Online Learning provides a comprehensive overview of effective online teaching and learning practices. Based on extensive experience and research, chapters cover a full spectrum of topics including virtual course development, online learning in elementary classrooms, instructional assessment and differentiating online instruction, professional development for teachers of virtual courses, and the challenges that virtual schools will face in the future.
IB- 9781564842367
OC- 699996774
AN- 476124

2. TI- Online Teaching in K-12 : Models, Methods, and Best Practices for Teachers and Administrators
LA- English
AU- Bryans-Bongey, Sarah
AU- Graziano, Kevin J.
CY- Medford, New Jersey
PB- Information Today, Inc
DT- 20160101
PT- eBook
PT- Book
DE- Internet in education
DE- Web-based instruction
DE- Computer-assisted instruction
DE- Distance education
DE- EDUCATION / Organizations & Institutions
DE- EDUCATION / Administration / General
IB- 9781573875271
OC- 952113126
AN- 1257575

3. TI- International Pedagogical Practices of Teachers (Part 2)
LA- English
AU- Frances Rice, Mary
CY- Bingley,UK
PB- Emerald Group Publishing Limited
DT- 20150101
NT- Edition: First edition.
SE- Advances in Research on Teaching, Volume 25
PT- eBook
PT- Book
DE- Computer-assisted instruction
DE- Educational technology
DE- Students with disabilities
DE- Learning disabled–Education–Computer-assisted instruction
DE- EDUCATION / Administration / General
DE- EDUCATION / Organizations & Institutions
AB- This proposed volume will profile research projects and methods that are at the top of the innovation curve in terms of their implications for teaching and teacher education. Chapters included in this volume include profiles of cutting edge work on methodological possibilities of studying diversity in online settings, engaging diverse adolescents and their parents in online coursework, working effectively with adolescents in need of credit recovery, pre-empting failure with the practical use of blended coursework for young children, supporting students with various types of disabilities in online settings, problematizing and unpacking the work of teachers in online settings as they plan for and attend to the needs of students who have not succeeded in traditional school situations, examining issues of glocality and ecosophia as pedagogical stances, and framing the work of teacher educators as they conceptualize curriculum to meet the needs of diverse students in taking online courses and thriving in virtual learning environments.
IB- 9781784416720
OC- 924714190
AN- 1080853

4. TI- The Anatomy of K-12 Online Programs : Practical Ideas and Guidelines
LA- English
AU- Barnard, Douglas P.
AU- Echols, Jennifer
CY- Lanham, Maryland
PB- Rowman & Littlefield Publishers
DT- 20140101
PT- eBook
PT- Book
DE- Education, Secondary–United States
DE- Education, Elementary–United States
DE- Computer-assisted instruction–United States
DE- Internet in education–United States
DE- Web-based instruction–United States
DE- EDUCATION / Computers & Technology
DE- EDUCATION / Teaching Methods & Materials / General
DE- EDUCATION / Administration / Elementary & Secondary
AB- The growth of virtual online programs at the K-12 level is unparalleled in the history of education. This book discusses what constitutes a viable online program and how programs maintain rigorous courses, creditability, and high academic standards. Barnard and Echols provide practical information about the vision, curriculum, course designs, and the impact of ‘for profit’ online schools. This book offers practical advice and guidance to those concerned with developing and improving current programs.
IB- 9781475809817
IB- 9781475809824
OC- 896826636
AN- 909949

5. TI- Real-life Distance Education Case Studies in Practice
LA- English
AU- Mizell, Al P.
AU- Piña, Anthony A.
CY- Charlotte, NC
PB- Information Age Publishing
DT- 20140101
SE- Perspectives in Instructional Technology and Distance Education
PT- eBook
PT- Book
DE- Computer network resources–Case studies
DE- Educational technology–Case studies
DE- Distance education–Case studies
DE- Computer-assisted instruction–Case studies
DE- EDUCATION / Administration / General
DE- EDUCATION / Organizations & Institutions
AB- Real-Life Distance Education: Case Studies in Practice documents and discusses the experiences of those who have implemented distance learning as a solution to “real-life” problems and provides guidance to assist readers in their understanding and analysis of distance learning. This approach allows readers to develop analytic and problem solving skills. The variety of different situations within the individual case studies allows readers to apply their knowledge to new and unique situations and to explore solutions to complex issues. The book is useful as a primary or supplementary text in programs of educational technology, instructional design, learning sciences, human resource development, curriculum & instruction, media & technology or higher education.
IB- 9781623965266
OC- 883364908
AN- 688082

6. TI- A Learner Centered Approach to Online Education
LA- English
AU- Harrell, Lisa
CY- Charlotte, N.C.
PB- Information Age Publishing
DT- 20130101
PT- eBook
PT- Book
DE- Internet in education
DE- Distance education
DE- EDUCATION / Distance, Open & Online Education
AB- The purpose of this book is to serve as a guide for designing, developing, and teaching learner centered online courses and/or modules of instruction. Chapter 1 provides an introduction to online education. Chapter 2 provides information on the resources and support needed to teach and learn in an online environment. Chapter 3 provides information and considerations in regards to the online learner. Chapter 4 provides information on the domains of learning. Chapter 5 provides information on learning outcomes and instructional objectives. Chapter 6 provides information on online course interaction. Chapter 7 provides information pertaining to assessment and grading rubrics. Each chapter of the book includes an application exercise. This book will assist the reader in understanding the important factors in regards to online education. This book would also provide the foundational information, tools, and resource information needed to design, develop, and teach a learner centered online course or modules of instruction. This book would be a valuable resource for any educator interested in teaching online and for those who may already by teaching online. Educators in a variety of areas wishing to learn more about online teaching, course design, and course development could benefit from this book. This book could also serve as a text book for undergraduate and graduate courses related to online teaching, course design, and course development. This book could also serve as an administrative resource and guide for programs developing online courses and for faculty training and professional development purposes.
IB- 9781623962920
OC- 846956770
AN- 590732

7. TI- Online Learning : Strategies for K-12 Teachers
LA- English
AU- Journell, Wayne
CY- Lanham
PB- R&L Education
DT- 20130101
PT- eBook
PT- Book
DE- Computer-assisted instruction
DE- Web-based instruction
DE- EDUCATION / Distance, Open & Online Education
DE- EDUCATION / Teaching Methods & Materials / Science & Technology
AB- As online learning continues to become more prominent in K-12 education, it will be important that teachers are knowledgeable about both the potential of online learning and the challenges associated with moving curricula online. This book, written by a former secondary online teacher who now teaches online instructional methods to practicing K-12 teachers, addresses those challenges and offers practical, research-based approaches to creating successful online learning experiences. Both novice and experienced K-12 teachers will benefit from the author’s strategies for creating engaging, learner-centered instruction in an online format. This book is unique from other practitioner-oriented books on online learning in that it focuses exclusively on adolescents’ experiences with online instruction.
IB- 9781475801408
IB- 9781475801415
OC- 868068361
AN- 683462

8. TI- Trends and Issues in Distance Education : International Perspectives
LA- English
AU- Visser, Lya
CY- Charlotte, N.C.
PB- Information Age Publishing
DT- 20120101
NT- Edition: 2nd ed.
SE- Perspectives in Instructional Technology and Distance Education
PT- eBook
PT- Book
DE- Distance education
DE- EDUCATION / Distance, Open & Online Education
AB- Over the last decade, the field of distance education (and e-learning) has substantially strengthened and assumed a more international scope. There has been an impressive growth in the conceptual, empirical and experiential foundations of the field. Trends and Issues in Distance Education: International Perspectives (2nd Ed) captures a representative snapshot of the breadth of current global trends and issues in distance education theory, research, and practice. Through 21 chapters (from over 30 international authors), the book documents new developments in distance education scholarship and practice, presenting a diverse set of viewpoints on the trends and issues affecting this increasingly central discipline. The book is for researchers, practitioners, and students. Chapters speak to the many creative ways in which distance education addresses learning and human development needs around the world. They focus on distance education in dissimilar settings that extend beyond the limitations of the dominating paradigms of the highly developed economies. Contributing authors touch upon conceptual as well as practical issues. They critically reflect on both large- and small-scale distance education initiatives, discussing the use of everything from the most advanced technologies (e.g., 3-D computing) to the most rudimentary technologies (e.g., wind-up radios).
IB- 9781617358289
OC- 800678868
AN- 470386

9. TI- Online Learning : Strategies for K-12 Teachers
LA- English
AU- Journell, Wayne
CY- Lanham
PB- R&L Education
DT- 20130101
PT- eBook
PT- Book
DE- Computer-assisted instruction
DE- Web-based instruction
DE- EDUCATION / Distance, Open & Online Education
DE- EDUCATION / Teaching Methods & Materials / Science & Technology
AB- As online learning continues to become more prominent in K-12 education, it will be important that teachers are knowledgeable about both the potential of online learning and the challenges associated with moving curricula online. This book, written by a former secondary online teacher who now teaches online instructional methods to practicing K-12 teachers, addresses those challenges and offers practical, research-based approaches to creating successful online learning experiences. Both novice and experienced K-12 teachers will benefit from the author’s strategies for creating engaging, learner-centered instruction in an online format. This book is unique from other practitioner-oriented books on online learning in that it focuses exclusively on adolescents’ experiences with online instruction.
IB- 9781475801408
IB- 9781475801415
OC- 868068361
AN- 683462

September 23, 2018

EBSCO Alerts

ebscoLots to report this week, beginning with the alert for virtual school.

1. TI- Perceived Parent Involvement and a Technology-Enabled Workbook Intervention Effect Analysis on Summer Learning Loss for 6th and 7th Grade Students Attending a Pennsylvania K-12 Virtual School
AU- Boyd, Amy Cronin
SO- ProQuest LLC, Ed.D. Dissertation, The George Washington University
DT- 20180101
YR- 2018
PG- 201
PT- Dissertation
SU- Parent Attitudes; Charter Schools; Mathematics Achievement; Distance Education; Online Courses; Educational Technology; Technology Uses in Education; Middle School Students; Summer Programs; Formative Evaluation; Intervention; Parent Participation; Surveys; Grade 6; Grade 7; Correlation; Statistical Analysis; Pretests Posttests; Scores; Workbooks
GE- Pennsylvania
SU- Grade 6
AB- The literature suggests that while the number of students attending virtual charter schools continues to grow in Pennsylvania, math student academic performance in 6th and 7th-grade math in students attending cyber charter schools falls well below the state average. Although it is tempting to assume that the concern of summer slide would be similar in virtual school students as traditional bricks and mortar students, there has been no published research specifically addressing summer slide among virtual school students. A computer-adaptive formative assessment may provide a solution, also increase student mathematics performance at the middle school level, and potentially reduce summer learning loss. The Computer Adaptive Formative Assessment (CAFA) K-Math Workbook is an ICT based assessment tool specially designed for coping with challenges in implementing the CCSS in mathematics. The purpose of this study was to provide insight into three overarching gaps in the current body of research. It employed the use of an intervention as a tool to potentially minimize summer slide, utilized a survey to measure parent involvement, in examining the relationship between perceived parent involvement and summer slide, and examines the effect of perceived parent involvement onto the effect of the intervention in summer slide in 6th and 7th grade students, within the confines of a K-12 virtual school in Pennsylvania. The researcher employed the use of paired t-test and regression analyses to answer the research questions. The results of this study indicate that the intervention was effective as a means of preventing summer slide in 6th and 7th-grade middle school students. It also reveals that higher levels of parental involvement reflect higher levels of student achievement. Statistical analyses explained that while not statistically significant, pre-test scores/intervention explained a small amount of variance in summer slide above and beyond parental involvement, and the additional effect of perceived parental involvement and the intervention explains a variance in summer slide. In addition to a more detailed description of the results, rationale for the results, theoretical backgrounds, research design, policy/practice implications, and future directions for research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:  http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
LA- English
IB- 978-0-355-59797-4
AN- ED582718
TY- ED
LV- Not available from ERIC
EM- 2018

2. TI- Examining the Relationship between Virtual School Size and Student Achievement
AU- Waddell, Sherrill
SO- Quarterly Review of Distance Education, v18 n4 p22-35 2017
VI- 18
IP- 4
DT- 20170101
YR- 2017
SP- 22
EP- 35
PG- 14
PT- Academic Journal
PT- Report
SU- Correlation; Virtual Classrooms; Educational Technology; Technology Uses in Education; Distance Education; School Size; Academic Achievement; Standardized Tests; Scores; Enrollment; Grade 5; Grade 8; Reading Achievement; Language Arts; Mathematics Achievement; English Instruction; Algebra; Racial Differences; Ethnicity; Gender Differences; Grade 9; Grade 10; Grade 11; Grade 12; Elementary Secondary Education; Grade 3; Grade 4; Grade 6; Grade 7; State Standards
GE- Texas
SU- Texas Essential Knowledge and Skills
SU- Grade 5
AB- The trend and demand for virtual education has grown nationwide. With an increase in students choosing this type of education, inevitably the demand for schools of this type of educational instruction has increased in number. The purpose of this study is to determine the extent of the relationship between virtual school size and student achievement in virtual schools in a southwestern state. For the purpose of this study, achievement was measured by student performance on state testing scores. The study used descriptive and inferential statistics to analyze enrollment size and State of Texas Assessment of Academic Readiness (STARR) English Language Arts/Reading in Grades 5 and 8, Math in Grades 5 and 8, English I, English II, and Algebra I testing scores in regard to race and gender.
LA- English
IS- 1528-3518
AN- EJ1180035
TY- EJ
LV- Not available from ERIC
EM- 2018
RV- Y

3. TI- A Study of the Lived Experience of Full-Time Virtual School Administrators as They Serve as Instructional Leaders
AU- Ware, LaRhonda A.
SO- ProQuest LLC, Ed.D. Dissertation, University of West Georgia
DT- 20160101
YR- 2016
PG- 162
PT- Dissertation
SU- Virtual Classrooms; Administrator Role; Instructional Leadership; Semi Structured Interviews; Leadership Responsibility; Leadership Qualities; Constructivism (Learning); Alignment (Education); Standards
AB- This study describes the lived experiences of virtual school administrators (VSAs) and the competencies they believe are important to serving in the role. Seven virtual school administrators with at least 1 year of virtual school leadership experience participated in semi-structured interviews. The research resulted in five major themes that emerged from the experiences shared by the VSAs: (a) regular and daily responsibilities; (b) structural differences of the role; (c) shifts in priorities; (d) helpful skills, knowledge, and supports; and (e) recommended skills, knowledge, and supports for new VSAs. These themes were analyzed from the administrators’ experiences through the theoretical lenses of Constructivism. This research revealed an alignment between the ISLLC standards (2008) and the regular activities of VSAs. It also provided recommendations of skills and training that participants believed would be helpful to new virtual school administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
LA- English
IB- 978-0-355-57013-7
AN- ED583223
TY- ED
LV- Not available from ERIC
EM- 2018

Next, the alert for cyber school.

1. TI- New Capabilities for Cyber Charter School Leadership: An Emerging Imperative for Integrating Educational Technology and Educational Leadership Knowledge
AU- Kowch, Eugene
SO- TechTrends: Linking Research and Practice to Improve Learning, v53 n4 p41-48 Jul 2009
VI- 53
IP- 4
DT- 20090701
YR- 2009
SP- 41
EP- 48
PG- 8
PT- Academic Journal
PT- Report
SU- Charter Schools; Educational Technology; Instructional Leadership; Integrated Curriculum; Electronic Learning; Academic Achievement; Elementary Secondary Education; Educational Improvement
SU- Elementary Secondary Education
AB- Cyber charter schools (CCS) and cyber schools may soon become the most “disruptive innovation” in the education system (Christensen, Horn & Johnson, 2008) so the author urges educational technologists to take up the imperative to develop new administration knowledge among the students along with educational technology skills to support future cyber and cyber charter schools (Kowch, 2005b). To begin, this paper summarizes mainstream administration thought trends for non-administrators. On that foundation, the author then sets out some major cyber-charter issues and trends along with a host of new organizational, policy, and instructional leadership capabilities for the next generation of CCS leader hybrids. This paper concludes that a systemic change mindset and knowledge of both educational and administrative technology disciplines are prerequisites for developing integrative, holistic school leader capabilities so essential for cyber charter innovators in the coming decades.
LA- English
IS- 8756-3894
AN- EJ851076
TY- EJ
LV- Not available from ERIC
EM- 2009
RV- Y

2. TI- Perceived Parent Involvement and a Technology-Enabled Workbook Intervention Effect Analysis on Summer Learning Loss for 6th and 7th Grade Students Attending a Pennsylvania K-12 Virtual School
AU- Boyd, Amy Cronin
SO- ProQuest LLC, Ed.D. Dissertation, The George Washington University
DT- 20180101
YR- 2018
PG- 201
PT- Dissertation
SU- Parent Attitudes; Charter Schools; Mathematics Achievement; Distance Education; Online Courses; Educational Technology; Technology Uses in Education; Middle School Students; Summer Programs; Formative Evaluation; Intervention; Parent Participation; Surveys; Grade 6; Grade 7; Correlation; Statistical Analysis; Pretests Posttests; Scores; Workbooks
GE- Pennsylvania
SU- Grade 6
AB- The literature suggests that while the number of students attending virtual charter schools continues to grow in Pennsylvania, math student academic performance in 6th and 7th-grade math in students attending cyber charter schools falls well below the state average. Although it is tempting to assume that the concern of summer slide would be similar in virtual school students as traditional bricks and mortar students, there has been no published research specifically addressing summer slide among virtual school students. A computer-adaptive formative assessment may provide a solution, also increase student mathematics performance at the middle school level, and potentially reduce summer learning loss. The Computer Adaptive Formative Assessment (CAFA) K-Math Workbook is an ICT based assessment tool specially designed for coping with challenges in implementing the CCSS in mathematics. The purpose of this study was to provide insight into three overarching gaps in the current body of research. It employed the use of an intervention as a tool to potentially minimize summer slide, utilized a survey to measure parent involvement, in examining the relationship between perceived parent involvement and summer slide, and examines the effect of perceived parent involvement onto the effect of the intervention in summer slide in 6th and 7th grade students, within the confines of a K-12 virtual school in Pennsylvania. The researcher employed the use of paired t-test and regression analyses to answer the research questions. The results of this study indicate that the intervention was effective as a means of preventing summer slide in 6th and 7th-grade middle school students. It also reveals that higher levels of parental involvement reflect higher levels of student achievement. Statistical analyses explained that while not statistically significant, pre-test scores/intervention explained a small amount of variance in summer slide above and beyond parental involvement, and the additional effect of perceived parental involvement and the intervention explains a variance in summer slide. In addition to a more detailed description of the results, rationale for the results, theoretical backgrounds, research design, policy/practice implications, and future directions for research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:  http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
LA- English
IB- 978-0-355-59797-4
AN- ED582718
TY- ED
LV- Not available from ERIC
EM- 2018

3. TI- Synchronous Teaching Techniques from the Perspective and Observation of Virtual High School Teachers: An Investigative Study
AU- O’Brien, Amy
AU- Fuller, Richard
SO- International Journal of Information and Communication Technology Education, v14 n3 Article 5 p55-67 2018
VI- 14
IP- 3
DT- 20180101
YR- 2018
SP- 55
EP- 67
PG- 13
PT- Academic Journal
PT- Report
PT- Tests/Questionnaires
SU- Virtual Classrooms; High Schools; Secondary School Teachers; Synchronous Communication; Teaching Methods; Teacher Attitudes; Online Courses; Semi Structured Interviews; Charter Schools; Observation; Computer Mediated Communication; Learner Engagement; Student Evaluation; Classroom Techniques; Qualitative Research; Interactive Video; Integrated Learning Systems; Web Based Instruction
GE- Pennsylvania
SU- High Schools
AB- This article describes how there are specific tools and techniques used by teachers in synchronous-live-virtual classroom environments. Those items were investigated in this article. Data was collected from semi-structured, one-on-one interviews conducted with a purposeful sample of twelve identified “highly-qualified” teachers at a cyber charter school in Pennsylvania that administered mandatory online synchronous class sessions. Additional data was collected through observations of each participant in their recorded archived “synchronous live” class sessions. The results of the study detailed the use of tools and techniques in regard to engagement, assessment and classroom management.
LA- English
IS- 1550-1876
AN- EJ1179324
TY- EJ
LV- Not available from ERIC
EM- 2018
RV- Y

Finally, the alert for K-12 online learning this week.

1. TI- Learning to Serve Students with Disabilities Online: Teachers’ Perspectives
AU- Crouse, Toni
AU- Rice, Mary
AU- Mellard, Daryl
SO- Journal of Online Learning Research, v4 n2 p123-145 2018
VI- 4
IP- 2
DT- 20180101
YR- 2018
SP- 123
EP- 145
PG- 23
PT- Academic Journal
PT- Report
SP- Department of Education (ED)
SU- Online Courses; Electronic Learning; Teacher Attitudes; Best Practices; Elementary Secondary Education; Accessibility (for Disabled); Knowledge Base for Teaching; Educational Practices; Semi Structured Interviews; Information Sources; Teaching Methods; Online Surveys; Faculty Development
GE- Ohio; Kansas; Nevada; Minnesota
SU- Elementary Secondary Education
AB- As K-12 online learning continues to grow for all student populations, so should knowledge of best practices related to teaching students with diverse learning needs, including students with disabilities. The absence of a strong literature base provides a unique opportunity to explore teacher knowledge in these settings, particularly as they consider their role in the call for highly skilled, high-quality instruction for all students, regardless of disability status. This study explored descriptions of practice from fully-online teachers in their instruction of students with disabilities. Data were collected using semi-structured interviews of online teachers across a variety of grade levels. Analysis involved both thematic and theoretical elements to identify concepts for interpretation. Findings were divided into two major concepts: (1) online teachers’ learned practices about working with students with disabilities; and (2) online teachers’ sources of knowledge about “good” teaching practices when working with students with disabilities.
LA- English
CN- H327U110011
IS- 2374-1473
FT- Y
AN- EJ1184994
TY- EJ
LV- Available online
EM- 2018
RV- Y

September 16, 2018

EBSCO Alerts

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

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

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

So nothing to report again this week.

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