Virtual School Meanderings

January 29, 2023

EBSCO Alerts

Filed under: virtual school — Michael K. Barbour @ 8:09 am
Tags: , , , , ,

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

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

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

So nothing to report this week.

January 22, 2023

EBSCO Alerts

Filed under: virtual school — Michael K. Barbour @ 8:02 am
Tags: , , , , ,

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

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

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

So nothing to report this week.

January 15, 2023

EBSCO Alerts

Filed under: virtual school — Michael K. Barbour @ 8:09 am
Tags: , , , , ,

ebscoFirst, the alert for virtual schools.

1. TI- Warning Signs of Threats to Student Safety: Recommendations for Virtual School Counseling
AU- Ellington, Breanna
SO- Professional School Counseling, v26 n1 2022
VI- 26
IP- 1
DT- 20220101
YR- 2022
PT- Academic Journal
PT- Report
SU- School Safety; Counseling Techniques; Mental Health; Health Needs; Distance Education; School Counselors; COVID-19; Pandemics; Coping; Educational Change; Counseling Services; Videoconferencing; Identification; Symptoms (Individual Disorders); Academic Achievement; Stress Variables; Health Behavior; High School Students; Risk; National Surveys
SU- Youth Risk Behavior Survey
SU- High Schools; Secondary Education
AB- School safety has become central to the educational goals and missions of schools on almost every continent (Astor & Benbenishty, 2018). Equally important is supporting the social, emotional, and mental health needs of all students. School counselors have specific training to help students navigate the challenges of distance learning and identify those who are struggling to cope, but many have faced a new challenge with the COVID-19 pandemic: counseling students virtually. This article aims to optimize school safety and student success by enhancing school counselors’ ability to identify students who are struggling to cope in distance learning environments.
LA- English
IS- 1096-2409
FT- Y
AN- EJ1359943
TY- EJ
LV- Not available from ERIC
EM- 2022
RV- Y

2. TI- Online World Language Instruction Training and Assessment : An Ecological Approach
LA- English
AU- Carmen King Ramírez
AU- Barbara A. Lafford
AU- James E. Wermers
CY- Washington, DC
PB- Georgetown University Press
DT- 20210101
PT- eBook
PT- Book
DE- Language acquisition–Ability testing–Evaluation
DE- Language and languages–Study and teaching–Computer-assisted instruction
DE- Language and languages–Computer-assisted instruction
DE- Language teachers–Training of
DE- Language and languages–Study and teaching–Computer network resources
DE- LANGUAGE ARTS & DISCIPLINES / Linguistics / General
DE- EDUCATION / Evaluation & Assessment
DE- EDUCATION / Teaching / Subjects / Language Arts
AB- A new approach to training and evaluating world languages online instructors The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors.In Online World Language Instruction Training and Assessment, authors Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online—including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment.The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press’s website) further supports readers’ successful adaptation to an ever changing learning environment.
IB- 9781647121044
IB- 9781647121051
OC- 1227790035
AN- 2965118

3. TI- Neoliberalism and Inclusive Education : Students with Disabilities in the Education Marketplace
LA- English
AU- Sylvia Mac
CY- Bingley, United Kingdom
PB- Emerald Publishing Limited
DT- 20210101
NT- Edition: First edition.
SE- Studies in Educational Ethnography
PT- eBook
PT- Book
DE- Children with disabilities–Education–United States
DE- Inclusive education–United States
DE- Neoliberalism–United States
DE- Charter schools–United States
DE- EDUCATION / Inclusive Education
DE- EDUCATION / Aims & Objectives
DE- EDUCATION / Multicultural Education
AB- Charter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? Relying on the fields of DisCrit, and Sociology of Special and Inclusive Education, this book answers these questions by focusing on the topics of neoliberalism and inclusive education. Mac focuses on the history of the school choice and privatization movement in the United States with special consideration given to how ideologies such as disaster capitalism and neoliberalism shaped and influenced the movement, as well as how successful (or not) these privatization efforts have been overall as a social justice endeavor for marginalized students. The author also recounts the history of education for students with disabilities, highlighting historical inequities of schooling for students with disabilities in the United States. Drawing from an ethnographic case study of an independent, urban charter school, the school’s vision and reality of day-to-day life for students with disabilities at this school are explored. The author investigates the school’s inclusion program in the broader neoliberal landscape of free market competition in the educational marketplace and argues that as a result of inclusive education and neoliberal reforms being virtually incompatible, the pervasive neoliberal environment presents the biggest hurdle to successful inclusive education.
IB- 9781838671112
OC- 1276797549
AN- 2966007

Next, the alert for cyber schools.

1. TI- Future Learning in Primary Schools : A Singapore Perspective
LA- English
AU- Ching Sing Chai
AU- Cher Ping Lim
AU- Chun Ming Tan
CY- Singapore
PB- Springer
DT- 20150101
PT- eBook
PT- Book
DE- Education–Study and teaching–Singapore
DE- Educational technology–Singapore
DE- EDUCATION / Educational Psychology
DE- EDUCATION / Computers & Technology
AB- This edited book tells the story of the multifaceted efforts devoted by a “future school” in Singapore—The Nan Chiau Primary School—in shaping future learning. It documents the various measures implemented by one primary school to improve student learning outcomes in a technology-rich teaching and learning environment. With the current interest in Singapore’s “Masterplan for ICT (information and communication technology) in Education,” and the increasing focus on teaching and learning design by leading education researchers and professionals, this well-timed book will appeal to policy makers, educators and researchers.
IB- 9789812875785
OC- 924717380
AN- 1080797

Finally, the alert for K-12 online learning.

1. TI- Homeschooling and Libraries : New Solutions and Opportunities
LA- English
AU- Vera Gubnitskaia
AU- Carol Smallwood
CY- Jefferson, North Carolina
PB- McFarland
DT- 20200101
PT- eBook
PT- Book
DE- School libraries
DE- Home schooling
DE- EDUCATION / Home Schooling
DE- LANGUAGE ARTS & DISCIPLINES / Library & Information Science / General
AB- As families are looking for better ways to educate their children, more and more of them are becoming interested and engaged in alternative ways of schooling that are different, separate, or opposite of the traditional classroom. Homeschooling has become ever more creative and varied as families create custom-tailored curricula, assignments, goals, and strategies that are best for each unique child. This presents a multitude of challenges and opportunities for information institutions, including public, academic, school, and special libraries. The need for librarians to help homeschool families become information and media literate is more important than ever. This collection of essays provides a range of approaches and strategies suggested by skilled professionals as well as veteran homeschool parents on how to best serve the diverse needs and learning experiences of homeschooled youth. It includes information on needs assessments for special needs students, gifted students, and African American students; advice on how to provide support for the families of homeschoolers; case studies; and information on new technologies that could benefit libraries and the homeschooler populations that they serve.
IB- 9781476674902
OC- 1152317621
AN- 2450181

2. TI- Factors Affecting Online Learning during the COVID-19 Pandemic: The Lived Experiences of Parents, Teachers, and Administrators in U.S. High-Needs K-12 Schools
AU- An, Heejung
AU- Mongillo, Geraldine
AU- Sung, Woonhee
AU- Fuentes, David
SO- Journal of Online Learning Research, v8 n2 p203-234 2022
VI- 8
IP- 2
DT- 20220101
YR- 2022
SP- 203
EP- 234
PT- Academic Journal
PT- Report
PT- Test
SU- Elementary Secondary Education; Parents; Teachers; Administrators; Experience; Electronic Learning; Distance Education; COVID-19; Pandemics; Disadvantaged Schools; Access to Computers; Usability; Educational Technology; Wellness; Social Support Groups; Peer Relationship; Family Environment
GE- Louisiana; Maryland; California; New Jersey
SU- Elementary Secondary Education
AB- Employing phenomenology as a methodological framework, this study sought to capture and understand, from a first-person point of view, what parents, teachers, and administrators in U.S. high-needs K-12 schools experienced related to online learning during the COVID-19 pandemic. Individual interviews were conducted on a video conferencing platform to collect in-depth information about participants’ lived experiences related to online learning necessitated by the pandemic. Findings from the phenomenological data analysis highlight four factors that may need to be taken into consideration when planning, designing, and implementing sustainable online learning in high-needs schools: (a) accessibility: physical and digital; (b) usability: functional use of technology and instructional technology; (c) wellness: physical and mental, social, and emotional; and (d) support: home, school, and peer. These findings contribute to the knowledge base about K-12 online learning by sharing lived experiences and adding to the literature on online education in high-needs schools.
LA- English
AN- EJ1359227
TY- EJ
LV- Available online
EM- 2022
RV- Y

January 8, 2023

EBSCO Alerts

Filed under: virtual school — Michael K. Barbour @ 8:02 am
Tags: , , , , ,

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

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

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

So nothing to report this week.

January 2, 2023

EBSCO Alerts

Filed under: virtual school — Michael K. Barbour @ 8:02 pm
Tags: , , , , ,

This is normally a Sunday feature, but due to the holidays I’m posting it on Monday evening.

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

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

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

So nothing to report this week.

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