Article Notice – Mattering is Motivating: Special Education Students’ Experiences with an Online Charter School

This article scrolled through one of my open scholarship network feeds the other day.

Mattering is Motivating: Special Education Students’ Experiences with an Online Charter School

• December 2020

• Stacie Mason
• Delaina Tonks
• Royce Kimmons

Abstract – In the U.S., K–12 special education students are increasingly enrolling in online schools in hopes of improved opportunities and outcomes. In this study, researchers interviewed five special education students enrolled in a targeted online school, along with their parents (n = 9), to better understand their motivations for enrolling and their experiences of what worked for them in the unique setting. Students and parents explained how their prior schools had not worked for them, and how the online school better met their needs for self-determination, mattering, differentiation, and positive socialization. Results are intended to inform policymakers and stakeholders in online schools to provide the best learning opportunities for special education students.

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Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school

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Michael, You Have A New Citation

The fourth of four of these items from one of my open scholarship networks.

Michael, we found more citations of your work last week ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, Germany. Imprint. See our Privacy Policy and Terms of Service.

The actual citation, which may be of interest, was:

Fernbeschulung während der COVID-19 bedingten Schulschließungen weiterführender Schulen: Analysen zum Gelingen aus Sicht von Schülerinnen und Schülern

Distance learning during the COVID-19-related school closings: the perspective of students from secondary schools

• • March 2021
  • Zeitschrift für Erziehungswissenschaft

• DOI: 10.1007/s11618-021-01006-7

• License: CC BY 4.0

• Ivo Züchner
• Hannah Rahel Jäkel

Abstract – Zusammenfassung Im Zuge der Schulschließungen im Rahmen der Schutzmaßnahmen gegen COVID-19 standen deutsche Schulen historisch erstmals vor der Aufgabe, flächendeckende Fernbeschulung für Schülerinnen und Schüler zu gewährleisten. Der über Nacht einsetzenden Herausforderung zur Konzeptionierung und Durchführung dieses Unterrichts auf Distanz begegneten Schulen, Lehrkräfte und Lernende in vielfacher Weise, ohne auf bewährte Strukturen zurückgreifen zu können. Der Beitrag entwirft anhand des Angebots-Nutzungs-Modells von Helmke (2012) und ersten Forschungsergebnissen zur Lehre während der Schulschließungen ein theoretisches Modell des Bedingungsgefüges von Fernbeschulung. Dieses wird genutzt, um dann anhand der Daten einer Online-Befragung mit 1128 Schülerinnen und Schülern von weiterführenden Schulen vom Mai 2020 exemplarisch anhand der von den Schülerinnen und Schülern eingeschätzten Fähigkeit zur Bewältigung der „Haus“Aufgaben das Zusammenspiel der skizzierten Dimensionen während der Fernbeschulung – mit besonderem Fokus auf die Rolle digitaler Medien.

Summary – In the course of the school closings as part of the protective measures against COVID-19, German schools were historically faced for the first time with the task of guaranteeing nationwide remote schooling for schoolchildren. Schools, teachers and learners faced the challenge of conceptualizing and carrying out these lessons at a distance, which began overnight, in many ways, without being able to fall back on tried and tested structures. Based on the offer-usage model by Helmke (2012) and initial research results on teaching during school closings, the article creates a theoretical model of the set of conditions for distance education. This is used to then use the data of an online survey with 1128 pupils from secondary schools from May 2020 to demonstrate the interaction of the dimensions outlined during distance schooling based on the pupils’ assessment of the ability to cope with the “house” tasks. with a special focus on the role of digital media.

Michael, You Have A New Citation

The third of four of these items from one of my open scholarship networks.

Michael, we found more citations of your work last week ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, Germany. Imprint. See our Privacy Policy and Terms of Service.

The actual citation, which may be of interest, was:

META SYNTHESIS OF TEACHING COMPETENCY DIMENSIONS: A LITERATURE REVIEW

• April 2021

• Manimozhi Ganesan
• Srinivasan Padmanaban

Michael, You Have A New Citation

The second of four of these items from one of my open scholarship networks.

Michael, we found more citations of your work last week ResearchGate GmbH, Invalidenstr. 115, 10115 Berlin, Germany. Imprint. See our Privacy Policy and Terms of Service.

The actual citation, which may be of interest, was:

Finding the voice of students engaging in online alternative provision via digital data collection methods

• • January 2021
  • British Journal of Educational Technology 52(4)

• DOI: 10.1111/bjet.13061

• Sharon Smith

 

Abstract – The number of students accessing Alternative Provision (AP) in the UK is growing and the ways in which such provision is facilitated is evolving with the use of EdTech. However, there is very little evidence of such provisions being evaluated in terms of their educational impact nor regarding the way in which students engage with them. This results in the voices of students participating in AP being further marginalised by being out of mainstream education, as they fail to be heard by their educators, schools or local authorities. Within this exploratory paper digital data collection methods are shown to offer a solution to this problem and reveal student voice insights into how they engage with and experience one specific form of synchronistic online AP. This study provides evidence of how student voice can effectively be collated in order to provide an opportunity for marginalised student voices to be heard. Practitioner Notes What is already known about this topic Student voice is a critical tool in both engaging students and student engagement. There is a preference in students to give anonymous feedback and this facilitates more honest, open responses. AP uptake is increasing. There has been little evidence of any effort to obtain student voice from students in AP. What this paper adds Gathering student voice from students in AP is critical to assess how students view and respond to their provision. Digital data collection facilitates AP student voice; students both younger and potentially more vulnerable to disengagement can have their voices heard more easily. A substantial majority of students in AP who have left mainstream education perceive online learning delivery methods to have positive impacts. Implications for practice/pedagogy Practitioners should strive to ensure AP students have avenues through which they may have their student voices heard to gain insights into the effectiveness of the provision from a student perspective. Anonymous feedback, which enables students to be confident in expressing their views, even when verbally expressed, can be facilitated through digital data collection methods. Use of live, online interactive lessons are a valuable form of AP worthy of further exploration. What is already known about this topic Student voice is a critical tool in both engaging students and student engagement. There is a preference in students to give anonymous feedback and this facilitates more honest, open responses. AP uptake is increasing. There has been little evidence of any effort to obtain student voice from students in AP. What this paper adds Gathering student voice from students in AP is critical to assess how students view and respond to their provision. Digital data collection facilitates AP student voice; students both younger and potentially more vulnerable to disengagement can have their voices heard more easily. A substantial majority of students in AP who have left mainstream education perceive online learning delivery methods to have positive impacts. Implications for practice/pedagogy Practitioners should strive to ensure AP students have avenues through which they may have their student voices heard to gain insights into the effectiveness of the provision from a student perspective. Anonymous feedback, which enables students to be confident in expressing their views, even when verbally expressed, can be facilitated through digital data collection methods. Use of live, online interactive lessons are a valuable form of AP worthy of further exploration.