Virtual School Meanderings

April 10, 2017

Summary Of Research On Online And Blended Learning Programs That Offer Differentiated Learning Options

This item came across my electronic desk again this past week.

Summary of research on online and blended learning programs that offer differentiated learning options

Region:
Central
Description:
This report presents a summary of empirical studies of K–12 online and blended instructional approaches that offer differentiated learning options. In these approaches, instruction is provided in whole or in part online. This report includes studies that examine student achievement outcomes and summarizes the methodology, measures, and findings used in the studies of these instructional approaches. Of the 162 studies that were reviewed, 17 met all inclusion criteria and are summarized in this report. The majority of the studies examined blended instructional approaches, while all approaches provided some means to differentiate the content, difficulty level, and/or pacing of the online content. Among the blended instructional approaches, 45 percent were designed to support differentiation of the in-class component of instruction. The majority of studies examining these approaches compared student performance on common standardized achievement measures between students receiving the instructional approach and those in comparison classrooms or schools. Among the most rigorous studies, statistically significant positive effects were found for four blended instructional approaches.
Publication Type:
What’s Known
Online Availability:
Publication Date:
February 2017

March 13, 2017

Reports Look at Policies and Measuring Student Knowledge in Competency-Based Education

Also from the inbox last week…

Institute of Education Sciences - Newsflash Find IES Research on Facebook Connect with IES Research on Twitter IES Newsflash

Reports Look at Policies and Measuring Student Knowledge in Competency-Based Education

 has released two reports on competency-based education. In competency-based education—also known as proficiency-based, mastery-based, and performance-based education—students must demonstrate mastery of course content to be promoted to the next class or grade, rather than spending a required number of hours in a class and meeting minimum course requirements to earn course credit.

Measuring student progress and teachers’ assessment of student knowledge in a competency-based education system
This report examines the amount of time elementary and middle school students took to complete competency-based math and literacy classes when they were in classes below, at, or above their traditional age-based grades. It also examines the relationship between student performance on a state achievement test and teacher judgments of student competency. The study found that a majority of students took four academic quarters to complete a class. On average, students who were below grade level took less time to complete their courses than students who were in courses corresponding to their traditional grade level. Teacher ratings of student competency showed a positive, but small association with student academic achievement. Teacher ratings of student competency accurately predicted the academic proficiency level of 40 percent of students on the state math achievement test and 59 percent of students on the state literacy test.

Overview of selected state policies and supports related to K–12 competency-based education
This report provides an overview of state laws and regulations that can have implications for competency-based education. Policies are summarized for the seven states in the REL Central Region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming), as well as five states outside the region identified as being advanced in aligning their policies to support competency-based education (Iowa, Kentucky, Maine, New Hampshire, and Oregon). The report also categorizes the different types of supports these states have provided to facilitate competency-based education. State-provided supports for competency-based education include information and technical assistance, support for education collaboratives, and funding for pilot programs and demonstration sites. The report provides a description of each policy category and related supports, as well as a discussion of how each may be relevant to competency-based education.

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The Regional Educational Laboratories (RELs) build the capacity of educators to use data and research to improve student outcomes. Each REL responds to needs identified in its region and makes learning opportunities and other resources available to educators throughout the United States. The REL program is a part of the Institute of Education Sciences (IES) in the U.S. Department of Education. To receive regular updates on REL work, including events and reports, follow IES on Facebook and Twitter. To provide feedback on this or other REL work, email Contact.IES@ed.gov.

The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.
You have received this message because you subscribed to a newsflash service through IES or one of its centers.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

To obtain hard copy of many IES products as well as hard copy and electronic versions of hundreds of other U.S. Department of Education products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).

March 8, 2017

New REL Reports Released on Instruction and Interventions

A rare mid-day non-conference entry – since we have a two and a half hour break between K-12 distance, online and/or blended learning related sessions.  Particularly note the REL Central report on Summary of Research on Online and Blended Learning Programs that Offer Differentiated Learning Options.

Institute of Education Sciences - Newsflash Find IES Research on Facebook Connect with IES Research on Twitter IES Newsflash

New REL Reports Released on Instruction and Interventions

The Institute of Education Sciences has released three new reports from the Regional Educational Laboratory (REL) program, including a study on the effectiveness of two early literacy intervention approaches, a research review on the effects of formative assessments, and a look at research on online and blending learning programs that offer differentiated learning options.

The relative effectiveness of two approaches to early literacy intervention in grades K–2
REL Southeast conducted a randomized controlled trial in 55 low-performing schools across Florida to compare two pull-out early literacy interventions—one using standalone materials and one using materials embedded in the existing core reading program. The interventions were delivered daily for 45 minutes for 27 weeks in small groups of students at risk of literacy failure. The standalone intervention significantly improved grade 2 spelling outcomes relative to the embedded intervention, but impacts on other student outcomes in grades K-2 were similar for the two interventions. On average, students in schools that used the standalone intervention and students in schools that used the embedded intervention showed similar improvement in reading and language outcomes.

Formative assessment and elementary school student academic achievement: A review of the evidence
Formative assessment is a process that engages teachers and students in gathering, interpreting, and using evidence about what and how students are learning. This review by REL Central identifies rigorous studies of the effectiveness of formative assessment on elementary school student achievement. On average, across the identified studies, students who participated in formative assessment performed better on measures of academic achievement than those who did not. Formative assessment used during math instruction had larger effects, on average, than did formative assessment used during reading and writing instruction. For math, both student-directed formative assessment and formative assessment directed by other agents, such as an educator or a computer program, were effective. For reading, other-directed formative assessment was more effective than student-directed.

Summary of research on online and blended learning programs that offer differentiated learning options
Online and blended learning programs can offer differentiated learning options, which provide a variety of ways for students to engage with content and acquire knowledge and can be tailored to student interests and academic skills. This report from REL Central summarizes the research on K–12 online and blended learning programs that offer differentiated learning options and their influence on student achievement outcomes. The report also describes the characteristics of the learning programs. Most of the examined programs used blended learning strategies, and all the examined programs offered some means to differentiate their content, difficulty level, or pacing. Nearly half of the blended learning programs studied offered differentiation in the face-to-face component of instruction. In some of the most rigorous studies, statistically significant positive effects were found for four blended learning programs: Cognitive Tutor Algebra I, LeapTrack, READ 180, and Time To Know.

*****
The Regional Educational Laboratories (RELs) build the capacity of educators to use data and research to improve student outcomes. Each REL responds to needs identified in its region and makes learning opportunities and other resources available to educators throughout the United States. The REL program is a part of the Institute of Education Sciences (IES) in the U.S. Department of Education. To receive regular updates on REL work, including events and reports, follow IES on Facebook and Twitter. To provide feedback on this or other REL work, email Contact.IES@ed.gov.

The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.
You have received this message because you subscribed to a newsflash service through IES or one of its centers.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

To obtain hard copy of many IES products as well as hard copy and electronic versions of hundreds of other U.S. Department of Education products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).

January 23, 2017

Professional Learning Communities, Personalized PD: New Spotlights From Education Week

From Saturday’s inbox…

New Spotlights From Education Week
Download Education Week Spotlights
Education Week Spotlights contain essential news and commentary on the big issues. For a limited time, download these PDFs for free.
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Professional Learning Communities
Personalized Professional Development
Download Both Spotlights with One Click
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This message was intended for mkbarbour@gmail.com. You are receiving this email because you are currently registered on Education Week or Education Week Teacher.

Editorial Projects in Education, Inc., 6935 Arlington Road, Suite 100, Bethesda, MD 20814. EPE is the publisher of Education Week, Market Brief, Education Week Teacher, Digital Directions, and TopSchoolJobs.

Copyright ©2017 Editorial Projects in Education.

January 8, 2017

Personalized Learning, Math, Social-Emotional Learning, and More: New Spotlights From Education Week

From Saturday’s inbox…

New Spotlights From Education Week
Download Education Week Spotlights
Education Week Spotlights contain essential news and commentary on the big issues. For a limited time, download these PDFs for free.
Download PDFs for Free
Personalized Learning
Math Instruction
Social-Emotional Learning
ALSO AVAILABLE FOR FREE
Personalized Professional Development
Formative Assessment
Response to Intervention
See Our Full Collection of Spotlights
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This message was intended for mkbarbour@gmail.com. You are receiving this email because you are currently registered on Education Week or Education Week Teacher.

Editorial Projects in Education, Inc., 6935 Arlington Road, Suite 100, Bethesda, MD 20814. EPE is the publisher of Education Week, Market Brief, Education Week Teacher, Digital Directions, and TopSchoolJobs.

Copyright ©2017 Editorial Projects in Education.

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