scholarly journals K-12 Virtual Schooling, COVID-19, and Student Success

2020 ◽  
Author(s):  
Erik Black ◽  
Richard Ferdig ◽  
Lindsay A. Thompson
Keyword(s):  
Student Success ◽  
Virtual Schooling ◽  
K 12

scholarly journals Decolonizing cyberspace: Online support for the Nunavut MEd

2011 ◽  
Vol 12 (4) ◽  
pp. 17 ◽  
Author(s):  
Alexander McAuley ◽  
Fiona Walton
Keyword(s):  
Student Success ◽  
School System ◽  
Online Support ◽  
Collaborative Effort ◽  
Online Environment ◽  
Design Decisions ◽  
Face To Face ◽  
K 12 ◽  
Master Of Education ◽  
Design Challenges

Offered between 2006 and 2009 and graduating 21 Inuit candidates, the Nunavut Master of Education program was a collaborative effort made to address the erosion of Inuit leadership in the K-12 school system after the creation of Nunavut, Canada’s newest territory, in 1999. Delivered to a large extent in short, intensive, face-to-face courses, the program also made extensive use of online supports. This paper outlines the design challenges – geographical, technological, pedagogical, and cultural – that faced the development and delivery of the online portion of the program. It highlights the intersection of the design decisions with the decolonizing principles that framed the program as a whole, the various and varying roles played by the online environment over the course of the program, and the program’s contribution to student success.

scholarly journals Embracing American Indian Ways of Educating: Restoring Culturally Embedded Practices While Building Pathways Towards Student Success

2014 ◽  
Vol 4 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Rose Borunda ◽  
Crystal Martinez-Alire
Keyword(s):  
United States ◽  
Student Success ◽  
American Indian ◽  
Student Learning ◽  
The United States ◽  
Pedagogical Practices ◽  
Indian Culture ◽  
Cultural Traditions ◽  
Cultural Orientations ◽  
K 12

American Indian cultural traditions and practices are presented for their merit in promoting student learning within the K-12 educational system. Spe-cific culturally imbedded practices are provided as examples by which student learning can be enhanced while honoring First Nation’s teaching and learn-ing practices. Five developmental theorists noted in this concept paper speak to pedagogical practices that are in alignment with American Indian cultural orientations and that support their inherent value for application in the classroom. This paper asserts that by valuing and promoting American Indian culture and practices in the K-12 curriculum, that the United States would make greater strides in not only affect-ing the achievement gap, but in taking steps toward equity and achieving social justice goals.

scholarly journals Drive Student Success: Designing a MakerBus to Bring Standard-Based Making and Technology Activities into K-12 Schools

2020 ◽  
Vol 11 (2) ◽  
pp. 130-141
Author(s):  
Yi Jin ◽  
Leigh Martin ◽  
Stephanee Stephens ◽  
Ann Marie Carrier
Keyword(s):  
Instructional Design ◽  
Student Success ◽  
Rapid Prototyping ◽  
Design Model ◽  
Social Changes ◽  
Design Decisions ◽  
Human Centered Design ◽  
Maker Education ◽  
Design Case ◽  
K 12

Designing a mobile makerspace, the MakerBus, originated from our goal of bringing maker education to all students in K-12, thus empowering students to believe they could create things and make social changes. This design case was guided by human-centered design principles and rapid prototyping instructional design model. In this paper, we elaborated on the process of designing the MakerBus, highlight major design decisions.

scholarly journals Factors Affecting Student Success in Small Collage-Classroom Settings

2014 ◽  
Vol 2 (12) ◽  
pp. 120-126
Author(s):  
Selma Dagtas
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Strong Correlation ◽  
Teacher Qualifications ◽  
Sitting Position ◽  
Note Taking ◽  
Factors Affecting ◽  
Undergraduate Biology ◽  
Difficult Time ◽  
K 12

Teacher qualifications are reported to be one of the most important factors affecting learning, yet improving teacher qualifications is difficult, time consuming and sometimes impossible in the short term. Knowledge of other factors that have limited effects on student learning and success may be more valuable if these factors are more easily manipulated. In this study, factors affecting student success were studied in small classroom settings in undergraduate Biology classes. A strong correlation between the sitting position of the student in the classroom and student success was demonstrated in the study. In addition, there was a strong correlation between good note taking skills and student success. Sitting position is a factor that can easily be manipulated and can be of help especially for failing students. Instruction of good note taking skills during K-12 education and strategies that will determine and support the students that need improvement in this particular skill early on in college will promote the academic success of students in STEM areas in higher education.

Leadership for Improving Student Success through Higher Cognitive Instruction

2017 ◽  
pp. 230-254
Author(s):  
Russell Jay Hendel
Keyword(s):  
Student Success ◽  
Attribution Theory ◽  
Educational Innovation ◽  
Typical Application ◽  
Essay Writing ◽  
Educational Stakeholders ◽  
Training Materials ◽  
Shared Culture ◽  
K 12 ◽  
The University

This chapter distinguishes between a shared hierarchical leadership, where a leader formulates goals, identifies training materials, authorizes funds and then all participate in a shared culture, vs. a fully shared co-leadership, where all educational stakeholders co-lead by initiating innovation and sharing development. This chapter advocates fully shared co-leadership. The key contribution of this chapter is the identification of four key attributes of higher cognitive pedagogy: executive function, attribution theory, goal-setting, and self-efficacy. These four attributes can easily be mastered by all educational stakeholders: mentors, principals, instructors, tutors, and students. Consequently, this chapter advocates the initiation of educational innovation in pedagogic delivery by instructors. The chapter illustrates its approach with a diverse set of subjects ranging from mathematics to essay writing. A typical application presented in this chapter illustrates spontaneous leadership at the university level followed by a more structured collaboration with K-12 institutions.

Student Binge Studying, Recall, and Success in a Blended Korean Class

2020 ◽  
pp. 229-247
Author(s):  
Julie Damron ◽  
Jennifer Dobberfuhl Quinlan
Keyword(s):  
Student Success ◽  
Online Classes ◽  
Final Exam ◽  
Language Retention ◽  
Education Group ◽  
Course Grades ◽  
College Course ◽  
K 12 ◽  
Blended Course ◽  
Shed Light

With more than 5 million college students taking at least one online or blended college course, (Seaman et al, 2018) and 5 percent of K-12 students taking an online or blended course (The Evergreen Education Group), research regarding student success in blended and online classes has begun to emerge and shed light on potential trouble spots. This chapter uses an action research model to further examine binge studying in two, beginning university Korean classes in relation to success on exams, overall course grades, language recall after a four-week break, and continued enrollment in Korean. Findings indicate a correlation between overall page views and course grade, between overall page views in 101 to retention in 102 and a correlation was also evident between binge studying and 102 assessment. A negative correlation was seen between binge studying and 101 final exam scores. The strongest correlation appeared to be between non-binge studiers, or those which dispersed their study throughout the semester, and language retention in Korean 102.

Where the Rubber Meets the Road

2018 ◽  
Author(s):  
Renae D. Mayes ◽  
Erik M. Hines ◽  
James L. Moore III
Keyword(s):  
Student Success ◽  
School Counselors ◽  
Cultural Identities ◽  
African American Student ◽  
American Student ◽  
Practical Applications ◽  
The Road ◽  
Intersecting Identities ◽  
K 12

Greater literature on twice exceptionality has led to increased understanding and practical applications in supporting the success of students. However, much of the literature does not take into consideration the intersection of giftedness, disability, and cultural identities, which can significantly shape the experience of students in school. This chapter focuses on these intersecting identities through a case study of a gifted African American student with a learning disability. This case study illustrates both the challenges and strengths that this student faced in his K-12 educational pursuit. Further, the chapter offers practical solutions and strategies for teachers and school counselors to collaborate with families to promote student success.

scholarly journals Latina/o Students in K-12 Schools: A Synthesis of Empirical Research on Factors Influencing Academic Achievement

2018 ◽  
Vol 40 (4) ◽  
pp. 448-471 ◽  
Author(s):  
Amanda Taggart
Keyword(s):  
Academic Achievement ◽  
Student Success ◽  
High School Completion ◽  
Demographic Variables ◽  
Academic Experiences ◽  
Student Academic Achievement ◽  
Psychological Variables ◽  
Institutional Variables ◽  
Achievement Outcomes ◽  
K 12

The purpose of this systematic review is to provide a comprehensive synthesis and analysis of the empirical evidence to date on the factors related to Latina/o student academic achievement in the country’s increasingly Latina/o K-12 schools. Factors found to be related to academic achievement outcomes (e.g., grades, test scores, high school completion, college enrollment) for Latina/o students include a combination of (1) demographic variables, (2) sociocultural variables, (3) academic experiences, (4) psychological variables, and (5) school/institutional variables. In addition, this research synthesis identified several methodological trends in the research on Latina/o student success.

Impact of COVID-19 on Student Success

2021 ◽  
pp. 155-175
Author(s):  
Nilsa J. Thorsos ◽  
Britt Ferguson ◽  
J.B. Robinson
Keyword(s):  
Special Education ◽  
Student Success ◽  
Formal Education ◽  
Program Planning ◽  
Lessons Learned ◽  
Face To Face ◽  
Credential Programs ◽  
Special Education Student ◽  
Strategic Program ◽  
K 12

This chapter explored the impact of COVID-19 on candidates enrolled in Education Specialist credential programs at a private institute of higher education (IHEs) in California. COVID-19 impacted humankind globally and specifically interrupted formal education at educational institutional levels. Many IHEs offer their programs in a face-to-face, online, or hybrid modality to ensure candidates have access to school sites and complete their fieldwork hours requirements. The quarantine impacted teacher candidates at many levels especially interns employed in K-12 special education classroom settings. The authors drew data from three sources available at the university: (1) Special Education Student Success Faculty (SSF) team's DFWUI referrals, (2) SSF's weekly meeting minutes, and (3) university's data wellness. This data was analyzed and examined. Findings informed program directors on strategic program planning based on lessons learned from this historic pandemic.

scholarly journals Research and Practice in K-12 Online Learning: A Review of Open Access Literature

2009 ◽  
Vol 10 (1) ◽  
Author(s):  
Cathy S. Cavanaugh ◽  
Michael K. Barbour ◽  
Tom Clark
Keyword(s):  
Online Learning ◽  
Open Access ◽  
Experimental Studies ◽  
Virtual Schooling ◽  
Research And Practice ◽  
Steady Growth ◽  
Learning Programs ◽  
Quasi Experimental ◽  
K 12 ◽  
Published Research

The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance education. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.

Sign in / Sign up

Export Citation Format

Share Document