Student Voice in School Improvement: A Principal in the Nuevo South Reflects on a Student-Centered Practitioner Inquiry

2021 ◽  
Vol 36 (1) ◽  
pp. 208-219
Author(s):  
Susan Chappell
Keyword(s):  
School Improvement ◽  
Student Voice ◽  
Credit Recovery ◽  
Instructional Change ◽  
Practitioner Inquiry ◽  
Student Centered ◽  
Policy Actors ◽  
Recovery Programs ◽  
Credit Recovery Programs

The purpose of this brief is to share my reflections as a practitioner-scholar conducting a student-centered inquiry. My dissertation sought to provide a channel for accessing Latinx students’ voices regarding their experiences in credit recovery programs. I share what I learned from students and how the power harnessed by the input of authentic student voice is now driving instructional change throughout the building and the district. I conclude with recommendations for other practitioners on ways they may begin to include students in school improvement efforts as co-leaders, co-researchers, and co-policy actors.

scholarly journals A Quantitative Study on Credit Recovery Curricula for Improving High School Graduation Rates

2020 ◽  
Author(s):  
Barbara Vaiana
Keyword(s):  
High School ◽  
Graduation Rates ◽  
High School Graduation ◽  
Credit Recovery ◽  
High School Graduation Rates ◽  
Recovery Programs ◽  
Ex Post ◽  
Significant Difference ◽  
School Graduation ◽  
Credit Recovery Programs

<p>A quantitative, ex post facto causal comparative study methods was used to determine the impacts of implementing credit recovery into high school curricula on graduation rates. A thematic literature review described the particular areas of the literature and research purpose. The target sample was Illinois high school districts with and without credit recovery programs implemented and for years 2007-2010 pre-implementation and years 2011-2014 post-implementation. A multivariate analysis of variance (MANOVA) was conducted to test the multiple continuous dependent variables, high school graduation rates and the hypotheses regarding the effect of credit recovery programs on graduation rates. Results indicated there was no statistically significant difference between groups even when controlling for attendance. Recommendations and suggestions for future research were provided.</p>

Leading an Online School

2011 ◽  
pp. 109-121 ◽  
Author(s):  
Virginia E. Garland
Keyword(s):  
Online Learning ◽  
Charter School ◽  
Best Practice ◽  
Virtual Learning ◽  
Credit Recovery ◽  
Recovery Programs ◽  
Administrative Team ◽  
Online School ◽  
Credit Recovery Programs

The case study of best practice in leading an online school looks at New Hampshire’s Virtual Learning Academy Charter School (VLACS), because it has an effective administrative team, which supports online learning in both accelerated and credit recovery programs.

Analysis of Nominally Equivalent Outcome Studies: A Comment on Rickles, Heppen, Allensworth, Sorensen, and Walters (2018)

2019 ◽  
Vol 48 (4) ◽  
pp. 239-240
Author(s):  
Mark C. White
Keyword(s):  
Null Hypothesis ◽  
Credit Recovery ◽  
Outcome Studies ◽  
Recovery Programs ◽  
Credit Recovery Programs

Rickles, Heppen, Allensworth, Sorensen, and Walters (2018) compare two credit recovery programs with a null hypothesis of equal effects. Upon failing to reject the null, they implicitly accept the null. However, not rejecting the null is not equivalent to accepting the null, a confusion common to a range of research, which I highlight.

Credit Recovery

2022 ◽  
pp. 405-419
Author(s):  
Blair Payne
Keyword(s):  
Students With Disabilities ◽  
Students Of Color ◽  
Scientific Research ◽  
Credit Recovery ◽  
Alternative Learning ◽  
Recovery Programs ◽  
History Of ◽  
Short And Long Term ◽  
Credit Recovery Programs

Credit recovery programs are a form of alternative learning in which students have an additional opportunity to gain credit, or pass, a previously failed class by retaking the course, either in full or with key standards. Although little scientific research exists regarding the effectiveness of credit recovery, in addition to the short- and long-term impacts that it has on students, research has determined that students of color and students with disabilities are disproportionally represented within credit recovery programs. As a result, some of a school's most vulnerable students end up in credit recovery programs and directly experience the inequitable implications of the programming. This chapter examines the history of credit recovery, the studies that have sought to address its effectiveness as an intervention, the inequalities that the system has inadvertently created, and future recommendations for consideration.

A Quantitative Study on Credit Recovery Curricula for Improving High School Graduation Rates

2020 ◽  
Author(s):  
Barbara Vaiana
Keyword(s):  
High School ◽  
Graduation Rates ◽  
High School Graduation ◽  
Credit Recovery ◽  
High School Graduation Rates ◽  
Recovery Programs ◽  
Ex Post ◽  
Significant Difference ◽  
School Graduation ◽  
Credit Recovery Programs

<p>A quantitative, ex post facto causal comparative study methods was used to determine the impacts of implementing credit recovery into high school curricula on graduation rates. A thematic literature review described the particular areas of the literature and research purpose. The target sample was Illinois high school districts with and without credit recovery programs implemented and for years 2007-2010 pre-implementation and years 2011-2014 post-implementation. A multivariate analysis of variance (MANOVA) was conducted to test the multiple continuous dependent variables, high school graduation rates and the hypotheses regarding the effect of credit recovery programs on graduation rates. Results indicated there was no statistically significant difference between groups even when controlling for attendance. Recommendations and suggestions for future research were provided.</p>

scholarly journals Credit Recovery Curricula for Improving Graduation Rate.docx

2020 ◽  
Author(s):  
Barbara Vaiana
Keyword(s):  
High School ◽  
Graduation Rates ◽  
Credit Recovery ◽  
Future Research ◽  
High School Graduation Rates ◽  
Recovery Programs ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Credit Recovery Programs

<p>A quantitative, ex post facto causal comparative study methods was used to determine the impacts of implementing credit recovery into high school curricula on graduation rates. A thematic literature review described the particular areas of the literature and research purpose. The target sample was Illinois high school districts with and without credit recovery programs implemented and for years 2007-2010 pre-implementation and years 2011-2014 post-implementation. A multivariate analysis of variance (MANOVA) was conducted to test the multiple continuous dependent variables, high school graduation rates and the hypotheses regarding the effect of credit recovery programs on graduation rates. Results indicated there was no statistically significant difference between groups even when controlling for attendance. Recommendations and suggestions for future research were provided.</p>

scholarly journals Learning from ELLs’ Perspectives: Mismatch between ELL and Teacher Perspectives on ELL Learning Experiences

2017 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Jenna Min Shim ◽  
Anna Mikhaylovna Shur
Keyword(s):  
Activity Theory ◽  
Student Voice ◽  
Learning Experiences ◽  
Teacher Perspectives ◽  
Limiting Factors ◽  
Student Centered ◽  
Student Centered Learning ◽  
Ell Students ◽  
Teachers Perspectives

Situated within Activity Theory, this study investigates and compares ELLs’ perspectives on their own learning and their teachers’ perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers’ perspectives on their students’ learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students’ perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students’ perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.

Redesigning Online Computer Science for Student-Centered Problem-Based Learning

2019 ◽  
Vol 7 (1) ◽  
pp. 11-24
Author(s):  
Margaret L. Niess ◽  
Terry L. Rooker
Keyword(s):  
Computer Science ◽  
Student Voice ◽  
Research Team ◽  
Problem Based Learning ◽  
Baccalaureate Degree ◽  
Learning Trajectory ◽  
Learning Approach ◽  
Student Centered ◽  
Introductory Computer Science ◽  
Post Baccalaureate

After launching an online Computer Science post-baccalaureate degree program, this study was undertaken to inform the redesign of an introductory Computer Science course using a student-centered, problem-based learning approach. The research team proposed a weekly/unit learning trajectory as they were engaged in student-centered, problem-based learning. Over a timeframe of three university terms, the research team used a design-based, iterative examination to refine the implementation of various instructional actions in the learning trajectory. Multiple small groups of students discussed their learning experiences each term, providing directions for improvements. The analysis directed successive iterations, refining the content, problem solving, and collaborations in the class. This research method assured authentic student voice in an iterative redesign of the course.

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