Trends and Issues of Virtual K-12 Schools

2011 ◽  
pp. 1898-1901
Author(s):  
Belinda Davis Lazarus
Keyword(s):  
High School ◽  
Online Courses ◽  
The United States ◽  
Virtual Schools ◽  
Virtual School ◽  
Virtual High School ◽  
Course Content ◽  
Start Up ◽  
Rapid Pace ◽  
K 12

Increasingly, K-12 schools are delivering instruction via Internet courses that allow students to access course content and complete assignments from home. According to a recent survey conducted by Education Week, 27 states in the United States have spent public monies to establish virtual public or charter schools. For example, over the past 5 years, the Florida Virtual School has spent $23 million and offered 62 online courses to over 8,000 students. Kentucky Virtual High School, which offers approximately 40 courses and enrolls approximately 750 students annually, has a budget of about $400,000 per. The Michigan Virtual High School is funded for $15 million for start-up costs with $1.5 million allocated annually for operational costs. And the Virtual High School International, a nonprofit collaborative of 200 national and international schools with a budget of $10 million, offers 160 courses to students in 16 countries. In spite of declining budgets, the growth of K-12 virtual schools continues at a rapid pace (Park & Staresina, 2004).

Lessons from K-12 Distance Education in the U.S.A., 1986-2008

2009 ◽  
Vol 1 (1) ◽  
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Distance Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Online Courses ◽  
The United States ◽  
Virtual Schools ◽  
Effective Practices ◽  
School Students ◽  
Geographically Dispersed ◽  
K 12

<p>Distance education for elementary and secondary school students in North America has grown and evolved over a century from mail-based correspondence courses for small numbers of geographically dispersed learners to the millions of learners now using online courses in virtual schools. This article focuses on effective practices emerging from the modern electronic generation of K-12 distance education programs existing in the United States between 1986 and 2008.</p>

scholarly journals Accessibility that Supports Literacy: Virtual School Course Design Teams’ Instructional Planning for Students with Disabilities

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Mary Frances Rice
Keyword(s):  
Students With Disabilities ◽  
Course Design ◽  
Online Courses ◽  
Virtual Schools ◽  
Virtual School ◽  
Instructional Planning ◽  
Design Teams ◽  
Additional Support ◽  
K 12 ◽  
Contextualized Learning

As more students with disabilities in K-12 settings enroll in online courses, virtual schools and programs are working make courses accessible through stronger course design. When course designers approach the issue of accessibility, they must comply with legal requirements and mitigate the challenges many students with disabilities face for literacy and learning. These challenges include less well-developed content vocabulary and background knowledge, as well as inefficient skills and strategies for engaging with and comprehending online text. This study describes phenomenological research where course designers worked to meet accessibility standards and promote literacies online for all students, especially students with disabilities. Four strategies for promoting accessibility emerged as findings: (1) composing clear articulations of learning outcomes; (2) promoting personalized and contextualized learning, and; (3) planning for visual and audio representation of concepts. However, course designers may need additional support for addressing the interplay between literacies that promote access and accessibility features that promote literacies. 

The Forgotten Teachers in K-12 Online Learning

2014 ◽  
Vol 4 (3) ◽  
pp. 18-33 ◽  
Author(s):  
Michael Kristopher Barbour ◽  
David Adelstein ◽  
Jonathan Morrison
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
Virtual High School ◽  
Web Based ◽  
Course Content ◽  
Telephone Interviews ◽  
Use Of Technology ◽  
Learning Programs ◽  
K 12

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internals. The aim of this study was to examine the nature of the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a design team. Further research should be conducted on the intended use of technology tools requested.

Trends and Issues of Virtual K–12 Schools

2011 ◽  
pp. 2141-2145
Author(s):  
Belinda Davis Lazarus
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Online Instruction ◽  
Online Courses ◽  
Online Course ◽  
School Students ◽  
Course Content ◽  
Public School Students ◽  
K 12

Increasingly, K-12 schools are delivering instruction via Internet courses that allow students to access course content and complete assignments from home. Although a decade ago, online courses for public school students were not available, a growing number of countries have discovered that online instruction offers schools the opportunity to provide a wider variety of courses and experiences for students with a variety of skills and abilities. In fact, the Governor of Michigan just signed legislation that will require all high school students to take at least one online course prior to graduation (Carnevale, 2006; Moser, 2006). Educators have learned to adapt courses for online instruction and several universities are partnering with public schools to share expertise in the virtual education arena.

Still Forgotten Teachers in K-12 Online Learning

2018 ◽  
pp. 88-107
Author(s):  
Michael K. Barbour ◽  
David Adelstein ◽  
Jonathan Morrison
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Virtual High School ◽  
Web Based ◽  
Course Content ◽  
Telephone Interviews ◽  
Use Of Technology ◽  
Learning Programs ◽  
K 12 ◽  
Intended Use

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internally. The aim of this chapter was to examine the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a team. Further research should be conducted on the intended use of technology tools requested.

Implications of Virtual Schooling for Socialization and Community

2011 ◽  
pp. 253-257
Author(s):  
Glenn Russel
Keyword(s):  
High School ◽  
Web Sites ◽  
The United States ◽  
Virtual Schools ◽  
Virtual School ◽  
Student Experiences ◽  
Virtual Schooling ◽  
Face To Face ◽  
Florida Virtual School ◽  
Virtual Classes

This article discusses virtual schools. It examines reasons for their growth, and relates criticism and support of virtual schools to the purposes of schooling. In particular, the notions of socialization, values, affective objectives and the future needs of communities are examined. This article discusses the measurement and importance of values and socialization in a school system where virtual schools are valued, and concludes that more attention must be given to these issues as this schooling mode matures. Virtual schools are a variant of distance education whereby students use online computers for some or all of their schooling. Russell (2004) suggests that they may be categorized in terms of the amount of face-to-face interaction, as the range of virtual schools now available includes the following: 1. Those offering some virtual classes at conventional schools. 2. “Out-of-school” models, where there is no designated school building and students never attend a face-to-face class. 3. Mixed-mode examples, where students are expected to work online from home or elsewhere, but attend some face-to-face sessions such as sport or social activities. Variation can also be seen in the experiences offered to students in the online component of their course. Some schools, such as the Virtual Schooling Service in Queensland, Australia (VSS 2003), rely principally on synchronous interaction in the timetabled classes of conventional schools. Other schools, such as Florida Virtual School in the United States (U.S.), use asynchronous methods to enable greater flexibility. The Florida Virtual School uses the motto of “Teaching Any Time, Any Place, Any Pace” (Johnson 2004). The experiences that students will receive within the online component of their virtual schools also vary. An examination of virtual school Web sites and reports, including the California Virtual School Report (2000), Virtual High School (Kozma, Zucker, Espinoza, McGee, Yarnell, Zalles, & Lewis, 2000) and Florida (Florida High School Evaluation, 2002) indicate a range of environments. These include Web pages, chat rooms, online discussion groups and e-mail. In addition, some schools retain predecessor technologies such as telephone, post and audio and videotapes—or combinations of technologies that seem appropriate. It is difficult, if not impossible, to compare student experiences where the technological provision is so disparate

scholarly journals We Still Need You! An Update on the Status of K-12 Civics Education in the United States

2015 ◽  
Vol 48 (04) ◽  
pp. 630-634 ◽  
Author(s):  
Wayne Journell
Keyword(s):  
United States ◽  
High School ◽  
Political Science ◽  
The United States ◽  
Political Life ◽  
Civics Education ◽  
Science Engagement ◽  
The Status ◽  
Science And Politics ◽  
K 12

ABSTRACTIn 2001, Richard Niemi and Julia Smith published an article inPS: Political Science and Politicson enrollments in high school civics and government courses. They framed their study on the premise that political scientists were ignoring an important aspect of American civic and political life, and they concluded by issuing a call for political scientists to become more involved in K-12 civics education. This article provides an update on the state of K-12 civics education and renews Niemi and Smith’s call for political science engagement in K-12 education.

scholarly journals Engineering Perspectives of Grade 7 Students

2011 ◽  
Author(s):  
Mary Spencer ◽  
David Strong
Keyword(s):  
High School ◽  
High School Students ◽  
The United States ◽  
Engineering Profession ◽  
School Students ◽  
Program Of Study ◽  
Engineering Degree ◽  
Emerging Trends ◽  
K 12 ◽  
Prerequisite Courses

Many high school students are unable to consider engineering as an undergraduate program of study because they do not have the prerequisite courses required for university entrance. In order to provide the opportunity for capable students to pursue an engineering degree and subsequently enter the engineering profession, they must understand what engineering is prior to entering high school to enable them to select appropriate courses. The focus of this study is to understand how students in 7th grade perceive the profession of engineering in two regions across Canada. The literature suggests that action is underway in some areas of the United States in order to create awareness and encourage students to pursue an engineering program. These initiatives range from integrating engineering concepts into the K-12 curriculum to providing outreach and design challenge opportunities outside of school. Such initiatives are present in very isolated cases within Canada, however, their reach and impact is limited.In order to better understand the perspective of pre-high school students in Canada, they will be provided with a survey incorporating a variety of questions pertaining to what they understand about engineering as a profession. All questions have been structured as open ended in order to promote individualized answers from the students. Survey questions will be analyzed with NVIVO software to determine if there are common themes in the understanding and perception of engineering from the students’ perspective. Observations and emerging trends of this work in progress will be presented in the final paper.

scholarly journals Yours Virtually: Advanced Mathematics and Physics in the Israeli Virtual High School

10.28945/3898 ◽  
2017 ◽  
Vol 13 ◽  
pp. 229-250 ◽  
Author(s):  
Yaniv Biton ◽  
Sapir Fellus ◽  
Dafna Raviv ◽  
Osnat O Fellus
Keyword(s):  
High School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Building Blocks ◽  
Future Research ◽  
Advanced Mathematics ◽  
Virtual High School ◽  
Advanced Level ◽  
Course Content ◽  
Mathematics And Physics

Aim/Purpose: The increasingly growing number of virtual high schools around the world has engendered new modes for teaching and learning and a promising area of re-search. While research in this emerging field has mostly taken a comparative lens that highlights differences between traditional modes of teaching and online teaching, research on high school students’ and teachers’ perspectives has remained dearth. Background: This study identifies students’ and teachers’ perceptions of their learning and teaching advanced level mathematics and/or physics in the first Israeli virtual high school (VHS), which was launched five years ago. Methodology: A survey of 41 questions was disseminated to the first graduating cohort of 86 Grade-12 students as well as to 22 VHS teachers. Additional data sources include students’ essays on what it means to be a student in a VHS and field notes from a pedagogical development day. Contribution: The purpose of this study is to highlight the workings of the Israeli VHS and in particular its important building blocks that include a teacher-tutor model, an ongoing gauging of students’ work through a Learning Management System (LMS), and a continual teacher-developer interaction for the purpose of developing cutting-edge, technology-based course content. Findings: Given the unique features of the Israeli VHS, both teachers and students report on feelings of unit pride, motivation, and investment in teaching and learning in the VHS. Recommendations for Practitioners: The Israeli VHS uses a combination of a teacher-tutor format, together with tools for gauging students’ work and ongoing interaction between the teachers and the course content designers. Such a context creates new, fertile ground for technology-based, fully online teaching and learning of school mathematics and physics that may contribute to alleviating the problem of decreasing numbers of learners who are interested in taking advanced-level courses. Recommendation for Researchers: Further exploration of aspects for improvement in the teaching model of the VHS, its design, and its support system and for finding out factors that impact attrition lay down important research trajectories that have not yet been trodden. Impact on Society: Issues of equity and the democratization of learning of advanced STEM subjects are now possible to be seriously considered in a principled manner within the context of the VHS. Future Research: Future research may focus on the affordances, possibilities, and limitations of learning within a VHS to ensure a more robust process that will allow more students to learn advanced mathematics and physics.

Racial Disparities in the Education System

2020 ◽  
Author(s):  
Martell Teasley ◽  
Bonita Homer
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
School Readiness ◽  
Ethnic Groups ◽  
Education System ◽  
Family Income ◽  
High School Graduation ◽  
The United States ◽  
School Graduation ◽  
K 12

Despite years of education reform, the United States continues to have disparities in academic outcomes among racial and ethnic groups in primary, secondary, and post-secondary education. High school graduation rates have increased for racial and ethnic minorities, but gross disparities in high school graduation and college attendance still exist. In this article, the authors first examine the literature on racial and ethnic group disparities in education within public K–12 education, followed by a brief review of recent research literature on racial and ethnic disparities within higher education. In each section, there is some examination of race, ethnicity, and critical factors that lead to disparities within the education system. Information on socioeconomic status, school readiness, special education, school discipline, culture, and teacher bias are discussed. The authors conclude that while family income and socioeconomic status help to explain disparities in education outcomes among racial and ethnic groups, cultural factors are a salient part of the conversation.

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