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.

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>

scholarly journals Developing an Open Social Scholarship Collaboration: Lessons from INKE

2019 ◽  
Vol 3 ◽  
pp. 7
Author(s):  
Lynne Siemens ◽  
The INKE Research Group
Keyword(s):  
Large Scale ◽  
Best Practice ◽  
Research Work ◽  
Lessons Learned ◽  
Administrative Team ◽  
Best Practice Guidelines ◽  
Graduate Research ◽  
Knowledge Environment

Many academic teams and granting agencies undergo a process of reflection at the completion of research projects to understand lessons learned and develop best practice guidelines. Generally completed at the project’s end, these reviews focus on the actual research work accomplished with little discussion of the work relationships and process involved. As a result, some hard-earned lessons are forgotten or minimized through the passage of time. Additional learning about the nature of collaboration may be gained if this type of reflection occurs during the project’s life. Building on earlier examinations of INKE, this paper contributes to that discussion with an exploration of seventh and final year of a large-scale research project.Implementing New Knowledge Environment (INKE) serves as a case study for this research. Members of the administrative team, researchers, postdoctoral fellows, graduate research assistants, and others are asked about their experiences collaborating within INKE on an annual basis in order to understand the nature of collaboration and ways that it may change over the life of a long-term grant. Interviewees continue to outline benefits for collaboration within INKE while admitting that there continue to be challenges. They also outline several lessons learned which will be applied to the next project.

scholarly journals A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 184-205
Author(s):  
Lesley Andrew ◽  
◽  
Ruth Wallace ◽  
Ros Sambell ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Peer Observation ◽  
Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

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>

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 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 A guide for evaluation of online learning in medical education: a qualitative reflective analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nourhan F. Wasfy ◽  
Enjy Abouzeid ◽  
Asmaa Abdel Nasser ◽  
Samar A. Ahmed ◽  
Ilham Youssry ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Best Practice ◽  
Online Courses ◽  
Learning Experience ◽  
Organizational Capacity ◽  
Expert Consensus ◽  
Educational Effectiveness ◽  
Education Community ◽  
Rapid Shift

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

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