Teacher Perceptions of Virtual Credit Recovery Program Equivalency

This article examines the equivalency of virtual credit recovery (VCR) programs as a viable alternative to earning back failed credits needed to graduate on time. Utilization of interviews and questionnaires assisted with collecting perspective data of 10 teachers facilitating the VCR program. Artifact analysis provided a third source of numeric data and allowed for triangulation of results. Data underwent thematic analysis and pattern matching, which led to the development of five main themes: (1) knowledge of students, (2) instructional design procedures, (3) facilitator communication and support, (4) instructional assistance, and (5) outcomes. Data analysis revealed the existence of both positive and negative learning experiences, both of which affect the overall equivalency of the VCR program. Although learning experiences varied in value, results indicated VCR programs provide an equivalent and viable alternative to earning back failed credits needed to graduate on time.

The Teacher's Role in Effective Computer–Assisted Instruction Intervention

In January 2006 the Billings (Montana) Public Schools adopted a computer–assisted instruction (CAI) intervention aimed at helping students recover credits that they had attempted but had not attained. I volunteered to teach the algebra component in my high school. Through the following seven semesters, I came to better understand the role of an effective teacher in a credit–recovery program that relies so heavily on CAI. This article is an effort to describe this effectiveness and the nature of success and failure in CAI interventions.