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The Effects Of Blended Learning On Student Achievement Within Various Environments: A Program Evaluation, Christine Nicole Harris
The Effects Of Blended Learning On Student Achievement Within Various Environments: A Program Evaluation, Christine Nicole Harris
Dissertations
Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant …
Discovering The Importance Of Engagement In A Virtual Learning Experience For K-12 Educators, Kristen A. Condella
Discovering The Importance Of Engagement In A Virtual Learning Experience For K-12 Educators, Kristen A. Condella
Doctor of Education (Ed.D)
The purpose of this qualitative case study was to discover how a virtual learning opportunity using various digital tools influenced professional development for teachers in a rural school district. The qualitative study was conducted through virtual interviews and participant lesson plan submissions and was aligned with the Technology Integration Matrix. The case study included participation in a virtual professional learning opportunity for K-12 educators on the topic of digital tool use, with an interview at completion focusing on engagement and implementation of learned tools as a result of the virtual learning experience. Participant submission of lesson plans were reviewed to …
Teacher Perceptions Of Curriculum-Driven Technology After Working With Instructional Technology Coaches In Middle Schools In One Southeastern School District, Julie Pepperman
Ed.D. Dissertations
The use of curriculum-driven technology in K-12 public schools was mandated by federal law. School and district leaders were required to provide curriculum-driven technology professional development and support to teachers. The use of the curriculum-driven technology coach was an option some schools chose to meet the curriculum-driven technology professional development requirements and needs of their teachers. The purpose of this research was to explore one school district’s middle school teachers’ perceptions of the importance of curriculum-driven technology and their perceived self-efficacy in using curriculum-driven technology in instructional practice after collaborating with a curriculum-driven technology coach. This qualitative study was conducted …