ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Committee Issues Brief: Professional Development for Virtual Schooling and Online Learning
Author: Davis, Niki
Date: 2007-11-00
Type: Reports - Evaluative
Subjects: Professional Development,Inservice Teacher Education,Misconceptions,School Administration,Preservice Teacher Education,Research Needs,Educational Resources,Online Courses,Web Based Instruction,Electronic Learning,Virtual Classrooms,Instructional Design,Distance Education,Educational Strategies,Educational Policy,School Policy,Program Administration,Program Descriptions,Elementary Secondary Education,Institutional Characteristics,Teaching Methods,Management Development,Leadership Training,Staff Development,Principals,Specialists,School Counselors,Teacher Qualifications,Standards,Program Development,Guidelines,Educational Technology

This report examines the types of professional development necessary to implement successful online learning initiatives. The potential for schools utilizing online learning is tremendous: schools can develop new distribution methods to enable equity and access for all students, they can provide high quality content for all students and they can begin to shift management structures to support performance-based approaches through data-driven decision-making. Virtual schooling is providing a bridge between the traditional classroom and 21st century education by linking high quality teaching and high quality courses with the collaborative, networked, information-rich environments that are a hallmark of the information age. States, districts, universities and schools need to be providing professional development in the operations, budgeting, curricular and instructional leadership for leaders, future teachers and school administrators to understand and support virtual learning. Virtual schools are connecting quality teachers to students in rigorous, interactive and information-rich courses across the K-12 spectrum. New professional opportunities are open to teachers to teach full-time and part-time--even telecommuting. This report examines new models of professional development that will expand your mind to a new vision of the future of education. Online professional development for administrators, teachers and school leaders will help build new models of schools--both online and blended--and better serve today's students during an information revolution in a global society. A brief description of virtual schooling professional preparation and development spectrum and continua is appended. (Contains 7 footnotes.)
A National Primer on K-12 Online Learning
Author: Watson, John F.
Date: 2007-05-00
Type: Reports - Evaluative
Subjects: Definitions,Educational Resources,Student Evaluation,Educational Assessment,Educational Trends,Misconceptions,Costs,Teacher Role,Science Laboratories,Course Content,Disabilities,Special Education,Evaluation Methods,Online Courses,Web Based Instruction,Electronic Learning,Virtual Classrooms,Computer System Design,Technology Planning,Technical Support,Instructional Design,Distance Education,Internet,Educational Technology,Educational Strategies,Educational Policy,School Policy,Standards,Program Development,Program Descriptions,Program Evaluation,Program Effectiveness,Elementary Secondary Education,Institutional Characteristics,Teaching Methods,Instructional Effectiveness,School Effectiveness,Academic Support Services,Professional Development,Ethics,Cheating,Socialization,Disadvantaged,Access to Computers,Computer Simulation,Integrated Learning Systems,Computer Software,Computers,Decision Making,Data,Social Isolation

Online learning is growing rapidly across the United States within all levels of education, as more and more students and educators become familiar with the benefits of learning unconstrained by time and place. Across most states and all grade levels, students are finding increased opportunity, flexibility, and convenience through online learning. Teachers are discovering a new way to reach students, many of whom were not successful in traditional schools and courses. Administrators are exploring ways to offer a wider range of courses to students and professional development opportunities to teachers. This report provides a comprehensive overview of online learning by examining the basics--teaching and learning, evaluating academic success, professional development, technology and other topics. Two appendices are included: (1) Definitions; and (2) Additional resources. (Contains 34 footnotes.)
Policy and Funding Frameworks for Online Learning. Promising Practices in Online Learning
Author: Watson, John
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Educational Finance,Educational Change,Barriers,Policy Analysis,Definitions,Educational Principles,Policy Formation,Online Courses,Web Based Instruction,Electronic Learning,Virtual Classrooms,Distance Education,Blended Learning,Educational Technology,Educational Policy,School Policy,Standards,Program Development,Elementary Secondary Education,Institutional Characteristics,School Effectiveness,Accreditation (Institutions),Teacher Certification,Guidelines

In at least 44 states across the country, students are logging in to learn at all times of the day and night--accessing courses they might otherwise be unable to take, interacting with students they might otherwise never know, and working with highly qualified teachers they otherwise could not access. In these and countless other ways, online learning provides new and remarkable educational opportunities and student outcomes. While the viability and popularity of online learning is gaining widespread acceptance, the policy needed to support its growth is lagging. The continued success and sustained growth of online learning requires state education policy frameworks to be adjusted. The issues are varied and sometimes complex, but as people delve into them, what emerges is quite interesting: by creating frameworks for online learning policy development, exciting possibilities arise for positive policy change that promotes reform and benefits education as a whole. To lay the groundwork, though, it might be useful to consider why online learning is even worth the trouble. The authors also consider the kind of policy problems that have arisen as online learning has taken hold. What do strong policy and funding frameworks look like, and what specific benefits do they afford? Finally, which online learning policy and funding structures hold promise for all modes of learning? (Contains 1 figure and 12 footnotes.)
A Snapshot State of the Nation Study: K-12 Online Learning in Canada
Author: Barbour, Michael K.
Date: 2008-10-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Elementary Secondary Education,Online Courses,Foreign Countries,Distance Education,Educational Finance,Financial Support,State Government

To date, most of what is known about K-12 online learning from the media and literature is focused upon experiences in the United States. However, virtual schooling first began in Canada in 1994-95. Over the past fourteen years, there has been little federal funding for the development and research of K-12 online learning in Canada. This has largely been due to the fact that education is a provincial jurisdiction and there is no federal department with this responsibility in Canada. Therefore, there have been no federal guidelines or standards for these programmes to meet through reporting or external evaluations. With limited government, foundation, and private support for education research, K-12 online learning programmes have not received financial support for research and evaluation. Moreover, there has been little activity in Canadian higher education towards research of K-12 online learning, compounded by the fact that there are fewer than five-dozen Canadian universities, which limits the focus and scope of K-12 education research. As such, K-12 online learning has continued to develop across Canada quietly, and with little dissemination outside of the country and between individual provinces. This report is the first of many steps that researchers and the North American Council for Online Learning (NACOL) are taking to begin to address the lack of information about K-12 online learning in Canada. This report will provide an examination of online learning activity at the K-12 level and how it is governed in each province and territory. Thus the authors provide a brief overview of the national landscape of K-12 online learning, with a more detailed focus on three jurisdictions. A list of selected resources and bibliography are included.
Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning
Author: Watson, John
Date: 2008-04-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Student Needs,Distance Education,Academic Achievement,Online Courses,Educational Technology,Blended Learning,Computer Uses in Education,Teaching Methods,Conventional Instruction,Technology Integration,Public Schools,High Schools,Virtual Classrooms,Charter Schools

Most educators, parents, and policymakers think of &quot;online learning&quot; as a subset of distance  learning (where the students and teacher are geographically separate), in which content delivery and communication are achieved primarily through the use of computers connected by the Internet. However, online learning can be either distance learning or blended learning, with both supported by a new, robust instructional approach that takes advantage of the best elements of both settings. The advent of learning that combines online and face-to-face delivery is not merely a theory--it is already being developed and implemented by schools throughout the country and the world, and in some cases has been underway for several years. While some schools call this method of teaching &quot;blended,&quot; others call it &quot;hybrid,&quot; and others don't bother naming it--they're just implementing an approach that they believe is helping their students. This paper discusses definitions of blended learning and explores ways in which blended learning is being developed by numerous schools in an effort to answer these and other questions: (1) How does blended learning fit into current conceptions of online learning?; (2) How does blended learning help engage students and support their academic success?; (3) How are online learning and face-to-face instruction being combined effectively?; (4) Is blended learning meeting unique student needs that neither fully online nor face-to-face models can achieve?; and (5) What digital content and curricula are being used in blended learning? The examples discussed in this paper are not exhaustive. However, they illustrate some of the outstanding uses of blended learning in these early stages of its development and suggest opportunities for expanding its use and effectiveness. (Contains 9 footnotes.)
National Standards of Quality for Online Courses
Author: North American Council for Online Learning
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Instructional Design,Elementary Secondary Education,National Standards,Online Courses,Course Content,Guidelines,Educational Technology,Educational Opportunities,Literature Reviews,Student Evaluation,Program Evaluation,Program Implementation,Instructional Effectiveness,Course Evaluation,Technology Uses in Education,Distance Education

The mission of the North American Council for Online Learning (NACOL) is to increase educational opportunities and enhance learning by providing collegial expertise and leadership in K-12 online teaching and learning. "National Standards for Online Course Quality" is designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online course content, instructional design, technology, student assessment, and course management. The initiative began with a thorough literature review of existing online course quality standards followed by a survey offered to representatives of the NACOL network to ensure the efficacy of the standards adopted. These guidelines should be implemented and monitored by each district or organization, as they reserve the right to apply the guidelines according to the best interest of the population for which they serve. This paper identifies the "National Standards of Quality for Online Courses."
National Standards for Quality Online Teaching
Author: North American Council for Online Learning
Date: 2010-00-00
Type: Guides - Classroom - Teacher
Subjects: Electronic Learning,Instructional Design,Teacher Effectiveness,Elementary Secondary Education,National Standards,Online Courses,Guidelines,Educational Opportunities,Distance Education,Knowledge Base for Teaching,Teacher Competencies,Teaching Methods,Feedback (Response),Technology Uses in Education,Student Needs,Educational Assessment,Student Evaluation

The mission of the North American Council for Online Learning (NACOL) is to increase educational opportunities and enhance learning by providing collegial expertise and leadership in K-12 online teaching and learning. "National Standards for Quality Online Teaching" is designed to provide states, districts, online programs, and other organizations with a set of quality guidelines for online teaching and instructional design. The initiative began with a thorough literature review of existing online teaching quality standards, a cross-reference of standards, followed by a research survey to NACOL members and experts to ensure the efficacy of the standards adopted. These guidelines should be implemented and monitored by each district or organization, as they reserve the right to apply the guidelines according to the best interest of the population for which they serve.
A Study on Technology Teachers' Sense of Efficacy in Taiwan--Scoped on the Junior-High School
Author: Lai, Chih-Chien
Date: 2005-04-00
Type: Reports - Research
Subjects: Junior High Schools,Foreign Countries,Science Teachers,Technology Education,Self Efficacy,Educational Change,Curriculum Implementation,Questionnaires,Teacher Attitudes,Predictor Variables,Teacher Background,Performance Factors,Instructional Effectiveness,Educational Practices,Teacher Effectiveness

The development of technology education in Taiwan has been in a huge change since the new Grade 1-9 Curriculum was fully and nationwide implemented in the 2004 school year; the two curriculum, Living Technology and Science, have been combined into the new learning areas--named &quot;Science and Technology&quot; for the new Grade 1-9 Curriculum. All of the teachers of grade 1-9 almost have had no choice but facing the impact that was caused by the implementation of the new curriculum. The study was aimed to the sense of instructional efficacy of the technology teachers of junior high schools under the existing conditions in Taiwan. To fulfill the study purposes, a questionnaire survey was utilized to gather the data from the in-service Living Technology teachers of junior high schools in Taiwan. The seven main conclusions as following were drawn from survey findings: (1) LT teachers' senses of instructional efficacy in junior high school in Taiwan need to regard and promote in near future. (2) The situation of science teachers dominate the whole curriculum of LT is more than 23%. This caused many LT teachers are not able to teach LT curriculum or teach a few. (3) Most of LT teachers have part-time position to spend time in administration. This seems a signal of Taiwan's LT in the crisis. (4) The evaluation to the job value of teaching LT in junior high school, most of the LT teachers felt disheartened at government's policy of technology education and acquired other instructional license in order to keep the other teaching job in future. (5) The present situation of technology education of junior high schools in Taiwan is in the risk. All of the three main factors of affecting LT teachers' senses of instructional efficacy come from administration of their schools, the government, and the community or society. There will have no spaces or opportunities for LT instruction in junior high schools in Taiwan in future. (Contains a 30-item bibliography and 1 figure.)
A Rasch Analysis on Collapsing Categories in Item's Response Scales of Survey Questionnaire: Maybe It's Not One Size Fits All
Author: Grondin, Julie
Date: 2010-05-01
Type: Reports - Evaluative
Subjects: Item Response Theory,Classification,Likert Scales,Surveys,Questionnaires,Guidelines,Data Analysis,Teacher Education Programs,Foreign Countries

When respondents fail to use response scales of survey questionnaires as intended, latent variable modeling of data can produce disordered category thresholds. The objective of this paper is to show the usefulness of the Rasch modeling features to explore different ways of collapsing categories so that they are properly ordered and fit for further analysis. Twenty-four items of a survey questionnaire with a response scale composed of six categories were analyzed. Among the many strategies explored and those suggested as guidelines by researchers, one provided much better results. It appears that suggested guidelines regarding how to collapse categories are just guidelines and should not be applied blindly. As a matter of fact, they should be related to each context. (Contains 3 footnotes, 2 figures, and 1 table.)
Socratic Knowledge, Christian Love, Confucian Virtue and Buddhist Emptiness: Guiding Principles for Education
Author: Clarken, Rodney
Date: 2010-03-26
Type: Opinion Papers
Subjects: Questioning Techniques,Teaching Methods,Christianity,Confucianism,Buddhism,Religious Factors,Altruism,Educational Principles,Role of Religion,Quality of Life,Transformative Learning,Intimacy

Socrates' view of knowledge, Jesus' conception of love, Confucius' idea of virtue and Buddha's path of emptiness provide valuable insights and guiding principles to help us achieve a well-rounded education. Each of these individuals caused a transformation in the individual and collective lives of their followers and their respective societies that have endured until today. Their lives and truths provide principles, lessons, concepts and goals that could serve as an antidote to many of the problems facing education and society. For example, Socrates called for a re-examination of our accepted knowledge in the search for greater and deeper truths, Jesus for a transformational love and faith that transcends the limitations of self and this world, Confucius for education that goes beyond learning to virtuous action, and Buddha for an eightfold path to overcome suffering. These exemplars, representing some of the most diverse and influential individuals and traditions in history, teach how selflessness and detachment, developed through knowledge, love, virtue and emptiness, are instrumental to education and life. Each taught a form of the golden rule and other guiding principles for education that will be presented and briefly.
Considering Moral Intelligence as Part of a Holistic Education
Author: Clarken, Rodney H.
Date: 2010-00-00
Type: Opinion Papers
Subjects: Outcomes of Education,Holistic Approach,Multiple Intelligences,Intelligence Differences,Moral Issues,Theory Practice Relationship,Social Systems,Prosocial Behavior,Integrity,Ethics,Goal Orientation

Morality and moral intelligence are important in our society and schools. Moral intelligence is discussed in the context of Gardener's theory of multiple intelligences. Moral intelligence helps apply ethical principles to personal goals, values and actions. It consists of four competencies related to integrity, three to responsibility, two to forgiveness, and one to compassion. Developing greater moral intelligence will result in individuals, schools and other social systems that are more healthy and positive. Several conceptions of moral intelligence are considered along with ideas how education might look if it was to value and include morality more prominently.
College Readiness Practices at 38 High Schools and the Development of the CollegeCareerReady School Diagnostic Tool
Author: Conley, David T.
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: High Schools,Public Schools,College Preparation,School Readiness,Measurement Techniques,Case Studies,School Culture,School Effectiveness,Alignment (Education),Self Management,Student Behavior,Thinking Skills,College Applicants,Parent School Relationship,Assignments,Grading,High School Seniors,Partnerships in Education,College School Cooperation

Educational Policy Improvement Center (EPIC) researchers visited 38 public high schools around the United States in 2007 and 2008 with the goal of validating and operationalizing a definition of college readiness. Schools in the sample were selected because they were demonstrating success at enabling more students from underrepresented groups to be ready for postsecondary education. This paper presents a qualitative summary of what researchers collected--programs, activities, practices, attitudes, and cultures of the schools visited. The results of the study include the identification of seven key principles underlying a comprehensive approach for promoting college readiness. In addition, the findings have resulted in the creation of an instrument, the CollegeCareerReady School Diagnostic, to measure school level college readiness over time and provide a detailed profile tied to actionable recommendations and resources. (Contains 3 footnotes, 3 tables, and 3 figures.)
Inquiry in the Classroom
Author: Stohl, Christina
Date: 2010-05-01
Type: Reports - Research
Subjects: Inquiry,Classroom Environment,Questioning Techniques,Positive Reinforcement,Student Motivation,Self Esteem,Urban Schools,Public Schools,High School Students,Special Education,Secondary School Mathematics,Student Centered Curriculum,Academic Ability,Learning Disabilities,Questionnaires,Action Research

(Purpose) As schools scramble to restructure in the hope of thwarting failure, administrators often appropriate money for outside experts who counsel on professional development as well as outside magic-pill programs for student achievement. High-stakes testing remains the arbiter. Perhaps the use of the best practice of inquiry, or classroom questioning, taught by the &quot;experts within&quot; a school, can cheaply and richly propel students to authentically achieve with self-confidence and motivation. (Methodology) This three-month action research weighed baseline and summative student questionnaires (a 4-point rating of how students felt about being questioned and how this effected their self-confidence and motivation) and Essential Schools chalk talks (a silent student-run writing activity in which they answered the question, &quot;How do I feel about mathematics?&quot;) as well as fastidiously recorded participant/researcher field notes of eleven inquiry dialogues. (Results) This study found that sustained inquiry of strategically placed lower and higher ordered questions positively impacted students' motivation and self-confidence within an urban public high school special education mathematics classroom. Comprehending, understanding, applying, and analyzing information led the students to synthesize, evaluate, and create. (Conclusions) Like Dewey, and Socrates way before him, this inquiry process recognized the student as the center of the learning and the teacher as the facilitator. The open cooperation and joyful collaboration experienced by the students in this inquiry learning community provided even more building blocks to constructing their own knowledge and ultimately to achieving considerable self-confidence and greater motivation. Likewise these same experiences created the habits of mind of independent, creative thought and team-building parameters of 21st century skills. (Recommendations, for future action research studies which replicate this project, would include trained, spirited questioners who further the scope of inquiry with faithfulness and validity in the search of authentic student self-confidence and motivation across various schools, grades, contents, and ability levels. (Additional Data) 14 charts and 1 Chalk Talk description