Definition of Terms Alternative school refers to educational settings that employ rigorous, relevent, effective practices to meet the unique social, emotional, and academic needs of students considered to be at-risk (Repetto et al, 2010). At-risk is defined as struggling students likely to drop out of school or failing to work towards earning a high school diploma or General Education Diploma (GED), unless appropriate interventions are employed to address influences causing them to leave school prior to graduation (Repetto et al, 2010). Blended Learning (BL) is defined as facilitating the effective combination of different modes of delivery, models of teaching, and styles of learning that is founded on transparent communication (Chia-Wen and Meng-Chuan, 2011). School-wide Implementation refers to “adoption of infrastructure on the whole organization requiring all teachers to be fully engaged, working collegially, and providing support roles to achieve great fidelity in intended outcomes” (Ingemarson et al, 2014, p.48-49). Teachers perceptions refers to “roles and associated behaviors in learning environments that can have significant influence on student's behavioral and emotional engagement in the classroom" (Hung and Chou, 2015, p. 315). Summary This chapter provided an overview of the study to investigate teacher perceptions on the school-wide implementation of a blended learning program at an alternative school. With extremely low graduation rates for Georgia’s public schools, teachers must employ effective pedagogical practices to reach low achieving students. This qualitative study will address teacher perceptions on the school wide implementation of BL programs. This research will also uncover
Interaction: Motivating At-Risk Students In Web-Based High School Courses. Journal Of Research On Computing In Education, 33(5), 1-19. Mayer, R. E., Alexander, P. A. (2011). Handbook of research on learning and instruction. Educational Psychology, p.249-256 Papert, S. (1980). Mindstorms : children, computers, and powerful ideas. New York : Basic Books ; Brighton, Sussex : Harvester Press, c1980. Prosser, M., & Sze, D. (2014). Problem-based learning: Student learning experiences and outcomes. Clinical Linguistics & Phonetics, 28(1/2), 112-123 12p. doi:10.3109/02699206.2013.820351 Singer, D. G. (1982). Review of Mindstorms: Children, computers and powerful ideas. American Journal Of Orthopsychiatry, 52(1), 183-185. doi:10.1037/h0098915 Repetto, J., Cavanaugh, C., Wayer, N., & Feng, L. (2010). VIRTUAL HIGH SCHOOLS: Improving Outcomes for Students With Disabilities. Quarterly Review Of Distance Education, 11(2), 91-104. Shento, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. E ducation For Information, 22(2), 63. Smith, N. V. (2013). Face-to-face vs. Blended Learning: Effects on Secondary Students ‘Perceptions and Performance. Procedia - Social And Behavioral Sciences, 89(2nd Cyprus International Conference on Educational Research (CY-ICER 2013), 79-83. doi:10.1016/j.sbspro.2013.08.813 Thomson, D. L. (2010). Beyond the Classroom Walls: Teachers' and Students' Perspectives on How Online Learning Can Meet the Needs of Gifted Students. Journal Of Advanced Academics, 21(4), 662
Strategies for Traditional Instruction Features: Indicators Rule(s): Learning Outcomes Features: Indicators Rule(s): Teacher Perceptions Features: Indicators Traditional Instruction/Strategies involve the use of research-based best practices to meet the needs of the learner. Teachers focus is primarily on text/literature, independent study, lectures and live face-to-face classroom sessions (Adams, 2013). Participants mention something about how students are learning without the use of technology, and models of delivery they are using to help students acquire information while use of non-technology tools. Nontechnology tool use, paper, textbook, pencil, lecture, direct instruction at the board This is any information about how the participant’s help students learn without use of digital tools/resources. Learning Outcomes can be defined as the student’s ability to focus on long-term retention, understanding and application of new information. In addition, learning outcomes involves what they learn, the quantity/quality, and how they gain a greater understanding of coherent/relational knowledge to prior life experiences (Prosser and Sze, 2014). Participants mention something about the achievement/non-achievement of students after instructional delivery occurred. Beneficial for students, learn more, perform better, not great for students, difficulties in learning This is any information about how the participant’s instruction/strategies produced positive/negative outcomes for students learning. Teachers perceptions refers to “roles and associated behaviors in learning environments that can have significant influence on student's behavioral and emotional engagement in the classroom" (Hung and Chou, 2015, p. 315). Participants mention point of view or how they feel about a particular strategy, lesson or outcome rather the students are involved or not.