A Comparison of Participation and Performance with Student Enrollment Status in Two Public Online K-12 Charter Schools, Using Extant Data

Autor/in	Byers, Brandy L. Zwemer
Titel	A Comparison of Participation and Performance with Student Enrollment Status in Two Public Online K-12 Charter Schools, Using Extant Data
Quelle	(2013), (73 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Oregon
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-1916-3
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Public Schools; Charter Schools; Electronic Learning; Elementary Secondary Education; Enrollment; Withdrawal (Education); Attendance; Student Participation; Teacher Student Relationship; Classroom Communication; Performance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Charter school; Charter-Schule; Einschulung; Kursabbruch; Anwesenheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Achievement; Leistung
Abstract	In order to understand withdrawal rates in online K-12 schools, it is vital to have detailed documentation of these rates and to describe characteristics of the students who withdraw compared to the students who remain enrolled. Once these characteristics are known schools can develop programs and/or policies that support students who are at risk of withdrawing. This study was a descriptive analysis of (a) attendance, (b) lessons completed, (c) participation, (d) teacher-student communication, and (e) overall performance percentage comparing the means between the enrolled student population and the withdrawn student population using extant data. Four of the five variables, (a) attendance, (b) lessons completed, (c) teacher-student communication, and (d) overall performance percentage, were significant at the p < 0.01 level. Upon analysis, the results of average lessons per day were not reportable due to problems with the data. The Enrolled group had significantly higher means in the following variables: (a) attendance, (b) lessons completed, (c) teacher-student synchronous contact, and (d) overall performance percentage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01