A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School

Autor/in	Tonks, DeLaina Cales
Titel	A Mixed Methods Study of Special Education Families' Experiences at an Online Charter School
Quelle	(2019), (244 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Brigham Young University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-9676-2
Schlagwörter	Hochschulschrift; Dissertation; Well Being; Online Courses; Educational Technology; Technology Uses in Education; Students with Disabilities; Charter Schools; Parent Attitudes; Student Attitudes; Educational Environment; Student Experience; School Safety; Student Needs; Teaching Methods; Self Determination; Special Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Well-being; Wellness; Wohlbefinden; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Charter school; Charter-Schule; Elternverhalten; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Student well-being (as opposed to an overemphasis on learning outcomes or technologies) should serve as the central component of a successful online model for students with disabilities. Historically, research on online schools for students with disabilities has focused on outcomes. One online charter school's growth of the students with disabilities population has outpaced the growth of the general education student population over the past eight years, which is an unusual trend that warrants additional scrutiny. Using anonymous parent and student surveys coupled with in-depth phenomenological interviews, this explanatory mixed-methods study investigates the reasons families of students with disabilities chose online learning at this particular school and what their experiences have been. The findings suggest that parents and students value the learning environment in terms of choosing when, where, and how to learn, and the student experience in terms of safety, support, academics, and teachers. Further analysis suggests the importance of mattering, social safety and connection, open educational resource-enabled pedagogy, and self-determination in providing supportive online learning environments for students with disabilities and their parents. This dissertation can be downloaded at www.delainatonks.com. [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	2024/1/01