Enhancing Math Education in Texas through Blended Learning: A District Case Study Highlighting Its Transformative Impact. Policy Brief. No. 4

Autor/inn/en	Kristin E. Mansell; Heather Greenhalgh-Spencer
Institution	Texas Tech University (TTU), Center for Innovative Research in Change, Leadership, and Education (CIRCLE)
Titel	Enhancing Math Education in Texas through Blended Learning: A District Case Study Highlighting Its Transformative Impact. Policy Brief. No. 4
Quelle	(2024) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Elementary School Mathematics; Elementary School Students; Middle School Mathematics; Middle School Students; Mathematics Instruction; Mathematics Achievement; Mathematics Skills; State Aid; Grants; Case Studies; Blended Learning; Computer Uses in Education; Student Evaluation; Self Evaluation (Individuals); Student Empowerment; Learner Engagement; Longitudinal Studies; Texas + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Grant; Finanzielle Beihilfe; Case study; Fallstudie; Case Study; Computernutzung; Schulnote; Studentische Bewertung; Studienberechtigung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	In 2018, the Texas Education Agency (TEA) introduced a competitive grant program designed to assist Local Education Agencies (LEA) in attaining Math Innovation Zone (MIZ) designation through a four-year process which ensures program fidelity. The primary objective of this initiative is to enhance math proficiency levels for PreK - 8th grade students through the implementation of a blended learning model in math classrooms. Blended learning (BL), recognized for its data-driven pedagogical approach, integrates specialized adaptive software with traditional in-person teaching. This combination equips teachers with the capability to promptly assess student comprehension in real-time during the learning progress, enabling them to deliver tailored interventions and extensions as needed to each student. The incorporation of direct teacher instruction and peer collaboration of traditional in-person teaching along with adaptive software providing a formative and self-assessment component for students in the blended learning approach empowers students, fostering active engagement and increased agency in their learning journey. This policy brief presents a case study of a BL district in Texas. We analyze data from both before the implementation of the blended learning model through four years thereafter. Additionally, we assess whether more students are adequately prepared for enrolling in Algebra I in 8th grade, a key objective of the blended learning program. The focus on a single school district allowed for a nuanced examination, enabling a clearer understanding of the impacts when comparing BL campuses to non-BL campuses within the same district. (As Provided).
Anmerkungen	Center for Innovative Research in Change, Leadership, and Education. Texas Tech University, College of Education, 3002 18th Street, Room 168, Lubbock, TX 79409. Tel: 806-834-2923; e-mail: circle.educ@ttu.edu; Web site: https://hdl.handle.net/2346/88837
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04