Literaturnachweis - Detailanzeige
Autor/inn/en | Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Good, Annalee; Cheng, Huiping (Emily) |
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Titel | A Look inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes |
Quelle | In: American Educational Research Journal, 56 (2019) 6, S.2147-2188 (42 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831219838776 |
Schlagwörter | High School Students; Course Selection (Students); At Risk Students; Online Courses; Mathematics Achievement; Reading Achievement; Achievement Gains; Scores; Credits; Grade Point Average; Repetition; Outcomes of Education; Urban Schools; Blended Learning High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Course selection; Kurswahl; Online course; Online-Kurs; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Achievement gain; Leistungssteigerung; Wiederholung; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
Abstract | This research examines online course-taking in high schools, which is increasingly used by students falling behind in progress toward graduation. The study looks inside educational settings to observe how online courses are used and assess whether students gain academically through their use. Drawing on 7 million records of online instructional sessions linked to student records, we find mostly negative associations between online course-taking and math and reading scores, with some gains in credits earned and grade point averages by upperclassmen. Those least prepared academically and with weaker course-taking behaviors fared more poorly and were likely set back by online course-taking. Limited resources constrained the implementation of district-recommended practices and instructional supports, such as live teacher interactions and individualized content assistance. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |