東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

The Effect of the Synchronous and As...

Walker, Amy W.,

FindBook

Google Book

Amazon

博客來

The Effect of the Synchronous and Asynchronous Learning Environment on i-Ready Math and Reading Diagnostic Assessment Growth /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of the Synchronous and Asynchronous Learning Environment on i-Ready Math and Reading Diagnostic Assessment Growth // Amy W Walker.
作者:	Walker, Amy W.,
面頁冊數:	1 electronic resource (138 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30426613
ISBN:	9798379443917

The Effect of the Synchronous and Asynchronous Learning Environment on i-Ready Math and Reading Diagnostic Assessment Growth /
Walker, Amy W.,

The Effect of the Synchronous and Asynchronous Learning Environment on i-Ready Math and Reading Diagnostic Assessment Growth /Amy W Walker. - 1 electronic resource (138 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: B.

During the Spring 2020 semester, all fifty states in the United States closed schools from in-person instruction due to the COVID-19 global pandemic. When the two Upstate South Carolina school districts in this study reopened in the Fall of 2020, they gave families the option of allowing students to attend newly developed virtual schools which served all grades, kindergarten through twelfth, or to attend school in person on a hybrid A/B model.The researcher examined i-Ready math and reading assessment growth data of all K5-12 grade SPED students enrolled in online learning environments in the two school districts to determine if the learning environment impacted academic growth. The researcher used a quantitative method to conduct a systematic review. The researcher conducted a dependent samples t-test to compare the fall-to-winter 2020 i-Ready reading and math growth of the SPED students receiving an education virtually to the fall-to-winter 2019 i-Ready math and reading growth scores of the same SPED students while receiving instruction in a traditional classroom setting. The researcher used an independent samples t-test to compare students' i-Ready reading and math assessment growth to determine if the asynchronous versus synchronous online learning environments impacted academic growth.After completing the study, the researcher concluded the SPED students' academic growth in the online learning environment showed differences in reading and math. Differences in reading growth were more significant than in math. The study results also showed no significant difference in academic growth for students in the synchronous and asynchronous learning environments. However, academic growth was higher in the face-to-face environment than in the online learning environment in both reading and math for synchronous and asynchronous students.

English

ISBN: 9798379443917Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Asynchronous

The Effect of the Synchronous and Asynchronous Learning Environment on i-Ready Math and Reading Diagnostic Assessment Growth /
LDR:03335nmm a22004453i 4500 001 2431742
005 20250624130441.5
006 m o d
007 cr|nu||||||||
008 261011s2022 miu||||||m |||||||eng d
020 $a 9798379443917
035 $a (MiAaPQD)AAI30426613
035 $a AAI30426613
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Walker, Amy W., $e author. $3 3820690
245 1 0 $a The Effect of the Synchronous and Asynchronous Learning Environment on i-Ready Math and Reading Diagnostic Assessment Growth / $c Amy W Walker.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 1 electronic resource (138 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
500 $a Advisors: Givins, Lee Committee members: Mathis, Stephanie; Corder, William.
502 $b Ed.D. $c Converse University $d 2022.
520 $a During the Spring 2020 semester, all fifty states in the United States closed schools from in-person instruction due to the COVID-19 global pandemic. When the two Upstate South Carolina school districts in this study reopened in the Fall of 2020, they gave families the option of allowing students to attend newly developed virtual schools which served all grades, kindergarten through twelfth, or to attend school in person on a hybrid A/B model.The researcher examined i-Ready math and reading assessment growth data of all K5-12 grade SPED students enrolled in online learning environments in the two school districts to determine if the learning environment impacted academic growth. The researcher used a quantitative method to conduct a systematic review. The researcher conducted a dependent samples t-test to compare the fall-to-winter 2020 i-Ready reading and math growth of the SPED students receiving an education virtually to the fall-to-winter 2019 i-Ready math and reading growth scores of the same SPED students while receiving instruction in a traditional classroom setting. The researcher used an independent samples t-test to compare students' i-Ready reading and math assessment growth to determine if the asynchronous versus synchronous online learning environments impacted academic growth.After completing the study, the researcher concluded the SPED students' academic growth in the online learning environment showed differences in reading and math. Differences in reading growth were more significant than in math. The study results also showed no significant difference in academic growth for students in the synchronous and asynchronous learning environments. However, academic growth was higher in the face-to-face environment than in the online learning environment in both reading and math for synchronous and asynchronous students.
546 $a English
590 $a School code: 6543
650 4 $a Educational leadership. $3 529436
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
650 4 $a Mathematics. $3 515831
653 $a Asynchronous
653 $a COVID-19
653 $a Equivalency theory
653 $a Special education
653 $a Synchronous
690 $a 0449
690 $a 0201
690 $a 0529
690 $a 0405
710 2 $a Converse University. $b Department of Leadership Studies. $e degree granting institution. $3 3820691
720 1 $a Givins, Lee $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 84-11B.
790 $a 6543
791 $a Ed.D.
792 $a 2022
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30426613