東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

How Online Schools Serve and Fail to...

Figueiredo-Brown, Regina.

Linked to FindBook

Google Book

Amazon

博客來

How Online Schools Serve and Fail to Serve At-Risk Students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	How Online Schools Serve and Fail to Serve At-Risk Students./
Author:	Figueiredo-Brown, Regina.
Description:	239 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3590466
ISBN:	9781303302015

How Online Schools Serve and Fail to Serve At-Risk Students.
Figueiredo-Brown, Regina.

How Online Schools Serve and Fail to Serve At-Risk Students. - 239 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

Purpose: Online schools were initially designed to provide access to diverse courses to advanced and homeschooled students, however, many online schools now market their programs specifically to students whose needs place them at-risk in traditional schools. The capacity of technology to address any of the needs of under-served students is largely undetermined and it is unclear if online schools are in fact enrolling significant proportions of these students. Furthermore, little is known about the ways in which online schools are supporting the needs of the under-served students they are enrolling.

ISBN: 9781303302015Subjects--Topical Terms:

1669130
Education, Policy.

How Online Schools Serve and Fail to Serve At-Risk Students.
LDR:03372nam a2200325 4500 001 1961943
005 20140730075639.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303302015
035 $a (MiAaPQ)AAI3590466
035 $a AAI3590466
040 $a MiAaPQ $c MiAaPQ
100 1 $a Figueiredo-Brown, Regina. $3 2097938
245 1 0 $a How Online Schools Serve and Fail to Serve At-Risk Students.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Doug Harris.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a Purpose: Online schools were initially designed to provide access to diverse courses to advanced and homeschooled students, however, many online schools now market their programs specifically to students whose needs place them at-risk in traditional schools. The capacity of technology to address any of the needs of under-served students is largely undetermined and it is unclear if online schools are in fact enrolling significant proportions of these students. Furthermore, little is known about the ways in which online schools are supporting the needs of the under-served students they are enrolling.
520 $a The purpose of this study is to establish how and in what ways online schools serve under-served students. Given the almost complete absence of research at the intersection of under-served students and online learning, a descriptive analysis is an appropriate place to start.
520 $a Data Collection and Analysis: This study was conducted in two phases. First, a near-census of state level enrollment and demographic data identifying students enrolled in Virtual Schools in most of the states authorizing fulltime online schools was completed by examining state websites and surveying state department of education staff. Second, case study analysis of four schools in different U.S. regions was completed, including in-depth interviews with administrators, teachers, support staff and students. Online and face-to-face classes and learning sites were observed. Schools were selected from states offering full-time online options and based on their enrollment of under-served students.
520 $a Findings: In this study I define what under-served students need as four separate but interdependent components: adequate resources, fair systems, excellent teaching and culturally responsive practices. In each component I analyze the ways in which online learning can specifically contribute.
520 $a The reoccurring theme observed in 3 out of the 4 schools studied, however, is that technology's potential is barely reflected in online schools. Practitioners are still using online technology to deliver an education system firmly rooted in conventional school practices leaving the potential of online technology still untapped. However, one school - Blended Virtual H.S.-- consistently pushes itself to more fully garner technology's potential in innovative and substantive ways and their staff appreciates, challenges and is ready to empower their students.
590 $a School code: 0262.
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Technology of. $3 1018012
690 $a 0458
690 $a 0710
710 2 $a The University of Wisconsin - Madison. $b Educational Policy Studies. $3 2097939
773 0 $t Dissertation Abstracts International $g 74-12A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3590466