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Percentage of Synchronous Instructio...

Rausch, Alexander Charles.

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Percentage of Synchronous Instructional Attendance and Cyber Charter Middle School Student Reading Comprehension Skill Growth.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Percentage of Synchronous Instructional Attendance and Cyber Charter Middle School Student Reading Comprehension Skill Growth./
Author:	Rausch, Alexander Charles.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	176 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31145428
ISBN:	9798382205403

Percentage of Synchronous Instructional Attendance and Cyber Charter Middle School Student Reading Comprehension Skill Growth.
Rausch, Alexander Charles.

Percentage of Synchronous Instructional Attendance and Cyber Charter Middle School Student Reading Comprehension Skill Growth. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 176 p.

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (Ed.D.)--Cabrini University, 2024.

This non-experimental correlational quantitative research study was conducted to examine the relationship between the percentage of voluntary live synchronous virtual lesson attendance (LVLA) and the reading comprehension skill growth of sixth through eighth-grade English Language Arts (ELA) students enrolled in a Pennsylvania full-time online public cyber charter school. Existing literature presented concerns about reading achievement outcomes for middle school students in full-time virtual charter schools, as well as identified the need for further research into synchronous online teaching as an effective instructional practice. This study analyzed archival assessment and demographic data from the 2022-2023 school year. As a result of the attendance policy at the school site that permitted students to attend synchronous instructional sessions or watch a recording asynchronously, each statistical test was conducted including and excluding student cases with zero LVLA percentage. This study found a weak, but statistically significant relationship between attendance and growth when including and excluding cases with zero LVLA. Simple regression found attendance percentage was predictive of growth when excluding zero LVLA cases, although the contribution of LVLA was minimal. Analysis of descriptive statistics highlighted a higher median growth score for students who attended a greater percentage of voluntary live synchronous virtual lessons. The findings of this study contributed meaningful quantitative data to the existing gap in the literature about cyber charter middle school students and reading comprehension skill growth, as well as evidence-based recommendations to improve cyber charter school teaching and instructional policies.

ISBN: 9798382205403Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Cyber charter school

Percentage of Synchronous Instructional Attendance and Cyber Charter Middle School Student Reading Comprehension Skill Growth.
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500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
500 $a Advisor: Sheety, Alia.
502 $a Thesis (Ed.D.)--Cabrini University, 2024.
520 $a This non-experimental correlational quantitative research study was conducted to examine the relationship between the percentage of voluntary live synchronous virtual lesson attendance (LVLA) and the reading comprehension skill growth of sixth through eighth-grade English Language Arts (ELA) students enrolled in a Pennsylvania full-time online public cyber charter school. Existing literature presented concerns about reading achievement outcomes for middle school students in full-time virtual charter schools, as well as identified the need for further research into synchronous online teaching as an effective instructional practice. This study analyzed archival assessment and demographic data from the 2022-2023 school year. As a result of the attendance policy at the school site that permitted students to attend synchronous instructional sessions or watch a recording asynchronously, each statistical test was conducted including and excluding student cases with zero LVLA percentage. This study found a weak, but statistically significant relationship between attendance and growth when including and excluding cases with zero LVLA. Simple regression found attendance percentage was predictive of growth when excluding zero LVLA cases, although the contribution of LVLA was minimal. Analysis of descriptive statistics highlighted a higher median growth score for students who attended a greater percentage of voluntary live synchronous virtual lessons. The findings of this study contributed meaningful quantitative data to the existing gap in the literature about cyber charter middle school students and reading comprehension skill growth, as well as evidence-based recommendations to improve cyber charter school teaching and instructional policies.
590 $a School code: 2016.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Middle school education. $3 969762
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational technology. $3 517670
653 $a Cyber charter school
653 $a Middle school students
653 $a Online learning
653 $a Reading comprehension
690 $a 0449
690 $a 0514
690 $a 0450
690 $a 0710
690 $a 0535
710 2 $a Cabrini University. $b Educational Leadership. $3 3423927
773 0 $t Dissertations Abstracts International $g 85-10A.
790 $a 2016
791 $a Ed.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31145428