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The Effect of the Synchronous and As...

Walker, Amy W.,

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of the Synchronous and Asynchronous Learning Environment on i-Ready Math and Reading Diagnostic Assessment Growth // Amy W Walker.
Author:	Walker, Amy W.,
Description:	1 electronic resource (138 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
Subject:	Educational leadership. -
Online resource:	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 /
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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
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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
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690 $a 0201
690 $a 0529
690 $a 0405
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720 1 $a Givins, Lee $e degree supervisor.
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791 $a Ed.D.
792 $a 2022
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