STRATEGIC APPROACH IN MODEL OF SCHOOLING ”K-12”

Electronic learning is such aspect of modern learning where lectures, examination or instruction performs exclusively through Internet, while the percentage of learning and using ICT is over 80%. Key elements of e-learning pattern are technological mainframe, curriculum, interaction, strategic management and marketing. Model K-12 gives his contribution in organization of education and time flexibility, provides quality communication and gains higher profit. The paper addresses model of schooling K-12 which needs to be compared with current stage in Republic of Croatia. It is confusing that the term of e-learning industry still does not find itself in Croatian economical terminology, although its value in 2008 was ranked on 38 billions of euros.e-learning, model K-12, education management, KM, ICT

Elementary Teachers\u27 Experiences of Student Engagement During Forced Virtual Learning: A Phenomenological Approach

The purpose of this transcendental phenomenological study was to understand and describe Virginia\u27s Shenandoah Valley Elementary School teachers\u27 experiences of student engagement during forced virtual learning. Teachers\u27 experiences were defined by their positive or negative perceptions of virtual learning experiences. Bandura\u27s social learning theory guided this study on the importance of student engagement in the classroom. This qualitative, transcendental phenomenological study included 12 elementary school teachers from the Madre school division. Data were collected through interviews, letter writing, and focus groups. The precoding and coding processes were used for data analysis to identify three final themes. The themes were online classroom management, digital tools for engagement, and collaboration. Each theme supported this study\u27s central and sub-research questions to gain insight into elementary school teachers\u27 experiences of student engagement during forced virtual learning

A Phenomenological Study on the Lived Experience of Diverse Learners in the Middle School Classrooms Who Failed the Final Exam in Reading and Comprehension at the End of the School Year

The purpose of this phenomenological study is to explore the lived experiences of 12-15 participants in grades 7-9 who failed the final exam in reading and comprehension at the end of the school year at a school in the Virgin Gorda school district. The central research question that guides this research is: What are the lived experiences of diverse learners in middle school classrooms who failed the final exam in reading and comprehension at the end of the school year? The theories guiding this study are Vygotsky\u27s sociocultural theory and Albert Bandura’s cognitive theory, as they connect to the experiences of diverse learners in the classroom and are related to diversity. A phenomenological approach was used to gather first-hand stories from individuals through face-to-face interaction. Also, a triangulation method was used to collect multiple sources of data. The data sources include classroom observations, interviews, and photographs. The data was coded through bracketing chunks and representations to create descriptions and analyze themes for the finding. Three themes and eight sub-themes emerged from the study. The themes emerged were instructional engagement, classroom management and social engagement. Based on the implications of finding teachers and stakeholders must be aware of the deficiencies that takes places in middles school classrooms and provide the necessary training and tools to help students succeed. Future research should be undertaken on all four public schools in the Virgin Islands school district to get a more comprehensive and accurate view of students lived experiences

Teacher? Learner? Both!

February 2011 55 It may be cold and snowy, but it’s not too early to begin seeking summer professional development (PD) opportunities. Summer is a great time for teachers to attend PD workshops and learn new techniques to bring back to their classrooms. However, teachers often wonder if by the time September rolls around, they’ll remember everything they learned. Will they have the necessary knowledge and skills to implement new ideas and content in their classrooms? Teachers often have questions about how the strategies they learned at the workshop will work with their students. Wouldn’t it be great if teachers had the opportunity to practice implementing new strategies during PD so that they could hone their skills before returning to their classrooms? That’s what 35 teachers got to experience as part of the QUEST (Quality Elementary Science Teaching) program. The unique design of the summer institute allows teachers to shift into the role of learner as they participate in the workshop, and then shift back into the role of teacher as they facilitate a summer outreach program for students. In this article, we describe QUEST as a model for meaningful PD

The Causal-Comparative Analysis of Academic Performance of High School Students With and Without Disabilities in the Face-To-Face and Online Educational Settings

The purpose of this non-experimental causal-comparative study was to determine whether there is a statistically significant difference in the academic performance of high school students with and without disabilities who received math instructions in face-to-face and online educational settings during the 2020-2021 school year. During that year, educational establishments worldwide transitioned from traditional face-to-face to online delivery mode, complying with the social distancing requirements due to the COVID-19 pandemics. The current study employed a convenience sample that consisted of 588 high school students from Georgia. Participants took the Georgia Milestones End-of-Course Test in Algebra I in the spring of 2021 after receiving math instructions in the online or face-to-face settings. The researcher used this test as the instrument and compared the participants’ scores. A two-way analysis of variance was used to examine the differences among six groups of students based on their disability status and the number of semesters taken online. The findings revealed that students with disabilities exhibited lower academic performance in math compared to their general education peers. Additionally, the study suggested that the transition to online learning during the COVID-19 pandemic had a negative impact on learning outcomes for all participants. However, the study did not find a significant interaction between students’ disability status and the number of online semesters in relation to their academic performance. The limitations of the study included the specific population and quasi-experimental design. Recommendations for future research addressed the factors that may affect students’ learning outcomes in online and face-to-face settings

The impact of broadband in schools

The report reviews evidence for the impact of broadband in English schools, exploring; Variations in provision in level of broadband connectivity; Links between the level of broadband activity and nationally accessible performance data; Aspects of broadband connectivity and the school environment that contribute to better outcomes for pupils and teachers; Academic and motivational benefits associated with educational uses of this technology

Semantic Features and Pragmatic Functions of Alternative Question in Mandarin Chinese

Through the analysis of the definition and syntactic form of alternative question in Mandarin Chinese, the semantic features and relationships of its internal elements are abstracted. In its typical syntactic structure “(是) A还是 (or) B”, there are two types of options A and B, namely real options A and B which belong to the same category, and virtual ones created by the speaker in context. Based on this, the alternative question is classified. Its usage characteristics and usage scenarios are summarized by analyzing the example sentences of both conventional and unconventional new emerging usage in BBC corpus. At last, its five pragmatic functions are concluded, namely providing options, expressing speculation, expressing strong emotions, emphasizing and creating demand

The Effects of RtI and Computer-Based Programs on Addressing Literacy Acquisition Skills

The purpose of this quantitative quasi-experimental, pretest-posttest, control group design study was to investigate the effects of Response to Intervention (RtI) and computer-based programs on addressing literacy acquisition skills. This study is important because there is an inordinate number of students who are designated as requiring special education services due to a lack of reading achievement. This study is significant because the success of student achievement, and promotion from one grade to the next, hinges on students’ reading ability. This study sample was drawn from 55 first and 55 second-grade students from a Title One school in the upper state of South Carolina. The control group of first and second-grade students completed a pre and post-test using the Measure of Academic Progress English Language Arts assessment (MAP-ELA). The treatment group received computer-based supplemental literacy instruction, and the control group received traditional reading instruction. An Analysis of Covariance (ANCOVA) test was used to determine if there was a difference in literacy scores between students who received RtI through a supplemental computer-based program, Raz-Kids, as measured through MAP-ELA testing when controlling for the pretest. All Assumptions of ANCOVA were tested and met, concluding that the study resulted in no significant difference between students who were exposed to treatment as compared to the students who were in the control groups. Further research is recommended. Recommendations include ensuring each class is heterogeneously mixed, treatment is utilized 15-20 minutes each day, every test taker uses their time efficiently, there is a co-proctor in each group taking MAP-ELA, and there is an extra researcher to monitor the appropriate implementation of Raz-Kids