Thinking Outside the (Bricks-and-Mortar) Box(es): Using Cyberspace Technology to Reconceptualize Schooling and Community in the Face of Resegregation

As the 50th anniversary of the landmark Brown v. Board of Education decision arrives, a notably gesellschaftliche (individualist, freedom-oriented, rationalist) paradigm in the education policy agenda prevails. That is to say, in the wake of a series of Supreme Court decisions and the proliferation of publicly funded, ethnocentric charter schools in the past few decades, this country has moved away from Brown\u27s celebrated ideals and closer to the old idea of separate but equal. Furthermore, the disconnect is occurring along racial and cultural lines. Thus, if we are to achieve the benefits of diversity in schooling and create a more gemeinschaftliche (communitarian, help-oriented, democratic) orientation in education, we must think outside of the box; we must think digitally. The Internet as an embodiment of multiple forms of computer-mediated communications is a notably communal space imbued with gemeinschaftliche properties. Thus, to the traditional forms of schooling, we should look to add the community-building nature of computer-mediated communications to create virtual learning communities that bring together young people of different racial, cultural, economic and/or geographic identifications

Digital Equity in Education: A Multilevel Examination of Differences in and Relationships between Computer Access, Computer Use and State-level Technology Policies

Using data from the National Assessment of Educational Progress (NAEP) state assessment and a survey of state-level technology policies, this study examined digital equity in education as a multilevel organizational phenomenon with data from 70,382 students in 3,479 schools and 40 states. Students in rural schools or schools with higher percentages of African American students were likely to have less access to computers. With respect to computer use, girls and students eligible for free or reduced-price lunch were more likely to use computers more frequently when computers are available in the classroom. With respect to relationships between computer access and computer use, having computers available in a lab increases the likelihood of higher levels of computer use. The results suggested that no more than 5% of the variance in computer access can be attributed to state factors, and less than 1% of the variance in computer use was between states. The findings suggested that where student technology standards are integrated into subject-area standards, computer use was likely lower than in other states. In states where pre-service teachers must meet technology-related requirements to receive their teaching credential and states where funds earmarked for technology are distributed as competitive grants, computer use was likely to be higher

Mind the Gaps: Exploring the Use of Technology to Facilitate Parental Involvement, Particularly for Historically Underserved Populations

Decades of research establishes positive associations between parental involvement and a number of important student outcomes, including student achievement. Furthermore, a number of technological innovations make facilitating parental involvement more possible than ever. Those possibilities, however, require varying levels of technological sophistication and infrastructure developments in the homes and communities. That a well-documented digital divide exists between low-income and more-affluent communities means that students and families who live in low-income communities--generally, people of color--can be denied access to opportunities for meaningful involvement in and engagement with the schools. To avoid creating an opportunity gap, school leaders must therefore understand and work with the families and communities whom they serve as they move toward technological facilitation of home-school-community connections

Here, There, and Everywhere: A Review of DIY U by Anya Kamenetz

Book Review of DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education by Anya Kamenetz

The School Principal and Teacher Retention

This report comes from the MERC Teacher Retention study. This study was designed to identify patterns of teacher retention in the MERC region and to determine the school and system-level factors driving them. The study also provides an overview of state and regional policies and programs relevant to teacher retention, and includes evaluations of existing policies and initiatives to determine efficacy and cost benefit. This policy brief examines the role of leadership, and specifically the school principal, in retaining teachers. The brief includes a review of studies that used survey scales to measure leadership and then disaggregate and re-aggregate the items in those scales into a handful of common themes. The purpose of this policy brief is to review the foundational literature on the role of the principal in order to develop a set of focus areas for principals who want to improve teacher retention

Online Learning: Exploring the Landscape

The Policy and Planning Council of the Metropolitan Educational Research Consortium (MERC) at Virginia Commonwealth University (VCU) rightfully identified online learning as an area ripe for study. This report summarizes findings from both phases of the research is the first report of the study that was ultimately commissioned. After a brief review of the literature, this report includes a description of the survey research portion of the study as well as findings from the statewide survey that was undertaken and then phase 2, which consisted of case studies of four Virginia school divisions. The report concludes with a brief summary of the findings and some policy and research recommendations

Economic Evaluation of Teacher Induction Programs: A Report

Research shows that teacher induction programs can be effective as measured by a number of outcomes. However, research also shows that teacher induction programs vary greatly from one district to another. Furthermore, there is no research that examines teacher induction programs with respect to costs and benefits. Educational leaders and stakeholders do not need to wait on formal institutional research to do such an economic evaluation. This report, in combination with a How-to-Guide, the Teacher Induction Program Cost Matrix and the Teacher Induction Program Benefit-Cost Workbook, comprises a toolkit designed to allow school and district leaders to conduct an economic evaluation of their teacher induction program

Economic Evaluation of Teacher Induction Programs: A Toolkit How-to Guide

Research shows that teacher induction programs can be effective as measured by a number of outcomes. However, research also shows that teacher induction programs vary greatly from one district to another. Furthermore, there is no research that examines teacher induction programs with respect to costs and benefits. Educational leaders and stakeholders do not need to wait on formal institutional research to do such an economic evaluation. This how-to guide, in combination with a comprehensive report, the Teacher Induction Program Cost Matrix and the Teacher Induction Program Benefit-Cost Workbook, comprises a toolkit designed to allow school and district leaders to conduct an economic evaluation of their teacher induction program

Assessing technology literacy: The Case for an authentic, project-based learning approach

This whitepaper takes a comprehensive look at the research, policies, and practices of technology literacy in K-12 settings in the United States. It builds a research-based case for the central importance of doing as part of technology literacy, meaning more than just being able to answer canned questions on a test. It also explores the current approaches to develop meaningful assessment of student technology literacy at a national, state, and local level, including TechYES

West Virginia Story: Achievement Gains from a Statewide Comprehensive Instructional Technology Program

This report describes West Virginia\u27s Basic Skills/Computer Education (BS/CE) program and connects its features to gains in student test scores that are practically and statistically significant. The program consists of three components: (1) software that focuses on the state\u27s basic skills goals in reading, language arts, and mathematics; (2) enough computers in the schools so that all students will be able to have easy and regular access to the basic skills software; and (3) professional development for teachers in the use of the software and the use of computers in general. Data were collected from all fifth graders (n=950) in 18 elementary schools selected to represent the range of variables that might influence technology use and student achievement. Survey data were also collected from 290 teachers. Results were analyzed using a model that includes access to software and computers, attitudes toward technology, and teacher training and involvement. The relationship of BS/CE to student achievement, as measured by the Stanford-9 achievement test, is examined. Findings suggest that the BS/CE program had a powerfully positive effect, especially in those schools that used it most intensively. Ten figures and tables illustrate findings. (AEF