Basics of qualitative research: Grounded theory procedures and techniques

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Our professional services was launched having a hope to serve as a total on the internet electronic catalogue that gives usage of many PDF file guide assortment. You will probably find many different types of e-guide as well as other literatures from our paperwork database. Distinct preferred topics that spread on our catalog are trending books, solution key, assessment test questions and answer, guideline sample, exercise guideline, test test, customer guide, user guide, assistance instruction, repair guidebook, etc.

Qualitative research for education: An introduction to theories and methods

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

The Social Psychology of Organizations.

4 Introduction 5 Distance Education in the K–12 Context 5 Characteristics for Success 6 Teaching and Learning Theory 7 Purpose of the Study 8 Method 10 Location and Selection of Studies 11 Limitations of the Review 13 Coding of Study Features 13 Calculation of Effect Sizes 14 Statistical Analysis of Effect Sizes 15 Results 15 Characteristics of the Study 15 Overall Effects on K–12 Distance Education 16 Publication and Methodological Variables 18 Distance Education Variables 18 Instructional and Program Variables 19 Discussion 19 Implications for Research and Practice 19 Conclusions 21 The Need for Prospective Study in Virtual Schooling 22 Recommendations for K–12 Online Learning Policy and Practice 23 References 26 Appendix: Coded Variables and Study Features in the Codebook 32

/pdf/the-effects-of-distance-education-on-k-12-student-outcomes-a-2yffics194.pdf

The Effects of Distance Education on K-12 Student Outcomes: A Meta-Analysis.

This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasi-experimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance and expand education options because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. (Contains 59 references and an appendix of studies.) (Author/AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** The Effectiveness of Interactive Distance Learning Technologies on K-12 Academic Achievement U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. 6 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. By: Catherine S. Cavanaugh 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY C. Cavanaugh TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis Catherine S. Cavanaugh University of South Florida, Tampa This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasiexperimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance and expand education options because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. Between 1989 and 1996, the number of instructional computers in schools increased over 200% and by 1997, the number of schools with Internet access had reached 70% (Software Publishers Association, 1998). In today's education climate, use of current technology becomes

/pdf/the-effectiveness-of-interactive-distance-education-4mroufokv6.pdf

The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis

The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance education. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.

/pdf/research-and-practice-in-k-12-online-learning-a-review-of-x45k6a3tur.pdf

Research and Practice in K-12 Online Learning: A Review of Open Access Literature

Abstrac t: The number of students taking online c ourses in K-12 has inc reased exponentially sinc e the inc eption of virtual sc hools in 1996. However, K-12 virtual sc hooling is a re lat ive ly new c onc ept for those involved in teac her educ ation. As teac her educ ation departments build pre-servic e preparation programs, in-servic e professional development opportunit ies, and state-wide endorsements and c ert ific at ions, they will need to do so with a firm grasp of exist ing standards and prac tic es within the fie ld. This paper desc ribes several major attempts to form standards and best prac tic es. In doing so, it also explores the researc h bac king and the need for addit ional researc h to support suc h standards. The paper c onc ludes with a disc ussion about the various roles future teac hers might play in virtual sc hool work and the assoc iated standards that would guide their instruc tion. Citation Ferdig, R.E., Cavanaugh, C., DiPietro, M., Blac k, E.W. & Dawson, K. (2009). Virtual Sc hooling Standards and Best Prac tic es for Teac her Educ ation. Journal of Technology and Teacher Education, 17(4), 479-503. Waynesville , NC USA: Soc iety for Information Tec hnology & Teac her Educ ation. Retrieved July 21, 2018 from https://www.learntec hlib.org/primary/p/30481/. © 2009 Society for Information Technology & Teacher Education

Virtual Schooling Standards and Best Practices for Teacher Education

This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K–12 schools in 11 Florida districts. Trained observers used two valid observation instruments to measure teaching practices and technology use. The Mantel-Haentzel procedure was used to infer statistical differences between fall and spring observations. Observed percentages, means, standard deviations and effect sizes are provided. Results suggest laptop implementation and professional development can lead to increased student-centered teaching, increased tool-based teaching, and increased meaningful use of technology. This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices.

/pdf/florida-s-eett-leveraging-laptops-initiative-and-its-impact-1glaeqf4bd.pdf

Cathy Cavanaugh

Papers

The Effects of Distance Education on K-12 Student Outcomes: A Meta-Analysis.

The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis

Research and Practice in K-12 Online Learning: A Review of Open Access Literature

Virtual Schooling Standards and Best Practices for Teacher Education

Florida's EETT Leveraging Laptops Initiative and Its Impact on Teaching Practices