Literaturnachweis - Detailanzeige
Autor/inn/en | LaBanca, Frank; Oh, Youn Joo; Lorentson, Mhora; Jia, Yueming; Sibuma, Bernadette; Snellback, Margot |
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Institution | Nellie Mae Education Foundation; Education Development Center, Inc. (EDC) |
Titel | Blended Instruction: Measuring the Impact of Technology-Enhanced, Student-Centered Learning on the Academic Engagement, Skills Acquisition, and Achievement of Underserved Students |
Quelle | (2015), (32 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Blended Learning; Educational Technology; Technology Uses in Education; Student Centered Learning; Learner Engagement; Academic Achievement; At Risk Students; Science Achievement; Science Instruction; Mathematics Instruction; Urban Schools; High School Students; STEM Education; Grade 9; Program Effectiveness; Grade 10; Grade 11; Grade 12; Connecticut; Massachusetts; TerraNova Multiple Assessments Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulleistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; STEM; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Master-Studiengang |
Abstract | Research on blended learning's effect on student motivation has been largely limited to undergraduate and adult populations. To address this gap in research, a mixed methods approach is used to examine the impact of the STEM21 Academy's blended instructional approach on 9th-grade students' (1) engagement in science and mathematics learning; (2) acquisition of 21st century and inquiry skills; and (3) academic achievement in science. Additionally, the study examines the impact that blended instruction practices had on underserved students in particular. This study was completed within the context of a larger, longitudinal research study in 12 urban high schools in Connecticut and Massachusetts. As such, the examination is multifaceted and sits within a larger body of research that examines the affective and cognitive impact of blended instruction on students in grades 9-12. [This report was co-produced by Education Connection, one of Connecticut's six Regional Service Centers.] (ERIC). |
Anmerkungen | Nellie Mae Education Foundation. 1250 Hancock Street Suite 701N, Quincy, MA 02169. Tel: 781-348-4200; Tel: 877-635-5436; Fax: 617-472-4089; e-mail: info@nmefoundation.org; Web site: https://www.nmefoundation.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |