Teacher Perceptions of Virtual Credit Recovery Program Equivalency

Richard J. Vigilante Jr.

doi:10.4018/ijvple.2019010102

Teacher Perceptions of Virtual Credit Recovery Program Equivalency

International Journal of Virtual and Personal Learning Environments ◽

10.4018/ijvple.2019010102 ◽

2019 ◽

Vol 9 (1) ◽

pp. 16-38

Author(s):

Richard J. Vigilante Jr.

Keyword(s):

Teacher Perceptions ◽

Learning Experiences ◽

Credit Recovery ◽

Viable Alternative ◽

Design Procedures ◽

Artifact Analysis ◽

Time Utilization ◽

Numeric Data ◽

Recovery Program ◽

Credit Recovery Program

This article examines the equivalency of virtual credit recovery (VCR) programs as a viable alternative to earning back failed credits needed to graduate on time. Utilization of interviews and questionnaires assisted with collecting perspective data of 10 teachers facilitating the VCR program. Artifact analysis provided a third source of numeric data and allowed for triangulation of results. Data underwent thematic analysis and pattern matching, which led to the development of five main themes: (1) knowledge of students, (2) instructional design procedures, (3) facilitator communication and support, (4) instructional assistance, and (5) outcomes. Data analysis revealed the existence of both positive and negative learning experiences, both of which affect the overall equivalency of the VCR program. Although learning experiences varied in value, results indicated VCR programs provide an equivalent and viable alternative to earning back failed credits needed to graduate on time.

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The Teacher's Role in Effective Computer–Assisted Instruction Intervention

Mathematics Teacher ◽

10.5951/mt.104.7.0532 ◽

2011 ◽

Vol 104 (7) ◽

pp. 532-536

Author(s):

David R. Snow

Keyword(s):

High School ◽

Public Schools ◽

Credit Recovery ◽

Computer Assisted Instruction ◽

Computer Assisted ◽

Effective Teacher ◽

Assisted Instruction ◽

Recovery Program ◽

Credit Recovery Program

In January 2006 the Billings (Montana) Public Schools adopted a computer–assisted instruction (CAI) intervention aimed at helping students recover credits that they had attempted but had not attained. I volunteered to teach the algebra component in my high school. Through the following seven semesters, I came to better understand the role of an effective teacher in a credit–recovery program that relies so heavily on CAI. This article is an effort to describe this effectiveness and the nature of success and failure in CAI interventions.

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The paradox of a credit-recovery program: alleviating and exacerbating racial inequity

Race Ethnicity and Education ◽

10.1080/13613324.2018.1511536 ◽

2018 ◽

Vol 23 (6) ◽

pp. 784-799 ◽

Cited By ~ 1

Author(s):

Shameka N. Powell

Keyword(s):

Credit Recovery ◽

Recovery Program ◽

Credit Recovery Program

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Physical Education Teacher Perceptions of Technology-Related Learning Experiences: A Qualitative Investigation

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2017-0180 ◽

2018 ◽

Vol 37 (2) ◽

pp. 175-185 ◽

Cited By ~ 6

Author(s):

Jun-Hyung Baek ◽

Emily Jones ◽

Sean Bulger ◽

Andrea Taliaferro

Keyword(s):

Physical Education ◽

Teacher Perceptions ◽

Learning Experiences ◽

Qualitative Investigation ◽

Physical Education Teacher ◽

Education Teacher

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Summer Credit Recovery Impact on Newcomer English Learners

American Educational Research Journal ◽

10.3102/0002831219883237 ◽

2019 ◽

Vol 57 (4) ◽

pp. 1757-1790

Author(s):

Angela Johnson

Keyword(s):

High School ◽

English Learners ◽

English Language ◽

English Proficiency ◽

Credit Recovery ◽

Urban District ◽

Positive Effects ◽

Level Data ◽

Science Classes ◽

Recovery Program

Prior research shows that English learners (ELs) lag behind their peers in academic achievement and education attainment. The persisting gap is partly attributed to ELs’ limited exposure to academic content. This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELs’ access to academic subjects. Leveraging student-level data from a large urban district in California, I use a difference-in-differences-in-differences approach to estimate the program’s impact on high school course taking, English proficiency, and graduation. Credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students. Effects on 4- and 5-year graduation rates are imprecisely estimated. I also find suggestive evidence for positive effects on English proficiency.

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Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143420988492 ◽

2021 ◽

pp. 216514342098849

Author(s):

Magen Rooney-Kron ◽

Stacy K. Dymond

Keyword(s):

Intellectual Disability ◽

Teacher Perceptions ◽

Special Education Teachers ◽

Learning Experiences ◽

Community Settings ◽

Online Questionnaire ◽

Teachers Perceptions ◽

Stakeholder Support ◽

School And Community ◽

Support Time

This study investigated teachers’ perceptions of barriers to planning and organizing work-based learning experiences (WBLEs) for students with intellectual disability. Participants were high school special education teachers who had at least one student with an intellectual disability age 14 or older on their caseload ( n = 256). Teachers were asked to complete an online questionnaire about WBLEs. We used content analysis procedures to analyze teacher’s responses to two open-ended questions about barriers to WBLEs that occur in the school and community. Although teachers reported barriers to school and community settings separately, their responses were similar across settings and collapsed into one set of themes. Barriers to planning and organizing WBLEs included opportunities, resources, stakeholder support, time, and support for students. We discuss the need for additional research about contextual factors that may relate to barriers as well as practical implications for how schools and teachers can address barriers.

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Veteran Teacher Perceptions of the Grossmont Model of Peer Assistance and Review (PAR). Is it a Viable Alternative to Traditional Evaluation?

10.22371/05.2002.001 ◽

2002 ◽

Author(s):

◽

Edwin Basilio

Keyword(s):

Teacher Perceptions ◽

Viable Alternative ◽

Veteran Teacher ◽

Peer Assistance And Review ◽

Peer Assistance ◽

Traditional Evaluation

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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