SCoE: Remote Teaching in K-12 Education

The study focused on the pedagogical practices being used in secondary online classrooms and how they influence online teaching practices in the brick-and-mortar classrooms. Author: Jessi Sigander, Northwest Nazarene University.

The purpose of this quantitative correlational study was to determine the extent to which the predictor variables (i. e., teaching practices and instructional strategies) of online high school teachers predict the criterion variable (i. e., attrition rate) among online at-risk high school students. Author: Cheryl Green-Sandle, Northcentral University.

The purpose of this qualitative, descriptive case study was to explore student college readiness upon completion of online high school courses from one charter school as perceived by students, facilitators, and administrators. Author: Ilker Fidan, Lamar University - Beaumont.

This study harvested and synthesized information on K-12 online educators within the State of Pennsylvania through structured interviews and artifact evaluations. Author: Scott E. Van Vooren, Drexel University.

The purpose of this qualitative exploratory case study was to examine how online K-12 charter school administrators perceived the instructional skills transferal of newly hired online charter school teachers with no online teaching training. Author: Julin Sharp, University of Phoenix.

This study addresses a gap in research literature regarding educator’s experiences teaching online high school, focusing on strengths, challenges, and professionalism, from an online high school teacher’s perspective. Author: Tacor Natalie Sims, Capella University.

This qualitative single-site case study examined how 10 elementary online teachers use web-conferencing environments to differentiate instruction in a Pennsylvania cyber charter school. Author: Jeanne McCarthy, Widener University.

This dissertation explores what school leaders of a cyber school perceive about the skills required to teach online and how they address these skills through the preparation and ongoing development of their new and veteran teachers. Author: Jennifer Lee Chardak Berman, Temple University.

The purpose of this qualitative case study was to explore what differentiated instructional practices are used by teachers and how they are used in the virtual high school classroom to address the learning needs of students in Arizona. Author: Katherine Wenzlau, Grand Canyon University.

A panel of 11 virtual school experts from across the nation identified the most effective virtual instruction practices and school models within K–12 education. Author: James A. Millet, Northcentral University.