The first session of the afternoon at the REL-Midwest: Online Learning Opportunities For Rural Schools event was "The Virtual Algebra Study: Impact of Offering an Online Algebra I Course to Eighth Graders With No Local Access" by Peggy Clements of the REL Northeast and Islands at Education Development Center.

Peggy began her session by describing that her results are still not approved for release (see NRCRES Conference: Increasing Rural 8th Graders’ Access to Algebra I: Is Online Education An Effective Alternative? for an earlier entry roughly the same as this one), so she won't be providing any findings but will be discussing the study - particularly the nature of the intervention. As much of this was reported in the previous entry, I'll just include additional comments here.

One of the things that Peggy did clarify was that the focus of the study was not to compare student performance between face-to-face and online students. It was focused on expand access to students who wouldn't otherwise have access to Algebra I in grade 8 (for the students that were ready to take algebra).

As a reminder, the primary research questions were:

1. What is the impact of offering Algebra I online to AR students on their end-of-eighth grade algebra achievement?
2. What is the impact of offering Algebra I online to AR students on their subsequent high school course taking?

The secondary research questions:

1. What is the impact of offering Algebra I online to AR students on the N-AR students mathematics achievement?
2. What is the impact of offering Algebra I online to AR students on the n-AR students subsequent high school course taking?
3. What is the impact of offering Algebra I online to AR students on the AR general mathematics achievement?

This study was a randomized control trial, where the following groups existed:

• control - both groups received regular grade 8 mathematics course
  
  • students identified by the school as algebra ready
  • students identified by the school as not being algebra ready
• treatment
  
  • students identified by the school as algebra ready - received the online Algebra 1 course
  • students identified by the school as not being algebra ready - received regular grade 8 mathematics course

Peggy than began to describe the nature of the online Algebra I course - which was asynchronous, self-paced, with the presence of a school-based proctor. This set-up resulted in 80% of the students being in the back of the classroom, during the regular grade 8 mathematics class with the regular mathematics teacher being the proctor (and teaching the regular grade 8 math class during this time). The course was a Class.com course, taught by a teacher in Lincoln, Nebraska.

The remainder of the presentation was looking at samples of the online Algebra I course. It was basically a model where students would read through an online, interactive textbook or they could view an interactive chalkboard that provided a narrated worked example. After reviewing these items, students would complete practice and exploratory activities, along with graded assignments based on open-ended prompts and then graded multiple-choice quizzes.

The results are expected to be reported in Spring 2011.

Labels: conferences, cyber school, education, high school, presentations, REL Midwest, rural, rural education, virtual school

The third session at the REL-Midwest: Online Learning Opportunities For Rural Schools event was a response to Matt's keynote presentation by:

• Nancy Burns, Superintendent, West Salem School District


• Dawn Nordine, Director, Wisconsin Virtual School and CESA 9 Instructional Technology


• Annette Walaszek, Teacher, Wisconsin Virtual School

Their response was entitled "Enhancing Instruction In Rural Schools".

Dawn was the first practitioner to respond to Matt's presentation. She began by highlighting the reasons why students in Wisconsin are enrolled in K-12 online learning experiences (and she also gave a big plug for iNACOL here - as I believe the slide was taken from content found, or often used, by that organization). She continued with the standards "equal or better" lines. She did present some interesting statistics about the Wisconsin Virtual School:

• 60% of students are enrolled in rural districts


• 83% are between the ages of 16 and 18 years old


• 170 school districts accessed courses through WVS in 2009-10


• top reason students take the online course is because it is not offered in their school


• average grade in 2009-10 was 84%


• average time spent in the course was 121 days


• number of hours spent per week in the course was 6-7 hours

She then discussed a study that they conducted with nine of their Local Education Guides (LEGs) from 2006 to 2008. They also found that the role of the school-based or local teacher was a critical role, and Dawn provided a series of quotes that were representative of the strategies that these LEGs used to keep students motivated in their online courses. Many of their training materials are available on their website (look for a LEG Resource link).

Nancy was the next person to speak. She began with A LOT of her own personal history in rural education and online learning. In fact, most of Nancy's discussion was a history of rural education and online learning through her personal involvement.

The responses finished with Annette, who also gave a personal story - although more focused on a specific program... A blended experience in the Algoma School District, which came about when Annette only had a single student in her AP Physics student. In the end, after the guidance counselor was about to rope another three students into the course, the district created a program with a total of 24 students - 4 students at Algoma and 20 students from around the state. The remainder of her comments provided details about this blended program how she managed it, what the student success was, and her perceived advantaged and challenged with the program.

Labels: conferences, cyber school, education, high school, presentations, REL Midwest, rural, rural education, virtual school

The second session at the REL-Midwest: Online Learning Opportunities For Rural Schools event was a keynote presentation by Matt Irvin of the National Research Center on Rural Education Support on "Rural Distance Learning Project: Overview of Research And Findings".

He began with some of the same rural issues that Doris had mentioned, although with a focus on the small student populations limiting funding and course selection, along with the inability to attract and retain high quality teachers. While distance education can be used as a way to address some of these issues, there are some challenges for the use of distance education in the K-12 environment (including isolationism, lack of interaction, high drop-out rate).

He then moved to a discussion of the rural education education survey that they conducted in 2005-06. The survey included 400 randomly selected school districts, including 10% that qualified for the Small Rural School Achievement program and 10% that qualified for the Rural Low Income School program, and had a 95% participation rate. Some of the results included:

• 85% of school districts had used or were using distance education
  
  • 69% currently using distance education
  • 16% previously used distance education but had stopped
    
    • limited student interest
    • time scheduling issues
    • lack of support personnel
• 81% were using it to offer advanced-level courses
  
  • 35% using it for foreign language
  • 12% for algebra
• students were very well prepared - both by there computer skills (77%), academic background (50%), and study skills (28%)
• most common barriers
  
  • district barriers - not need for curriculum requirements, funding, not being a district priority
  • logistical barriers - scheduling, and difficult to implement
  • personnel barriers - not trained to support distance education or not available to support distance education

Matt then moved on to a discussion of the Enhancing Rural Online Learning project and the actual intervention or training that was created for the school-based facilitator. The study itself was a 2 year cluster randomized controlled trial that included:

• 2007-08 (Year 1) - 37 schools and 246 students
• 2008-09 (Year 2) - 56 schools and 463 students

The study thus far has found that the program reduced drop-out rate (i.e., student in an individual course and schools leaving the distance program), but did not appear to affect student learning. Based on the qualitative data, the teachers felt that the presence of a facilitator was crucial. The facilitators reported that the main challenges were with the students enrolled in AP courses (e.g., rigor of the course and grading, lack of face-to-face communication, and lack of immediate feedback from online instruction). Finally, the facilitators were positive towards the Facilitator Preparation Program, indicating that they were very, very helpful - as it clarified their role and need to actively support students.

Labels: conferences, cyber school, education, high school, presentations, REL Midwest, rural, rural education, virtual school

So, the first session at the REL-Midwest: Online Learning Opportunities For Rural Schools event was a discussion on the topic "Framing the Conversation: Enhancing the Educational Outcomes of Rural Children Through Distance Learning and Technology" that began with some comments by Doris Terry Williams, the Director of Capacity Building for the Rural School and Community Trust.

Doris began with some quick facts about rural education.

• 19.4% of all students attend at rural school
• 10, 572, 790 students and counting (rural school enrollment is actually increasing)
• 32.3% of public elementary and secondary schools are designates as rural
  
  • range from 9.5% of all schools in New Jersey are rural to 97+% in South Dakota
  • 15 states have 50% or more of their schools designated as rural
• rural students have higher graduation rates
  
  • 70% overall in rural districts
  • 67% in all districts
  • 60% in the poorest rural districts
• less per pupil funding for rural districts
  
  • $9,611 in non-rural districts
  • $8,134 in rural districts
• and many others that skipped across the screen before I was able to type them

Many of the points that I missed dealt with the connection between rural education and educating lower socio-economic status students.

On one of the final slides, entitled "Bottom Line..." it read:

Rural students, like all others, are entitled to a quality education- even if their local communities cannot afford or don't have the will to provide it.

Appropriate use of technology and distance education is one means of ensuring that they have greater access.

At that stage, the moderator introduced Matt Irvin of the National Research Center on Rural Education Support (and I'll discuss his keynote in my next blog entry).

Labels: conferences, cyber school, education, high school, presentations, REL Midwest, rural, rural education, virtual school

A reminder that Regional Educational Laboratory (REL) - Midwest pre-conference event focused on Online Learning Opportunities for Rural Schools is being held today and I will be blogging about all of the sessions (except my own, which I hope to record and podcast later). Again, I'll disclose here that I am one of the keynote speakers at this REL-Midwest event. The sessions they have organized include:

Wednesday, August 4, 2010

8:30−9:15 a.m. Registration

9:15–9:30 a.m. Welcome and Introductions

• Matt Dawson, Ph.D., Director, REL Midwest at Learning Point Associates

9:30–11:00 a.m. Framing the Conversation: Enhancing the Educational Outcomes of Rural Children Through Distance Learning and Technology

• Moderator: Doris Terry Williams, Ph.D., Director of Capacity Building for the Rural School and Community Trust
• Presenter: Matt Irvin, Ph.D., National Research Center on Rural Education Support
• Commentators:
  
  • Nancy Burns, Superintendent, West Salem School District
  • Dawn Nordine, Director, Wisconsin Virtual School and CESA 9 Instructional Technology
  • Annette Walaszek, Teacher, Wisconsin Virtual School

11:00–11:30 a.m. Collaborative Discussion With Panel

11:30 a.m.–1:00 p.m. Lunch

1:00–2:00 p.m. The Virtual Algebra Study: Impact of Offering an Online Algebra I Course to Eighth Graders With No Local Access

• Keynote Presenter: Peggy Clements, Ph.D., REL Northeast and Islands at Education Development Center

2:00–2:45 p.m. Rural K–12 Students’ Learning in Virtual School Environments

• Keynote Presenter: Michael K. Barbour, Ph.D., Assistant Professor in Instructional Technology, Wayne State University

2:45–3:00 p.m. Break

3:00–3:45 p.m. Reflections and Connections

3:45–4:15 p.m. Sharing Connections and Concluding Remarks

• Presenters:
  
  • Dr. Matt Irvin, National Research Center on Rural Education Support
  • Dr. Peggy Clements, REL Northeast and Islands
  • Dr. Michael Barbour, Wayne State University

4:15 p.m. Adjournment

Labels: conferences, cyber school, education, high school, presentations, REL Midwest, rural, rural education, virtual school

About a year ago, the Journal of Research in Rural Education hosted a special issue (that I had suggested to the editor during the Rural Education Special Interest Group's business meeting at the annual meeting of the American Education Research Association about a year earlier). The special issue was focused on Michael Corbett's book, Learning to Leave: The Irony of Schooling in a Coastal Community, an ethnography examining the impact of education on a rural, fishing community in Nova Scotia, Canada.

The special issue begins with Michael's journal article summary of his findings in Learning to Leave: The Irony of Schooling in a Coastal Community, along with his reflections on those findings since the original publication of the book. This article is followed by other articles from scholars in a variety of rural contexts, reflecting upon Michael's book (and article) in their own rural environments. The special issue ends with a commentary or response from Michael to the other authors. All of these articles are listed below:

• M. Corbett - Rural Schooling in Mobile Modernity: Returning to the Places I've Been
• A. Woodrum - Cultural Identity and Schooling in Rural New Mexico
• S. Faircloth - Re-visioning the Future of Education for Native Youth in Rural Schools and Communities
• D. Greenwood - Place, Survivance, and White Remembrance: A Decolonizing Challenge to Rural Education in Moile Modernity
• U. Kelly - Learning to Lose: Rurality, Transience, and Belonging (A Companion to Michael Corbett)
• M. Corbett - Assimilation, Resistance, Rapprochement, and Loss: Response to Woodrum, Faircloth, Greenwood, and Kelly

I highlight this special issue here because I am often asked about my research agenda or the focus of my research. I generally respond something to the effect of that I have an interest in the effective design and delivery online learning to K-12 students in virtual school environments, particularly those in rural jurisdictions. I always add the "particularly those in rural jurisdictions" because my first teaching position was in a rural jurisdiction - very much like the one Michael describes in his book and the original article in this special issue.

Labels: AERA, American Educational Research Association, articles, cyber school, education, high school, Journal of Research in Rural Education, rural, rural education, virtual school

AERA 2010: Duck And Cover: Are Rural Students Taking Basic Courses To Avoid Taking Them Online?

Also note this entry is crossposted as VSM Podcast – AERA 2010: Duck And Cover: Are Rural Students Taking Basic Courses To Avoid Taking Them Online? at Virtual School Meanderings.

Labels: AERA, AERA 2010, conferences, cyber school, education, high school, podcast, podcasting, presentations, research, rural, rural education, VHSM Podcast, virtual school

The May 2010 podcast is a recording of the first presentation that I made at the AERA 2010 conference, and was also the third Sunday session related to K-12 online learning. It was described in the program as:

Scheduled Time: Mon, May 3 – 10:35am – 12:05pm Building/Room: Sheraton Denver / Grand Ballroom Section 2
In Session Submission: Rural Education SIG: Roundtable 7

Authors: *Dennis M. Mulcahy (Memorial University – Newfoundland)
*Michael Kristopher Barbour (Wayne State University)

Abstract: As out-migration ravages rural regions in Newfoundland and Labrador, more schools are relying upon virtual schooling to offer courses students require to graduate. There are concerns that virtual schooling has been shown to be an effective alternative, primarily, for a select group of students. However, with a wider range of students forced into this largely independent learning environment, data from Ministry of Education reports indicate that rural schools who rely upon the CDLI for their required course offering have a substantially higher than average enrollment in basic level courses. If the reason for this is due to students trying to avoid online courses, significant changes are required in the design, delivery and support of the province’s virtual school.

As always, the actual podcast is in the entry that immediately follows this one.

Note that this entry and the actual podcast are backdated to the time of the event.

Also note this entry is crossposted as VSM Podcast – AERA 2010: Duck And Cover: Are Rural Students Taking Basic Courses To Avoid Taking Them Online? Introduction at Virtual School Meanderings.

Labels: AERA, AERA 2010, conferences, cyber school, education, high school, podcast, podcasting, presentations, research, rural, rural education, VHSM Podcast, virtual school

This was originally posted at http://www.adeta.org/node/541
Tags: AERA, small schools, rural, education

Labels: adult education, AERA, collaboration, distributed learning, education, post-secondary education, professional development, rural, rural education, small schools

Web 2.0 Strategies for Education	1/6/2010
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Focus Collaborative Tools Help Rural Alabama Community Equalize High School Education Because many of the schools in Talladega County School District are small and the district rural, attracting quality high school teachers has been a challenge. But through videoconferencing technologies, the district can make more of its limited resources to help students and teachers alike learn and grow in ways that would not otherwise have been possible. More

Tags: AERA, small schools, rural, education

Labels: AERA, education, rural, rural education, small schools

The final day of The National Research Center on Rural Education Support's Supporting Rural Schools and Communities Research Conference (see program here). The breakout session today that focused upon K-12 distance education is:

8:00 - 9:45
Break-Out Session I
Distance Education and Technology

Chairs: Judith Meece and Matthew Irvin
Discussant: Miles Bryant (UNL)

Presenters:

• Wallace Hannum (UNC-CH) and Matthew Irvin (UNC-CH) - Enhancing Distance Education in Rural Schools


• Michael Barbour (Wayne State University) - Supporting K-12 Students Online: Local schools, Virtual Schools, and Teacher Education


• Peggy Clements (REL-NEI) - Increasing Rural 8th Graders' Access to Algebra I: Is Online Education an Effective Alternative?


• Steve Oliver (UGA) - Relevance of NSF Drivers of Systemic Reform for Instructional Technology Interventions

This entry is focused on the first group in this session:

Peggy Clements (REL-NEI) - Increasing Rural 8th Graders' Access to Algebra I: Is Online Education an Effective Alternative?

The session began with a rationale for her study... Studying Algebra I because it is a gatekeeping course for more advanced mathematics, and studying it in an online environment with eighth graders because online delivery is a common way to increase access to curricular opportunities. The sample focused on 70 schools in Maine and Vermont that did not previously offer Algebra I courses in their school. The students who were the focus of the study were "algebra ready" (AR) eighth graders (based on the decision of the schools), but they were also interested in any side affects for the three quarters of eighth grade "non-algebra ready" students who were left in the classroom environment.

The primary research questions were:

1. What is the impact of offering Algebra I online to AR students on their end-of-eighth grade algebra achievement?


2. What is the impact of offering Algebra I online to AR students on their subsequent high school course taking?

The secondary research questions:

1. What is the impact of offering Algebra I online to AR students on the N-AR students mathematics achievement?


2. What is the impact of offering Algebra I online to AR students on the n-AR students subsequent high school course taking?


3. What is the impact of offering Algebra I online to AR students on the AR general mathematics achievement?

Unfortunately, while the research project has been completed the funding agency hasn't approved the report yet - so the presenter was not able to discuss the results.

As a side note, on two separate occasions the presenter decided to "correct" something she thought I had said in my presentations - the first time she clearly wasn't listening to what I said and the second time it was something she appears to have made up altogether.

Crossposted at Virtual High School Meanderings.

Labels: AERA, conferences, cyber school, education, high school, National Research Center on Rural Education Support, research, rural, rural education, small schools, virtual school

The final day of The National Research Center on Rural Education Support's Supporting Rural Schools and Communities Research Conference (see program here). The breakout session today that focused upon K-12 distance education is:

8:00 - 9:45
Break-Out Session I
Distance Education and Technology

Chairs: Judith Meece and Matthew Irvin
Discussant: Miles Bryant (UNL)

Presenters:

• Wallace Hannum (UNC-CH) and Matthew Irvin (UNC-CH) - Enhancing Distance Education in Rural Schools


• Michael Barbour (Wayne State University) - Supporting K-12 Students Online: Local schools, Virtual Schools, and Teacher Education


• Peggy Clements (REL-NEI) - Increasing Rural 8th Graders' Access to Algebra I: Is Online Education an Effective Alternative?


• Steve Oliver (UGA) - Relevance of NSF Drivers of Systemic Reform for Instructional Technology Interventions

This entry is focused on the first group in this session:

Wallace Hannum (UNC-CH) and Matthew Irvin (UNC-CH) - Enhancing Distance Education in Rural Schools

This session was a follow-up or more detailed focus on the qualitative results from yesterday's session (see NRCRES Conference: Overview Of The Enhancing Rural Online Learning Project). The data was based on discussion boards and interviews. Some of the findings included:

• scenarios very useful to facilitators


• felt strategies likely effective but time limitations often impeded use


• already knew students and families very well


• the APA Learner Centered Principles may be better for less experienced educators

Interestingly, the research targeted what they called "very small" rural school and for over 80% of the schools that participated in their study this was the first time they had online learning in their schools. Based on their findings, they found that the best facilitators

• communcated regularly


• kept teacher informed of absences in advance


• had some connection to the content


• were aware of what students were doing


• assisted students with daily activities


• kept students on task


• were more than just a "baby sitter"


• checked daily e-mails from teacher


• were effective classroom managers

In terms of practice, the researchers found the facilitators were likely important, particularly when there was good communication and awareness of the role.

Crossposted at Virtual High School Meanderings.

Labels: AERA, conferences, cyber school, education, high school, National Research Center on Rural Education Support, research, rural, rural education, small schools, virtual school

The final day of The National Research Center on Rural Education Support's Supporting Rural Schools and Communities Research Conference (see program here). The breakout session today that focused upon K-12 distance education is:

8:00 - 9:45
Break-Out Session I
Distance Education and Technology

Chairs: Judith Meece and Matthew Irvin
Discussant: Miles Bryant (UNL)

Presenters:

• Wallace Hannum (UNC-CH) and Matthew Irvin (UNC-CH) - Enhancing Distance Education in Rural Schools
• Michael Barbour (Wayne State University) - Supporting K-12 Students Online: Local schools, Virtual Schools, and Teacher Education
• Peggy Clements (REL-NEI) - Increasing Rural 8th Graders' Access to Algebra I: Is Online Education an Effective Alternative?
• Steve Oliver (UGA) - Relevance of NSF Drivers of Systemic Reform for Instructional Technology Interventions

This entry is focused on my presentation in this session:

Michael Barbour (Wayne State University) - Supporting K-12 Students Online: Local schools, Virtual Schools, and Teacher Education

As this was my session, the best I can do is post the slides I used. These are available at:

http://www.michaelbarbour.com/research/pubs/nrcres-2009.pdf

If you have any questions about this presentation, feel free to ask.

Crossposted at Virtual High School Meanderings.

Labels: AERA, conferences, cyber school, education, high school, National Research Center on Rural Education Support, research, rural, rural education, small schools, virtual school

So, I'm sitting at The National Research Center on Rural Education Support's Supporting Rural Schools and Communities Research Conference (see program here). The only session today that focused upon K-12 distance education is:

1:30 - 2:15
EROL Presentation
Wallace Hannum and Matthew Irvin
Overview of the Enhancing Rural Online Learning Project

The session began with Wally providing an overview of the five years worth of work that has gone into this project. Wally felt that distance education at the K-12 level was particularly well placed to address many of the issues related to rural education (e.g., geographic isolation, fewer numbers of students, difficulties in recruiting and retaining teachers in certified advanced courses, rural school's ability to provide advanced/AP courses).

Their distance learning administrator survey was sent to 400 randomly selected superintendents of rural school districts (95% rate of return). Some of their main findings

• 74% offered some form of distance education
• online or web-based formats were the most common
• technology requirements not a barrier
• administrators felt students were prepared in academic and computer skills, but less so in study skills
• most wanted more distance education

One one of Wally's slides, there was a bullet that read:

• online courses are as effective as traditional courses, but
  
  • greater drop-out
  • less engagement
  • feelings of isolation
  • research rarely involved high schools or rural youth

From the beginning of the project, the researchers viewed the results through the lens that the presence of a local facilitator is key. The local facilitator:

• must provide "human component" of teaching that is largely missing when teacher not present
• must establish and maintain on-going relationships
• must provide support, guidance, help with self- regulation and study skills, etc.

And also through the lens of the APA Learner Centered Principles. Based on the results on an initial survey, the researchers developed a professional development program that taught local facilitators on how to use the learner centered principles. Using data from an initial pilot study, the researchers moved from a direct instruction PD program that focused on the learner centered principles to a more constructivist program that utilized various scenarios based upon actual examples that local facilitators reported experiencing during that pilot year.

Much of this earlier work was described in this following article (I'm pretty sure):

Hannum, W. H., Irvin, M. J., Banks, J. B., & Farmer, T. W. (2009). Distance education use in rural schools. Journal of Research in Rural Education, 24(3). Retrieved 17 April 2009 from http://jrre.psu.edu/articles/24-3.pdf

Next Matt took over and began to describe a cluster randomized experimental design study that they completed with the local facilitators during the final two years of the project. Matt provided a detailed background into the design of the study and the nature of the sample that they had over the two year period. Matt then turned it over to one of his colleagues, who's name I didn't catch, to describe the method of data analysis and eventually the results.

In looking at the results, there were several statistically significant (and I missed many of these, as the speaker went through them very quickly):

• the control group had more AP courses
• the treatment group (i.e., those that had local facilitators) had spent more time [doing something or other]
• there was a higher dropout rate in the control group (i.e., those that did not hve local facilitators) of about 10% - but both numbers were high (more than a third for the treatment group and almost half for the control group)
• males has lower AP scores
• those who are on free or reduced lunch were less likely to score high on the AP exam
• and again I missed about two thirds of these due to an inability to understand the statistical tables presented and the speed of the presenter

Matt ended with a brief discussion of future directions. At present, they still have a lot of data that they can analyze and analyze in new ways. The researchers also want to continue to develop and refine the professional development program for the local facilitators.

Crossposted at Virtual High School Meanderings.

Labels: AERA, conferences, cyber school, education, high school, National Research Center on Rural Education Support, research, rural, rural education, small schools, virtual school

A reminder about this event and the fact that I'll be blogging about it while I am there - both at Virtual High School Meanderings for the K-12 online learning entries and here for the other entries.

The National Research Center on Rural Education Support is hosting the Supporting Rural Schools and Communities Research Conference from 05-06 November 2009 at the Carolina Inn, University of North Carolina at Chapel Hill. Among other presentations on the program, are two sessions related to K-12 online learning.

05 November 2009

1:30pm to 2:15pm - Overview of the Enhancing Rural Online Learning Project by Wallace Hannum and Matthew Irvin

06 November 2009

8:00am to 9:45pm - Distance Education and Technology chaired by Matt Irvin and Judith Meece, with Miles Bryant as discussant

• Enhancing Distance Education in Rural Schools by Wallace Hannum and Matthew Irvin
• Supporting K-12 Students Online: Local schools, Virtual Schools, and Teacher Education by Michael Barbour
• Increasing Rural 8th Graders' Access to Algebra I: Is Online Education an Effective Alternative? by Peggy Clements
• Relevance of NSF Drivers of Systemic Reform for Instructional Technology Interventions by Steve Oliver

Registration information is currently online, along with the complete program. Hope to see some of you there.

Crossposted at Virtual High School Meanderings.

Tags: AERA, conferences, cyber school, education, high school, National Research Center on Rural Education Support, research, rural, rural education, small schools, virtual school

Labels: AERA, conferences, cyber school, education, high school, National Research Center on Rural Education Support, research, rural, rural education, small schools, virtual school

The AERA Rural Sig is seeking nominations for the following offices:

Secretary/Treasurer
Program Co-Chair

If you would be willing to serve or would like to nominate someone please contact either

Jeanne Surface, jsurface@unomaha.edu OR
Craig Howley, howleyc@ohio.edu

Please let us know by November 1st!

AERA policy now limits an officer to three years in a position. We need a program co-chair to work with Dennis Mulcahy, who is now co-chair and will move up to Chair next year and a Secretary/Treasurer.

Please extend your thanks to Kathleen Jorissen for serving as Secretary/Treasurer for her sixth year, and Pat Hardre is serving as program chair for four years.

Labels: AERA, education, rural, rural education, small schools

I'll post another entry about this event as the time grows closer, and of course I'll be blogging about it while I am there - both at Virtual High School Meanderings for the K-12 online learning entries and here for the other entries - but I wanted to get the information out now in case there were those who may want to attend (and not just follow along via these two blogs).

The National Research Center on Rural Education Support is hosting the Supporting Rural Schools and Communities Research Conference from 05-06 November 2009 at the Carolina Inn, University of North Carolina at Chapel Hill. Among other presentations on the program, are two sessions related to K-12 online learning.

05 November 2009

1:30pm to 2:15pm - Overview of the Enhancing Rural Online Learning Project by Wallace Hannum and Matthew Irvin

06 November 2009

8:00am to 9:45pm - Distance Education and Technology chaired by Matt Irvin and Judith Meece, with Miles Bryant as discussant

• Enhancing Distance Education in Rural Schools by Wallace Hannum and Matthew Irvin
• Supporting K-12 Students Online: Local schools, Virtual Schools, and Teacher Education by Michael Barbour
• Increasing Rural 8th Graders' Access to Algebra I: Is Online Education an Effective Alternative? by Peggy Clements
• Relevance of NSF Drivers of Systemic Reform for Instructional Technology Interventions by Steve Oliver

Registration information is currently online, along with the complete program. Hope to see some of you there.

Crossposted at Virtual High School Meanderings.

Tags: AERA, conferences, cyber school, education, high school, National Research Center on Rural Education Support, research, rural, rural education, small schools, virtual school

Labels: AERA, conferences, cyber school, education, high school, National Research Center on Rural Education Support, research, rural, rural education, smal schools, virtual school