Handbook of research on emerging practices and methods for K-12 online and blended learning:
"This book presents emerging research and practice related to the unique and complex challenges facing K-12 online and blended teaching and learning. It also examines the effectiveness of online education in K-12 settings"--
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
[2019]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book presents emerging research and practice related to the unique and complex challenges facing K-12 online and blended teaching and learning. It also examines the effectiveness of online education in K-12 settings"-- |
| Beschreibung: | 37 PDFs (608 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781522580102 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 245 | 0 | 0 | |a Handbook of research on emerging practices and methods for K-12 online and blended learning |c Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, editors. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c [2019] | |
| 300 | |a 37 PDFs (608 pages) | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Chapter 1. Section placeholder ; Chapter 2. Continuity and developments in terms of challenges, opportunities, and trends in quality K-12 online environments ; Chapter 3. Benefits and challenges of collaborative learning in online teacher education ; Chapter 4. The extent of K-12 online teacher development: a disconnect between preparation and practice ; Chapter 5. Texts and tasks: why reading matters in online courses ; Chapter 6. Digital learning in rural K12 settings: a Survey of challenges and progress in the United States ; Chapter 7. The effects of formative supports in online and face-to-face teacher preparation programs ; Chapter 8. Section placeholder ; Chapter 9. K-12 online student engagement: new construct or extension to existing construct? ; Chapter 10. Building engagement in K-12 online learning ; Chapter 11. Engaging online K-12 students: using instant messaging to foster teacher-student relationships ; Chapter 12. Let's riff off RIFS (relevant, interesting, fun, and social): best practices for engaging the online mind ; Chapter 13. Measurement in K12 online learning environments: measurement of student engagement and other latent constructs ; Chapter 14. Moving beyond trial and error: exploring case studies of professional development models in K12 blended learning ; Chapter 15. Section placeholder ; Chapter 16. Blended learning in mathematics: examining vignettes from elementary and middle schools ; Chapter 17. Taking responsibility for the future: a case study of a state-run program to train K12 online teach ; Chapter 18. Using video capture and annotation technology to strengthen reflective practices and feedback in educator preparation ; Chapter 19. E-coaching to support university-public school partnerships: disrupting power dynamics in teacher education ; Chapter 20. Models for implementing effective online learning ; Chapter 21. Challenges and new trends in the design and implementation of flipped learning in K-12 education: a critical analysis ; Chapter 22. Section placeholder ; Chapter 23. Inclusive pedagogical practices in online courses ; Chapter 24. Engaging teachers in science practices and discourse through online professional development ; Chapter 25. Framing historical thinking in the digital age ; Chapter 26. Dialogism in the digital age: online discussion boards as constructivist platforms ; Chapter 27. Moving K-12 coursework online: considerations and strategies ; Chapter 28. Investigating student perceptions and the effectiveness of K-12 blended learning communities. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "This book presents emerging research and practice related to the unique and complex challenges facing K-12 online and blended teaching and learning. It also examines the effectiveness of online education in K-12 settings"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 02/23/2019). | ||
| 650 | 0 | |a Blended learning. | |
| 650 | 0 | |a Computer-assisted instruction. | |
| 650 | 0 | |a Educational technology. | |
| 700 | 1 | |a Hartshorne, Richard |d 1971- |e editor. | |
| 700 | 1 | |a Heafner, Tina L., |e editor. | |
| 700 | 1 | |a Thripp, Richard, |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
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| author_facet | Hartshorne, Richard 1971- Heafner, Tina L. Thripp, Richard |
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| contents | Chapter 1. Section placeholder ; Chapter 2. Continuity and developments in terms of challenges, opportunities, and trends in quality K-12 online environments ; Chapter 3. Benefits and challenges of collaborative learning in online teacher education ; Chapter 4. The extent of K-12 online teacher development: a disconnect between preparation and practice ; Chapter 5. Texts and tasks: why reading matters in online courses ; Chapter 6. Digital learning in rural K12 settings: a Survey of challenges and progress in the United States ; Chapter 7. The effects of formative supports in online and face-to-face teacher preparation programs ; Chapter 8. Section placeholder ; Chapter 9. K-12 online student engagement: new construct or extension to existing construct? ; Chapter 10. Building engagement in K-12 online learning ; Chapter 11. Engaging online K-12 students: using instant messaging to foster teacher-student relationships ; Chapter 12. Let's riff off RIFS (relevant, interesting, fun, and social): best practices for engaging the online mind ; Chapter 13. Measurement in K12 online learning environments: measurement of student engagement and other latent constructs ; Chapter 14. Moving beyond trial and error: exploring case studies of professional development models in K12 blended learning ; Chapter 15. Section placeholder ; Chapter 16. Blended learning in mathematics: examining vignettes from elementary and middle schools ; Chapter 17. Taking responsibility for the future: a case study of a state-run program to train K12 online teach ; Chapter 18. Using video capture and annotation technology to strengthen reflective practices and feedback in educator preparation ; Chapter 19. E-coaching to support university-public school partnerships: disrupting power dynamics in teacher education ; Chapter 20. Models for implementing effective online learning ; Chapter 21. Challenges and new trends in the design and implementation of flipped learning in K-12 education: a critical analysis ; Chapter 22. Section placeholder ; Chapter 23. Inclusive pedagogical practices in online courses ; Chapter 24. Engaging teachers in science practices and discourse through online professional development ; Chapter 25. Framing historical thinking in the digital age ; Chapter 26. Dialogism in the digital age: online discussion boards as constructivist platforms ; Chapter 27. Moving K-12 coursework online: considerations and strategies ; Chapter 28. Investigating student perceptions and the effectiveness of K-12 blended learning communities. |
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| dewey-full | 372.34 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.34 |
| dewey-search | 372.34 |
| dewey-sort | 3372.34 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| indexdate | 2024-07-16T15:51:53Z |
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| isbn | 9781522580102 |
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| spelling | Handbook of research on emerging practices and methods for K-12 online and blended learning Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, editors. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, [2019] 37 PDFs (608 pages) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. Chapter 1. Section placeholder ; Chapter 2. Continuity and developments in terms of challenges, opportunities, and trends in quality K-12 online environments ; Chapter 3. Benefits and challenges of collaborative learning in online teacher education ; Chapter 4. The extent of K-12 online teacher development: a disconnect between preparation and practice ; Chapter 5. Texts and tasks: why reading matters in online courses ; Chapter 6. Digital learning in rural K12 settings: a Survey of challenges and progress in the United States ; Chapter 7. The effects of formative supports in online and face-to-face teacher preparation programs ; Chapter 8. Section placeholder ; Chapter 9. K-12 online student engagement: new construct or extension to existing construct? ; Chapter 10. Building engagement in K-12 online learning ; Chapter 11. Engaging online K-12 students: using instant messaging to foster teacher-student relationships ; Chapter 12. Let's riff off RIFS (relevant, interesting, fun, and social): best practices for engaging the online mind ; Chapter 13. Measurement in K12 online learning environments: measurement of student engagement and other latent constructs ; Chapter 14. Moving beyond trial and error: exploring case studies of professional development models in K12 blended learning ; Chapter 15. Section placeholder ; Chapter 16. Blended learning in mathematics: examining vignettes from elementary and middle schools ; Chapter 17. Taking responsibility for the future: a case study of a state-run program to train K12 online teach ; Chapter 18. Using video capture and annotation technology to strengthen reflective practices and feedback in educator preparation ; Chapter 19. E-coaching to support university-public school partnerships: disrupting power dynamics in teacher education ; Chapter 20. Models for implementing effective online learning ; Chapter 21. Challenges and new trends in the design and implementation of flipped learning in K-12 education: a critical analysis ; Chapter 22. Section placeholder ; Chapter 23. Inclusive pedagogical practices in online courses ; Chapter 24. Engaging teachers in science practices and discourse through online professional development ; Chapter 25. Framing historical thinking in the digital age ; Chapter 26. Dialogism in the digital age: online discussion boards as constructivist platforms ; Chapter 27. Moving K-12 coursework online: considerations and strategies ; Chapter 28. Investigating student perceptions and the effectiveness of K-12 blended learning communities. Restricted to subscribers or individual electronic text purchasers. "This book presents emerging research and practice related to the unique and complex challenges facing K-12 online and blended teaching and learning. It also examines the effectiveness of online education in K-12 settings"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 02/23/2019). Blended learning. Computer-assisted instruction. Educational technology. Hartshorne, Richard 1971- editor. Heafner, Tina L., editor. Thripp, Richard, editor. IGI Global, publisher. (Original) (DLC)2018042412 Print version: 1522580093 9781522580096 (DLC) 2018042412 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8009-6 Volltext |
| spellingShingle | Handbook of research on emerging practices and methods for K-12 online and blended learning Chapter 1. Section placeholder ; Chapter 2. Continuity and developments in terms of challenges, opportunities, and trends in quality K-12 online environments ; Chapter 3. Benefits and challenges of collaborative learning in online teacher education ; Chapter 4. The extent of K-12 online teacher development: a disconnect between preparation and practice ; Chapter 5. Texts and tasks: why reading matters in online courses ; Chapter 6. Digital learning in rural K12 settings: a Survey of challenges and progress in the United States ; Chapter 7. The effects of formative supports in online and face-to-face teacher preparation programs ; Chapter 8. Section placeholder ; Chapter 9. K-12 online student engagement: new construct or extension to existing construct? ; Chapter 10. Building engagement in K-12 online learning ; Chapter 11. Engaging online K-12 students: using instant messaging to foster teacher-student relationships ; Chapter 12. Let's riff off RIFS (relevant, interesting, fun, and social): best practices for engaging the online mind ; Chapter 13. Measurement in K12 online learning environments: measurement of student engagement and other latent constructs ; Chapter 14. Moving beyond trial and error: exploring case studies of professional development models in K12 blended learning ; Chapter 15. Section placeholder ; Chapter 16. Blended learning in mathematics: examining vignettes from elementary and middle schools ; Chapter 17. Taking responsibility for the future: a case study of a state-run program to train K12 online teach ; Chapter 18. Using video capture and annotation technology to strengthen reflective practices and feedback in educator preparation ; Chapter 19. E-coaching to support university-public school partnerships: disrupting power dynamics in teacher education ; Chapter 20. Models for implementing effective online learning ; Chapter 21. Challenges and new trends in the design and implementation of flipped learning in K-12 education: a critical analysis ; Chapter 22. Section placeholder ; Chapter 23. Inclusive pedagogical practices in online courses ; Chapter 24. Engaging teachers in science practices and discourse through online professional development ; Chapter 25. Framing historical thinking in the digital age ; Chapter 26. Dialogism in the digital age: online discussion boards as constructivist platforms ; Chapter 27. Moving K-12 coursework online: considerations and strategies ; Chapter 28. Investigating student perceptions and the effectiveness of K-12 blended learning communities. Blended learning. Computer-assisted instruction. Educational technology. |
| title | Handbook of research on emerging practices and methods for K-12 online and blended learning |
| title_auth | Handbook of research on emerging practices and methods for K-12 online and blended learning |
| title_exact_search | Handbook of research on emerging practices and methods for K-12 online and blended learning |
| title_full | Handbook of research on emerging practices and methods for K-12 online and blended learning Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, editors. |
| title_fullStr | Handbook of research on emerging practices and methods for K-12 online and blended learning Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, editors. |
| title_full_unstemmed | Handbook of research on emerging practices and methods for K-12 online and blended learning Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, editors. |
| title_short | Handbook of research on emerging practices and methods for K-12 online and blended learning |
| title_sort | handbook of research on emerging practices and methods for k 12 online and blended learning |
| topic | Blended learning. Computer-assisted instruction. Educational technology. |
| topic_facet | Blended learning. Computer-assisted instruction. Educational technology. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-8009-6 |
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