By Andrew Zucker, Robert Kozma, Louise Yarnall

Show description

Read Online or Download The Virtual High School: Teaching Generation V PDF

Similar pedagogy books

What We Really Value: Beyond Rubrics in Teaching and Assessing Writing

As important as they've been, the good weak point of departmental writing rubrics lies in what they pass over. They current a handful of inarguably very important standards during which writing may be evaluated, yet they forget dozens of different standards (such as "interest," "tone," or "commitment") during which any rhetorical functionality can be prone to be judged.

Teaching Composition As A Social Process

McComiskey argues for educating writing as positioned in discourse itself, within the consistent circulate of texts produced inside social relationships and associations. it is a paintings with a cosmopolitan thought base and whole of examples from McComiskey's personal school rooms.

Resisting Linguistic Imperialism in English Teaching (Oxford Applied Linguistics)

This e-book explores how English is utilized in outer edge groups, whereas subtly resisting the linguistic imperialism from the worldwide ELT company.

Becoming an Evidence-based Practitioner: A Framework for Teacher-Researchers

This e-book is for academics who're taking a look, or being inspired, to adopt study of their colleges. Written through academics and their HE examine mentors, the publication indicates lecturers the way to 'do' and 'use' examine and the way to 'do' powerful pedagogy.

Additional info for The Virtual High School: Teaching Generation V

Sample text

They capture this condition in the title of their book—the tension between the utopian vision inevitably set for education and the commonsense tinkering that most often characterizes actual change. Tyack and Cuban looked across the history of educational change in the United States—changes that ranged from the introduction of common schooling and the Carnegie unit to the progressive education movement and the use of technology. They found that change is often initiated from outside the education system and is frequently accompanied by hyperbole and extravagant claims.

Owned by IBM), the LearningSpace software was still under development when VHS decided to use it as a central element in designing and delivering courses. Lotus’s headquarters in Cambridge, Massachusetts, are not far from Concord and Hudson, and VHS was able to work with the company, which upgraded LearningSpace in part to meet the needs of VHS. As a result of these changes, and for other reasons, technical difficulties in using LearningSpace diminished greatly in VHS’s second year of operation (1998– 1999).

In fall 2000, 86% of the students agreed (47%) or strongly agreed (39%) that they had gained enough knowledge in the Student Orientation to successfully navigate in their VHS course. ) Server problems in the first semester of the project were occasionally serious impediments, slowing down or even preventing access to the courses. That is seldom the case anymore. However, any time new technological components were added to VHS, there was a period of adjustment. That was the case for VHS as recently as during the 2000–2001 school year, when the central staff worked with an outside company to implement a new way for schools to enroll students through the Web.

Download PDF sample

Rated 4.83 of 5 – based on 13 votes