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Supporting Students in Supplemental Online Learning for Credit Recovery
PROCEEDINGS

, Columbia County Special Services, United States ; , iNACOL, United States ; , Georgia Southern University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This phenomenological study was conducted to understand the perceptions of multiple stakeholders who work closely with high school students who are taking part in supplemental online learning for credit recovery. A single case study design using purposive sampling was used. The results are from the instructional support including content teacher monitors (two) and graduation coaches (four). One of the major findings was that a relationship with a trusted staff member was key in at-risk students’ success in online learning for credit recovery. This affective part of supporting at-risk students cannot be minimized or ignored. This finding has major implications for the changing roles of education professionals and consequently teacher education programs.

Citation

Pettyjohn, T., Kennedy, K. & LaFrance, J. (2013). Supporting Students in Supplemental Online Learning for Credit Recovery. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4141-4146). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2019 from .

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