G2TT
来源类型Research Reports
规范类型报告
DOIhttps://doi.org/10.7249/RR2745
来源IDRR-2745-KVEC
Evaluation of the Creating College and Career Readiness Initiative in Kentucky
Andrea Phillips; John F. Pane; Andy Bogart
发表日期2018
出版年2018
页码62
语种英语
结论

Few students used all three software applications every year

  • The number of students who used even a single software application in a year was extremely low.
  • Approximately 20 percent of students eligible to participate in C3R engaged in at least one software application in a given year.
  • No students met fidelity for the overall initiative.

Various factors influenced implementation

  • No school implemented C3R as intended by WIN; school-designed implementation plans indicated schools had not intended to.
  • Principals, teachers, and cooperative staff reported students could not log in or lost connectivity while using the software in the early years of C3R use.
  • Principals and teachers reported students often completed work only to find that the software had not recorded their progress primarily in years 1 and 2 of C3R.
  • Some teachers reported that the district had other software that provided similar supports for students as provided by the C3R software.
  • The majority of schools were low-resourced schools with limited access to computers or other devices during the C3R school years.

School staff also identified factors that supported implementation

  • Educators and the cooperatives' staff who participated in interviews supported the goals of C3R and reported that it was highly aligned with each school's improvement goals.
  • The Kentucky Department of Education provides and manages high-speed internet in schools across the state. The access provided by the state eliminated some of the most basic barriers to implementing an online intervention.
  • Regional meetings in the early years were helpful in learning from other schools.
摘要
  • Approach the adoption of the software as a partnership between software developers and educators, particularly when the adoption is in a new context.
  • Clearly communicate how educational technology supports school or district goals in order to build buy-in.
  • Establish implementation goals that jointly reflect perspectives of software developers and educators.
  • Develop tools and resources to support implementation planning.
  • Convene regular meetings of educators and software developers to discuss successes, challenges, and future directions.
  • Assess technical capabilities of software and infrastructure (e.g., broadband, administrative settings, connectivity) prior to wide-scale usage.
主题College-Bound Students ; Educational Program Evaluation ; Educational Software ; Personalized Learning ; Vocational Education
URLhttps://www.rand.org/pubs/research_reports/RR2745.html
来源智库RAND Corporation (United States)
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条目标识符http://119.78.100.153/handle/2XGU8XDN/108849
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Andrea Phillips,John F. Pane,Andy Bogart. Evaluation of the Creating College and Career Readiness Initiative in Kentucky. 2018.
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