来源类型 | Research Reports
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规范类型 | 报告
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DOI | https://doi.org/10.7249/RR2745
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来源ID | RR-2745-KVEC
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| Evaluation of the Creating College and Career Readiness Initiative in Kentucky |
| Andrea Phillips; John F. Pane; Andy Bogart
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发表日期 | 2018
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出版年 | 2018
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页码 | 62
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语种 | 英语
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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.
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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.
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主题 | College-Bound Students
; Educational Program Evaluation
; Educational Software
; Personalized Learning
; Vocational Education
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URL | https://www.rand.org/pubs/research_reports/RR2745.html
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来源智库 | RAND Corporation (United States)
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引用统计 |
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资源类型 | 智库出版物
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条目标识符 | http://119.78.100.153/handle/2XGU8XDN/108849
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推荐引用方式 GB/T 7714 |
Andrea Phillips,John F. Pane,Andy Bogart. Evaluation of the Creating College and Career Readiness Initiative in Kentucky. 2018.
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