Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum

This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their co...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:US-China education review 2012, p.149
1. Verfasser: Vick, Matthew
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext bestellen
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page
container_issue
container_start_page 149
container_title US-China education review
container_volume
creator Vick, Matthew
description This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised Bloom's taxonomy and the US NSES (National Science Education Standards). The remembering level was associated with the largest number of quiz and exam questions. However, analysis and application were also frequently assessed. Most of the standards were assessed at some point. The teacher selected projects address science inquiry standards but not additional content standards. The projects often required higher levels of thinking. Recommendations for teachers in virtual K-12 (kindergarten through 12th grade) schools are made to select additional content that focuses on key concepts and include more application, analysis, evaluation and creation. (Contains 7 tables.)
format Article
fullrecord <record><control><sourceid>eric_GA5</sourceid><recordid>TN_cdi_eric_primary_ED532171</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>ED532171</ericid><sourcerecordid>ED532171</sourcerecordid><originalsourceid>FETCH-eric_primary_ED5321713</originalsourceid><addsrcrecordid>eNqFirsOgjAUQDtoIj7-wOFuTiStPGRVwDi4SVzJDRSpKYXc0gG_XgZ3p3OScxbME1GY-HEsghVbW_vmPEo4Dz12PxvU00eZF1xIYj22gKaGTA6z9Q0gPBWNDjWkLdIoCR5V2_f6YGdR0lQSUkekKqddt2XLBrWVux83bH_Ni_Tmy3koB1Id0lTmWRQcxUkEf_IXHAM27g</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum</title><source>ERIC - Full Text Only (Discovery)</source><creator>Vick, Matthew</creator><creatorcontrib>Vick, Matthew</creatorcontrib><description>This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised Bloom's taxonomy and the US NSES (National Science Education Standards). The remembering level was associated with the largest number of quiz and exam questions. However, analysis and application were also frequently assessed. Most of the standards were assessed at some point. The teacher selected projects address science inquiry standards but not additional content standards. The projects often required higher levels of thinking. Recommendations for teachers in virtual K-12 (kindergarten through 12th grade) schools are made to select additional content that focuses on key concepts and include more application, analysis, evaluation and creation. (Contains 7 tables.)</description><identifier>ISSN: 1548-6613</identifier><language>eng</language><subject>Academic Standards ; Biology ; Case Studies ; Charter Schools ; Chemistry ; Classification ; Cognitive Processes ; Computer Assisted Testing ; Computer Simulation ; Course Content ; Course Descriptions ; Course Evaluation ; Curriculum Design ; Curriculum Evaluation ; Distance Education ; Earth Science ; Educational Objectives ; Electronic Learning ; Evaluation Criteria ; Guidelines ; High Schools ; Instructional Design ; Physical Sciences ; Physics ; Science Curriculum ; Science Instruction ; Science Laboratories ; Science Tests ; Secondary School Science ; Student Evaluation ; Student Projects ; Thinking Skills ; Virtual Classrooms ; Web Based Instruction</subject><ispartof>US-China education review, 2012, p.149</ispartof><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,690,780,885</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED532171$$EView_record_in_ERIC_Clearinghouse_on_Information_&amp;_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&amp;_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED532171$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Vick, Matthew</creatorcontrib><title>Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum</title><title>US-China education review</title><description>This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised Bloom's taxonomy and the US NSES (National Science Education Standards). The remembering level was associated with the largest number of quiz and exam questions. However, analysis and application were also frequently assessed. Most of the standards were assessed at some point. The teacher selected projects address science inquiry standards but not additional content standards. The projects often required higher levels of thinking. Recommendations for teachers in virtual K-12 (kindergarten through 12th grade) schools are made to select additional content that focuses on key concepts and include more application, analysis, evaluation and creation. (Contains 7 tables.)</description><subject>Academic Standards</subject><subject>Biology</subject><subject>Case Studies</subject><subject>Charter Schools</subject><subject>Chemistry</subject><subject>Classification</subject><subject>Cognitive Processes</subject><subject>Computer Assisted Testing</subject><subject>Computer Simulation</subject><subject>Course Content</subject><subject>Course Descriptions</subject><subject>Course Evaluation</subject><subject>Curriculum Design</subject><subject>Curriculum Evaluation</subject><subject>Distance Education</subject><subject>Earth Science</subject><subject>Educational Objectives</subject><subject>Electronic Learning</subject><subject>Evaluation Criteria</subject><subject>Guidelines</subject><subject>High Schools</subject><subject>Instructional Design</subject><subject>Physical Sciences</subject><subject>Physics</subject><subject>Science Curriculum</subject><subject>Science Instruction</subject><subject>Science Laboratories</subject><subject>Science Tests</subject><subject>Secondary School Science</subject><subject>Student Evaluation</subject><subject>Student Projects</subject><subject>Thinking Skills</subject><subject>Virtual Classrooms</subject><subject>Web Based Instruction</subject><issn>1548-6613</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNqFirsOgjAUQDtoIj7-wOFuTiStPGRVwDi4SVzJDRSpKYXc0gG_XgZ3p3OScxbME1GY-HEsghVbW_vmPEo4Dz12PxvU00eZF1xIYj22gKaGTA6z9Q0gPBWNDjWkLdIoCR5V2_f6YGdR0lQSUkekKqddt2XLBrWVux83bH_Ni_Tmy3koB1Id0lTmWRQcxUkEf_IXHAM27g</recordid><startdate>2012</startdate><enddate>2012</enddate><creator>Vick, Matthew</creator><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>2012</creationdate><title>Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum</title><author>Vick, Matthew</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_ED5321713</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Academic Standards</topic><topic>Biology</topic><topic>Case Studies</topic><topic>Charter Schools</topic><topic>Chemistry</topic><topic>Classification</topic><topic>Cognitive Processes</topic><topic>Computer Assisted Testing</topic><topic>Computer Simulation</topic><topic>Course Content</topic><topic>Course Descriptions</topic><topic>Course Evaluation</topic><topic>Curriculum Design</topic><topic>Curriculum Evaluation</topic><topic>Distance Education</topic><topic>Earth Science</topic><topic>Educational Objectives</topic><topic>Electronic Learning</topic><topic>Evaluation Criteria</topic><topic>Guidelines</topic><topic>High Schools</topic><topic>Instructional Design</topic><topic>Physical Sciences</topic><topic>Physics</topic><topic>Science Curriculum</topic><topic>Science Instruction</topic><topic>Science Laboratories</topic><topic>Science Tests</topic><topic>Secondary School Science</topic><topic>Student Evaluation</topic><topic>Student Projects</topic><topic>Thinking Skills</topic><topic>Virtual Classrooms</topic><topic>Web Based Instruction</topic><toplevel>online_resources</toplevel><creatorcontrib>Vick, Matthew</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>US-China education review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Vick, Matthew</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>ED532171</ericid><atitle>Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum</atitle><jtitle>US-China education review</jtitle><date>2012</date><risdate>2012</risdate><spage>149</spage><pages>149-</pages><issn>1548-6613</issn><abstract>This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised Bloom's taxonomy and the US NSES (National Science Education Standards). The remembering level was associated with the largest number of quiz and exam questions. However, analysis and application were also frequently assessed. Most of the standards were assessed at some point. The teacher selected projects address science inquiry standards but not additional content standards. The projects often required higher levels of thinking. Recommendations for teachers in virtual K-12 (kindergarten through 12th grade) schools are made to select additional content that focuses on key concepts and include more application, analysis, evaluation and creation. (Contains 7 tables.)</abstract><tpages>15</tpages><oa>free_for_read</oa></addata></record>
fulltext fulltext_linktorsrc
identifier ISSN: 1548-6613
ispartof US-China education review, 2012, p.149
issn 1548-6613
language eng
recordid cdi_eric_primary_ED532171
source ERIC - Full Text Only (Discovery)
subjects Academic Standards
Biology
Case Studies
Charter Schools
Chemistry
Classification
Cognitive Processes
Computer Assisted Testing
Computer Simulation
Course Content
Course Descriptions
Course Evaluation
Curriculum Design
Curriculum Evaluation
Distance Education
Earth Science
Educational Objectives
Electronic Learning
Evaluation Criteria
Guidelines
High Schools
Instructional Design
Physical Sciences
Physics
Science Curriculum
Science Instruction
Science Laboratories
Science Tests
Secondary School Science
Student Evaluation
Student Projects
Thinking Skills
Virtual Classrooms
Web Based Instruction
title Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-04T14%3A39%3A30IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_GA5&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Analyzing%20Breadth%20and%20Depth%20of%20a%20Virtual%20Charter%20School's%20Science%20Curriculum&rft.jtitle=US-China%20education%20review&rft.au=Vick,%20Matthew&rft.date=2012&rft.spage=149&rft.pages=149-&rft.issn=1548-6613&rft_id=info:doi/&rft_dat=%3Ceric_GA5%3EED532171%3C/eric_GA5%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=ED532171&rfr_iscdi=true