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...
Gespeichert in:
Veröffentlicht in: | US-China education review 2012, p.149 |
---|---|
1. Verfasser: | |
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$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$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 |